Civil War Curriculum Unit 2011
Component 1: Overview
1. Abstract: In this unit students will be able to demonstrate an understanding of the
issues leading up to the Civil War along with historical people and their roles in
the war. Students will also demonstrate an understanding of the events in Arizona
during the war, and significant individuals that were involved in the reform
movement before the war and the reconstruction movement after the war. They
will demonstrate their learning through the completion of a journal, project, and
art activity.
2. Grade Range: 3-5
3. Big Ideas/Theme: Civil war, slavery, states’ rights, change
4. Essential Questions:
a. How did the issues regarding states’ rights and slavery extend to AfricanAmerican’s during the Civil War?
b. What role did slaves and free African-American’s play during and following the
Civil War period?
5. Scope:
a. Content/Skills: Social Studies, Language Arts (reading/writing), Art
b. Assessments: Rubrics, Literature Guide, Final Cumulative Activity/Project
c. 21st Century Skill Theme: Learning and Innovation Skills (creativity,
innovation, critical thinking, and problem solving, communication and
collaboration), Media and Technology skills (information, literacy, media
literacy, apply technology effectively), Global Awareness, Civic Literacy.
6. Sequence: 7 to 9 weeks
Component 2: Standards/ Desired Outcomes
CC State Standards for English Language Arts
Exemplar: Understand literary text
Strand: Reading Standards for Literature K-5
Cluster: Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences.
Anchor Standard: Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text.
Standard 5.RL.1: Students will be able to quote from literary text to support their opinion or
comprehension.
Exemplar: During the reading/research keep a first-person journal based on a historical
character.
Strand: Reading Standards for Literature for K-5
Cluster: “Historical fiction”-use reading strategies (drawing conclusions, determining
cause/effect, making inferences, sequencing) to comprehend text.
Anchor Standard: Students will create a journal to record information about people, places, or
events that were represented accurately but student believes are fictional.
Standard: 5.RL.1, 5.RL.9: Compare and contrast stories in the same genre on their approaches
to similar themes and topics.
Exemplar: Following completion of research create a multi-media presentation reporting on
historical events and people.
Strand: Reading Standards for Informational Text K-5
Cluster: Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences.
Anchor Standard: Teachers will model think-alouds to show students how to gather information
from different parts of a text that will support an inference. Students will quote or paraphrase the
portion of the text that leads them to the inference.
Standard: 5.RI.1: Students will be able to accurately quote from informational text they have read
when demonstrating their learning (written, verbal, visual products).
Standards for Social Studies
Strand One: Civil War and Reconstruction
Performance Objectives:
PO1, (3rd) Recognize that there were issues associated with the Civil War
PO2, (3rd) Discuss contributions of people during the Civil War era (Abraham Lincoln, Jefferson
Davis, Robert E. Lee, Ulysses S. Grant, Harriet Tubman, Sojourner Truth, Frederick Douglass).
PO1, (4th) Describe events in Arizona during the Civil War (a.) Battle of Picacho Peak (b.) Battle
of Apache Pass (c.) Arizona becomes a territory
PO1, (5th) Describe factors leading to the Civil War: (a.) role of abolitionists and Underground
Railroad (b.) sectionalism between North and South c. westward expansion
PO2, (5th) Identify the reasons why the following were important events of the Civil War: (a.) firing
on Ft. Sumter (b.) major battles (c.) delivery of the Emancipation Proclamation d. surrender at
Appomattox
Component 3: Lesson Plans
Inquiry Lesson Plan
FIVE “E” LESSON PLAN
LESSON TITLE: Quilting for Freedom
TYPE OF LESSON: Inquiry
TARGET GRADE(S): 3-5
LEARNING GOAL: Students will create a “Freedom Quilt” similar to quilts created during the Civil War
that led slaves to freedom along the Underground Railroad. Students will gain and understanding of map
skills (primary and intermediate directions) along with recognizing landmarks. The activity will involve
partner work (collaboration) and then communication as students share quilts with each other.
KEY QUESTION: How can students move from the back of the campus to the front along a specific path
with only the quilt to guide them?
TARGET STANDARDS: Reading Informational Text
Exemplar: Following completion of research create a presentation reporting on
historical events and people.
Strand: Reading Standards for Information Text K-5
Cluster: Quote accurately from a text when explaining what the text says
explicitly and when drawing inferences.
Standard: 3.RI.1: Students will be able to accurately quote from information
text they have read when demonstrating their learning (written, verbal, visual
products).
Standards for Social Studies
Strand One: Civil War and Reconstruction
PO1: Describe factors leading to the Civil War: (a) role of abolitionists and
Underground Railroad.
RELATED STANDARDS: Visual Arts Standards
Strand 1: Student will create artworks to communicate ideas, meanings,
and/or purposes.
Concept 1: Creative process: Develop, revise, and reflect on ideas for
expression in personal artwork.
