Lesson Plan Template (Stages adapted from the UBD model by McTighe and Wiggins)

Teacher: Janet Stephens Date(s): March 9-27, 2014

Grade Level or Course: 06 US History Content or Unit: Civil War

STAGE 1: Desired Results ~ What will students be learning?

SOL/Learning ObjectiveSpecify the behaviors, conditions, and criteria. Indicate the verbs used in the Curriculum Framework.6 Create5 Evaluate4 Analyze3 Apply2 Understand1 Remember

SOLs: The student will demonstrate knowledge of the causes, major events, and effects of the Civil War bya) describing the cultural, economic, and constitutional issues that

divided the nation;b) explaining how the issues of states’ rights and slavery increased

sectional tensions;c) identifying on a map the states that seceded from the Union and

those that remained in the Union;d) describing the roles of Abraham Lincoln, Jefferson Davis,

Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war;

e) using maps to explain critical developments in the war, including major battles;

f) describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers), women, and enslaved African Americans.

Learning Objective: Using graphic organizers, flowcharts and interactivenotes SWBA to describe and explain the causes, major events andeffects of the Civil War. Students will be able to analyze maps ,photographs, graphs, political cartoons and create timelines with 80% mastery. A Civil War newspaper will be created using a scoring rubric ofwith a score of 13 out 16 or higher.

Essential Questions & Understandings/Big IdeasLook for Essential Questions that are overarching or topical and help guide the unit plan. These questions promote conceptual thinking and add coherence to a series of lessons. An idea is “big” if it helps make sense of seemingly isolated facts.

Students will be able to answer the following questions to understand that wars evolve from two sides inability resolve differences and that wars encompasses major events that impact various individuals in different ways. How did cultural, economic, and constitutional issues

create bitterdivisions between the North and the South?

How did the issues of states’ rights and slavery increase sectional tension between the North and South?

Where did critical events of the Civil War take place? Where were the major battles fought? What are the ways location and topography influence

importantdevelopments in the war, including major battles?

What hardships were experienced during the Civil War? How did the Civil War change the lives of soldiers, women,

andslaves?

Richmond Public Schools 2014-15 Explanations version 1

Lesson Plan Template (Stages adapted from the UBD model by McTighe and Wiggins)Possible misconceptions or learning gapsComplete the above task yourself; think about what might be hardest for students to grasp?

That slavery was the only issue that started the Civil War. That the North fought to abolish slavery; however the

North was fighting to preserve the Union and bring southern states back into the Union.

The Emancipation Proclamation did free states slaves in the border states only the Confederates states that rebelled and left the Union.

The North had many more resources than the South; however the South's military leaders kept them in the war.

Key VocabularyLook for in the Curriculum Framework and other adopted resources.

feats combat discriminationpitted

emancipation blockade popular sovereignty

cultural economic constitutionalagricultural

manufactured planters states' rightstariffs

STAGE 2: Assessment Evidence ~ What is evidence of mastery?

Assessment Part 1Start with the end in mind! Consider here a sample question or performance task students will need to do as evidence of mastery of this objective.

See attached Unit Test

After examining Harper's Weekly newspapers from the Civil War era, students will create their own Civil War Newspaper that include articles on whether they believe the south should cede, describe the role of a key individual of the Civil War, describe a major battle of the Civil War and the impact topography had on the battle, create a timeline of the major events of the Civil War, write an editorial from a slave owner's perspective defending the need for and use of slaves or write an article from an abolitionist perspective explaining the reasons why slavery should be abolished, create a political carton that depicts a cause of the Civil War and an editorial pretending that you are a slave, African-American soldier, a woman or plantation owner and explain how the Civil War has affected you.

STAGE 3: Learning Plan ~ What are the strategies and activities you plan to use?Snapshot / Warm-upActivate prior knowledge and get students thinking about & motivated for today’s lesson.

What can happen when two sides have a disagreement?

