Civil War Five Lesson Unit

8/13/2019 Civil War Five Lesson Unit

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Student Name: Jeff Rost Course Title; Semester: Educ 314- Fa 11

Title of Lesson: Causes of The Civil War Total Lesson Time: 45 minutesGrade(s): 5 This lesson is lesson 1 of 5 Subject Area: History

Learning Goals:Students will identify what a civil war is, what big events lead to the American Civil War,and will understand how modern society might be different without Lincolns Election.

Curriculum Standard(s):Iowa CoreHistory3-5Understand groups and institutions work to meet individual needs and the common goodof allUnderstand the consequences of governmental decisions

Learning Objectives and How Assessed:Learning Objective(s) Assessment Plan

Student will be able to:1. Analyze the reasons the Union and

Confederacy held their respective viewson slavery.

2. Identify the differences between theUnion and Confederacy views on slavery.

Formative/Summative1. Formative: During the first breakdown,

students will identify reasons why eachside held their respective beliefs onslavery. The students will share theirreasons with their group and the class.

Summative: The students SummativeAssessment is writing an autobiographyas a famous person from the Civil War.

They will need to include the causes ofthe Civil War from their chosenindividuals perspective.

2. Formative: Students will compose agraphic organizer (attached below)illustrating the causes of the Civil Warfrom the perspectives of the Union andConfederacy.

Summative: The autobiography willexemplify their individuals perspective

and must include differing viewpointsfrom the other side.

Materials Needed:Abraham Lincoln PictureTriangular half sheets of paperMarkers, crayons, colored pencils, etc for drawings


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Top hat

Content

Throughout Lesson Procedures

Lesson Procedure Detail/clarification Time

Before the Lesson:1. Identify students with unique needs2. Design and deliver pre-assessments3. Adjust assessments and/or objectives based on pre-

assessment resultsDuring the Lesson:

1. Introduction/Anticipatory set/Activate prior knowledgeI will start the lesson with the Abe Lincoln picture onthe board. I will ask students who they think each personin the picture is and what their role is in the picture.Students will write these observations and predictionsdown in their notebooks, and then share out to thegroup. The students will write a caption for the pictureand share with the group as well (picture attachedbelow).

6 mins

1.5 Transition- Ask students if both men in the picture aredepicted as equals. I will lead the discussion on how

to bridge the inequality between slaves and whitelandowners. This will lead directly into the discussionon Union and Confederacy differing viewpoints.

2. Chunk 1:I will discuss what a civil war is and what it means. A civilwar is a war between two entities in the same nation. I willintroduce the division of the country on the legality ofslavery. (We just finished our unit on slavery). The Northwas morally against owning slaves and wanted to imposemandates against it, while the South was in favor of owning

slaves and wanted to maintain states rights. I will alsoexplain that roughly 75% of white southerners did not ownslaves, and will briefly discuss the political reasons for theirdecisions.

3. Breakdown 1:Divide class into groups of 4. Within those groups of four,two students will represent the North, while two students

Students will already besitting in tables of four.

This is the arrangementof the classroom. Whenmentioned to get ingroups, the studentsknow who their groupmembers are. I will walkaround from group togroup to ensure all

8 mins

10 mins


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represent the South. Each North and South pairing willidentify against or for slavery respectively. Students mustwrite their arguments down, 3-5 main points, and present itto the opposite pairing in attempts to persuade them.

After students present their arguments to the oppositepairing, I will ask for groups to share their discussions withthe entire class.

groups are on task andensure there are noquestions.

3.5 Transition- I will ask the groups if any groups werepersuaded to join the opposite side. The studentsshould not have been persuaded, since they all hadreasons for their decisions. We will process andreflect as a class why students chose the side theydid, including viewpoints from students on bothsides. This is one of the causes of the war. I willmonitor to ensure no rude comments or bullying

occurs if a student chooses the side of the south.

4. Chunk 2I will ask students what questions they would like to askPresident Lincoln at that time. Then, I will put on a top hatand play Abraham Lincoln. I will explain what Lincolnspolitical beliefs were and how they differed from the beliefsof those in the South. I will explain that I just won thePresidential Election and the students from the South areunhappy. I will explain that I wanted to make slavery illegaland that the South did not want to make slavery illegal. Ask

the students from the South and North to go toopposite sides of the room. I will explain what secession isand explain that the South attempted to make itself its owncountry because of its differing viewpoints with Lincoln.