TEACHER NOTES:
Book: Sweet Clara and the Freedom Quilt (ISBN: 0-679-87472-0), freedom
quilt squares (attached at the end of the lesson), construction or butcher paper,
crayons, pencils.
http://www.socialstudiesforkids.com/subjects/undergroundrailroad.htm
Other books: Under the Quilt of Night (ISBN: 0-689-82227-8), Henry’s
Freedom Box (ISBN: 0-545-10560-9), Almost to Freedom, (ISBN: 0-43963156-4)
ENGAGE:
EXPLORE:
Students will be questioned about their general knowledge
regarding maps, natural landmarks, and quilts. Once student have
shared with each other and the class about any previous knowledge
they have they will then be asked to share how they think all of
these topics might be related. Then ask students if they would like
to make a quilt that will also be used as a map. Through each quilt
student will learn how each of these topics are related.
Students will first listen to a read-aloud of Sweet Clara and the
Freedom Quilt. Students will then work with a partner to gather
more information about the Underground Railroad on the
following website:
http://www.socialstudiesforkids.com/subjects/undergroundrailroad.
htm.
Students will explore the site as a means to gather background
knowledge. Remind students they will be responsible for creating a
quilt that will guide someone from a starting point to an ending
point.
EXPLAIN:
Working with a partner each pair gets four of the quilt square
grids. Take students outside and partners will work together to map
a path on scratch paper that leads them from the back of the school
campus to the front. Students should record direction of travel,
major landmarks, plants, and any other notable features. Remind
students that they will need to transfer their notes to the quilt
squares that will ultimately form a map to lead other from the back
of the campus to the front and “freedom”. Students cannot use
words to label the objects on their maps/quilts. Students will work
with their partners over several days to transfer their notes to the
four quilt square grids. When all of the individual quilt grid/blocks
are finished they should be cut out, taped together (in order), and
then glued to construction or butcher paper so they form a large
quilt map. Once the quilts are finished the students will present and
explain their learning to the class and then finally trade quilts and
see if they are able to follow the maps other students have made.
ELABORATE:
This lesson is a language arts lesson, social studies, and an art
lesson. Refer students to illustrations in Sweet Clara and the
Freedom Quilt so they can balance their map quilts with both the
map and colorful patterns. Students can also refer to the following
website for design ideas for their quilt squares.
http://www.osblackhistory.com/quiltcodes.php
EVALUATE:
Students will verbally explain their quilt to the other students in the
class and then students will trade quilts and go outside to the back
of the campus and see if they can follow the quilt maps of other
students. Students will also be evaluated using the following
rubric.
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubri
c_id=2062756&
The finished quilts will be hung in the classroom as a
demonstration of students’ learning. As an extension students can
also take their quilts to other classrooms and teach younger
students about both the quilt and the Underground Railroad.
Making a Freedom Quilt
1. Use four separate quilt squares grids.
2. Starting point is at the bottom of the quilt-ending location is at the top of
the quilt.
3. Design squares to lead someone from the starting point to the ending
location.
4. Draw major landmarks on the quilt and then color surrounding squares.
5. Make sure the path is clear and others can follow it.
6. Once your design is complete cut out the grids (quilt squares) and glue
them to construction paper to make a complete freedom quilt.
Timeline Lesson Plan (Direct Instruction)
Teacher Name: Peggy Fite
School: Mesa Verde
Grade: 3-5
Date: Summer 2011
Subject or Course: Civil War
Learning Objective: Students will create a timeline that highlights nine major battles or
events from the Civil War. They will research the battles/events and then sequence them
on a timeline to demonstrate their knowledge and understanding. They will also explain
why they chose those events/battles and why they were important.
Resources:
(Websites)
http://www.historycentral.com/CivilWar/#Anchor-1861-49575
http://memory.loc.gov/ammem/cwphtml/tl1861.html
(Books)
Timeline Civil War: From Divided to United ISBN: 978-1602140226, The Civil War for
Kids: A History with 21 Activities ISBN: 978-1556523557
(Timeline creator website)
http://www.teach-nology.com/web_tools/materials/timelines/
Unit Plan: The Civil War unit will begin in the second semester and last approximately
7-9 weeks.
Link to Common Core Standards:
Domain: Reading Standards for Literature K-5
Cluster: Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences.
Anchor Standard: Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
Standard 5.RL.1: Students will be able to quote from literary text to support their
opinion
Social Studies Standards
Strand One: Civil War and Reconstruction
PO2, (5th) Identify the reasons why the following were important events of the Civil War:
(a.) firing on Ft. Sumter (b.) major battles (c.) delivery of the Emancipation Proclamation
d. surrender at Appomattox
Materials: Books listed above, Internet access to websites, form for recording
information (see attached form at the end of lesson).
