Objectives (5 - 7 minutes)

1. Content Objective:

   • Students will understand the causes, events, and consequences of the U.S. Civil War. They will be able to identify and explain key factors such as slavery, states' rights, and economic differences that led to the conflict.
   • Students will analyze primary and secondary sources related to the Civil War, including the Emancipation Proclamation and the Gettysburg Address, to draw conclusions about the war's impact on American society.

2. Skill Objectives:

   • Students will enhance their critical thinking skills by examining multiple perspectives on the causes and effects of the Civil War. They will be encouraged to think about the war's influence on the United States today.
   • Students will improve their ability to analyze historical documents, including their understanding of the context in which they were written and their relevance to the present.

3. Secondary Objective:

   • Students will develop their collaboration and communication skills through group discussions and the presentation of their findings. This objective supports the flipped classroom methodology, where students are actively involved in their learning process.

Introduction (8 - 10 minutes)

1. Topic Introduction:

   • The teacher begins the lesson by reminding students of the previous unit on the American Revolution and the formation of the United States. They highlight the tensions and divisions within the country during that time, which will be further explored in the current unit on the U.S. Civil War.
   • The teacher then presents two hypothetical scenarios to the students:
     1. Suppose you and your friends have very different opinions about an important issue. These differences have caused serious conflicts and even led to a split in your group. How would you handle this situation, and what do you think could be the consequences?
     2. Imagine you live in a country where a significant part of the population is enslaved and another part believes in the right to own slaves. How do you think such a divided society could lead to a major conflict?

2. Real-World Context:

   • The teacher explains how the Civil War, despite occurring over a hundred years ago, still has a profound impact on American society today. They discuss how issues of race, states' rights, and the role of the federal government, which were at the heart of the Civil War, continue to shape the U.S. political landscape.
   • The teacher also draws attention to ongoing debates and conflicts in the world that have similar underlying causes or themes as the Civil War. For example, they might mention the conflict in Syria, where different groups are fighting for control, or the issue of Brexit, which has highlighted divisions within the United Kingdom.

3. Engaging Students' Interest:

   • The teacher shares two intriguing stories related to the Civil War to grab students' attention. One could be about Harriet Tubman, a former slave who became a Union spy during the war. The other could be about the Battle of Gettysburg, where a single day of fighting resulted in more American casualties than any other battle before or since.
   • The teacher then asks students to think about how these stories relate to the broader themes of the Civil War, such as the role of individual actors in shaping history and the devastating human cost of war.

Development

Pre-Class Activities (15 - 20 minutes)

1. Reading Assignment:

   • The teacher assigns the students two short readings: one about the causes of the Civil War, and another about its effects. The readings should be at an appropriate level for 6th graders, and they should cover the major topics of the war, including slavery, states' rights, and economic differences between the North and South.
   • The teacher provides the students with a list of questions to guide their reading. These questions should prompt the students to think critically about the readings and to begin to form their own conclusions about the causes and effects of the war.

2. Video Viewing:

   • The teacher selects an engaging and informative video that provides a general overview of the Civil War. The video should be no longer than 15 minutes, and it should cover the main points that the students will be learning in class. The video can include animations or reenactments of key events to help bring the history to life.
   • The students are asked to take notes while watching the video. They should specifically note any information that seems particularly important, surprising, or confusing. These notes will help the students to participate actively in the classroom activities and to show the teacher what they have learned.

3. Interactive Online Game:

   • The teacher directs the students to an online game where they can play the roles of various historical figures during the Civil War. The game should require the students to make decisions based on their understanding of the historical context and the potential consequences of their actions. By playing this game, students can experience firsthand some of the difficult choices faced by people during the Civil War.

In-Class Activities (20 - 25 minutes)

1. Group Activity: Defending a Side (10 - 12 minutes)

   • The teacher divides the students into small groups and assigns each group a side to "defend" in a mock debate on the causes of the U.S. Civil War. Half of the groups will argue that the primary cause was slavery, while the other half will argue that it was states' rights.
   • The students are provided with various resources, including the primary and secondary sources they read before class, to help them construct their arguments. They are encouraged to consider the perspectives of different groups involved in the war, such as slaves, slave owners, Northern factory workers, and Southern plantation owners.
   • Each group has up to 5 minutes to prepare their arguments. During this time, the teacher circulates the room, answering questions and providing guidance as needed.
   • Once the groups have prepared, the teacher facilitates a debate where each group presents their argument. The other students are encouraged to ask questions and offer counterarguments. The teacher ensures that the debate remains respectful and focused on the historical issues at hand.

2. Individual Activity: Documentary Creation (10 - 12 minutes)

   • After the debate, the teacher introduces the second in-class activity: creating a short documentary about a specific event or aspect of the Civil War.
   • Each student is tasked with creating a 2-3 minute video using their smartphones or classroom computers. The video should include images or drawings, a voiceover, and captions explaining the chosen topic.
   • To ensure that the students have a clear understanding of the task, the teacher provides a detailed rubric outlining the requirements for the video. The rubric includes points for historical accuracy, creativity, and clarity of the explanation.
   • The teacher also provides a list of potential documentary topics, such as the Battle of Gettysburg, the Emancipation Proclamation, the Underground Railroad, or life on a Southern plantation. The students are free to choose their own topics or to select from this list.
   • As the students work on their documentaries, the teacher circulates the room, offering feedback and answering questions. This individual activity allows students to demonstrate their understanding of the Civil War in a creative and engaging way.