8 mins

5. Breakdown 2:One student from the South and the North will partnertogether to create an illustration depicting their view of thestart of the Civil War. This illustration must include both

viewpoints on slavery.

Students will share out their joined picture with rest of theclass.

Based on studentsreadiness during theprevious slavery unit, aswell as their

comprehension duringthe first breakdown, Iwill pair students aheadof time. I will groupstudents based onreadiness- one studentthat gets it and anotherstudent who might be

9 mins


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struggling.

6. Closure- Exit card- Students will answer the questionWhat if Abraham Lincoln was not elected President?

4 mins

After the lesson:

1. Evaluate the lessons success with students. Whatevidence do you have that the lesson was successful?What worked and what didnt, and why?

2. Record advice on lesson changes for yourself for whenyou do this lesson in future years.


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Title of Lesson: Influential People of the American Civil War Total Lesson Time: 45 minutesGrade(s): 5 This lesson is lesson 2 of 5 Subject Area: History

Learning Goals:Students will identify four influential people that made a societal or cultu ral impact during the American CivilWar, and will consider how modern society might be different without these fou r individuals.

Curriculum Standard(s):Iowa CoreHistory3-5Understand groups and institutions work to meet individual needs and the common goodof all.Understand that specific individuals had a great impact on history.

Learning Objectives and How Assessed:

Learning Objective(s) Assessment PlanStudent will be able to:1. Analyze how specific individuals affected

society during the American Civil War.

2. Evaluate how modern society might bedifferent without the contributions of thespecific individuals from the AmericanCivil War.

Formative/Summative1. Formative: Breakdown 2 is the acrostic

poem. The acrostic poem will includethe individuals name and whatcontributions they made to societyduring the American Civil War. Duringclosure, I will have a short quiz.

Summative: During the autobiographyproject, students will include theirindividuals contributions and effects

during the time period.

2. Formative: The quiz will include 4matching questions regardingcontributions and two essay questionsregarding the impact on modernsociety.

Summative: During the autobiographyproject, students will explain how oneindividual was crucial to the time periodand how modern society might bedifferent with that persons absence.

Materials Needed:Pictures of 4 Influential People (attached to the end of this lesson)QuizMarkers, crayons, colored pencils, big sheets of paper, etc for acrostic poem


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ContentThroughout Lesson ProceduresUlysses S. Grant, Jefferson Davis, Clara Barton, Dorothea DixAmerican Red Cross

Lesson Procedure Detail/clarification TimeBefore the Lesson:

4. Identify students with unique needs5. Design and deliver pre-assessments6. Adjust assessments and/or objectives based on pre-


7. Introduction/Anticipatory set/Activate prior knowledgeI will start the lesson by showing pictures (attached) ofthe four individuals . I will ask students what they thinkthe individuals roles in the American Civil War were andwhy. I will lead the conversation with helpful hints.

I will show the pictureson the smart board, onepicture at a time, and willcall on students as theyraise their hand to share.

4 mins

7.5 Transition- I just showed pictures of Dix and Barton.This will lead directly into the discussion on whynurses were important during the American CivilWar.

8. Chunk 1:I will discuss Dix and her contributions (Superintendent ofArmy Nurses, directed volunteer nurse movement). I willstress the importance of the Army Nurses and volunteernurses. I will also discuss Barton and her contributions

(medical supplies and the American Red Cross). I willexplain why females held the roles that they did. I will ask ifany students have ever been hurt, if they were helped by anurse, and what their experience was.

9. Breakdown 1:Divide class into groups of 4. Within those groups of four,students will develop a list of supplies that may be importantto include in a soldier care package. Halfway through thebreakdown, I will ask students to share with one anotherwhat supplies they need every day, and will ask them to

discuss if a soldier would need the same things. At the endof the breakdown, groups will share their care package list,and I will explain that I will compile their lists, type them,and send them home to ask for donated supplies for ourclass to send to current soldiers serving overseas.