Pre-assessment: Students will complete a KWL in cooperative groups of four students
to share what they know about Civil War battles and record what they want to know after
completing the timeline assignment. Students will share their KWL charts with the whole
class once they are complete. Students are placed in teacher-selected groupings.
Anticipatory Set: Students will be shown a Civil War battle reenactment video. Teacher
will explain what a reenactment is and that the people in the video are acting and were
not really injured. The video will give students a visual idea of the type of battles that
occurred during the Civil War.
http://www.youtube.com/watch?v=EDxrB9-7tHY&feature=related
Teaching/presentation:
Input: Students will work in the computer lab to fill out timeline fact cards/sheet.
The purpose of the lesson will be explained to students so they know what they
are looking for on the Civil War websites. Students should come away with an
understanding of some of the battles/events of the Civil War, the impact of those
battles/events, and the significance of the battles/events. Teacher will monitor
students as they fill out the information cards so they are recording information
accurately.
Modeling: Teacher will access the History Central website with students
watching and select one or two battles to review with the class. Explain how to
record information on the information card and fill out one of the cards so they
students can see how to record the information. Remind students of how many
battles/events they need to record (9). Also remind students they need to record
why the battle/event was significant and the impact it had.
Checking for Understanding: Teacher will answer questions during direct
instruction and then monitor student progress as they are looking up information.
Guided Practice: On the next trip to the computer lab students will see (modeled by the
teacher) how to access the timeline website. Students will use their notes about Civil War
battles/events and access the timeline website. Together as a class students will click on
the vertical timeline and record their title. The teacher will title their timeline first and
then walk around and make sure that all students have given their timeline an appropriate
title. REMIND STUDENTS TO ALSO INCLUDE THEIR NAME WITH THE TITLE
(for example: Civil War Battles by: Sue). Students will then work independently to
transfer information from their notes to the timeline.
Independent Practice: Students will work independently to create their timelines and
then print them once the teacher has reviewed their work. Teacher also will continually
monitor students and assist students who need extra help.
Post-Assessment: Students will share (orally) their timelines with the class. They will
explain each event that they selected, why they personally selected it, and the
significance of that event/battle during the Civil War.
Measurement Tool: See attached rubric for timeline grading/assessment.
http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=2062878&
Interventions: Students who are struggling with gathering data can create a horizontal
timeline that will only require six events/battles. The students who complete their
timeline early can also assist other students who may be struggling to either gather
information or complete their timeline.
Extensions: For students needing extra extensions, they can assist students who are
struggling to complete the assignment or they can create two timelines that can be joined
together (18 events total) or they can create two separate timelines that focus on different
elements of the Civil War.
Closure: The oral presentations are one summary of student learning. Following the
completion of the presentation students will work in their original groups to finish their
KWL charts with new information that they learned. They will also share their learning
with both members in their group and with the entire class.
Timeline notes
Name of Battle/event:
Date(s):
Casualties (battle):
Important people and events:
------------------------------------------------------------------------------------------------------------
Timeline Notes
Name of Battle/event:
Date(s):
Casualties (battle):
Important people and events:
Sample #1: Lesson Plan Template (SIOP)
Topic:
Civil War Biographies
(Biographies are from
historical people during this
time period.)
Grade Range: 3-5
Time Frame: (at least 9 weeks)
The unit will last 9 weeks
however, this lesson should
take 5-7 days total as part
of the whole unit
Common Core Standards: (Domain, Standard, Cluster)
Domain: Following completion of research create a multi-media presentation reporting
on historical events and people.
Standard: Reading Standards for Informational Text K-5
Cluster: Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences.
Anchor Standard: Teachers will model think-aloud to show students how to gather
information from different parts of a text that will support an inference. Students will
quote or paraphrase the portion of the text that leads them to the inference.
Standard: 5.RI.1: Students will be able to accurately quote from informational text they
have read when demonstrating their learning (written, verbal, visual products).
Learning Objective/Outcome: Students will understand the role of their chosen
individual during the Civil War time period. Students will demonstrate their
understanding through the creation and presentation of a PowerPoint.
Key Vocabulary:
Civil War, Underground
Railroad, Confederacy,
Union, States Rights,
Emancipation, Succession,
Reconstruction, Reform,
Slavery,
Materials: Microsoft PowerPoint program, internet
access, library books, organization web (attached at the
end of this lesson).
Higher Order Questions: Why was this person important during the Civil War? Did
their contributions change the course of history and if so how? Would they be as
important today (explain why or why not)? What personal qualities did they possess that
helped them become an important historical figure?
Lesson Activities:
Building Background/Motivation: This lesson would take place near the beginning of
the unit. Suggestions for building background knowledge are to read several picture
books listed below.
