Title of UnitCivil War

Grade Level8th Grade

Curriculum AreaGeorgia History

Time Frame2 weeks

Stage 1 – Identify Desired ResultsContent Standards:Georgia Performance Standards:

SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia

b. State the importance of key events of the Civil War; include Antietam, Emancipation Proclamation, Gettysburg, Chickamauga, the Union blockade of Georgia’s coast, Sherman’s Atlanta Campaign, Sherman’s March to the Sea, and AndersonvilleCivil War

c. Analyze the impact of Reconstruction on Georgia and other southern states, emphasizing Freedmen’s Bureau; sharecropping and tenant farming; Reconstruction plans; 13th, 14th, and 15th amendments to the constitution; Henry McNeal Turner and black legislators, and the Ku Klux Klan

Understandings

Students will understand that:*Key events led to angry and resentment in citizens of the United States and led to the beginning of the Civil War. *Conflict among a nation led to negative and positive changes. *The South’s economy changed after the Civil War.*Differences in military strategies affected the economies of the North and South. *Advantages of the North led to them winning the Civil War.*The citizens of the South were concerned that there way of life would change if they did not win the Civil War.*Decisions made by certain individuals affect the United States today.

Related Misconceptions:*Slavery is the only reason that led to the Civil War.*Distinguish between the Northern and Southern states during the Civil War years.

Essential Questions

Overarching Questions:

*What might have happened if the South had won the Civil War?

*How did the choices of Abraham Lincoln affect the United States?

Topical Questions:

*Which events of the Civil War made the most difference in the result of the war?

*How did the South’s economy affect their efforts throughout the Civil War?

*How did the location of certain battles

affect the outcome of the battle?

Knowledge and Skills

KnowledgeStudents will know:*The North won the Civil War.*The reasons why the North was at an advantage over the South at the beginning of the Civil War.*The locations of specific battles that were fought in the Civil War.*The reasons why Southerners felt they had to go to war with the North.* The reasons why Northerners felt they had to go to war with the South.*The new vocabulary terms for the unit.

Skills Students will be able to: *Locate important battles of the Civil War.*Compare and contrast the economic, social, and political factors that contributed to the Civil War.*List and explain causes and effects of the Civil War.*Relate the standard, and essential questions with the daily objectives, and assignments. *Understand the reasons why the North and the South entered the Civil War. *Use the information learned to complete reflections, participate in discussions, and answer questions. *Use technology to create and find information.

Stage 2 – Evidence

Performance Task(s)TASK 1: (Civil War Newspaper)

Goal: The goal is to create a Civil War newspaper that informs its readers about important facts and information during this historic event.

Role: You are a Civil War historian of a large war museum. You have been asked to create a Civil War newspaper that will be published by the museum.

Audience: Your target audience is the visitors and subscribers to the museum.

Situation: The context you find yourself in is to convince the public to visit the Civil War, attend the museum’s Civil War re-enactments, and contribute funds to the historical museum.

Product Performance and Purpose: You need to design a newspaper that will be appealing to the public and spark their interest in the Civil War. In groups of three, you will work together to create a Civil War newspaper. Your group members are able to use print and online resources to research and create the newspaper. Your group should take notes and develop a list of resources that you are using. Make sure to include sources for your graphics and photographs, also. Assign specific duties for each member of your group. At the completion, the newspaper must be typed. Each member should read and edit each part of the newspaper. Work with your group members and listen to their opinions. Show your newspaper to family members to get their advice. Your group members and classmates will review the 5 W questions (Who? What? Where? When? and Why?), and discuss helpful hints for preparing a quality newspaper. Other assignments will be assigned to assist your group members with completing the required articles in the newspaper and with further understanding of the effects of the war. You will complete a map and graphic organizer identifying the major battles of the Civil War, their dates, their winners, and their importance. Also, you will locate the battles on a map.

Standards and Criteria for Success: Your product must meet the follow standards included in the Civil War newspaper rubric. The students will assess themselves by completing the Self-Assessment. The students will evaluate their team members efforts using the Peer Evaluation rubric

Performance Task(s) Rubric(s)

Civil War Newspaper RubricGroup Members: ______________________________________________________

  3 2 0-1 Your Score (30)

Title Title present with a clear connection to text.

Title present without a connection to text.

No title

Slavery Story The story uses accurate historical information and portrays an understanding of slavery.

Contains inaccurate historical information or understanding of slavery.

Story inaccurate or not present.

African American Soldiers Article

The story uses accurate historical information and portrays an understanding of why African Americans were used on the chosen side.

