Westwood Regional School District
Social Studies Curriculum
Course Title
Sixth Grade Social Studies
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Westwood Regional School District
Table of Contents
1. Introduction ......................................................................................................................1
2. District Mission, Vision, and Belief Statements ..............................................................3
3. Departmental Philosophy .................................................................................................4
4. Course Summary and Course/Grade-level Goals ............................................................5
5. Unit Plans .........................................................................................................................6
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Westwood Regional School District
Introduction
The most precious resource teachers have is time. Regardless of how much time a course
is scheduled for, it is never enough to accomplish all that one would like. Therefore, it is
imperative that teachers utilize the time they have wisely in order to maximize the
potential for all students to achieve the desired learning.
High quality educational programs are characterized by clearly stated goals for student
learning, teachers who are well-informed and skilled in enabling students to reach those
goals, program designs that allow for continuous growth over the span of years of
instruction, and ways of measuring whether students are achieving program goals.
The Westwood Regional School District Curriculum Format
The Westwood Regional School District will be using a curriculum format that
incorporates aspects of several different curriculum development models. When
reviewing curriculum documents and the district’s curriculum format, aspects of the
“backward-design” model will be found in the way in which unit objectives, assessments,
and instructional activities are designed.
The curriculum design process involves three interrelated stages for developing an entire
curriculum or a single unit of instruction. The relationship from planning to curriculum
design, development, and implementation hinges upon the integration of the following
three stages.
Stage I – Identifying Desired Results: Course goals based upon knowledge and skills
need to be woven into curriculum publications, documents, standards, and scope and
sequence materials. Course goals highlight the big ideas that students will grapple with
during the course of the unit. Unit objectives are more granular and should be reflective
of best practices, containing the following components:
 Specific performance (e.g. to write, to name, to compare and contrast, to
debate, to decide, etc.)
 Learning Outcome or Product (e.g. a statement, an essay, a poster, a journal
entry, etc.)
 Conditions (during a cooperative learning activity, after reading the story
______________)
 Criterion or Standard (e.g. correct to the nearest mile, four out of five correct,
list three examples, state two differences, etc.)
1
Westwood Regional School District
The Westwood Regional School District Curriculum Format (con’t)
Stage II – Determining Acceptable Evidence: Varied types of evidence are specified to
ensure that students demonstrate attainment of desired results. While discrete knowledge
assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc.) will be utilized
during an instructional unit, the overall unit assessment should be performance-based and
asks students to demonstrate that they have mastered the desired understandings. Ideally,
these culminating (summative) assessments are authentic tasks that students would likely
encounter in the real-world after they leave school. They allow students to demonstrate
all that they have learned and can do. To demonstrate their understandings students can
explain, interpret, apply, provide critical and insightful points of view, show empathy
and/or evidence self-knowledge. Models of student
performance and clearly defined criteria (i.e. rubrics) are provided to all students in
advance of starting work on the unit task.
Stage III – Designing Learning Activities: Instructional tasks, activities, and experiences
are aligned with stages one and two so that the desired results are obtained based on the
identified evidence or assessment tasks. Instructional activities and strategies are
considered only once stages one and two have been clearly designed. Therefore,
congruence among all three stages can be ensured and teachers can make wise
instructional choices.
At the curricular level, these three stages are best realized as a fusion of research, best
practices, shared and sustained inquiry, consensus building, and initiative that involves all
stakeholders. In this design, administrators are instructional leaders who enable the
alignment between the curriculum and other key initiatives in their district or schools.
These leaders demonstrate a clear purpose and direction for the curriculum within their
school or district by providing support for implementation, opportunities for revision
through sustained and consistent professional development, initiating action research
activities, and collecting and evaluating materials to ensure alignment with the desired
results. Intrinsic to the success of curriculum is to show how it aligns with the
overarching goals of the district, how the document relates to district, state, or national
standards, what a high quality educational program looks like, and what excellent
teaching and learning looks like. Within education, success of the educational program is
realized through this blend of commitment and organizational direction.