Richmond Public Schools 2014-15 Explanations version 2

Lesson Plan Template (Stages adapted from the UBD model by McTighe and Wiggins)

Instructional StrategiesThink in term of high yield strategies, such as: Identifying similarities

and differences Summarizing and note

taking Reinforcing effort and

providing recognition Homework and

practice Nonlinguistic

representations Cooperative learning Setting objectives and

providing feedback Generating and

testing hypothesis Questions, cues, and

advance organizers

Marzano vocabulary strategy Close reading strategy Setting the objective Nonlinguistic representation Advanced organizers Cooperative Learning Identifying similarities and differences Explicit Teaching Chunking

Teaching and Learning ActivitiesPlan for modeling, small or whole group instruction, and work stations. Include your examples, guided practice, problems or questions to pose, independent activities. It may help to think in terms of:“I do …”“We do…”“Students do …”

Using Marzano strategy students will select five vocabulary terms, write definition in their own words or synonym of the word. They will also draw a picture that describes the meaning of the word.

Using close reading strategy, students in cooperative learning groups will use interactive notes to determine causes, major events, key individuals and impact of the Civil War. Each person in each group will be assigned a role of reader, presenter, recorder or quiet captain.

Model for students how to analyze political cartoons and how to draw conclusions and make inference.

Students will move through stations of "Who Can't Play", "Taboo" and "Swat".

Human timeline of events of Civil War Students will work in groups to analyze a political cartoon. Students will complete cause effect foldable on southern

secession. Students will create a foldable identifying similarities and

differences in the 3 compromises. Students will complete activity in interactive notebooks in which

they will draw pictures to describe the issues that divided the North and South.

With teacher guidance students will create map key and color in Free States, Border State and Confederate states.

Richmond Public Schools 2014-15 Explanations version 3

Lesson Plan Template (Stages adapted from the UBD model by McTighe and Wiggins)DifferentiationSome ideas include:

Flexible grouping Tiered instruction Interest-based

activities Varied products Task cards Personal agendas Graphic Organizers

Menu board of causes of Civil War

Graphic Organizer of 3 compromises

Varies articles/editorials for Civil War Newspaper

Higher Level ThinkingPlan for a challenging cognitive level, such as apply, analyze, evaluate, or create

Analyze political cartoon

Evaluate graph of slavery in southern states and make inference

Create Civil War Newspaper

Cause/Effect Graphic Organizer of impact of Civil War

Create a graph of population (White, free blacks and slaves) of North and South

Technology UseHow will you be incorporating technology?

Discovery Streaming video clip of families pitted against one another during Civil War

SmartBoard activities

Civil War Newspaper created using Word, Publisher or Powerpoint

Connections to other subject areas and/or authentic applicationsReflect upon what people do in the real world with this content; and how it links to other disciplines.

Connect lesson to Ukraine/Russia Conflict and have students bring in current events from conflict

Cross curricular lesson with Language Arts teacher on parts of the newspaper

Cross curricular lesson with Math teacher on graphing

Checking for UnderstandingCheck throughout the lesson using:

Question and Answer Class discussions Group Response Demonstrations Practice sheets Quick Quizzes

Daily quizzes on previous objective Class discussion of similarity of topography and geography

to assist with connection Thumbs up/down throughout lessons to check for

understanding Daily exit tickets Foldables

Richmond Public Schools 2014-15 Explanations version 4

Lesson Plan Template (Stages adapted from the UBD model by McTighe and Wiggins)

STAGE 4: Closure ~ What did the students master & what are they missing?

Lesson Closure & Student Summarizing of their LearningReview what students learned or should have learned. Recognize gaps and allow them to help you plan for the next lesson(s).

Students will write a five sentence paragraph describe what they were expected to learn and what they actually learned

Exit ticket on difference between southerners view of state rights' as a means of self-protection and northerners view of federal government as supreme law of the land

Exit ticket on comparing/differentiating between Union states, border states & confederate states

Exit ticket on importance of major battles of Civil War Exit ticket on the impact of the Union blockade on the

SouthAssessment Part 2Revisit Assessment Part 1. Plan a formative assessment which shows concretely what students mastered today. This might be: Exit card Short Quiz Seatwork/Practice

Sheet collected Written response to a

prompt Oral

responses/participation

Exit slips Quizzes Foldables Journal entries Worksheets

Teacher Reflection / Effectiveness of Learning

Demonstration of advantage of higher ground at Gettysburg helped and using map to demonstrate how topography of Mississippi River under North's control split Confederacy in half aided students in understanding the impact of topography in various battles.Next time in implementing lesson, I would have students write their articles/editorials last few minutes of class to ensure they understand expectations and are clear on requirements for articles that were a part of their Civil Newspaper project.