Contains inaccurate historical information or understanding of why African Americans were used on the chosen side.

Story inaccurate or not present.

Soldier’s Article The story uses accurate historical information and portrays an understanding of the soldier’s plight.

Contains inaccurate historical information or understanding of the soldier’s plight.

Story inaccurate or not present.

Two Advertisements

Included two original, hand drawn advertisements that are appropriate to the time period.

Less than two hand drawn advertisements or they are from a different time period.

No appropriate advertisements.

Two Political Cartoons

Two original hand drawn cartoons that reflect issues of the time period.

Cartoons may not be original or hand drawn. May not reflect issues from the time period.

No cartoons or shows no connection to issues from the time period.

One Other Section

Contains one clearly recognized section with appropriate references to the Civil War era.

Section is present, but lack clear tie to the Civil War era.

Section is not present, or have no tie to the Civil War era.

Biography Contains an accurate biography about a key figure from the Civil War. Shows an understanding of the significance of this individual to the time period.

May not be a key individual during the war, or fails to recognize the importance of the individual to the war.

No biography is present. Is not written about an individual from the appropriate time period.

Civil War Battle Contains a complete and accurate account of an important battle from the Civil War.

Lacks a complete or accurate account of a battle.

No story is present, or contains many inaccuracies.

Neatness/Grammar

No spelling or grammar errors contained in the newspaper.

No more than a couple of spelling or grammar errors contained in the newspaper.

More than 4 spelling or grammar errors contained in the newspaper.

Other Evidence(e.g. tests, quizzes, work samples, observations)

* Quizzes (Chapter 12 Quiz) * Teacher conferences/observations * Classroom/Oral discussions * Creative Writing prompts What are some benefits of the North winning the Civil War? Imagine you are a soldier from the Southern, how did losing the war impact your life? * Writing prompts (Journal entries) Today I learned _ I really understand _ I do not understand or need additional help with _ * K-W-L chart * Graphic Organizer (comparing and contrasting North and South resources, populations, and economies) * Chart – students will create a chart identifying the location, date, winner, and outcome of major battles in the Civil War. Given a blank outline map, the students will locate the battles on the map. Self-assessment (see rubrics)Peer-assessment (see rubrics)Teacher observation

Stage 3: Plan Learning Experiences

Week 1 Activities:

Monday – Opening: Introduce the Unit by leading a class discussion with the question: Have you ever had an argument with a friend or family member over an extremely important issue? When each one felt their view was right and was not going to change their mind. The students will explain how the argument affected their friendship. A discussion will begin on the Civil War. The students will be informed that this is how the war began. People of the same nation had opposing views and each side felt their side was right. This opposition led to the Civil War. Sometimes, family members or friends were on opposing sides.

Work Period: Introduce the Objectives and the Essential Questions for the Unit

Distribute the Civil War Pre-Test Check the Pre-Test as a class

Closing: Students will construct and complete the K & the W of a K-W-L Chart. It will be used to assess the student’s prior knowledge. ____________________________________________________________________________________________________

Tuesday Opening: The teacher will introduce the chapter by sharing the differences of the North and South that caused conflict between the two and led to the Civil War. The students will view the Civil War podcast. Students will take notes. Work Period: Students will read relevant Chapter 12, Section 1, pages 251-256, from Georgia: American Experience textbook to support the reasons that led to the Civil War. Students will take notes from the Section. Alternative Activity – Students in need of modifications will be given a copy of the notes.

Closing: The students will complete “Exit Tickets” in their Journals. Today I learned _________________ I really understand _________________ I do not understand or need additional help with _________________The students will define Section 1 Key Terms, People and Places – to be completed at home. __________________________________________________________________________________________________________

Wednesday – Opening: Using the Lecture notes, the students will complete a Graphic Organizer comparing and contrasting the resources, population, and the military of the North and South at the beginning of the Civil War.

Work Period: Civil War Newspaper Project details, and rubric will be distributed and discussed as a class. Student questions will be answered and due dates will be assigned. Samples of newspapers created by teacher or former students will be displayed and examined. The teacher will explain to the

class that the students will be given research time in class and time to work on the project in class, however, they will need to work at home also. Cooperative learning groups of 3-4 students will be given the project details so they are able to work on the project over the next couple of weeks as the material for the project is covered in class.

Closing: Creative Writing prompt will be placed in the student’s journals. What are some benefits of the North winning the Civil War? ________________________________________________________________________________________________________

Thursday – Opening: Groups will be given pre-built newspaper templates. Students are given the opportunity to use the templates or make their own.