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Westwood Regional School District
MOTTO
“Excellence in Education”
MISSION STATEMENT
To provide excellence in education through rich and diverse learning opportunities,
enabling students to exercise intelligent control of their future.
VISION STATEMENT
The vision of the Westwood Regional School District, serving the diverse communities
of the Borough of Westwood and the Township of Washington, is to provide a sound and
comprehensive education. This education process will ensure that our students have the
knowledge, skills, and experiences which will enable them to make future life choices. It
is our long-term goal that each student will use this knowledge, these skills and these
experiences to reach his/her potential and thus become an actively contributing,
productive member of the global community.
BELIEF STATEMENTS
Westwood Regional School District Staff believe that:
1. Children are our community’s most valuable asset and we value each
individual child.
2. All students have the right to a safe, positive, learning environment where
diversity and individuality are respected and appreciated.
3. Each student’s individual learning styles and needs shall be addressed.
4. Students shall be empowered to be productive, organized, responsible, and
self-directed individuals.
5. Our school shall inspire pride, accomplishment, and growth in all students.
6. Physical and mental well-being contribute to student success.
7. Students shall be encouraged to become life-long learners.
8. A sound and comprehensive education produces literate individuals who are
effective problem solvers, critical thinkers, and users of technology.
9. Our school has a responsibility to instill an awareness and appreciation of the
global community and environment.
10. Education is the shared responsibility of the students, faculty, staff, Board of
Education, family, community, and government.
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Westwood Regional School District
Departmental Philosophy
It is the philosophy of the Social Studies department of the Westwood Regional School District to build a community that is civic
minded, globally conscious, and socially responsible. The study of Social Studies focuses on a deep understanding of concepts that
enable students to think critically and systematically about local, regional, national and international issues. We believe in authentic
learning experiences that enable students to apply content knowledge, value diversity, and promote cultural awareness. We help
develop the technological skills students need to be successful in the 21st century. The goals and objectives of the social studies
curriculum lends to a deeper analysis of the over arching themes that enable students to better comprehend how the past connects to
the present.
The middle school experience places emphasis on civic education, responsibility and diversity with instruction on more specific
historical topics/themes such as the United States Constitution, Westward Expansion and the Civil War. Interdisciplinary
collaboration with the language arts department occurs regularly; technology, presentations, and project based learning are central
components of social studies teaching and learning.
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Westwood Regional School District
Course Summary
Sixth graders at Westwood Regional Middle School study the post Revolutionary War period through the Civil War and
Reconstruction Era. This social studies curriculum, informed by the NJ Core Curriculum Content Standards offers students a
comprehensive overview of both United States and New Jersey history during this time period. Students demonstrate understanding
through the use of literacy skills, research, note-taking, reading to comprehend and understand, and writing to explain and persuade.
Current events are an integral component of this study and are connected to present and past events. Major topics covered in this
curriculum include the U.S. early government, U.S. and N.J. Constitution and Bill of Rights, structure of the U.S. government,
landmark U.S. and Supreme Court cases, the period of U.S. western expansion, events leading to the Civil War, the Civil War years in
the U.S. and N.J. and the Reconstruction period. Demonstration and application of student learning through critical thinking, analysis
and application of understanding as independent learners is stressed throughout the entire course of study
Course/Grade-level Goals
The students will be able to gain the knowledge and skill set to think analytically about how interactions of people, cultures, and the
environment have helped to shape who we are as a nation today.
The students will be able to apply their knowledge of fundamental rights and core democratic values to make informative decisions as
productive citizens in local, national and global communities.
The students will, through current events, learn the knowledge to be active, informed citizens who appreciate diversity and are able to
demonstrate tolerance and understanding by working together in a globally connected society.