If You Lived When There Was Slavery in America
ISBN-13: 978-0439567060
Barefoot: Escape on the Underground Railroad
ISBN-13: 978-0064435192
Pink and Say
ISBN-13: 978-0399226717
Presentation: Students are introduced to the website below. Teacher models how to look
up specific information about historical people during the civil war.
http://www.kidinfo.com/american_history/civil_war.html
http://kids.yahoo.com/search?p=civil+war&x=58&y=13
After reviewing the websites whole group, students can go to the computer lab to begin
research. Students will also need to visit the school library in order to check out books
about their specific person they are researching. If possible books can be gathered ahead
of time to facilitate research. Teacher can also create a biography PowerPoint in order to
model the final product.
Student Activities: Students will begin by choosing and researching one individual from
the Civil War. If possible have students choose from a list that is teacher generated and
try to allow for a few duplicate research projects as possible. Use the attached web at the
end of the lesson so that students are all gathering the same type of information in the
same format. Students should be aware of the end goal why they are gathering their
research. They will be responsible for creating a PowerPoint presentation with a total of 7
slides (title slide, years person lived, early life, adult life, Civil War involvement, later
life, end slide (questions?). Their PowerPoint will also need to have different
backgrounds on each slide, a different transition on each slide, one clip art piece (all
different) on each slide, and a different sound effect on each slide. Their work will be
evaluated on their presentation, content knowledge, technical skills of the PowerPoint,
and ability to answer general questions. (See attached rubric).
Review and Assessment: The assessment of their work is the attached rubric. Students
will be monitored throughout the process for their ability to stay focused and work in the
time given, their notes, technical skills when working on the computer, and overall
presentation when they are finished. If students already know how to use PowerPoint
they may only need minimal review in order to get started. If students do not know how
to use PowerPoint it would be necessary to teach them the steps in creating a PowerPoint
prior to starting this unit. Finally, prior to starting the unit make sure students have a copy
of the rubric so they know what they will be evaluated on when they are finished.
Interventions/Extensions: For students that require extra assistance the PowerPoint
presentation can be modified and the number of slides reduced. Also students can work
with other students in order to assist and help each other finish their projects. As an
extension students can add extra slides and answer some of the higher order questions
that are presented above. Students can also share their presentations with other classes if
other teachers are willing to allow for student presentations. Finally, students can create a
digital video presentation, Animoto presentation/commercial, http://animoto.com/
or a Windows Movie Maker movie if they wish to extend their learning and technical
skills.
Rubric For Assessing PowerPoint Presentations:
http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_i
d=2062216&
Early
Life
Adult
Life
Civil
War
Later
Life
Sample #1: Lesson Plan Template (SIOP)
Topic:
Who Was Right?
Grade Range:
Time Frame: (at least 9 weeks)
4-5
Common Core Standards: (Domain, Standard, Cluster)
2-3 thirty to forty-five minute periods
Learning Objective/Outcome: (What do you want students to know and be able to do? What is the
intended learning?)

The student will be able to take an assigned viewpoint or position and support it
with a reasoned argument. One viewpoint will be "The citizens of Marshall were
right to disobey the Fugitive Slave Law." Another viewpoint will be, "How did the
citizens of Marshall decide which laws were unjust."

The Student will be able to express their own opinion on a given topic and support
their opinion through persuasive writing. Possible topics might include: Civil
disobedience, Unjust laws, Consequences of civil disobedience, or Quaker
principles prohibiting slavery.
Key Vocabulary:
 philanthropy
 civil
disobedience
Materials:
 Paper and pencils for note-taking
 Various books relating to Civil War issues (selected by the
teacher).
 Perhaps the best book for fourth graders is Friends by
Gloria Whelan.
 Another excellent book is Who Comes With Cannons? by
Patricia Beatty.
 Many fourth grade social studies texts also have excellent
issues to discuss in the Civil War chapter
 http://www.marshallmi.org/info.taf?_function=history
 From Marshall's Web site:
Marshall (Michigan) was a station on the
Underground Railroad and a strong anti-slavery
town. In 1846, Kentucky slave chasers tried to
capture escaped slave Adam Crosswhite and his
family in Marshall. Leading citizens in turn
arrested the Kentuckians and smuggled the
Crosswhite family into Canada.
The rescuers were convicted of "depriving a man
of his rightful property" in Detroit Federal Court in
1847. They paid fines which they were to consider
a badge of honor.
The Crosswhite Incident is mentioned on several
of the dozens of historical markers the town
boasts. A few years ago the Marshall Historical
Society marked Crosswhite's grave (he had
returned to Marshall after the Civil War) where he
rests a few hundred feet from several of his
rescuers.
Notes:
 Friends by Gloria Whelan is historical fiction. It
tells about a young white girl in Marshall Michigan
who becomes friends with one of the Crosswhite
children. The Crosswhites were a family of
escaped slaves who settled in Marshall. When a
slave-hunter came to return the family to their
former owner, the citizens of Marshall defied the
Fugitive Slave Law, thereby blocking the capture
of the Crosswhites. They ultimately helped the
family escape to Canada.