Work Period and Closing: Students will go to the Computer Lab to work on the Newspaper project. The teacher will assist the students with identifying appropriate methods to search using the Internet (i.e., search engines, search words, Boolean logic, etc.) Also, the teacher and the students will identify appropriate resources, such as the Internet, encyclopedia, Galileo, newspapers, and personal interviews.______________________________________________________________________________

Friday –Opening: Teacher will lecture and present information on Political Cartoons. Students will view the Political Cartoon podcast. The teacher will share different cartoons with the students. The students will learn the relevance and aspects of the different cartoons.

Work Period: To show their comprehension, the students will complete the Cartoon Analysis Worksheet. The students will choose a theme and create a sample political cartoon for their group projects.

Closing: Students will share their cartoons.

Week 2 Activities:

Monday – Opening: Students will be given a quiz on the battles, people, and events of the Civil War. Chapter 12 Quiz (short answer format) Alternate Activity – Modifications can be made for resource students. The quiz could be multiple choice or made with less questions.

Work Period: The teacher will share with the students Notes on Creating a Newspaper. The Notes contain “5 W Questions,” “Tips on Reporting,” and “Newspaper Layout.” A transparency will display the material.

Closing: Working alone, students will use the Notes on Creating a Newspaper to create samples of catchy headline titles. __________________________________________________________________________________________________________

Tuesday – Opening and Work Period: With a partner, given a blank map of the United States in 1861, the students will begin a Map Activity. The pair will create a chart identifying the location, date, winner, and outcome of major battles in the Civil War. On the blank outline map, the pairs will locate the Civil War battles on the map.

Closing: Class will lead a class discussion by answering the Essential Question: How did the location of certain battles affect the outcome of the battle? Students will revisit the K-W-L Chart started at the beginning of the Unit. The students will complete the L portion of the chart. ______________________________________________________________________________

Wednesday – Opening and Work Period: Groups will go to the computer lab and complete final revisions on their newspapers.

Closing: The teacher will conference with each group to ensure comprehension, completion, and evaluation of the project. _________________________________________________________________________________________________________

Thursday – Opening and Work Period: Each group will exchange their newspaper with another group to evaluate and give feedback according to the Civil War Newspaper Rubric.

Closing: Each group will be able to come back together to edit and revise their newspapers according to feedback made. They will be able to reflect on the task and indicate where help is needed. Complete for homework. __________________________________________________________________________________________________________

Friday –Opening and Work Period: Students will give feedback on Civil War Newspaper project. The students will complete Self-Assessments and Peer Evaluations of their group members using the rubrics provided by the teacher.

Closing: Groups will present newspapers to their classmates.

Student Self-Assessment and Reflection

Self-Assessments and Reflections - At the end of the Performance Task, the Graphic Organizer, and the Chart the students complete self –assessments summarizing their efforts and learning of the projects.

Self-Reflection:

What did you do best in this project? What do you think you need to work on more?

Write one sentence explaining what you learned from the project.

What was the most interesting part of this project? What was the worst part?

Peer Evaluation Rubric:

Project Title __________________________________________

Group Members _____________________________________________

4 3 2 1On Task Consistently stays

focused on the task and what needs to be done.

Focuses on the task and what needs to be done most of the time.

Focuses on the task and what needs to be done some of the time.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Attitude Always has a positive attitude about the task.

Rarely is critical of the project or the work of others. Has a positive attitude about the task.

Occasionally is critical of the project or the work of other members of the group. Usually has a positive attitude about the task.

Often is critical of the project or the work of other members of the group. Has a negative attitude about the task.

Problem Solver

Actively looks for and suggests solutions to problems.

Refines solutions suggested by others

Does not suggest or refine solutions, but is willing to try out solutions suggested by others

Does not try to solve problems or help others solve problems. Lets others do the work.

Preparedness

Brings needed materials to class and is always ready to work.

Almost always brings needed materials to class and is ready to work.

Almost always brings needed materials but sometimes needs to settle down and get to work

Often forgets needed materials or is rarely ready to get to work

Efforts Work reflects student's best efforts.

Work reflects a strong effort from this student.

Work reflects some effort from this student.

Work reflects very little effort on the part of this student.

Total (20)

I rank our group’s efforts at working together as______because____________________

_______________________________________________________________________Self-Assessment Rubric:

Project Name ___________________________________________

Student Name ___________________________________________

Resources:

Beginning(1)

Developing(2)

Accomplished(3)

Exemplary(4)

YourScore

Researching and collecting information

I did not collect any information related to the topic.

I collected some information, but only a small portion of it was useful for the topic.

I collected some information, but not all of it was related to the topic.