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Westwood Regional School District
Curricular Unit Plan
Course: 6th Grade Social Studies
Unit # and Title: The Constitution – The Nation’s Early Years
Suggested Time Allotment: 6 weeks
Questions and Objectives
What motivates people to act?
Why does conflict develop?
Why is the ability to negotiate
an important skill?
Why do people form
governments?
How do new ideas change the
way people live?
Is the creation of a government
an easy task?
How do governments change?
Why is the ability to
compromise so important?
Instructional Activities and
Modifications
Activities
Daily Anticipatory Task
Reflective Journal Writing
Scholastic News assignments
Primary Document work
Textbook/Outlining
Reading nonfiction skills/practice
Persuasive Writing
Daily Closing Task
Interactive Charts/Graphs
Venn Diagrams
Geography Connections
Timeline work
Political Cartoons
Biographies
Graphic Novel readings
Interactive Maps
Videos
Slide Shows
Chapter SMARTBoard Review
Modifications
Graphic Organizers
How does the past influence the Nonlinguistic Representations
Study Guides
future?
Others as per students’ IEP
Examine the roles and
Applicable CPI
CCSS:ELA-Literacy-6-8
RH.6-8.1
RH.6-8.2
RH.6-8.3
RH.6-8.4
RH.6-8.5
RH.6-8.6
RH.6-8.7
RH.6-8.8
RH.6-8.9
RH.6-8.10
NJCCSS - SS
6.1.4.A.1
6.1.4.A.2
6.1.4.A.3
6.1.4.A.4
6.1.4.A.5
6.1.4.A.6
6.1.4.A.7
6.1.4.A.8
6.1.4.A.9
6.1.4.A.11
6.1.4.A.12
6.1.4.A.15
6.1.4.B.2
6.1.4.D.5
6.1.4.D.6
6.1.8.A.2.b
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Resources and Materials
Discovering Our Past: A
History of the United States
McGraw-Hill – Chapter 6-4
American Revolution – The
Final Years;
7-1, 2 &3 – A More Perfect
Union – The Articles of
Confederation, Forging a New
Constitution, A New Plan of
Government;
8-1&2 – The Constitution –
Principles of the Constitution,
Government and the People;
and 9-1, 2&3 – The Federalist
Era – The First President,
Early Challenges, The First
Political Parties (Adams
Presidency).
McGraw-Hill Networks –
Online Resources
Reading Essentials and
Study Guide –
McGraw-Hill
Guided Reading Practice –
McGraw-Hill
Graphic Novel –
Washington’s America, Great
Moments in the History of
Law,
Assessments
Essential Readings –Study Guides
Guided Reading sheets
21st Century Skills Activities
Geography and History Activities
Section quizzes
End of chapter tests
Journal writings
Persuasive writings
Primary Source DBQs
Project tasks – Election Pamphlet
Project Task – Map Skills Task: US Political
Map of 1790
Homework reading/analysis tasks
Current Events – Scholastic News
assignments
In-class Observations/Questioning
Online Self-Check Quizzes
Amendment Scenarios
Westwood Regional School District
Curricular Unit Plan
Course: 6th Grade Social Studies
Unit # and Title: The Constitution – The Nation’s Early Years
Suggested Time Allotment: 6 weeks
Questions and Objectives
perspectives of various
socioeconomic groups (e.g.,
rural farmers, urban craftsmen,
northern merchants, and
southern planters), African
Americans, Native Americans,
and women during the
American Revolution, and
determine how these groups
were impacted by the war.
Analyze from multiple
perspectives how the terms of
the Treaty of Paris affected
United States relations with
Native Americans and with
European powers that had
territories in North America.
