Why were the states divided between the North and the South? Why were the views on slavery so different between the North and the South?

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1 Pilot Elementary Angie Smith Charley Skedaddle and the Civil War Grade Level: 5th Each of the 5th grade classes will focus on how life was different between the North and South during the Civil War by using Charley Skedaddle as a reference. Essential Question: The Civil War was perceived differently depending on the region in which you lived in. How does the environment in which we live in play a role in the way we choose to perceive the Civil War? Subquestions: What were the causes of the Civil War? Who were the Union/Confederate soldiers? Why were the states divided between the North and the South? What was it like to live in the North/South States? Why were the views on slavery so different between the North and the South? After looking at the different views and beliefs between the North and the South, what is your thoughts on the War Between the States.

2 Objectives: The following is from the North Carolina Standard Course of Study. Social Studies Competency Goal 4 The learner will trace key developments in United States history and describe their impact on the land and people of the nation and its neighboring countries Describe the impact of wars and conflicts on United States citizens, including but not limited to the Civil War. Real World Connections Contact the Davidson County Historical Society for a reference of someone who does Civil War Reenactments. Once you find someone, they will more than likely be willing to come back year after year. Field trip to see Harriet Tubman and The Underground Railroad. Activities: Create a circle map of what the children know about the Civil War. Read and discuss a letter the President has sent to every citizen of the United States. This letter gives the three reasons of the Civil War. (see attached) Notes from overhead for background information on the Civil War (see attached). Read novel Charley Skedaddle. Story Quilts Diorama Acrostic Poem Movie from Media Center on the Civil War Movie from Media Center on Harriet Tubman and slavery

3 Final Product/Presentation Description: Living Timeline of the 8 main characters from the novel using their story quilts, acrostic poems, and dioramas. Evaluation of Product (Rubric): see attached Activity Title: President Letter and Notes Objectives Addressed: Social Studies Competency Goal 4 The learner will trace key developments in United States history and describe their impact on the land and people of the nation and its neighboring countries Describe the impact of wars and conflicts on United States citizens, including but not limited to the Civil War. Language Arts Competency Goal 1 The learner will apply enabling strategies and skills to read and write Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension Increase reading and writing vocabulary through: wide reading. word study. content area study. debate. discussions Use word reference materials (e.g., glossary, dictionary, thesaurus, online reference tools) to identify and comprehend unknown words Make oral and written presentations to inform or persuade selecting vocabulary for impact.

4 Materials needed: Copy of letter from the President Copy of notes about the Civil War for overhead Approximate Time Needed: 3 days, 1 hour each day with one day being in Media Center. Activity description: Day 1: Students will be given a copy of the letter. Teacher will read it aloud while students follow along. Afterwards, discuss the importance of the three reasons for the Civil War. Decide which class will debate for/against slavery. Tell students they need to write a letter to the President supporting their stand on slavery. (**Tell students this is not necessarily their opinion, but how they might have felt in 1861.) Day 2: Give the notes from the overhead. These give the students a brief overview of the who s, what s, when s, and where s. of the Civil War. Day 3: Meet in the media center to debate the letters to the President. This should be guided at first by teacher, then students should be able to continue on their own debating back and forth. Teacher is there only as an observer. Activity Title: Charley Skedaddle Each class will read aloud the novel Charley Skedaddle. Objectives Addressed: Language Arts Competency Goal 1 The learner will apply enabling strategies and skills to read and write Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.

5 1.03 Increase reading and writing vocabulary through: wide reading. word study. content area study. discussions. Competency Goal 2 The learner will apply strategies and skills to comprehend text that is read, heard, and viewed Interact with the text before, during, and after reading, listening, and viewing by: making predictions. formulating questions. supporting answers from textual information, previous experience, and/or other sources Read a variety of texts, such as: nonfiction (books of true experience, newspaper and magazine articles, schedules). Materials needed: Charley Skedaddle Critical Thinking Questions (teacher created) Chapter Quizzes (see attached) Approximate Time Needed: 3 weeks for Read Aloud, 45 min. per day. Activity Description: As Charley Skedaddle is being read, students will have questions to answer after every chapter. Some questions will be completed individually and some will be in groups. At the conclusion of reading the novel, students will complete a test to show the mastery of the novel.

