Civil War, Reconstruction, Turn of the Century

Grade Level: 5th

Course Length: 5 weeks class meets daily for 50 minute segments

Course Description: The focus of this unit is the causes, events and consequences of the Civil War, the political and economic Reconstruction of the South and the assimilation of newly freed African-Americans into the nation, and America’s “second industrial revolution,” including the continued movement west, the rise of corporations, and immigration.

Standard’s: History

SS5H1 The student will explain the causes, major events, and consequences of the Civil War.

a.       Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry and explain how each of these events was   related to the Civil War.

b.      Discuss how the issues of states’ rights and slavery increased tensions between the North and South.

c.       Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s March to the Sea, and Appomattox Court House.

d.      Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas “Stonewall” Jackson.

e.       Describe the effects of war on the North and South.

SS5H2 The student will analyze the effects of Reconstruction on American life.

a.       Describe the purpose of the 13th, 14th, and 15th Amendments.

b.      Explain the work of the Freedmen's Bureau.

c.       Explain how slavery was replaced by sharecropping and how African-Americans were prevented from exercising their newly won rights; include a discussion of Jim Crow laws and customs. SS5H3 The student will describe how life changed in America at the turn of the century.

a.       Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.

b.       Describe the impact on American life of the Wright brothers (flight), George Washington

Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity).

c.       Explain how William McKinley and Theodore Roosevelt expanded America's role in the world; include the Spanish-American War and the building of the Panama Canal.

d.       Describe the reasons people immigrated to the United States, from where they emigrated, and where they settled.

e. Describe the impact of westward expansion on Native Americans; include the Battle of Little Bighorn and the relocation of Native Americans to reservations.

Geography

SS5G1 The student will locate important places in the United States.

a.       Locate important physical features; include the Grand Canyon, Salton Sea, Great Salt Lake, and the Mojave Desert.

b.       Locate important man-made places; include Kitty Hawk, NC, and Pittsburgh, PA.

SS5G2 The student will explain the reasons for the spatial patterns of economic activities.

a.       Identify and explain the factors influencing industrial location in the United States after the Civil War (during Reconstruction).

b.       Define, map, and explain the dispersion of the primary economic activities within the United States since the turn of the century.

Economics

SS5E1 The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.

a. Describe opportunity costs and their relationship to decision-making across time (such as decisions to remain unengaged at the beginning of World War II in Europe).

c. Describe how specialization improves standards of living, (such as how specific economies in the north and south developed at the beginning of the 20th century). b. Explain how price incentives affect people’s behavior and choices (such as decisions to participate in cattle trails because of increased beef prices).

d. Explain how voluntary exchange helps both buyers and sellers (such as how specialization leads to the need to exchange to get wants and needs).

SS5E3 The student will describe how consumers and businesses interact in the United States economy across time.

a.       Describe how competition, markets, and prices influence people's behavior.

b.      Describe how people earn income by selling their labor to businesses.

c.       Describe how entrepreneurs take risks to develop new goods and services to start a business.

TAG Standards:

TAG Directed Study and Advanced Research

1. The student uses a variety of print and non-print resources to investigate a topic of interest.2. The student formulates original and appropriate questions to test the limits of an existing body of

knowledge.3. The student uses concepts within and across disciplines to develop valid hypotheses, thesis statements,

or alternative interpretations of data.4. The student selects appropriate research tools and methodologies (e.g., historical, descriptive,

developmental, case, field, correlational, action, survey, interview) to conduct scientific investigations5. The student gathers, organizes, analyzes, and synthesizes data from multiple sources to support or

disprove a hypothesis.

TAG Advanced Communication Skills

1. The student uses written, spoken, and technological media to convey new learning or challenge existing ideas.

2. The student produces written and/or oral work that is complex, purposeful, and organized, includes relevant supporting examples and manipulation of language.

3. The student creates products and/or presentations that synthesize information from diverse sources and communicate expertise to a variety of authentic audiences.

4. The student uses a variety of multi-media and innovative technology to create illustrations, models, charts, tables, and graphs as tools for communication.

5. The student applies interviewing techniques for a variety of purposes.6. The student anticipates and addresses potential misunderstandings, biases, and expectations in

communication with others.7. The student participates in small group discussions to argue persuasively or reinforce others’ good

points.

