TEKS 7.6 A
TEKS 7.21 A, B, and C
Students will discuss the cultural differences existing between the northern states and southern states during the 1800s. They will identify the eleven southern states that seceded from the Union for fear of losing their culture.
Activities (15 minute chunks):
United States Map in 1861:
Students will examine an American map following the formation of the Confederacy. Using the data from the map they will answer five questions. After going over the questions I will ask students to make a prediction on how they think America became a divided nation.
Yes and No Activity:
Students will work in groups of three. Each group is assigned to a specific area where they will find a poster with two columns labeled "yes" and "no." At their posters students will find a list of ten American cities. Seven of the cities will belong in the "no" column and three will belong in the "yes" column. The seven cities in the "no" column are all northern cities, while the three cities in the "yes" column are southern cities. Students have to match the cities up in their proper column, without being prompted with questioning. They will get frustrated at first, but after a while they will identify and separate the northern and southern cities. Upon completion of the activity I will ask students why they believe I chose seven northern cities and only three southern cities. Students will likely answer that most of America's largest cities in the 1800s were located in northern states.
Students will observe a PowerPoint about the cultural separation taking place between the North and South. As we go along, I will pause to ask students questions about the content.
There are many effective methods and strategies for introducing new vocabulary. Before continuing the lesson, make sure the students can define the word secede. Any strategy you choose to incorporate the new term is fine as long as they can define it in their own, middle school language. Also have students provide both synonyms and antonyms to any newly acquired vocabulary.
Each student is given a handout with the name of a state. Make sure all eleven Confederate states are included. Students are instructed to go to one side of the room. One by one, call out each state that seceded from the Union, and have those students stand on the other side of the room. Ask the students what the eleven states did, and encourage to use their newly learned vocabulary term secede.
If time remains, have the students create graphic organizer listing the eleven Confederate States of America