Instructional Activities and
Modifications
Technology
EdConnect – McGraw Hill
eAssessment – McGraw Hill
Computers
SMART board
DVD player/VCR
Document Camera
Applicable CPI
6.1.8.A.3.a
6.1.8.A.3.b
6.1.8.A.3.c
6.1.8.A.3.d
6.1.8.A.3.e
6.1.8.A.3.f
6.1.8.A.3.g
6.1.8.B.3.b
6.1.8.C.3.a
6.1.8.C.3.b
6.1.8.D.3.b
6.1.8.D.3.c
6.1.8.D.3.d
6.1.8.D.3.e
6.1.8.D.3.f
6.1.8.D.3.g
Resources and Materials
McGraw-Hill
Geography and History
Activity
McGraw-Hill
Kids Discover History
Magazines:
* Declaration of
Independence
* The Constitution
* How Our Government
Works
Mark Twain Media/Carson
Dellosa Publishing:
Understanding the
Constitution
Scholastic Professional Books
– American History Writing
Prompts
About the Constitution of the
United States of America Channing Bete Company
Assorted Reproducibles for:
Articles of Confederation
U.S. Constitution
Bill of Rights
Examine the ideals found in the
Declaration of Independence,
and assess the extent to which
they were fulfilled for women,
African Americans, and Native
Americans during this time
period.
History Channel Series:
Ten Days That Unexpectedly
Changed The United States –
Examine why the Declarationof
Independence was written and
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Assessments
Westwood Regional School District
Curricular Unit Plan
Course: 6th Grade Social Studies
Unit # and Title: The Constitution – The Nation’s Early Years
Suggested Time Allotment: 6 weeks
Questions and Objectives
Instructional Activities and
Modifications
Applicable CPI
how its key principles evolved
to become unifying ideas of
American democracy.
Resources and Materials
Shays Rebellion
The Birth of the Constitution
United Media
Explain how taxes and
government regulation can
affect economic opportunities,
and assess the impact of these
on relations between Britain
and its North American
colonies.
Summarize the effect of
inflation and debt on the
American people and the
response of state and national
governments during this time.
Evaluate the effectiveness of
the fundamental principles of
the Constitution (i.e., consent of
the governed, rule of law,
federalism, limited government,
separation of powers, checks
and balances, and individual
rights) in establishing a federal
government that allows for
growth and change over time.
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Assessments
Westwood Regional School District
Curricular Unit Plan
Course: 6th Grade Social Studies
Unit # and Title: The Constitution – The Nation’s Early Years
Suggested Time Allotment: 6 weeks
Questions and Objectives
Instructional Activities and
Modifications
Applicable CPI
Determine the role that
compromise played in the
creation and adoption of the
Constitution and Bill of Rights.
Determine the extent to which
the geography of the United
States influenced the debate on
representation in Congress and
federalism by examining the
New Jersey and Virginia plans.
Compare and contrast the
Articles of Confederation and
the United States
Constitution in terms of the
decision-making powers of
national government.
Explain how political parties
were formed and continue to be
shaped by differing
perspectives regarding the role
and power of federal
government.
Determine why the Alien and
Sedition Acts were enacted and
whether they undermined civil
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Resources and Materials
Assessments
Westwood Regional School District
Curricular Unit Plan
Course: 6th Grade Social Studies
Unit # and Title: The Constitution – The Nation’s Early Years
Suggested Time Allotment: 6 weeks
Questions and Objectives
Instructional Activities and
Modifications
Applicable CPI
liberties.
Evaluate the impact of the
Constitution and Bill of Rights
on current day issues.
Evaluate the extent to which
the leadership and decisions
of early administrations of the
national government met the
goals established in the
Preamble of the Constitution.
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Resources and Materials
Assessments
Westwood Regional School District
Curricular Unit Plan
Course: 6th Grade Social Studies
Unit # and Title: Jefferson Era – Growth and Expansion
Suggested Time Allotment: 7-8 weeks
Questions and Objectives
Instructional Activities and
Modifications
How did America’s
Activities
relationships with other nations Daily Anticipatory Task
change due to policies, treaties, Reflective Journal Writing
tariffs, and agreements?
Scholastic News assignments
Map Work
Primary Document work
Why is it important to set
Textbook/Outlining
goals?