Richmond Public Schools 2014-15 Explanations version 5

The Civil War USI.9a-9f

UNIT TEST

1. Which of the following was an economic cause of the Civil War?

A The South feared tariffs would ruin their economy.

B The North supported a strong central government.

C The North wanted slavery abolished.D The South was an agricultural society.

2. The Civil War ended at –

F Appomattox Courthouse, VA

G Fort Sumter, SC

H Manassas, VA

J Vicksburg, MS

3.

These factors describe what issue that divided the nation before the Civil War?

A constitutionalB economicC culturalD slavery

4. The North’s support of a strong central government describes what issue that caused the Civil War?

F Cultural G ConstitutionalH EconomicJ Slavery

5. Which is true of the North and the South before the Civil War?

A Many railroads existed in the South and there were many factories in the North.

B Factories were common in the North while plantations were frequent in the South.

C Northerners supported states’ rights while Southerners supported a strong central government

D The South was industrial while the North was agricultural.

6.

Use the diagram above and your knowledge of American history to best answer the question below.

Which of the following best describes the affect of the Missouri Compromise?

F Maine was admitted as a free stateG Missouri was admitted as a Union stateH Kansas was admitted as a slave stateJ Nebraska was admitted as a free state

1

Missouri Compromise

?

The North was mainly an urban society.

The South was primarily an agricultural society.

7. Under the Kansas-Nebraska Act the people were able to decided the issue of slavery by –

A allowing Nebraska to enter as a free stateB agreeing to Kansas becoming a slave state C popular sovereigntyD signing a treaty

8.

?

California enters as a free state

Southwest territories would decide if they wanted slavery

Which compromise best completes the diagram above

F Compromise of 1850G Three-fifths CompromiseH Kansas-Nebraska ActJ Missouri Compromise

9. Which of the following best describes why southerners did not want slavery

abolished?

A they did not believe that slavery was immoralB it would prevent the Civil War from starting C the southern economy would be destroyedD it would increase tariffs on foreign trade

10.Which event was the immediate cause of the secession of several southern states from the Union in 1860?

F “Bleeding Kansas”G the Dred Scott decisionH the election of President LincolnJ the Kansas Nebraska Act of 1854

11.The first major battle of the Civil War was –

A Bull Run (Manassas)B Fort SumterC GettysburgD Yorktown

12.Which of the following is a border state?

F CaliforniaG DelawareH MaineJ Mississippi

13.All of the following states seceded from the Union EXCEPT –

A AlabamaB KansasC MissouriD Texas

14. Counties in Virginia that refused to secede formed –

F North Carolina G South Carolina H East Virginia J West Virginia

2

15. Thomas “Stonewall” Jackson was –

A president of the ConfederacyB commander of the Potomac ArmyC a skilled Union generalD a Confederate general

16.

Which of the following best completes the diagram above?

F ArkansasG FloridaH OhioJ Tennessee

17.Jefferson Davis was –

A president of the ConfederacyB a confederate generalC an abolitionistD a suffragist

18.

The information in the box above best describes –F Abraham LincolnG Frederick Douglas H Thomas JacksonJ Ulysses S. Grant

19.Which of the following urged southerners to reunite as Americans after the end of the Civil War?A Frederick DouglasB George ShermanC Robert E. LeeD Ulysses S. Grant

20.

Which of the following statements best describes Frederick Douglass?

F opposed slaveryG opposed the Civil WarH supporter of southern secession J supporter of the Anti-Federalists

3

Union States

California

Illinois

?

General of the Union Army

Accepted Lee’s surrender

U. S. President

21. Where were the first shots of the Civil War fired?

A AntietamB Fort SumterC GettysburgD Vicksburg

22.

Who would have most likely given the speech above?

F Thomas “Stonewall” JacksonG George WashingtonH Abraham LincolnJ Frederick Douglass

23.Which of the following best describes how topography was a major factor in the Civil War?