 Who Comes With Cannons? by Patricia Beatty
is historical fiction. It tells of the problems
encountered by a Quaker family during the Civil
War and their involvement with the Underground
Railroad. Many of the texts also relate the story of
the Crosswhite family.
Prerequisite Knowledge:
Students will have had an opportunity to read and
discuss the selected book or section of social studies
text.
Instructional Notes:
 Students will have had an opportunity to read and
discuss the selected material.
 Discuss the concept of formulating a reasoned
argument with the class. This activity requires:
Active listening to the comments of others, no
put-downs or personal comments, staying focused
on the topic when stating a point or responding to
another person's point, agreement to close
discussion at the end of the allotted time.
 If possible, show some videotaped debates such as
a presidential debate.
 Dear America, When Will This Cruel War Be Over?
Higher Order Questions:
"Is it ever right to disobey a law?"
Lesson Activities:
Building Background/Motivation: (Hook?
Why are students learning this material? What is the real-world
connection?)
To allow students to reflect upon and discuss key issues that pertain to acts of philanthropy
and good citizenship before and during the Civil War. Citizenship is a part of Amphitheater’s
mission statement posted in every classroom.
Presentation: (How is the new material being introduced? Strategies? Scaffolding? Steps in lesson…)


Arrange the class into groups of four students.
Each group consists of two Dyads.

Each Dyad will be assigned one side of an issue. For example: The Crosswhite
family and the citizens of Marshall were right to disobey the Fugitive Slave Law.

Groups will be given time to meet, discuss and prepare statements of support for
their side of the topic. Recommended time for student discussion and preparation
is about fifteen minutes. It is often helpful to have the students prepare their
reasoned arguments on one day, spend about five minutes reviewing them, and
then present on the second day. Many students will actually discuss the topic with
their families at home between the two days, and will arrive at school with much
richer information to contribute.

Dyads will be given an opportunity to "present their position" to each other. The
format includes time limits and questions. Most groups at fourth grade level will
need from two to four minutes for presentation and two to four minutes for
questions.
Student Activities: (Meaningful activities, interactions, structures/strategies, practice and application, feedback…)

While one group is presenting their position, the other students will be listening
and recording their observations. Divide a sheet of paper down the middle with
one side representing a paired viewpoint. Students tally the reasons they find
most convincing.
Review and Assessment: (Review of objectives and vocabulary, assess learning, measurement tools…)
The students will write a paragraph stating what they would have done as a
citizen of Marshall. Each student will need to have a topic sentence and
supporting reasons for their action. Correct paragraph form, complete
sentences, and correctly spelled known words are expected.
An alternative assessment would be to have the students write a facsimile of
a newspaper article about the case.
Rubric:
4 points:
Topic sentence clearly stating an opinion, at least two supporting
details which state their reasons for holding that opinion, complete
sentences, correct spelling of known words.
3 points:
Topic sentence clearly stating an opinion, one supporting detail
stating their reasons, complete sentences.
2 points:
A clearly stated opinion, details, sentences, spelling questionable.
1 point:
An unclear opinion.
0 points:
No response, illegible, unrelated response.
Interventions/Extensions: (How are you reaching every learner?)
As a class, or as individuals, the students could collect information and/or research a
current issue having opposing sides. Students could debate this issue, write about this
issue, or hold a class discussion. It would be most meaningful if the class could write letters
to an official or to the newspaper stating their position on an issue.
Sample #2: Lesson Plan Template (Direct Instruction)
Teacher Name: Don Curry
School: Mesa Verde
Grade: 5
Date: 6-5-11
Subject or Course: Civil War Journal
Learning Objective: Students will be able to demonstrate an understanding of the issues
leading up to the Civil War and their reaction to them through fictional characters and
their roles in the war. They will demonstrate their learning through the completion of a
journal written in first person. The entries will be reactions to 8 texts of announcements.
Point of view and empathy is the intended learning as to the perspective of the war.
Resources: (Briefly describe the resources used (e.g. books, periodicals, field trips, guest speakers, etc.)
to obtain the concept information for the lesson?) Building A Nation , Scott Foresman; Social
Studies, Teacher’s Edition, Unit 7.
http://americancivilwar.com/women/carrie_berry.html The following passages were
taken from the Diary of Carrie Berry, a 10 year old resident of Atlanta, Aug. 1, 1864 Jan. 4, 1865. They provide a first-hand account of war through the eyes of a child. A
typed copy of the original manuscript was provided by the Atlanta History Center to
Duke University.
Unit Plan: (Where in the unit plan can the lesson be found? Attach a copy of the curriculum map.)
