WGU Elementary Social Studies Methods
Unit Topic: Civil War in South Carolina. Specific Elementary Grade: 3rd
Measurable
Week SS Themes Standards Descriptions
Objectives
Production, Distribution, and 3-4.2 Summarize the When given a quiz with Week one of this unit will focus on the
Consumption development of slavery in five short-answer economy in South Carolina prior to the
antebellum South Carolina, questions, students will Civil War. Students will learn about the
including the invention of be able to summarize the African slave trade and how the cotton
the cotton gin and the industrial climate and industry was dependent on slave labor.
subsequent expansion of how slavery contributed Students will learn about Eli Whitney
and economic dependence to the economy in South and how his development of the cotton
on slavery. Carolina during the gin led to increased production.
antebellum period with
80% accuracy. After this lesson, students will be given
5 short-answer questions to assess
Week One understanding.
The standard for this lesson asks for
students to be able to summarize the
connection between slavery and the
economic climate in South Carolina
prior to the Civil War. The objective
aligns to this standard.
By learning about the cotton industry in
South Carolina during the antebellum
period, it connects to the Production,
Distribution, and Consumption theme.
Week Two Culture 3-2.5 Explain the role of Students will work in Building upon what students learned in
Africans in developing the groups to create a week one of this unit, students will learn
culture and economy of presentation about slave about slave culture in South Carolina
South Carolina, including culture in South Carolina prior to the Civil War.
the growth of the slave prior to the Civil War Students will be asked to create a group
trade; slave contributions to scoring at least 14/16 on a presentation about what they have
the plantation economy; the rubric. learned scoring at least 14/16 on a
daily lives of the enslaved rubric.
people; the development of
the Gullah culture; and their The objective aligns with this standard
, resistance to slavery. by assessing students understanding of
the African slave trade and slave culture
in South Carolina during this time
period.
This standard connects to the theme of
culture by teaching students about the
lives and culture of slaves during the
antebellum period.
Week Three Power, Governance, and Authority 3-4.3 Explain the reasons Students will be able to Week three will focus on the events
for South Carolina’s write a report about the leading up to South Carolina’s secession
secession from the Union, reasons for South from the Union. Students will learn
including the abolitionist Carolina’s secession about abolitionist and pro-slavery
movement and the concept using reliable sources arguments.
of states’ rights. with a score of at least 4/5 Students will be asked to write a report
on a rubric. on the reasons for South Carolina’s
secession from the union and how they
believed that abolishing slavery would
affect the economy in South Carolina.
Mastery will be indicated if students are
able to score 4/5 on a rubric for this
assignment.
This lesson is molded around the state
standard and aligns with expectations.
By having students learn about how
certain states argued that the decision to
abolish slavery should be left to the state
and not the federal government, this
standard connects to the theme of
Power, Governance, and Authority.
Week Four People, Places, and Environments 3-4.4 Summarize the course Given a blank timeline, This week, students will learn about the
of the Civil War in South students will be able to events that led up to the Civil War. They
Carolina, including the identify and label major will discuss what role South Carolina
Secession Convention, the events that led to the start played in the start of the Civil War. I
firing on Fort Sumter, the of the Civil War with will give them a timeline and have
Union blockade of 80% accuracy. labels for each event printed, as well as
Charleston, the significance dates. I will ask to students to decide
of the Hunley submarine; which date goes with which event and
the exploits of Robert have them glue the items on their
Smalls; and General timelines with 80% accuracy.
William T. Sherman’s This lesson aligns with the standards by
march through the state. having students show how the events of
the Civil War unfolded in South
Carolina.
This standard connects to the theme
Unit Topic: Civil War in South Carolina. Specific Elementary Grade: 3rd
Measurable
Week SS Themes Standards Descriptions
Objectives
Production, Distribution, and 3-4.2 Summarize the When given a quiz with Week one of this unit will focus on the
Consumption development of slavery in five short-answer economy in South Carolina prior to the
antebellum South Carolina, questions, students will Civil War. Students will learn about the
including the invention of be able to summarize the African slave trade and how the cotton
the cotton gin and the industrial climate and industry was dependent on slave labor.
subsequent expansion of how slavery contributed Students will learn about Eli Whitney
and economic dependence to the economy in South and how his development of the cotton
on slavery. Carolina during the gin led to increased production.
antebellum period with
80% accuracy. After this lesson, students will be given
5 short-answer questions to assess
Week One understanding.
The standard for this lesson asks for
students to be able to summarize the
connection between slavery and the
economic climate in South Carolina
prior to the Civil War. The objective
aligns to this standard.
By learning about the cotton industry in
South Carolina during the antebellum
period, it connects to the Production,
Distribution, and Consumption theme.
Week Two Culture 3-2.5 Explain the role of Students will work in Building upon what students learned in
Africans in developing the groups to create a week one of this unit, students will learn
culture and economy of presentation about slave about slave culture in South Carolina
South Carolina, including culture in South Carolina prior to the Civil War.
the growth of the slave prior to the Civil War Students will be asked to create a group
trade; slave contributions to scoring at least 14/16 on a presentation about what they have
the plantation economy; the rubric. learned scoring at least 14/16 on a
daily lives of the enslaved rubric.
people; the development of
the Gullah culture; and their The objective aligns with this standard
, resistance to slavery. by assessing students understanding of
the African slave trade and slave culture
in South Carolina during this time
period.
This standard connects to the theme of
culture by teaching students about the
lives and culture of slaves during the
antebellum period.
Week Three Power, Governance, and Authority 3-4.3 Explain the reasons Students will be able to Week three will focus on the events
for South Carolina’s write a report about the leading up to South Carolina’s secession
secession from the Union, reasons for South from the Union. Students will learn
including the abolitionist Carolina’s secession about abolitionist and pro-slavery
movement and the concept using reliable sources arguments.
of states’ rights. with a score of at least 4/5 Students will be asked to write a report
on a rubric. on the reasons for South Carolina’s
secession from the union and how they
believed that abolishing slavery would
affect the economy in South Carolina.
Mastery will be indicated if students are
able to score 4/5 on a rubric for this
assignment.
This lesson is molded around the state
standard and aligns with expectations.
By having students learn about how
certain states argued that the decision to
abolish slavery should be left to the state
and not the federal government, this
standard connects to the theme of
Power, Governance, and Authority.
Week Four People, Places, and Environments 3-4.4 Summarize the course Given a blank timeline, This week, students will learn about the
of the Civil War in South students will be able to events that led up to the Civil War. They
Carolina, including the identify and label major will discuss what role South Carolina
Secession Convention, the events that led to the start played in the start of the Civil War. I
firing on Fort Sumter, the of the Civil War with will give them a timeline and have
Union blockade of 80% accuracy. labels for each event printed, as well as
Charleston, the significance dates. I will ask to students to decide
of the Hunley submarine; which date goes with which event and
the exploits of Robert have them glue the items on their
Smalls; and General timelines with 80% accuracy.
William T. Sherman’s This lesson aligns with the standards by
march through the state. having students show how the events of
the Civil War unfolded in South
Carolina.
This standard connects to the theme