Creative Thinking & Creative Problem Solving Skills1. The student questions accepted practices, rules, and existing principles to discover new knowledge.2. The student designs, applies, evaluates, and adapts a variety of innovative strategies to when problem solving (e.g., recognizes problems, defines problems, identifies possible solutions, selects optimal solution, implements solution, and evaluates solution).3. The student incorporates brainstorming and other idea-generating techniques (synectics, SCAMPER, etc.) to solve problems or create new products.4. The student demonstrates skills in fluency and flexibility to solve problems or create new products.5. The student develops original ideas, presentations, or products through synthesis and evaluation.

6. The student, independently or through collaboration with classmates, clarifies, illustrates, or elaborates on an idea for product improvement.7. The student uses analogies, metaphors, and/or models to explain complex concepts.

Higher Order Critical Thinking Skills (HO/CTS)1. The student asks probing, insightful, and relevant questions.2. The student responds to questions with supporting information that reflects in-depth knowledge of a topic.3. The student conducts comparisons using criteria.4. The student makes and evaluates decisions using criteria.5. The student predicts probable consequences of decisions.6. The student extrapolates verbal-linguistic (e.g., analogies) and visual-spatial patterns (e.g., tessellations) to determine relationships.7. The student examines an issue from more than one point of view.8. The student separates one’s own point of view from that of others.9. The student identifies stereotypes, biases, and prejudices in one’s own reasoning and that of others.10. The student distinguishes between assumptions, inferences, and conclusions.11. The student draws conclusions based upon relevant information while discarding irrelevant information.12. The student evaluates conclusions based upon relevance, depth, breadth, logic, and fairness.

What students should know:

Harriet Beecher Stowe's book, Uncle Tom's Cabin, and John Brown's raid on Harper's Ferry were events that increased conflict between the North and the South.

The North wanted new territories to ban slavery and become Free states. The South wanted new territories to allow slavery and become slave states (states' rights). Fort Sumter was the first fire of the Civil War. Vicksburg/Gettysburg were two battles in the war and also the turning point for the

North. The Atlanta Campaign was the capture of the economic center of the South. Sherman's March to the Sea was the destruction of key cities from Atlanta to Savannah. Robert E. Lee surrendered to Ulysses S. Grant at a home in the village of Appomattox

Court House. The importance of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis,

and Thomas "Stonewall" Jackson and their roles in the Civil War. The effects of the war on the North and the South. The effects of the war on the North and the South. The freedoms granted by the Bill of Rights and the purpose of the 13th amendment and the

ending of slavery in the United States. The purpose of the 14th amendment and the rights of citizenship and for the right to due

process of law. The purpose of the 15th amendment and the right for all men regardless of race to have the

right to vote. The work of the Freedmen's Bureau. Sharecropping was a replacement for slavery in the South and helped maintain the agricultural

economy. The court decision of Plessey vs. Ferguson led to the establishment of "Jim Crow" laws which led

to years of segregation in the country. The factors which influenced industrial growth in the United States: Transcontinental

railroad, mining, Homestead Act The concept of supply and demand. An entrepreneur will take risks to develop new goods and services to start a business. How and why amendments are added to the Constitution. The role of the cattle trails in the late 19th century led to a boom in the cattle industry. 

Ranchers, including the Black Cowboys of Texas, drove their herds of cattle along the Great Western Cattle Trail and the Chisholm Trail to the nearest railheads to send them East.

The important inventors/inventions created during the late 1800's: communication, flight, science, and electricity.

William McKinley and Theodore Roosevelt's role in the expansion of America's role in the world; including the Spanish-American War and the building of the Panama Canal.

Why people immigrated to the United States, from where the emigrated, and where they settled.

The factors which influenced industrial growth in the United States:

                *cattle trails/growth of the railroad

                *immigrant labor force

                *inventions

                *construction of the Panama Canal

The purpose of the 12th and 17th amendments for election of president, vice president, and senators.

Voting rights were protected by the 15th amendment. Women gained the right to vote with the 19th amendment. The concept of supply and demand with regard to competitive markets and prices. An entrepreneur will take risks to develop new goods and services to start a business.