Reading nonfiction skills/practice
Identify and evaluate how
Persuasive Writing
Daily Closing Task
governments change.
Interactive Charts/Graphs
Biographies
Why was territorial expansion
Graphic Novel readings
pivotal to the growth of the
Read Aloud Historical Fiction
nation?
Play
How did Thomas Jefferson win Interactive Maps
Video Clips
the election of 1800?
Slide Shows
Chapter SMARTBoard Reviews
Compare and Contrast the
election of 1800 to modern
times.
Modifications
Graphic Organizers
Nonlinguistic Representations
Study Guides
What was the impact of the
Louisiana Purchase and western Others as per students’ IEP
exploration on the expansion
and economic development of
the United States?
Technology
EdConnect – McGraw Hill
Applicable CPI
CCSS:ELA-LiteracyRH.6-8.1
RH.6-8.2
RH.6-8.3
RH.6-8.4
RH.6-8.5
RH.6-8.6
RH.6-8.7
RH.6-8.8
RH.6-8.9
RH.6-8.10
NJCCSS - SS
6.1.8.A.4.a
6.1.8.A.4.b
6.1.8.B.4.a
6.1.8.B.4.b
6.1.8.C.4.b
6.1.8.C.4.c
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Resources and Materials
Assessments
Discovering Our Past: A
History of the United States
McGraw-Hill – Chapter 10-1,
2 & 3 – The Jefferson Era – A
New Party in Power, The
Louisiana Purchase, A Time
of Conflict, The War of 1812;
11-1, 2 &3 – Growth and
Expansion – A Growing
Economy, Moving West,
Unity and Sectionalism;
12-1, 2 & 3 – The Jackson Era
– Jacksonian Democracy,
Conflicts Over Land, Jackson
and the Bank;
and 13-1, 2 & 3 – Manifest
Destiny – The Oregon
Country, Statehood for Florida
and Texas, War With Mexico,
California and Utah .
McGraw-Hill Networks –
Online Resources
Reading Essentials and
Study Guide –
McGraw-Hill
Guided Reading Practice –
McGraw-Hill
Graphic Novel – Election
Deadlock
Essential Readings –Study
Guides
Guided Reading sheets
21st Century Skills Activities
Geography and History
Activities
Section quizzes
End of chapter tests
Journal writings
Persuasive writings
Primary Source DBQs
Project tasks with rubrics
Homework reading/analysis
tasks
Current Events – Scholastic
News assignments
In-class Observations
Westwood Regional School District
Curricular Unit Plan
Course: 6th Grade Social Studies
Unit # and Title: Jefferson Era – Growth and Expansion
Suggested Time Allotment: 7-8 weeks
Questions and Objectives
Locate the Louisiana Purchase
on a map and analyze the
importance of the purchase.
Summarize the major events of
Thomas Jefferson’s
presidency.
Instructional Activities and
Modifications
Applicable CPI
eAssessment – McGraw Hill
Computers
Smart board
DVD player/VCR
Document Camera
Resources and Materials
McGraw-Hill
Geography and History
Activity
McGraw-Hill
Kids Discover History
Magazines:
Lewis and Clark
Pioneers Assorted
Reproducibles for:
Daniel Boone
Lewis and Clark
War of 1812
Trail of Tears
Build Our Nation – Houghton
Mifflin Publishers
Teacher Created Resources
Spotlight on America: The
Lewis and Clark Expedition
and the Louisiana Purchase
Educational Impressions:
Document-Based Activities,
Using Primary Sources in the
Middle Grades
Discuss the geographical
changes that took place
during Jefferson’s
presidency.
Analyze primary sources to
learn more about the Lewis
and Clark Expedition
Explain how the Lewis and
Clark Expedition paved the
way for the growth and
expansion of the United
States
How did the concept of
Manifest Destiny influence the
acquisition of land through
annexation, diplomacy, and
war?
