Sectional Differences Prior to the U.S. Civil War By: Brooke Long ED 629-01. http://schools.4j.lane.edu/jefferson/student%20websites/Jamey_web/Images/Merged_Flags.jpg. Before the Civil War. 8 th Grade Standard : History Benchmark : Civil War and Reconstruction
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Sectional Differences Prior to
the U.S. Civil War
By: Brooke Long
Before the Civil War
Benchmark: Civil War and Reconstruction
Indicator: 9. Explain causes of the Civil War with emphasis on:
The different economies of the North and South
1. Brainstorming activity (slide 8)
2. Open discussion on map (slide 10)
3. Plantation Exploration (slide 13)
4. Around the room discussion (slide 14)
5. Students create a North/South contrast chart (slide 17-18)
6. Students turn in objective question in paragraph form (slide 19)
1. Factory vs. Plantation in the North and South. EDSITEment.
2. Sectional Division. ThinkQuest.
3. Monticello Explorer. http://explorer.monticello.org/index.html
4. Civil War Causes, Timelines, Flags, & Maps.
5. Civil War Graphs. http://www2.lhric.org/pocantico/civilwar/graphs.htm
* All graphics used in this presentation have the URLs hyperlinked below the graphic. If a picture does not have a hyperlink, then it was found on Microsoft Word Clipart.
It is well that war is so terrible - we should grow too fond of it."
Gen. Robert E. Lee
Have students read the above quote and volunteer their thoughts. This quote is provided just to get the ball rolling and to get students into the mindset of the events leading up to a war.
In groups of two or three brainstorm ideas for why slavery was more predominant in the South rather than in the North (3 minutes)
Teacher should ask all groups to volunteer ideas to the class and should compile all ideas on large paper/transparency for the class.
*This activity can serve as a pre-assessment and can help the teacher find out what students already know. You could also do this in a K-W-L chart.
Students will go online to an interactive tour of a large plantation in Virginia.
Give Students ten minutes to explore the plantation at:
Tobacco and Cotton
Textiles and Trade
Strong Central Government
Final Question to be handed in at end of class. This is to be done individually.