Students will already besitting in tables of four.This is the arrangementof the classroom. Whenmentioned to get ingroups, the studentsknow who their groupmembers are. I will walk

around from group togroup to ensure allgroups are on task andensure there are noquestions.

7 mins

7 mins


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6.5 Transition- I will explain that we will be learning

about two important men of the Civil War.

10.Chunk 2I will discuss Grant and his contributions (militarycommander during the American Civil War and 18 thpresident). I will explain military duties and how he achievedhis position. I will also discuss Davis and his contributions(statesman and President of the Confederacy). I will explainDavis background, and how he achieved his position.

7 mins

11.Breakdown 2:Acrostic Poem. Students will remain in their same groupsfrom the first breakdown. They will develop an acrosticpoem on one of the four individuals that the group chooses.Ill encourage groups to ensure each individual is represented

at least once. The acrostic poem will include a fewcontributions the individual made during the years of thewar. The poem should a lso include the significance of thosecontributions.

Students will share out their joined acrostic poem with restof the class.

Students have alreadybeen taught structure ofan acrostic poem in awriting lesson.

13 mins

12. Closure- I will give students a short quiz (attached) overtodays material.

Some students mightneed extra time. I willneed to account for this

throughout my day.

7 mins

After the lesson:3. Evaluate the lessons success with students. What

evidence do you have that the lesson was successful?What worked and what didnt, and why?


References:Picture of Dorothea Dix:


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Picture of Clara Barton:

Picture of Ulysses S. Grant:


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Picture of Jefferson Davis:

(Cont. on next page)


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Quiz:

Who Am I Quiz?Each statement describes one of the four individuals we studied today. Read the questionand write the name of the individual being described.

1. I was a U.S. Senator from Mississippi who initially argued against secession, but Ieventually was elected as President of the Confederacy once the South seceded.____________________

2. During the Civil War, I was named Superintendent of Army nurses, helpedestablish a volunteer nurse program, and promised to treat all wounded soldiersequally. __________________

3. I was also a Civil War nurse. I worked on establishing mobile units to ensuresoldiers were treated with adequate medical supplies. I went on to start a chapter ofthe Red Cross in the United States.

4. I was the military commander during the American Civil War. My accomplishmentsduring the Civil War helped me become the 18 thPresident of the United States.

Short Answer Question5. How might the world be different today without the work of Ulysses S. Grant,

Jefferson Davis, Dorothea Dix, or Clara Barton? Write a 4-5 sentence paragraph about oneof those four people.

Reflection on Student Learning:


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Title of Lesson: Important Battles of the American Civil War Total Lesson Time: 45 minutesGrade(s): 5 This lesson is lesson 3 of 5 Subject Area: History

Learning Goals:Students will identify four major battles that influenced the course of the American CivilWar and will consider how those battles affected the outcome of the War.

Curriculum Standard(s):Iowa CoreHistory3-5: Understand problems, issues, and dilemmas of life in the pastand their causes. Iowa CoreHistory3-5: Understand processes important toreconstructing and interpreting the past.


Student will be able to:1. Analyze how specific battles affected the

outcome of the American Civil War.

2. Create a display detail ing battles of theAmerican Civil War and how importantevents have shaped their lives as students,respectively.

Formative/Summative1. Formative: Breakdown 1 is the song

about two battles. The song will includethe important details of the first twobattles learned. During closure, I willhave a short quiz.

Summative: During the autobiographyproject, students will include the battlesand their effects during the time period.

2. Formative: Students will write a

narrative detail ing an important event intheir lives, including how that individualevent has changed their lives as a whole.This will be related to the individualbattles impact on the Civil War.

Summative: During the autobiographyproject, students will explain how thebattles were crucial to the war as awhole by including details about thesebattles in relation to a timeline.

Materials Needed:The Civil War Rap, available at educationalrap.com or iTunesMarkers, crayons, colored pencils, big sheets of paper, notecardsSong lyrics for The Civil War Rap


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ContentThroughout Lesson ProceduresBattle at Fort SumterFirst Battle of Bull RunBattle of Gettysburg

Battle and Surrender at Appomattox


Before the Lesson:7. Identify students with unique needs8. Design and deliver pre-assessments9. Adjust assessments and/or objectives based on pre-


13. Introduction/Anticipatory set/Activate prior knowledgeI will start the lesson by playing The Civil War rap fromeducationalrap.com or the iTunes store. I will distributecopies of the song lyrics for students to follow along.