What students should be able to do:

Identify the issues with reuniting the North and South Design, evaluate, and apply a variety of innovative strategies for solving the issues concerning

Reconstruction Incorporate brainstorming and other ideas generating techniques to solve or create new

products. Explain how the invention of the light bulb impacted everyday life. Understand the economic advantages of the light bulb. Understand the personal advantages of the light bulb. Students will be able to explain the issues facing the early settlers in the Great Plains. Students will be able to name three or more inventions that changed the world as we know it. Students will be able to explain how those inventions came about. What was the need that was

filled by these inventions? Students will be able to explain the conflicts that happened between the different cultures

during westward expansion. Example: Native Americans, newly freed slaves, immigrants from other countries.

Skills Matrix (Map and globe skills) Information processing skills

Suggested Vocabulary

tariff states’ rights sectionalism fugitive popular sovereignty border states slave state free state draft emancipation casualties camp home front civilian telegraph total war desert Union Confederacy secession popular sovereignty Reconstruction Black Codes Freedmen's Bureau sharecropping 13th Amendment citizenship 14th Amendment due process of law 15th Amendment segregation Jim Crow

primary source secondary source transcontinental railroad prejudice homestead Exoduster drought sodbuster demand supply railhead barbed wire corporation competition monopoly labor union strike persecution ethnic group tenement stockyard skyscraper rapid transit slum settlement house progressives muckraker

Essential Question(s)

Why did increased tensions between the North and the South lead to war? (SS5H1a,b) How did the Civil War impact life in the North and in the South? (SS5H1e; SS5E1a,c) How did key battles (Fort Sumter, Gettysburg, the Atlantic Campaign, Sherman’s March

to the Sea, and Appomattox Courthouse) affect the outcome of the Civil War? (SS5H1c,d; SS5G1b; SS5E1a,c)

How did the Civil War have both benefits and costs for the United States? (SS5H1e; SS5E1)

How did the leadership styles of the Confederate Army (Robert E. Lee, Thomas “Stonewall” Jackson) compare to the leadership styles of the Union Army (Ulysses S. Grant)? (SS5H1d)

How did Abraham Lincoln and Jefferson Davis compare as leaders? How are a citizen's rights protected by the 13th, 14th, and 15th amendments? (SS5H2a;

SSCG1a, b, c, d; SS5CG2a,b) Why did newly freed men decide to sharecrop? (SS5H2c; SS5E1c; SS5E3) How did location influence the development of industry in the United States during

Reconstruction? (SS5G2a; SS5E3a,c) How did Reconstruction change the lives of African Americans in the South? (SS5H2a,b; SS5E1c)

How did the Jim Crow laws and social customs of the South affect the lives of African Americans? (SS5H2c; SS5CG1a,b,c)

How did location influence the development of industry in the United States at the turn of the 19th century? (SS5G1b; SS5G2; SS5E1c,f; SS5E3a,b,c)

How did the development of the western cattle industry in the years following the Civil War reflect changes in America? (SS5H3a; SS5G1a; SS5G2b; SS5E1c,f; SS5E3)

Why did people immigrate to the United States? (SS5H3d; SS5G2a, b; SS5CG4; SS5E1a; SS5E3) How did changes in technology (electricity, telephone, science, transportation) lead to changes

in politics and society? (SS5H3b; SS5G1b; SS5G2b; SS5E1f; SS5E3) Why did America’s role in the world expand as a result of the Spanish-American War? (SS5H3c;

SS5E1a; SS5E3) How did inventors such as the Wright Brothers, George Washington Carver, Alexander Graham

Bell, and Thomas Edison help strengthen the nation? (SSH3b) How did changes to the Constitution increase the voting power of the citizens of the United

States?

Resource(s)

Anchor Text - Houghton Mifflin Social Studies United States History:   Civil War to Today

Houghton Mifflin Social Studies United States History: Civil War to Today:Student TextStandard and Page Numbers

Silverman, Jerry, Songs and stories of the Civil War, Twenty-first Books,2002

Skelton, Renee, Harriet Tubman:   a woman of courage , Harper Collins, 2005

Walker, Sally, Secrets of a Civil War Submarine:   Solving the Mysteries of   the HL Hunley , Minnesota Carol Rhoda Books, Inc., 2005

Giblin, James Cross, Good Brother, Bad Brother: The Story of Edwin Booth and   John Wilkes Booth, Clarion Books, 2005

Meltzer, Milton, Hear That Train Whistle Blow! How the Railroad Changed the World, Random House Children’s Books, 2004