Schlesinger Video Series
Sacagawea three-part video
series
Lewis and Clark – National
Geographic
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Assessments
Westwood Regional School District
Curricular Unit Plan
Course: 6th Grade Social Studies
Unit # and Title: Jefferson Era – Growth and Expansion
Suggested Time Allotment: 7-8 weeks
Questions and Objectives
Instructional Activities and
Modifications
Applicable CPI
Resources and Materials
America: The Story of Us –
History Channel
The War of 1812: The First
Invasion – DVD or YouTube
clips of program
History Channel Series:
Ten Days That Unexpectedly
Changed The United States –
Gold Rush
Assorted video clips as
appropriate to topic.
Why was the War of 1812
fought?
Describe and analyze the events
of the War of 1812
Explain the origins of , “The
Star-Spangled Banner”
How were voting rights
expanded during the Jacksonian
Period?
In a true democracy, should
everyone have the right to vote?
Why weren’t the political
interests/views of Native
Americans considered?
Map territorial expansion and
settlement, as well as the
locations of conflicts with and
removal of Native Americans.
How did the discovery of gold
in California influence the
Mexican War?
15
Assessments
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: American History II – 6th Grade
Unit # and Title: 3 – North and South – Spirit of Reform – Toward Civil War
Suggested Time Allotment: 3-4 Weeks
Questions and Objectives
Instructional Activities and
Modifications
Applicable CPI
How do stereotyping and
prejudice lead to conflict –
consider past and present
events.
Why is it important to
understand the perspectives of
other cultures in an
interconnected world?
Activities
Daily Anticipatory Task
CCSS:ELA-LiteracyReflective Journal Writing
RH.6-8.1
Scholastic News assignments
RH.6-8.2
Map Work
RH.6-8.3
Primary Document work
RH.6-8.4
Textbook/Outlining
RH.6-8.5
Reading nonfiction skills/practice RH.6-8.6
Persuasive Writing
RH.6-8.7
Daily Closing Task
RH.6-8.8
How did interactions among
Interactive Charts/Graphs
RH.6-8.9
African, European and Native
American groups begin a
Biographies
RH.6-8.10
Graphic Novel readings
cultural transformation?
Read Aloud Historic Fiction Play NJCCSS:SS
Interactive Maps
6.1.4.D.16
How did the cotton gin and
Timelines
6.1.4.D.20
other innovations of the
6.1.8.C.3.c
institution of slavery impact the Video Clips
Slide Shows
6.1.8.C.4.c
economic and political
Chapter SMARTBoard Reviews
6.1.8.D.1.b
development of the country?
6.1.8.D.4.a
6.1.8.D.4.b
How did technological
Modifications
6.1.8.D.4.c
innovations affected the status Graphic Organizers
Nonlinguistic Representations
6.1.8.D.4.c
and social class of different
Study Guides
6.1.8.D.5.a
groups of people, and the
Others as per students’ IEP
outcomes that resulted?
How can we analyze the impact
Technology
EdConnect – McGraw Hill
that railroads, canals, and the
16
Resources and Materials
Assessments
Discovering Our Past: A
History of the United States
McGraw-Hill – Chapter 14-1,
2, 3& 4 – North and South –
The Industrial North, People
of the North, Southern Cotton
Kingdom, People of the
South;
15-1, 2 &3 – The Spirit of
Reform – Social Reform, The
Abolitionists, The Women’s
Movement ;
16-1, 2 & 3 –Toward Civil
War – The Search for
Compromise, Challenges to
Slavery, Secession and War ;
McGraw-Hill Networks –
Online Resources
Reading Essentials and
Study Guide –
McGraw-Hill
Guided Reading Practice –
McGraw-Hill
Graphic Novel – Strangers On
a Train,
McGraw-Hill
Geography and History
Activity
Essential Readings –Study
Guides
Guided Reading sheets
21st Century Skills Activities
Geography and History
Activities
Section quizzes
End of chapter tests
Journal writings
Persuasive writings
Primary Source DBQs
Project tasks
Homework reading/analysis
tasks
Current Events – Scholastic
News assignments
In-class Observations
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: American History II – 6th Grade
Unit # and Title: 3 – North and South – Spirit of Reform – Toward Civil War
Suggested Time Allotment: 3-4 Weeks
Questions and Objectives
Instructional Activities and
Modifications
Applicable CPI
steam engine have on American eAssessment – McGraw Hill
life?