I will have alreadydownloaded the song toplay in class. Specialarrangements may bemade for students with ahearing impairment.

3 mins

13.5Transition- I just played the Civil War Rap. I will askstudents if they remember hearing about theupcoming battles well be discussing.This will leaddirectly into the discussion on important battles ofthe Civil War. I will ask students what names theyrecognized in the rap from our previous lessons.

14.Chunk 1:I will discuss the Battle at Fort Sumter, including itssignificance to the start of the American Civil War. I willexplain that the south had just seceded and demanded thatthe Army abandon their ports near South Carolina. I willdiscuss with students that the Union did not do as the Southordered, so the Confederacy took action in the form ofmilitary attacks. I will explain that this battle started the CivilWar. Further, I will explain the First Battle of Bull Run, andits significance in being the first major land battle of the CivilWar. I will explain that the Union was seeking an early endto the war, so they made plans to storm Richmond, Virginia.

We will discuss how this battle influenced the upcomingbattles of the war.

15.Breakdown 1:Divide class into groups of 4. Within those groups of four,students will create a song about the first two battles we justdiscussed. I will instruct students to include dates, thoseinvolved, and how each battle individually affected the Civil

Students will already besitting in tables of four,with each table includingat least one talker.Thisis the arrangement of theclassroom. Whenmentioned to get in

groups, the studentsknow who their groupmembers are. I will walkaround from group togroup to ensure allgroups are on task andensure there are noquestions.

2 mins

7 mins

8 mins


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War.

9.5 Transition- I will ask the groups to share out theirsongs to the whole class . I will explain that the CivilWar rap also included the Battle of Gettysburg, and

how important that battle was to the war.

16.Chunk 2I will discuss explain the Battle of Gettysburg, and itssignificance in the Civil War. I will include details about theseveral day-long battle, including the Unions main army linewithdrawing and how the Civil War might have endeddifferently if the Confederacy decided to pursue advancingand attacking the Union. Further, I will discuss the Battleand surrender at Appomattox. I will explain to students thatthe Confederacy gave up Richmond, Virginia, and were cut

off by the Union as they retreated to meet forces in NorthCarolina. I will discuss Robert E. Lees surrender to UlyssesS. Grant, and that it brought an official end to the AmericanCivil War.

4 mins

7 mins

17.Breakdown 2:Students will be partnered up by me based on readiness andunderstanding of the content. I will have made this pairingduring breakdown one. I will discuss with students that oneevent can change the outcome of a larger happening, such aseach battle changed the Civil War. I will ask students toindividually write about an important event in their l ives,including how it changed them holistically. Once this task iscomplete, I will instruct students to explain their importantevent to their partner, so that their partner can share withthe rest of the class what his/her partner shared as theirimportant event.

Students will share their partners event, and I will discusswith students the impact one event can have on a largerscale.

Students will be pairedahead of time by me.

10 mins

18. Closure- I will hand students note cards and ask them tocomplete two parts. I will ask them to write down the

four battles of the Civil War we learned today. I will thenask them to choose one and explain its importance tothe war as a whole.

Dependent upon time,some students might

need extra time. I willneed to account for thisthroughout my day. Imay remove the first partof the closure to accountfor time.

4 mins


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2. Record advice on lesson changes for yourself forwhen you do this lesson in future years.


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Title of Lesson: Important Political Events of the American Civil War Total LessonTime: 45 minutesGrade(s): 5 This lesson is lesson 4 of 5 Subject Area: History

Learning Goals:Students will identify two main political events that had a societal or cultural impact duringthe American Civil War, and will consider how modern society might be different withoutthese two pieces.

Curriculum Standard(s):Iowa CoreHistory3-5Understand differences in life today compared to the past .Understand that belief systems affect government policies and laws.


Student will be able to:1. Analyze how specific political documents

affected the outcome of the AmericanCivil War.