Weeks 1-3, Unit 7. Unit Planning Guide; p.p. 455b-455c. Journals kept during formative
reading activities.
Link to Common Core Standards: (How is the learning objective related to the Common Core
Standards? Include complete Domain, Standard and Cluster Objective Descriptors.)
Domain: Reading Standards for Literature K-5
Cluster: Quote accurately from a text when explaining what the text says explicitly and
when drawing inferences.
Anchor Standard:. Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the text.
Standard 5.RL.1: Students will be able to quote from literary text to support their
opinion or comprehension.
Materials: (What materials are needed for students? What modifications to the materials are needed for
special needs learners and accelerated learners? Attach any handouts that will be used.) Create a
writing journal with a cover sheet that includes:
1. “Civil War Journal” “This journal belongs to (assigned character), a member of the
(North ‘Yankee’ / South ‘Rebel”) Army.
2. Room divider: yarn or string dividing north and south.
3. Cards with an occupation or description on it:
South: slave (2 students), soldier (4), plantation owner, farmer (2), merchant,
mother/father of soldier (2), younger brother/sister of soldier, nurse.
North: factory worker (2 students), free black, business man, farmer (2), soldier
(4), mother/ father of soldier (2), younger brother/sister of soldier, nurse.
Pre-assessment: (How will you determine students’ knowledge of the intended learning prior to the
lesson? What needs, interests and prior learning will be the foundation for this lesson?) KWL chart on
the Civil War. Students will have already studied the revolutionary war and should draw
on that knowledge as to the causes and effects of war. Current events can be brought into
the discussion such as the civil war in foreign countries today. (e.g. Libya).
Anticipatory Set: What do you know about living in the south during the Civil War?
(Write responses on the board). Much of what we know today about life then comes from
journals people wrote. How many of you keep a journal or diary? Back then many
people, men and women, kept journals. (Share with students Carrie Berry’s journal).
Teaching/presentation: (includes Input, Modeling, and Checking for Understanding)
Input: (How will you clearly inform students of the objectives and State Standards? What
instructional strategies will be implemented? What information will students need to acquire
knowledge and skills described in the learning objective? How will the learning activity be structured
to encourage learner involvement?) Journals (Creative Writing) Post or pass out hard copy of
writing rubric “Story Wring: Civil War Journal”.


North/South. The room will be divided with an east-west dividing line.
(tape /yarn). This will delineate the North from the South. One group of
desks or tables will be on the line and will be designated a border state.
The students on the North side of the line will be in the union while those
students on the south side of the line will be the Rebels. This will come
into play when the students write in their journals.
Daily Civil War Facts. Each day on the board a fact or event that took
place on that day in history will be posted. For example: on April 12, the
fact could be “Fort Sumter fired upon”. These facts come from a Civil
War calendar that has a fact for each day.
Journals (Creative Writing) Post or pass out hard copy of writing rubric “Story Wring: Civil
War Journal”.

Each student will role play a person from the Civil War era and write in
their journal as if they were that person. Character cards are drawn by
students from a “North” container (those students on the north side and
vice-versa for the “South”. “Border” students should pick last from either
side). Each day, the student will reflect on the previous day’s events or on
specific questions written on the board. (see appendix)
Modeling: (How will you model the critical aspects of the concept for students? How will you
move students from the knowledge level to higher levels of thinking?) The first day the
teacher will address their feelings, as a famous character (or two), about the start
of the war. (e.g. Abraham Lincoln and/or Jefferson Davis).
Checking for Understanding: (Checked throughout the lesson.) How will you know
whether all students have “got it” before proceeding with the next step of the lesson?) Students
will write in their journals in the same way as modeled by the teacher and then
“Think-Pair-Share” their entries with others who finish first. Finally, as a group
when most are finished others will share their writing.
Guided Practice: (How will you guide students to demonstrate their understanding of new learning?)
Journals (Creative Writing)
I will introduce journaling on Monday during writing workshop. Each student will role
play a person from the Civil War era and write in their journal as if they are that person.
Each day, during writing workshop, the students will write in their journals for 15-20
minutes reflecting on the previous day’s events or on specific questions written on the
board. The first day I plan to have them address their feelings, as their character, about
the start of the war. In addition, there will be daily “announcements” interrupting class.
These will directly affect lives of the characters in some way.
The journals will be introduced by reading excerpts from Carrie Barry’s diary. She was a
12-year old girl who lived in Atlanta, Georgia during the war. This is an actual diary. I
will also read them excerpts from the book Dear America, When Will This Cruel War Be
Over? This is a fiction book written like a young southern girl’s journal.
Independent Practice: (How will students practice the intended learning?)