Computers
SMARTBoard
How did the major
DVD player/VCR
Document Camera
technological developments
revolutionize land and water
transportation, as well as the
economy, in New Jersey and
Nation?
Resources and Materials
McGraw-Hill
Kids Discover History
Magazines:
The Industrial Revolution
Immigration
The Underground Railroad
Schlesinger Video Series
Events Leading to Civil War
Novels –
Night John by Gary Paulson
Sarny – Sequel to Night John
by Gary Paulson
Video – Night John
Identify and evaluate modes of
transportation during the
Industrial Revolution
America: The Story of Us –
History Channel
-Brother Future
Assorted Reproducibles for:
Industrial Revolution
Underground Railroad
Immigration
Slavery
Women’s Movement
Pre-Civil War Compromises
Assorted YouTube Clips as
appropriate to topic
How did improved methods of
transportation facilitate
westward movement?
Why were the economies of the
North and South so different?
How did the push-pull factors
lead to increases in immigration
- why did ethnic and cultural
conflicts result?
What was New Jersey’s role in
the Civil War? (Underground
17
Assessments
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: American History II – 6th Grade
Unit # and Title: 3 – North and South – Spirit of Reform – Toward Civil War
Suggested Time Allotment: 3-4 Weeks
Questions and Objectives
Instructional Activities and
Modifications
Applicable CPI
Railroad)
How did New Jersey vote in the
elections of 1860 and 1864?
What difficulties can result
from unresolved conflicts?
What were the differences
between the North and the
South?
Why was slavery viewed
differently between the North
and the South?
What were the causes of the
Civil War?
Why was the abolition
movement so crucial at this
time?
18
Resources and Materials
Assessments
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: American History II – 6th Grade
Unit # and Title: 4 - The Civil War and Reconstruction Period
Suggested Time Allotment: 6-7 Weeks
Questions and Objectives
Why was the issue of slavery
viewed and interpreted
differently by the North and
the South?
What role did sectionalism
play in the Civil War?
Why was the abolition
movement so crucial at this
time?
What effect did
reconstruction have after the
Civil War?
What impact did state laws
have to do with
Reconstruction & Rebuilding
of the South?
Instructional Activities and
Modifications
Activities
Daily Anticipatory Task
Reflective Journal Writing
Scholastic News assignments
Map Work
Primary Document work
Textbook/Outlining
Reading nonfiction skills/practice
Persuasive Writing
Daily Closing Task
Interactive Charts/Graphs
Biographies
Graphic Novel readings
Read Aloud Historic Fiction Play
Interactive Maps
Video Clips
Slide Shows
Chapter SMARTBoard Reviews
Modifications
How would one describe the
years following the Civil
War?
What is the role of the
government after the war?