2. Evaluate how modern society might bedifferent without the political documentsfrom the American Civil War.

Formative/Summative1. Formative: Breakdown 1 is the primary

document analysis. Students will reviewcertain quotes from the document, andwill explain what they mean and whythey are important to modern society.

Summative: During the autobiographyproject, students will include their howthis political document affected them as

a person living during the Civil War.

2. Formative: Students will evaluate rulesand policies at their school or in theirclassroom and will compose a speechoutlining their concerns and theirreason for desired change.

Summative: During the autobiographyproject, students will explain how thesedocuments changed the time of theCivil War and how modern society has

been affected by these documents.

Materials Needed:Markers, crayons, colored pencils, paper, notecards, quotes from the EmancipationProclamation, Gettysburg address clip from YouTube, Gettysburg Address transcripts.


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ContentThroughout Lesson ProceduresEmancipation ProclamationGettysburg Address

Lesson Procedure Detail/clarification TimeBefore the Lesson:

10.Identify students with unique needs11.Design and deliver pre-assessments12.Adjust assessments and/or objectives based on pre-


19. Introduction/Anticipatory set/Activate prior knowledgeI will start the lesson by asking students if they have everfelt mistreated. I will ask them to write the situationdown, and how they reacted to it, or wish they hadreacted to it.

I will give studentsnotecards to write theirthoughts on.

4 mins

19.5Transition- I will ask for several volunteer students toshare what they wrote. I will identify themes, andexplain that often times slaves were mistreated andwere not allowed to voice their discontent.

20.Chunk 1:I will discuss the Emancipation Proclamation, and whatLincolns intent was in issuing this executive order. I willshow quotes of the proclamation, and explain to studentswhat they mean in student friendly terms. I will explain tostudents that while this was an executive order, Lincoln

wanted this to be a starting point at which states woulddeclare slaves to be free as they were able. I will also discusswith students that Lincoln did this to gain more support forthe Union, both in the United States and abroad, such as inEurope.

21.Breakdown 1:Students will reunite with their partners from lesson three. Iwill present them with three quotes from the EmancipationProclamation (attached at end of lesson). Individually, theymust form their opinions about the chosen quotes. Then,

they will share their opinions with their partners, includingwhy these quotes were significant and what they mean.Students will then share out during the transition.

Students will reunite withtheir partners fromlesson three for thisbreakdown. They willdiscuss the quotes, andpresent each othersviews on the quotes.

2 mins

7 mins

8 mins


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12.5 Transition- I will ask pairs to share out their partners

opinions and perceived meaning of the quotes. I willthen explain the importance of not only identifyingimportant aspects in society, but being able to voice

them appropriately, as in the Gettysburg Address.

22.Chunk 2I will introduce the Gettysburg Address. I will explain itsintended purpose to students, including the meaning of thespeech as connected to the Battle of Gettysburg learned inlesson three. I will play the clip of Sam Waterston readingthe Gettysburg Address from YouTube, with transcriptsprinted for students to read.

2 mins

7 mins

23.Breakdown 2:Students will be paired in groups based on readiness andunderstanding of the concept. Students with low readiness

will be paired with students of mid-readiness and highreadiness. I will make these four student groups during thefirst breakdown. I will instruct the students to decide aschool rule or policy (posted in the room) that they believe isunfair or needs changed. I will ask students to write a speechto the administration seeking a policy change, including theirreasoning and how their proposed policy is fairer than thecurrent policy or rule.

Students will share out their speech, explaining why they

outlined the desired change.

12 mins

24. Closure- I will give students a notecard and ask themthe question: Why is the Gettysburg Address stillimportant today?

Some students mightneed extra time. I willneed to account for thisthroughout my day.

3 mins




Emancipation Proclamation Quotes:Emancipation Proclamation Quotes:

1. I do order and declare that all persons held as slaveswithin said designated States, and parts of States, are, andhenceforward shall be free; and that the Executivegovernment of the United States, including the militaryand naval authorities thereof, will recognize and maintain


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the freedom of said persons.2. And I hereby enjoin upon the people so declared to be

free to abstain from all violence, unless in necessary self-defense; and I recommend to them that, in all caseswhen allowed, they labor faithfully for reasonable wages.