Feedback (8 - 10 minutes)

1. Group Discussion and Reflection (3 - 4 minutes):

   • The teacher brings the class back together and asks each group to share a summary of their debate and the conclusions they reached. One group from each side of the debate is selected to share, ensuring that both the slavery and states' rights arguments are represented.
   • The teacher then asks the students to reflect on the debate and the conclusions drawn by the groups. They are encouraged to consider how the different perspectives on the causes of the Civil War can lead to different interpretations of history. The teacher helps guide this discussion by asking questions such as, "Why do you think there are such different opinions about the causes of the Civil War?" and "How do you think these different perspectives affect how we understand the war today?"

2. Documentary Presentations (3 - 4 minutes):

   • The teacher then transitions to the presentation of the documentaries. Each student is given up to 1 minute to explain their topic and the main points of their video. This allows all students to share their understanding of the Civil War and to learn from their peers.
   • After each presentation, the teacher provides positive feedback and constructive criticism. They might point out a particularly well-explained point, a creative use of visuals, or an aspect that could be improved. This feedback helps reinforce what the students have learned and encourages them to continue to develop their understanding and skills.

3. Summarizing the Lesson (2 minutes):

   • To end the lesson, the teacher summarizes the main points of the lesson, including the causes and effects of the Civil War, the different perspectives on these issues, and the ongoing relevance of the war to American society. They also remind the students of the importance of critical thinking and the ability to analyze historical documents, skills that they have been developing throughout the lesson.
   • The teacher then previews the next lesson, which will focus on the Reconstruction Era and the efforts to rebuild and heal the United States after the Civil War. They might ask the students to think about how the issues and themes of the Civil War continue to influence this period of history.

4. Reflection (2 minutes):

   • Finally, the teacher asks the students to take a moment to reflect on what they have learned in the lesson. They are asked to consider the following questions:
     1. What was the most important concept you learned today?
     2. What questions do you still have about the Civil War?
   • The students are encouraged to write their reflections in their notebooks. These reflections can help the teacher to gauge the students' understanding and to plan for future lessons. The teacher might also choose to collect these reflections as an informal assessment of the students' learning.

Conclusion (5 - 7 minutes)

1. Lesson Recap:

   • The teacher begins the conclusion by summarizing the main points of the lesson. They remind the students that the U.S. Civil War was primarily caused by disagreements over slavery, states' rights, and economic differences between the North and South.
   • They also highlight some of the key events of the war, such as the Emancipation Proclamation and the Battle of Gettysburg, and the major consequences, including the end of slavery and the deaths of over 600,000 Americans.
   • The teacher emphasizes the importance of understanding the different perspectives on these issues and how they shape our understanding of the war and its effects. They also reiterate the ongoing relevance of the Civil War to American society, particularly in terms of issues of race, states' rights, and the role of the federal government.

2. Connecting Theory, Practice, and Applications:

   • The teacher then explains how the lesson connected theory, practice, and real-world applications. They discuss how the pre-class activities, such as the readings and video, provided the theoretical knowledge that the students applied in the in-class activities, such as the debate and documentary creation.
   • They also point out how the pre-class activities, particularly the online game, allowed the students to apply their knowledge in a real-world context and to consider the implications and consequences of the decisions made during the Civil War. They highlight how these activities helped the students to understand the complexity and relevance of the war.
   • They also mention the skills that the students practiced during the lesson, such as critical thinking, analysis of historical documents, and communication. They explain how these skills are not only important for understanding history but also for engaging with current events and issues.

3. Additional Materials:

   • The teacher suggests additional materials for the students who want to further explore the topic. These could include books, documentaries, or websites about the Civil War. For example, they might recommend the book "The Diary of a Young Girl" by Anne Frank to help students understand the human impact of war, or the documentary series "The Civil War" by Ken Burns for a comprehensive overview of the conflict.
   • They also encourage the students to visit historical sites related to the Civil War, such as Gettysburg or the Lincoln Memorial, if possible, to deepen their understanding and appreciation of the war.

4. Relevance to Everyday Life:

   • Finally, the teacher underscores the importance of understanding the U.S. Civil War for everyday life. They explain that the war and its aftermath continue to shape American society, particularly in terms of issues of race, states' rights, and the role of the federal government.
   • They emphasize that the ability to understand and analyze historical events is a critical skill for informed citizenship and for making sense of the world. They also point out that the skills of critical thinking, analysis, and communication that the students are developing in this history class are applicable to many other areas of their lives, including their future studies and careers.
   • The teacher concludes by thanking the students for their active participation in the lesson and for their efforts to understand and learn from history. They encourage the students to continue to engage with the topic and to bring their questions and insights to the next class.