Each day there will be an interruption. These are small announcements that are tied to the
rest of the unit. They give students the additional information on what we are talking
about, provide background for future lessons, and provide material for the daily journal
writing. (Appendix: Text of announcements)
Post-Assessment: (How will you know students have acquired the intended learning? How will
students be involved in ongoing assessment? Attach any materials that you will use in the summative
assessment process.) Unit 7 assessment / Journals
Measurement Tool: (How will the intended learning be measured? What are the measurable criteria
that will be used?) Attached rubric
Interventions: (What instructional strategies will be in place for students who do not acquire the
intended learning?) PBS Gettysburg video on line: http://video.pbs.org/video/1832543409/
View video and complete worksheet; “The War Between the States”
Extensions: (What instructional strategies will be in place for students who exceed the intended
learning?) Reader’s Theater:
http://www.civilwar.org/education/teachers/lesson-plans/readers-theater-lesson/civil-warreaders-theater.html
Closure: (At the end of the lesson, how will the intended learning be summarized by the students?)
Performances of selected readings from: ‘Reader’s Theater’ site. (extensions)
Appendix: Text of announcements
 Day 1 Abraham Lincoln is elected President of the United States. South
Carolina announces that it is seceding from the Union.
 Day 1 Lincoln issues the emancipation proclamation. All the slaves in
the US are free.
 Day 2 Fort Sumter surrenders! On April 12, the South began
bombarding the fort in Charleston harbor. The fort surrendered April 14.
 Day 3 Reward offered for runaway slaves. Several slaves were found
missing from their owner’s plantations. They are wanted for illegally
leaving their masters.
 Day 3 Abolitionists rally in the North. Vow to end slavery in the country
forever.
 Day 4 News from the Battle of Bull Run. Victory for the South. 10,000
Union forces met 4,500 Confederate troops near Manassas, Virginia. The
Confederates were reinforced so that eventually there were nearly 18,000
men of each side. Union troops in disarray. Many men were injured or
killed. The following soldiers are in the hospital (at this point characters
the students have created can be named.)
 Day 4 Hospitals have been found to kill more than the battlefield.
Disease and infection kill many. Amputation is the primary means of
treating battlefield wounds. Suffering and neglect common.
 Day 5 The Battle of Gettysburg ended after three days. 23,000 Union
soldiers were killed, wounded or missing-in-action. The Confederate
casualties were 28, 000. The following soldiers were wounded (names of
students characters)
 Day 5 A great tragedy? In all the Southern states the prices of food and
other necessary items have gone up so much that people can’t afford to
buy food. Many people are starving because they just don’t have enough
money.
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Day 6 Women contributing to the war effort in new ways!! Some have
traveled to the battlefront to care for the wounded. Two Southern women
are jailed for spying.
Day 6 Prisoner of war in prison in Chicago gives birth to child. Soldier
was actually a woman who enlisted and fought next to her husband.
Day 7 Matthew Brady’s exhibit of battlefield photographs opened to
crowds in New York City. This was the first time the death and
destruction of war was seen by many people.
Day 8 PEACE AT LAST! General Lee signs papers of surrender in
Appomattox. General Grant accepts.
Day 8 President Lincoln is assassinated by angry Southern actor. Nation
in shock.
Tier 2 Word: coward
Contextualize the word
as it is used in the story
Explain the meaning
student-friendly
definition)
Students repeat the word
Teacher gives examples
of the word in other
contexts
Students provide
examples
Students repeat the word
again.
Additional Vocabulary
Words
“I’m a coward and a deserter.”
A coward is someone who fearful and not brave in the face of
danger. When Sheldon says that he is a coward, he means that
he is too afraid to go back to the war.
Say the word coward with me: coward.
When I was younger, I used to be a coward about speaking in
front of audiences – I was always afraid. Animals who act like
cowards often run away from scary situations.
When were you a coward about something? Start by saying, “I
was a coward when _____________.”
What word are we talking about? coward
mere, descendants
Sample #3: Lesson Plan Template for Inquiry
FIVE “E” LESSON PLAN TEMPLATE
LESSON TITLE (Clever and Catchy)
TYPE OF LESSON: Cause and Effect Relationships in Historical Fiction
LEARNING GOAL: Identify multiple causes and effects in historical fiction.
TARGET GRADE(S):
4th Grade Unit
• KEY QUESTION: How can one event have a profound effect(s) on another?
TARGET STANDARDS: Write out the STANDARDS that are specifically developed in this lesson.
AZ.R04S3.
Comprehending
Informational Text
R04-S3C1.
R04-S3C1-07.
Expository Text: Identify, analyze, and apply
knowledge of the purpose, structures, and
elements of expository text.
Distinguish cause and effect.
RELATED STANDARDS: List any related STANDARDS that are reinforced in this lesson.