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Title of Lesson: Constitutional Amendments of the American Civil WarTotal Lesson Time: 45 minutesGrade(s): 5 This lesson is lesson 5 of 5 Subject Area: History

Learning Goals:Students will identify three main Constitutional Amendments that had a societal or culturalimpact following the American Civil War, and will consider how modern society might bedifferent without these two amendments.

Curriculum Standard(s):Iowa CoreHistory3-5Understand groups and institutions work to meet individual needs and the common goodof all.Understand major historical events and developments that involved interaction amongvarious groups.


Student will be able to:1. Analyze how the American Civil War led

to three Constitutional Amendmentsfollowing the war.

2. Evaluate how modern society might bedifferent without the ConstitutionalAmendments from the American Civil

War.

Formative/Summative1. Formative: Breakdown 2 is the acrostic

poem. The acrostic poem will includethe individuals name and whatcontributions they made to societyduring the American Civil War. Duringclosure, I will have a short quiz.

Summative: During the autobiography

project, students will include theirindividuals contributions and effectsduring the time period.

2. Formative: The quiz will include 4matching questions regardingcontributions and two essay questionsregarding the impact on modernsociety.

Summative: During the autobiographyproject, students will explain how one

individual was crucial to the time periodand how modern society might bedifferent with that persons absence.

Materials Needed:Markers, crayons, colored pencils, paper, notecards, large poster paper, transcript of the13 th-15 thConstitutional Amendments, and front page newspaper outline.


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ContentThroughout Lesson Procedures13 thAmendment to the Constitution

14

th

Amendment to the Constitution15 thAmendment to the Constitution


Before the Lesson:13.Identify students with unique needs14.Design and deliver pre-assessments15.Adjust assessments and/or objectives based on pre-


25. Introduction/Anticipatory set/Activate prior knowledgeI will ask students if there has been a time when theywere forced to work or participate in an activity that theywere not paid or thanked for.

I will ask students toverbally share theirthoughts.

3 mins

25.5Transition- I will explain that slaves were often notthanked or paid for their labor, and will explain thatthree Constitutional Amendments were developedfollowing the American Civil War.

26.Chunk 1:I will display the text of the 13 thamendment to theConstitution. I will explain that it was adopted in Decemberof 1865, and that it abolished slavery and involuntary

servitude, except when it is delivered as punishment for acrime.

27.Breakdown 1:I will pair students in groups of 4, decided upon during dayfour lessons second breakdown. I will ensure there is at leastone talker and one creative individual in each group. I willask the groups to develop the front page of the newspaper asif they were breaking the news that the 13 thAmendment hadbeen passed. I will ask them to create a headline, a picture, aand caption.

Students will be groupedbased on readiness andunderstanding ofconcept from the fourthlessons secondbreakdown.

.

2 mins

5 mins

7 mins


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15.5 Transition- I will ask groups to share out their

headlines, picture, and caption, noting similaritiesand differences among the groups and leading intowhat rights are afforded to the cit izens of society.

28.Chunk 2I will introduce the 14thand 15thAmendments to theConstitution. I will explain that the fourteenth amendmentoutlines a definition of citizenship, the right to due process,and the right to equal protection. I will explain what theseamendments mean to the rights afforded to the students inmodern society.

3 mins

6 mins

29.Breakdown 2:Students will return to their groups of four from their firstbreakdown. I will give students one to two pieces of largeposter paper, as well as markers, scissors, and other craft

supplies. I will ask students to create a timeline of the eventsof the Civil War, including the major battles learned, thepolitical documents introduced, and the ConstitutionalAmendments. I will also ask students to visually display thecauses of the Civil War in a portion of their timeline, and Iwill also ask the students to write the influential people onthe timeline, including how the affected the outcome of thewar.

Students will share out their timelines, noting similarities and

differences in each others wor .

14 mins

30. Closure- I will give students a notecard and ask them towrite two things. I will ask them to write down the mostinteresting fact they learned from the unit on theAmerican Civil War. Secondly, I will ask them to writehow the Civil War continues to affect them today.

Some students mightneed extra time. I willneed to account for thisthroughout my day.

5 mins




Civil War Five Lesson Unit

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Transcript of Civil War Five Lesson Unit