Clee, Paul, Photography and the Making of the American West, Linnet Books/Shoe String Press, 2003

Stefoff, Rebecca, American Voices From the Opening of the West, Benchmark Books, 2002

Stanley, Jerry, Cowboys and Longhorns: A Portrait of the Long Drive, Crown Books for Young Readers, 2003

Nelson, Marilyn, Carver: A Life in Poems, Front Street Books, 2001

Carter, Andy, George Washington Carver (On My Own Biography Series),2000

St. George Judith, So You Want to be an Inventor?, Puffin, 2005

http://www.kidskonnect.com/content/view/264/27/

 http://www.socialstudiesforkids.com/subjects/civilwar.htm

 http://edtech.kennesaw.edu/web/civwar.html

 http://www.nps.gov/archive/gett/gettkidz/kidzindex.htm

 http://cybersleuth-kids.com/sleuth/History/US_History/Civil_War/index.htm

 http://www.suffolk.lib.ny.us/youth/jccivil.html

 http://civilwarclipart.com/Clipartgallery/clipart.htm

http://www.pbs.org/wgbh/amex/reconstruction/program/index.html     (PBS American Experience - Reconstruction:  The Second Civil War - Program with Teacher's Guide)

http://memory.loc.gov/ammem/aaohtml/exhibit/aopart5.html (African American Odyssey:  Reconstruction and Its Aftermath)

http://www.digitalhistory.uh.edu/reconstruction/index.html (America's Reconstruction:  People and Politics After the Civil War)

http://chnm.gmu.edu/courses/122/recon/chron.html (Reconstruction Timeline)

http://www.americaslibrary.gov/cgi-bin/page.cgi/jb/recon (America's Story from America's Library - The Library of Congress - Reconstruction)

http://www.pbs.org/weta/thewest/places/trails_ter/cattle.htm

http://www.thechisholmtrail.com/map1.htm

http://www.epcc.edu/nwlibrary/borderlands/21_black_cowboys.htm

http://www.loc.gov/rr/hispanic/1898/

http://www.history.navy.mil/photos/events/spanam/eve-pge.htm

http://www.canalmuseum.com/

United Streaming Videos: [To follow links, right-click the video title, and select "Open in New Window."]

Story of the Wright Brothers, The:   From Kites to Kitty Hawk Living History:   Living During the Industrial Revolution The 20 th Century History Game:   Industry:   The Rise of Big Business America Becomes a World Power

Day 1

EQ: How did the Civil War impact life in the North and in the South? Where would you have rather lived?

Hook: Teacher will have a box in the room. Students will take turns trying to fit themselves in the box. After all students have tries to fit in the box, the teacher will then read the book Henry’s Freedom Box. Give time to discuss feelings about the story and the fact that this is a true story.

Introduce to students that we will be learning about the Civil War and Reconstruction during the first part of this 5 week unit. For the first part of the unit we will participate in A Classroom Divided simulation. Students will be divided in the North and South for this simulation that will take place during the Civil War and Reconstruction part of the unit. The class will be divided unequally to represent the advantage the North had. Students will be given time to draw maps of the states that they represent.

During this simulation the teacher will keep points to see who is winning. The north or the south. Students will also be arranged to face each other in the classroom for the simulation.

Homework: read chapter 5 lesson 1 “Worlds Apart”

Day 2:

EQ: How did the Civil War impact life in the North and in the South? Where would you have rather lived?

Ticket in the door: Students will create a T Chart in their interactive notebooks. They will list the differences between the North and South. They must also include each sides view on sectionalism and state’s rights.

Students and Teacher will discuss the previous day’s introduction. Teacher will give information

about the issues of state’s rights and sectionalist. What is the difference?

Students will role play that they are having a meeting in congress. They will work in their groups.

Student’s will choose to research, write the script, or be the actors for the role playing activity.

The North will research and defend their states decision to stay in the Union.

The South will research and defend their states decision to succeed. Each group will share and debate their choice.

Homework: Read chapter 5 lesson 2

Day 3:

EQ: How did the Civil War impact life in the North and in the South? Where would you have rather lived?

Ticket in the Door: What did abolitionist do to help convince others that slavery was wrong?

Mystery Lesson- Fort Sumter Who Fired the first shot to begin the Civil War?