A Crops from southern plantations were used to feed the confederate soldiers

B Control of high ground at the Battle of Gettysburg repelled Lee’s invasion

C Railroads in the North and South was used to get supplies to the soldiers

D Northern factories produced weapons for the Union soldiers

24.Which of the following events occurred first?

F Battle of VicksburgG Firing on Fort SumterH Election of President LincolnJ Battle of Manassas (Bull Run)

25.At the Battle of Vicksburg, the North and South fought for control of –

A high groundB southern portsC the northern railroads D the Mississippi River

26.

Use the diagram above and your knowledge of American history to best answer the

question below.

Which of the following best describes the effect of the Emancipation Proclamation?

F Freed slaves remained with their masters.

G Freed slaves joined the Union Army.H Freed slaves fought for the

Confederacy.J Freed slaves took jobs in northern

factories.

27.Which group did Clara Barton establish?

A Daughters of the ConfederacyB Association of Women SuffragistC The American Red Cross

4

It is rather for us to be here dedicated to the great task remaining before us -- that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion -- that we here highly resolve that these dead shall not have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the people, by the people, for the people, shall not perish from the earth.

The Gettysburg Address ,1863 Emancipation

Proclamation

?

D Sons of the Confederacy

28.What African-American was a Union sailor and a Congressman after the Civil War?

F Frederick DouglasG Crippus AttucksH Robert SmallsJ Samuel Adams

29.Base your answer to the following question on the carton below and on your knowledge of social studies.

The anaconda in the cartoon represents what strategy during the Civil War?

A France blocking the SouthB the Union blockade of southern portsC Union Navy fighting on the Atlantic OceanD moving supplies using the Mississippi River

30.The Confederacy’s defeat at the end of the Civil War caused –

F Confederate generals to be jailedG slaves to be given land in the SouthH Confederate money to be worthlessJ the assassination of Abraham Lincoln

31. United States 1861

What type of state was #2 during the Civil War era?

A border B free C confederateD western

32.Which battle was the turning point in the war?

F Bull RunG Fort SumterH GettysburgJ Vicksburg

33. __?__

Which group during the Civil War would best complete the diagram above?

5

4

3

2

1

Were discriminated against

Were paid less than white soldiers

Served in both Union and Confederate armies

A Children B WomenC African American soldiersD Enslaved African Americans

34.

Use the diagram above and your knowledge of American history to best answer the question below.

Which of the following best describes the affect of the Battle of Vicksburg?

F Southern ports were blocked.G The Confederacy was split in half.H Richmond, Virginia was captured by the

Union.J Confederate forces captured the Union’s

capital.

35.

?

Was determined to hold the Union together by force if necessary

Issued the Emancipation Proclamation

Which Civil War leader would best complete the diagram above?

A Abraham LincolnB Frederick DouglassC Jefferson Davis

D Robert E. Lee

36.

Using the photo above, which of the following statements best explains the general effects of the Civil War on African – American soldiers?

F African-American soldiers were young and poorly equipped

G Only white officers could serve as officers of Black regiments

H Slaves ran away and joined the Union ArmyJ Union soldiers wore blue uniforms

37.During the Civil War women –

A fought in the warB left their homes C ran the farms and businessesD fled to the western territories

6

Union Victory at Vicksburg

?

38.

Which speaker would have mostly likely been Robert E. Lee?

F Speaker 1G Speaker 2H Speaker 3J Speaker 4

39.

Which territory was acquired as a result of war with Mexico?

A 1B 2C 3D 4

40.Which of the following best describes how the United States acquired Florida?

F Adams-Onis TreatyG Purchase from SpainH Annexation from FranceJ War with Mexico

SHORT ANSWER: 5 points each.

Directions: Answer questions 41-42 in complete sentences. Be specific and provide examples to explain your answers.

41.Explain the constitutional difference between the North and the South and how that led to sectional tension?

42. Describe the Emancipation Proclamation and its impact on the Civil War.

7

Speaker 1: “I will hold the Union together by force if necessary.”

Speaker 2: “I shall actively contend for the immediate freeing of our slave population.”

Speaker 3: “There is nothing left for me to do but go and see General Grant, and I would rather die a

thousand deaths.”

Speaker 4: “My military tactics help me to defeat the Union forces

at the Battle of Bull Run.”