Lesson five: Concept- Growth and Change

Course Data 

Date: March 26, 2009

Grade Level: 3rd

Unit Topic: Our Country’s History

Lesson Topic: Growth and Change

DRL Component: Concept

Strategy: Semantic Feature Analysis 

Materials

Semantic Feature Analysis worksheet

Confederacy and Union facts sheets

Lesson Objectives 

TSWBAT analyze features of the Union and Confederacy using semantic feature analysis.

TWSBAT compare and contrast the Union and Confederacy using a Venn Diagram.

TN Curriculum Standards 

3.5.01 Identify major features, events, and issues in Tennessee, United States, and world history.

Anticipatory Set/Focus 

Show students the picture of the little boy soldier during the Civil War. Ask the students questions so that they understand that he was a part of the war (ABK). Give them five minutes to write anything they want about the picture such as what they think it would be like, what the boy might have been thinking, etc. (RRL). After that, allow the students to get with a partner and share their writing about the picture (IAL). Then, explain to the students that we are going to be doing an activity today to help them understand more about the Civil War (LL).

Essential Question: Why was the Civil War worse than others?

Instruction 

The day before the instruction assign students to the Union or the Confederacy and assign lesson 4 in chapter 6 for them to read before class. Have them wear either a blue or grey shirt to class and explain why.

Break the students into their blue and grey groups and give them the fact sheets for each group. Give them a few minutes to read over the fact sheet and reread pages 216 and 217 in their textbook. After they have read over it, give them the SFA worksheet and tell them to work together to fill in the column with “yes” or “no” answers for only their “expert” group.

After the groups have completed their column, pair the students up with someone from the other group and give them two minutes to each share one of their answers from the column and explain to the other one why it is “yes” or “no”. After the two minutes are up, say “switch” and tell the students to find someone that is from the other group (they can tell by shirt color) and explain other answer. Repeat until everyone’s sheet is filled in.

Closure

Bring the whole class back together and go over the worksheet, calling on every student for an answer.

Give the students an exit slip

Independent Practice 

Write 3 sentences about the effect of the Civil War using the textbook.

Worksheets/Attachments 

Exit Slip

Name:____________________________________________________

1. On a separate sheet of paper, make and fill in the Venn Diagram below using what you learned in class.

2. Why do you think the Civil War was worse than other wars before it?

Union Facts

• 2.1 million men fought for the Union
• 2 percent of America’s population died during the Civil War
• About 6,000 battles or other conflicts happened during the Civil War
• Over 2,000 boys 14 or younger fought for the Union
• 3,530 Native Americans fought for the Union
•  The Union’s general was Ulysses S. Grant
• Disease killed more people than battle wounds

Confederacy Facts

• 900,000 men fought for the Confederacy
• 2 percent of America’s population died during the Civil War
• About 6,000 battles or other conflicts happened during the Civil War
• More of the generals in the Confederacy were born in the North than were born in the South
• The Confederacy’s general was Robert E. Lee
• Disease killed more people than battle wounds

Semantic Feature Analysis Worksheet

Name: ________________________________________________________________ 

Directions: Determine which characteristics describe the North and the South. Put a “yes” in the box if it describes it and a “no” in the box if it does not.

Download lesson as a Word document:

5 concept lp.rtf (1,6 MB)