Homework: read chapter 5 lesson 3

Day 4:

EQ: How did the Civil War impact life in the North and in the South? Where would you have rather lived?

Ticket in the door: Complete a Venn diagram comparing and contrasting Harriet Tubman and Sojourner Truth.

- Read/show the book Unspoken- Discuss why there are no words/narration to the story- Discuss what a freedom quilt is- Students will work in small groups to create their own freedom quilt to guide

students from the classroom to the playground.

Homework: complete t\square for the freedom quilt so that they may be constructed and

displayed. Read chapter 5 lesson 4.

Day 5:

EQ: How did the Civil War impact life in the North and in the South? Where would you have rather lived?

Ticket in the door: What effect did the Dread Scott Decision have on the conflict over slavery?

Students will read information about the underground railroad that the teacher has provided.

Students will participate in Readers Theater “Moses Leads Her People to Freedom”. They will use their tablets to video their acting and we will watch on the active board.

Students who do not participate in the acting out will be the directors, and film/editing crew for each group.

Weekly Wrap up: Discuss the causes of the Civil War, sectionalism vs. state’s rights, abolitionist, and the underground railroad.

Day 6:

EQ: Which Civil War Battle was the most important and why?

Ticket in the Door: If Abraham Lincoln was against slavery, why wasn’t he an abolitionist?

Students will participate in a Mystery lesson about the H.L. Hunley.jordan.blair.mysterylesson.docx

Homework: read chapter 6 lesson 1

Day7:

EQ: Which Civil War Battle was more important and why?

Ticket in the door: Why did President Lincoln issue the Emancipation Proclamation?

Students will begin working on the Decision Making lesson “Alternative Ending to the Civil War” jordan.blair.decisionmaking.docx

Homework” read chapter 6 lesson 2

Day 8:

EQ: Which Civil War Battle was more important and why?

Ticket in the Door: Why do you think Sherman decided to destroy everything the south needed in his March to the Sea?

Students will finish the Decision Making lesson. Groups will present their “new” Gettysburg Address and how they think life would have been different after the war if the south had won.

Homework: read chapter 6 lesson 3

Day 9:

EQ: Which Civil War battle was more important and why?

Ticket in the Door: What advantage did Grant’s army have over Lee’s at Richmond?

Students will role play what it was like to be a part of the Civil War. Students will work together, in their groups (north and south) to create their own reader’s theatre that will be a reenactment of a battle that they feel was important. They will share their play with the class and eat the battle food while sharing. The North will make Union Hardtack and the south will make Confederate Johnny Cakes. (the teacher will make the night before)

If time allows, play bazinga as a review game for upcoming test.

Homework: read chapter 6 lesson 4

Day 10:

EQ: How does the 13th, 14th, and 15th amendments further support the Bill of Rights?

Ticket in the door; In what way was the 14th amendment, which said that states cannot take away life, liberty or property without due process, a response to black codes?

The teacher will distribute the Reconstruction Choice Board. ..\Downloads\reconstruction choice board.doc

Students will choose three tasks on the choice board to complete.

After weekly wrap up students will be allowed to begin working on choice board activities.

Day 11:

EQ: How does the 13th, 14th, and 15th amendments further support the Bill of Rights?

Ticket in the door: In what ways did the 14th and 15th amendment protect the rights of African Americans?

Creative Problem Solving “Reconstruction” jordan.blair.creativeproblemsolving.docx

Homework: read chapter 6 lesson 7 and work on reconstruction choice board

Day 12:

EQ: Why did newly freed men decide to sharecrop? If you were a newly freed man would you decide to sharecrop?

Ticket in the door: What benefits did the landowners and farmers get from sharecropping? Why did sharecroppers usually stay poor?

Finish the creative problem solving lesson. Have students share their solutions to the problems of reconstruction with their class.

Students will be allowed to work on their choice board activities.

Homework: Finish choice board activities.

Day 13:

EQ: How did Abraham Lincoln and Jefferson Davis compare as leaders?

Ticket in the Door: Make a list of all of the leaders that you remember from the Civil War and Reconstruction period.

Students will participate in a creative decision making lesson; “Civil War/Reconstruction Dinner Party” Students will read information about each leader, and then decide who they would invite to dinner and where they would be seated.

Homework: Ask your parents to name who they would invite to your groups dinner party. Bring

their seating chart to school and be able to compare their answers to your groups.