6 Activity Title: Story Quilt Objectives Addressed: Math COMPETENCY GOAL 3: The learner will understand and use properties and relationships of plane figures Solve problems involving the properties of triangles, quadrilaterals, and other polygons. 1. Sum of the measures of interior angles. 2. Lengths of sides and diagonals. 3. Parallelism and perpendicularity of sides and diagonals. Materials Needed: List of the 8 main characters from the novel Poster Board Crayons/Colored Pencils Ruler Approximate Time Needed: 3 weeks, 20 min. per day Activity Description: Students will vote on the character they want to be from the novel. Not all students will get their 1st choice, so have them label 1,2,and 3. I try to keep everyone happy, but that doesn t always happen. I will then put them in groups of 3-4 to work on this project. The story quilt is a series of quilt designs and illustrations from the novel. I require 4-6 illustrations from the novel and the scenes have involve their character. By this point we have either finished or are on polygons and quadrilaterals and I require the students to create the quilt design using the shapes they have learned. At the bottom of all illustrations, students need to write a brief description of the scene (2-3 sentences). The story quilts will be presented during the timeline. Finished products will be assessed according to the Rubric for Story

7 Quilt. (see attached) The following are the 8 characters the students will represent: Charley Skedaddle Quinn Noreen Quinn Con Sullivan Jem Miller Cois MacRae Sarie Griffen Jerusha Granny Bent Silas Gorman Activity Title: Acrostic Poetry Objectives Addresses: Technology Competency Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies Use proper keyboarding techniques to improve accuracy, speed, and general efficiency in computer operation. (4) 2.10 Select and use WP/DTP menu/tool bar features to edit/revise and change existing documents/projects/assignments. (4) 2.13 Plan, discuss, and use search strategies with two or more criteria to find information for assignments/projects/products about the Western Hemisphere. (6) 2.14 Model and explain the importance of ethical, responsible, and safe behavior when using networked digital information (e.g., Internet, mobile phone, wireless, LANs). (6) 2.15 Select, discuss and evaluate digital resources and information for content, accuracy, usefulness and cite sources. (6) Competency Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information Modify/edit databases to organize, analyze, interpret data, and create reports (e.g., documents, multimedia project, webpages). (2)

8 Materials Needed: Novel and Computer Approximate Time Needed: 1 week, 20 min. per day. Once rough copy is completed, Computer Lab time will need to be scheduled or use mobile lab. Activity Description: Students will take their character name and create an acrostic poem. Once the rough copy has been completed, students will need to type poems on the computer. Then students will need to edit/modify their project for completion. Finished projects will be assessed according to the rubric for Acrostic Poems. (see attached) Activity Title: Dioramas for Charley Skedaddle Objectives Addressed: VISUAL ARTS COMPETENCY GOAL 1: The learner will develop critical and creative thinking skills and perceptual awareness necessary for understanding and producing art Use the imagination as a source for symbolic expression. Activity Description: Students will take a shoe box or some type of small box and recreate a 3-D scene from the novel. Students can choose any of their favorite scenes to recreate. This is an activity that will be completed at home and every child will do one. It does not have to be a scene with their character. Finished projects will assessed according to the rubric for Dioramas.

9 Final Presentation Students will create a living timeline of the novel. All activities will be presented at this time. A teacher created imovie of the children working throughout the project will be shown at this time. Resources used in this PBL on Charley Skedaddle and the Civil War A Literature Unit for Charley Skedaddle by Patricia Beatty written by Angela L. Jones, published by Teacher Created Materials, Inc. ISBN Charley Skedaddle by Patricia Beatty, 1987, Troll Communications, ISBN Websites: Clothing Women's Clothing Men's Clothing

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