2. INTRODUCTION/OBJECTIVES The 5th grade students will use the six standards; American Heritage, People in Societies, World Interactions, Democratic Processes, Decision Making and Resources, and Citizenship Rights and Responsibilities to learn about the Civil War. Students will gain an understanding of the causes of the war, important people of that time period, the major events of the war, and its impact on our country.

4. * Use the Internet to research a person from the Civil War. * Make a timeline ranging from the Compromise of 1850 to Reconstruction. * Tell the story of the Civil War from the perspective of one of the following: slave, Union/Confederate soldier, Abe Lincoln, or Jefferson Davis. *Read “Dear America: A Diary of a slave girl.” *Compare and contrast transportation today with transportation during the Civil War.

7. * Compare the way Europeans came to America with the way Africans came to America. *Use map skills to show what parts of Africa slaves came from and where they were concentrated in America. *Use various resources to find what customs and traditions Africans brought to America. *Read and discuss the book “NightJohn.” * Write a summary of the history of African Americans from slavery to the present.

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10. * Utilize map skills to track troop movements during the Civil War. * Use latitude and longitude to pinpoint major cites in the Confederate South. *Compare and contrast the North and South in as many aspects as possible. *Look at a map and determine what is relevant or irrelevant to answering a question. *Use resources to find out why slavery was so important to the South.

13. *Looking at the purposes of our national government decide if the Union was protecting the National government during the Civil War. *Research the 13th, 14th, and 15th amendments and explain their significance. *Re-enact the Dred Scott Case. *Discuss the voting that took place in Kansas on the issue of popular sovereignty. *Assuming the South would have won the war, hold an election for the presidency of the Confederate States.

16. * Use a decision-making grid to weigh the pros and cons of slavery. * Decide what supplies the troops need most and derive a strategy to get the supplies to them. *Do a skit that portrays Sherman’s March and explain why it impacted the South so much. * Use various resources to find out methods of income in the South and make a chart displaying this information. *Use the Internet to find out particular items/methods that increased cotton production after the Civil War, even though the slave labor was no longer being utilized.

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19. * Derive a list of facts and opinions about the Civil War. * Use a variety of resources to research a particular battle of the Civil War. *Identify a problem in the school that people have opposing opinions about. Come up with a solution to that problem to avoid a “Civil War.” * Examine various people from the Civil War and pick out the characteristics that would make them responsible citizens. * Write a paper telling if the war was to attain justice for the the slaves or a way for the North to demonstrate authority.

21. The Ohio Model contains six areas in which our students should learn Social Studies. These six are American Heritage, People in Societies, World Interactions, Decision Making and Resources, Citizenship Rights and Responsibilities, and Democratic Processes. To achieve the goals that the model has set, teachers should become familiar with and use the model to help guide the planning of their lessons.