Day 14:

EQ: How did changes in technology (electricity, telephone, science, transportation) lead to changes in politics and society?

Ticket in the Door: List some items that you think that you and your family could not do without. How did those items become so important?

Share dinner party plans from your homework.

Announce the winners of the classroom divided simulation.

Students will participate in a Circle of Knowledge lesson “Turn of the Century” jordan.b.circleofknowledge.docx

Homework: read chapter 7 lesson 1 and 2

Day 15:

EQ: How did the development of the western cattle industry in the years following the Civil War reflect changes in America?

Ticket in the door: What were some of the effect of the Transcontinental railroad? What were some of the prejudice Chinese workers faced as they built the railroad?

Complete the circle of knowledge lesson.

Weekly wrap up.

Day 16:

EQ: How did changes in technology (electricity, telephone, science, transportation) lead to changes in politics and society?

Ticket in the door: How did technological advances in transportation, seed, farm machinery, and communication help make settlement of the Great Plains more successful?

Students will read lesson extension in the text on page 236 Sod Houses. The teacher will provide materials for students to make a replica of a sod house. Small groups. After completing their houses, what was important for them to include in their house? Why was it so important? Could

you live in a sod house on the Great Plains?

Homework: read chapter 7 lesson 3

Day 17:

EQ: How did the development of the western cattle industry in the years following the Civil War reflect changes in America?

Ticket in the door: How did supply and demand for beef contribute to the cattle drives?

Students will read lesson extension on page 242-245 “ In the days of the Vaqueros”

After reading about the Vaqueros, students will work in small groups to create a presentation to teach the class about Vaqueros and what the settlers learned from them.

Some students may choose to work independently.

Homework: read chapter 7 lesson 4

Day 18:

EQ: How are a citizen's rights protected by the 13th, 14th, and 15th amendments?

Ticket in the door: what effect did the Battle of Little Big Horn have on government policy toward the Lakota and Cheyenne?

Student will participate in a Creative problem solving lesson- “Assimilation of the Native American”

Day 19:

EQ: How are a citizen's rights protected by the 13th, 14th, and 15th amendments?

Ticket in the Door: What do you think the real goals were for the united states government’s policy of assimilation?

Finish the creative problem solving lesson.

Share solutions with the class.

Homework: read chapter 8 lesson 1

Day 20:

EQ: How did changes in technology (electricity, telephone, science, transportation) lead to changes in politics and society?

Ticket in the door: Think about your cell phone. What inventions, at the turn of the century, made the cell phone possible?

Students will participate in a Graduated Difficulty lesson- “Inventions”

jordan.blair.graduateddifficulty.docx

Day 21:

EQ: How did changes in technology (electricity, telephone, science, transportation) lead to changes in politics and society?

Ticket in the door: Name some items you used this weekend that would not have been available without inventors like Alexander Graham Bell.

Students will complete the graduated difficulty lesson.

Homework: Ask your family where your relatives originate from. Create a list of the countries that your relatives originally come from. Read chapter 8 lesson 2

Day 22:

EQ: Why did people immigrate to the United States?

Ticket in the door: Place your name under the country that your relatives originate from. You may have your name on more than one list.

Student will participate in an immigration simulation. Students will all come through Ellis Island.

We will discuss how arriving at Angel Island might have been different.

Homework: read chapter 8 lesson 3

Day 23:

EQ: Why did people immigrate to the United States?

Ticket in the Door: Would skyscrapers have been possible before electricity and steel where widely available?

Student will work in small groups to create a new city. They will be given materials to build their own skyscrapers. They will have to work together to solve issues. No technology will be used in this lesson.

Homework: Read chapter 8 lesson

Day 24:

EQ: How did changes to the Constitution increase the voting power of the citizens of the United States?

Ticket in the door: In what way did the 19th amendment expand democracy in the United States?

Students will participate in a classroom simulation- “A Woman’s Place” about women’s suffrage.

Day 25:

EQ: How did changes to the Constitution increase the voting power of the citizens of the United States?

Ticket in the door: Make a list of the most interesting information that you learned thought this unit. What suggestion do you have for improving the unit?

Discuss the unit. Play Bazinga in preparation for unit test.

.bazinga game.pptx

..\Downloads\Rubric_to_score_each_lesson.word.doc