Daily Lesson Plan- Day 7
Subject/Grade: 7thTX
History
Date: Day Seven
TEKS:
TAKS:
Topic: Slavery; Civil War; Reconstruction
Guiding Question: What events led up to the Civil War, and
what was Texas’ role in this war? What were the differences
between the two Reconstruction plans and what was the effect
of Reconstruction on Texas and its people?
7.1 (A): Identify the major eras in Texas history and describe
their defining characteristics.
7.1 (C): Explain the significance of 1861.
7.5 (A): Explain reasons for the involvement of Texas in the
Civil War and reconstruction.
7.5 (B): Analyze the political, economic, and social effects of
the Civil War and reconstruction in Texas.
7.6 (A): identify significant individuals, events, and issues
from Reconstruction…
7.21 (B): Analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing,
contrasting, and drawing inferences and conclusions.
7.21 (D): Identify points of view from the historical context
surrounding an event and the frame of reference that
influenced the participants.
7.21 (E): Support a point of view on a social studies issue or
event.
7.22 (B): Use standard grammar, spelling, sentence structure,
and punctuation.
7.22 (D): Create written presentations on social studies
information.
Obj. 1 The student will demonstrate in understanding of
issues and events in U.S. History.
(8.1) History: The student understands traditional historical
points of reference in U.S. history
(A) identify the major eras in U.S. history
(B) can apply absolute and relative chronology through the
sequencing of significant individuals, events, and time
periods;
(C) explain the significance of the following dates: 18611865.
Obj. 2 The student will demonstrate an understanding of
geographic influences on historical issues and events.
(8.6) E: Identify areas that were acquired to form the United
States;
(8.7) History: The student understands how political,
economic, and social factors led to the growth of sectionalism
and the Civil War
(8.8) A explain the roles played by significant individuals
during the Civil War, including Jefferson Davis, Ulysses S.
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Daily Lesson Plan- Day 7
Materials/ Resources
Needed:
Vocabulary:
Warm Up Activity:
Approximate time needed:
Step by Step
Procedure:
Approximate time:
Grant, Robert e. Lee, and Abraham Lincoln.
Obj. 2 The student will demonstrate an understanding of
geographic influences on historical issues and events.
(8.11) Geography: locate places and regions of importance in
the United States during the 18th and 19th centuries;
(C) analyze the effects of physical and human geographic
factors on major historical [and contemporary] events in the
United States
Obj. 3 The student will demonstrate an understanding of
economic and social influences on historical issues and
events.
(8.5) History: The student understands the challenges
confronted by the government and its leaders in the early
years of the Republic.
Obj. 5 The student will use critical thinking skills to analyze
social studies information.
(8.30) Social Studies skills: The student applies criticalthinking skills to organize and use information acquired from
a variety of sources including electronic technology.
Texas and Texans textbook, map pencils
states’ rights, sovereignty, secede, Union, Confederacy,
vigilante, emancipation, slave laws, middle passage
conscription, Jefferson Davis, Abraham Lincoln, Radical
Republicans, scalawag, black codes, ironclad oath
Warm-Up #7- Have students complete individually then grade
and/or go over as a class.
[15 min]
1. OPTION: Go over some background information on
slavery. Use the rest of the unit to choose from the following
activities or develop your own activities using your own
resources or some of the resources provided (ex. slavery laws,
middle passage information etc.)
[15-30 min.]
2. Before studying about the Civil War have the students
complete “What I know about the North and the South!”
Next have them read the information sheets regarding
“information about the South and information about the
North”. Have them complete the chart included. Have them
go back to their sheet “what I know about the North and South
and correct any misconceptions. Have a class discussion as to
why these differences contributed to the Civil War. (use the
Texas Geography Skill 17 if you want)
[45 min.]
3. OPTION: Show the United Streaming video- Causes of
the Civil War (all)
[14 min.]
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Daily Lesson Plan- Day 7
4. Have students use their textbooks to complete the
chart/foldable “Texan Battles in the Civil War”, or view the
video Texas Battles of the Civil War if you have the video
available at your school.
[ 1hour]
5. Students will complete the Texas Civil War map and
questions “Geography and History: activity 15 and they will
complete the map “United States During the Civil War”.
[30 min.]
6. OPTION: Use the Civil War and Reconstruction
Correspondence Lesson Plan (research and write a letter on an
event that took place in Texas during the Civil War ) [ 1-2hrs]
7. OPTION: Hold a Civil War Debate (skit included in
lessons)
[20-30 min]
8. OPTION: Reading on the last battle of the Civil War:
“Better Late than Never”
[15min]
9. OPTION: Flags of the Civil War
[15-30 min]
10. OPTION: Readings on the Morse Code: “Union Strategy:
Can you Break the Code?” and “Mixed Signals: Texas’
Failure to Accept a Gift”
[30 min.]
11. View the United Streaming video- Reconstruction and
answer video questions.
[25 min.]
12. AS a class, follow the History Alive lesson plans on
Reconstruction Plans Report Cards. Read each part aloud and
discuss as a class. Have students grade each plan based on the
question and their own opinion.
[45 min.]
13. Then have then write their own A+ plan for
Reconstruction- they can use parts of either plan or come up
with their own plan (within reason).
[30 min.]
14. Have students complete the Illustrated Reconstruction
Amendments (have them use their textbooks or discuss as a
class what each amendment 14th, 15th and 16th mean).
[30 min.]
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Daily Lesson Plan- Day 7
Activity / Product or
Worksheet Title
Type of Instruction
(individual, group, etc.)
Assessment Type
( ex. Product, Grade,
Summary)
Warm-up #7
Individual/ whole class
Grade/ go over
What I Know About the
North and South and/or
chart
Individual
completion grade
Chart or foldable “Texan individual / pairs
Battles in the Civil War”
completion grade
Civil War Debate
(option)
group
participation grade or written
position statement
Civil War Map(s)
individual
grade product
Civil War Letter
(option)
individual and group
product
Reconstruction Video
Questions
Individual
grade
Reconstruction Plans
Report Cards
Whole class/pairs
completion grade
A+ Plan for
Reconstruction
individual
grade
Illustrated
Reconstruction
Amendments
individual
product
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