Applicable CPI
CCSS:ELA-LiteracyRH.6-8.1
RH.6-8.2
RH.6-8.3
RH.6-8.4
RH.6-8.5
RH.6-8.6
RH.6-8.7
RH.6-8.8
RH.6-8.9
RH.6-8.10
NJCCSS: SS
6.1.8.A.5.a
6.1.8.A.5.b
6.1.8.D.5.c
6.1.8.D.5.b
6.1.8.D.5.d
6.1.8.C.5.b
6.1.8.C.5.a
6.1.8.B.5.a
Graphic organizers, non-linguistic
representations, videos, study
guides, and others as per annual
IEP of students
Analyze critical events and
battles of the Civil War and
19
Resources and Materials
Assessments
Discovering Our Past: A History
of the United States
McGraw-Hill – Chapter 17-1, 2,
3, 4 & 5 – The Civil War – The
Two Sides, Early Years of the
War, Life During the Civil War,
The Strain of War, The War’s
Final Stages ;
18-1, 2, 3 & 4 – The
Reconstruction Era – Planning
Reconstruction, The Radicals
Take Control, The South During
Reconstruction, The PostReconstruction Era;
McGraw-Hill Networks –
Online Resources
Reading Essentials and
Study Guide –
McGraw-Hill
Guided Reading Practice –
McGraw-Hill
Geography and History Activity
McGraw-Hill
Graphic Novel - Gettysburg
Kids Discover History
Magazines:
The Civil War
Civil Rights
Pink and Say by Patricia Polacco
Essential Readings –Study
Guides
Guided Reading sheets
21st Century Skills
Activities
Geography and History
Activities
Section quizzes
End of chapter tests
Journal writings
Persuasive writings
Primary Source DBQs
Project tasks – Election
Pamphlet
Homework
reading/analysis tasks
Current Events –
Scholastic News
assignments
In-class Observations
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: American History II – 6th Grade
Unit # and Title: 4 - The Civil War and Reconstruction Period
Suggested Time Allotment: 6-7 Weeks
Questions and Objectives
determine how they
contributed to the final
outcome of the war.
Explain how and why the
Emancipation Proclamation
and the Gettysburg Address
continue to impact American
life.
Instructional Activities and
Modifications
Applicable CPI
Resources and Materials
Netties Trip South by Ann
Turner
Assorted Reproducibles for
Battle of Bull Run
Battle of Antietam
Battle of Gettysburg
The Anaconda Plan
Battle of Shiloh
Battle/Siege of Vicksburg
Battle of Chancellorsville
Atlanta Campaign
Sherman’s March to the Sea
Surrender at Appomattox
Courthouse
Assassination of Abraham
Lincoln
The Freedmen’s Bureau
Black Codes and Sharecropping
Reconstruction Act of 1867
Primary Source Documents:
Emancipation Proclamation
The Gettysburg Address
The Emancipation Proclamation
by Marianne McComb
Moses: When Harriet Tubman
Led Her People to Freedom
by Carole Boston Weatherford
Technology
Computers
Smart Board
DVD Player/VCR
Document Camera
Examine the roles of women,
African Americans, and
Native Americans in the Civil
War.
Analyze the effectiveness of
the 13th, 14th, and 15th
Amendments to the United
States Constitution from
multiple perspectives.
Analyze the economic impact
of Reconstruction on the
South from different
perspectives.
20
Assessments
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: American History II – 6th Grade
Unit # and Title: 4 - The Civil War and Reconstruction Period
Suggested Time Allotment: 6-7 Weeks
Questions and Objectives
Instructional Activities and
Modifications
Applicable CPI
Assess the human and
material costs of the Civil
War in the North and South.
Resources and Materials
Schlesinger Video Series
The Civil War
Reconstruction
America: The Story of Us –
History Channel
Assorted YouTube video clips as
appropriate to topic
Scholastic, Inc. – DVD
-Dear America: A Picture of
Freedom
History Channel – Ten Days
That Unexpectedly Changed
America – Antietam
Wonderworks Family Movie
-Glory
Columbia TriStar Home Ent.
-Gettysburg
Warner Brothers
History Channel – Assassination
of Lincoln A&E Productions
You Tube video clips as
appropriate
United Feature Syndicate Inc.
Lincoln – (segments)
Determine the role of
geography, natural resources,
demographics, transportation,
and technology in the
progress and outcome of the
Civil War.
Compare and contrast the
approaches of Congress and
Presidents Lincoln and
Johnson toward the
reconstruction of the South
the Civil War.
Describe the conditions of
prison camps and hospitals
during the Civil War
Evaluate the concept of total
war and how it affected the
South
21
Assessments