TEACHER NOTES: Provided: Cause and Effects Civil War Chart, Direct Teaching/Guided Practice
Example Chart
Not Provided: Pink and Say by Patricia Polacco, chart paper, markers, lined paper
ENGAGE:
Describe in detail how students’ interests are captured. “Open your book
to page 32,” doesn’t work here. Describe exciting ways to establish a “Need to Know”
for the students.
Before reading Pink and Say, explain to students that you are going to read a book about
the Civil War. The Civil War is was a U.S. war between the Northern and Southern
States, and it was one of the most violent and devastating events in U.S. history.
President Abraham Lincoln opposed slavery, so 15 Southern states that practiced slavery
decided to secede or break apart from the U.S. These 15 states called themselves the
Confederate States of America. President Lincoln said that he would not accept secession
and fought to keep those states in the Union. The soldiers fighting for the North were
"Union" soldiers, and those fighting for the South were "Confederates." Share additional
information about the Civil War depending on the level of background support that your
students need.
EXPLORE:

Describe in detail the exploration experience in this lesson.
Explorations will vary depending on the type of lesson (inquiry,
challenge, or guided). The key for this “E” is what the students are
DOING. The exploration should be hands-on and with the teacher
serving as a facilitator.
Ask: “How did I identify cause and effect relationships in the story?”
Students should respond that you read carefully and looked for events in
the text that seem related. You then used information from the text to
determine what caused different events, and to see what happened directly
as a result of specific events or actions.
EXPLAIN:

Describe how students communicate the results of their
explorations. Will you use a class chart, data table, journal entries,
and whole class discussions? How will STUDENTS explain their
results?
We will continue to read and work together to identify and discuss the
cause-and-effect relationships in Pink and Say by Patricia Polacco. (See
Direct Teaching and Guided Practice Teacher Example Chart provided
below.) Using the chart we will discuss the multiple causes of an effect
and multiple effects of a cause. For example, because Pink was separated
from his company he found Say and was able to save his life. Say may
have died if Pink did not find him. Because Say survived, the story of Pink
lives on many years later.
ELABORATE:

In this part of your lesson plan, discuss extensions to other
curriculum areas (ART, MUSIC, PE, etc.) The idea here is that
students use their new knowledge and apply it to a new situation.
For example, students might prepare a power point presentation for
a younger audience describing their foam experimental results or
they could write a story about their foam towers.
You will write an explanation of the causes of Pink getting killed and the
effects of Say surviving.
EVALUATE:
Explain how your students demonstrate their new understandings
and skills. What is the learning product for this lesson? Is the
experimental conclusion, a picture, a Power Point presentation, a
story, a solved problem? Be explicit here. And then prepare a
rubric to evaluate student learning. Be extra sure that your
assessment measures exactly what the target standards says it
should measure.
Using a spread sheet create a cause and effect relationship from the text.
NOTES:
Bold text is charted by the teacher during the Direct Teaching (I)
Underlined text is charted with the class during Guided Practice (We)
CAUSE
EFFECT
The boy has been shot in the leg.
He would slip in and out of consciousness.
The boy can't
walk.
The second boy carries
him.
The boys are separated from their companies.
They walk home to Moe Moe Bay.
Moe Moe Bay's husband went to fight the
war and all the others ran off.
Moe Moe Bay has been staying by herself
waiting for Pink to return.
Pink and Say are putting Moe Moe Bay in danger of being there.
Pink wants to return to the war.
Pink was a slave owned by Mr. Aylee.
Pink's last name is Aylee because he was a
Slave.
So many men died in the war.
Young boys like Say had to start
fighting.
Say is ashamed he can't read.
He tells Pink and Moe Moe Bay about touching
Abraham Lincoln's hand.
Say is grateful to Pink for saving his life.
He decides to go back to the war out of
respect for Pink.
Marauders came to ransack the house.
They kill Moe Moe Bay.
Component 4: Assessments
The assessment component must include an appropriate number of formative
assessments and at least one performance assessment.
Assessment for Learning (formative):
Students will be monitored throughout each lesson for on-task behaviors and with each
lesson there are rubrics attached for evaluating student work. Rubrics and expectations
for each lesson will be shared with the students prior to the start of each lesson.
Assessment of Learning (summative):
See attached final assessment and also attached rubics within each lesson. Each lesson
has descriptors that specify expectations and end product/results.
What will students do for the final product(s)?
Final products are included in each lesson.
Describe your performance assessment:
 The final cumulative is teacher created.
Describe your measurement tool
 Each lesson has an attached rubric.
 Final assessment covers pre-Civil War to reconstruction.
 Final assessment is a summative test.
Component 5: Resources and Materials


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Each lesson contains specified resources for that particular lesson
Additional resources:
o The River Between Us(ISBN: 0-439-69236-9) Literature study with
literature questions in the back of the book-grades 4-5
History Pockets: The American Civil War Evan Moor publishing (ISBN: 978-159673-259-9) great resource full of student Civil War activities