I collected a lot of good information for my part of the topic.

Sharing information

I did not share any information with my group.

I shared a little bit of information with my group.

I shared some useful information with my group.

I shared lots of useful information with my team.

Participating in the tasks

I did not participate in any of the tasks or assignments.

I participated less than half the time on any tasks or assignments.

I participated on more than half, but not all the tasks and assignments.

I participated in all the tasks and assignments.

Completing my tasks

I did not complete any of the tasks assigned to me.

I completed fewer than half the tasks assigned to me.

I completed more than half, but not all, the tasks assigned to me.

I completed all of the tasks assigned to me.

Listening to other members of the group

I did not listen to other members of the group; I did things my own way.

I did not listen to other group members’ ideas or suggestions very often.

I listened to other group members’ ideas and suggestions nearly all the time.

I listened to other group members’ ideas and suggestions, and then decided if it would help the project to follow them.

Subject Knowledge

The student does not have a grasp of the information; the student cannot answer questions concerning the subject.

The student is uncomfortable with the information and is able to answer only elementary questions.

The student is at ease answering anticipated questions, but cannot elaborate.

The student demonstrates full knowledge by answering all types of questions with explanations and elaborations.

www.georgiaoas.org/ - Georgia Online Assessment System/Testwww.gpb.org/georgiastories/ - Georgia Stories videos www.archives.gov/education/ lessons /.../ cartoon _analysis_worksheet.pdf - National Archives Used for Political Cartoons informationhttp://www.georgiaencyclopedia.org/nge/Home.jsp - Civil War battles informationhttp://www.historyplace.com/civilwar/ - Civil War battleshttp://www.cagle.com/

Georgia History textbook:Klein, Patricia. (2005). Georgia in the american experience. Evanston, IL: McDougal Littell. Chapters 1-3

http://www.classzone.com - Notes, activities, and quizzes from the textbook

Appendices Name __________________________

Date __________________________

Civil War Pre-Test

1. List the two opposing sides of the Civil War. _______________________ ______________________

2. Name one reason the Civil War began.______________________________________________

3. Name at least one battle during the war.______________________________________________

4. Name one commander during the war._______________________________________________

5. Name one of the presidents during the war._______________________________________________

6. What is the Emancipation Proclamation?______________________________________________

7. What side won the war?_______________________________________________

8. What was the location of the famous surrender at the end of the war?_______________________________________________

Chapter 12 QuizSections 1-3

Complete the chart

North or South President CapitalConfederacy

Union

1. In what year did the Civil War begin?

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

3. What was the first major battle of the Civil War?

4. After which battle did the President give a speech at the cemetery to honor soldiers that fought during the battle?

5. Why was the war referred to as a “rich man’s war, but a poor’s man fight”?

6. Why was there a need for a draft?

7. Complete the sentenceThe Emancipation Proclamation made all slaves in the ____________ states “______________________.”

8. Why was the President able to do what he did?

9. Why were the slaves in the North different?

10. Who were the 54th Massachusetts Volunteers? (Not only soldiers) Why were they significant?

Notes on Creating a Newspaper

People who read newspapers usually scan headlines, and images. Then, they read the articles that interest them first. So, a newspaper and its articles must get the readers' attention quickly. Each article should include the five W questions: Who?, What?, Where?, When?, and Why? Including a quote or two lends authenticity to the article.

Tips on Reporting –

AudienceKeep in mind who will be reading your newspaper. Is your newspaper appealing to your audience?

AccuracyBe sure the facts are correct.

ResearchComplete any background research on the story topic and check the facts to be sure they are accurate.

ImagesThink about the images you want to use in your newspaper ahead of time. Make sure your images are of good quality, will draw attention, and convey the story.

WritingMake sure to answer the five Ws. Ensure that your newspaper is appealing to others and grabs reader’s attention. Have your family and friends read the newspaper when finished.

Newspaper Layout –

Headline News: Top priority articles are near the front (1-2 pages). These are typically of high interest to your entire audience of readers.

Feature Articles: Stories about topics or events that are of interest to a certain group of readers. They are usually grouped into sections.

Pictures or graphics: The image should always appear with the story being told. A caption can be included but is not mandatory.

Cartoon Analysis Worksheet

Visuals Words (not all cartoons include words)

1. List the objects or people you see in the

cartoon.

1. Identify the cartoon caption and/or title.

2. Locate three words or phrases used by

the cartoonist to identify objects or

people within the cartoon.

3. Record any important dates or numbers

that appear in the cartoon.

Visuals Words

2. Which of the objects on your list are

symbols?

3. What do you think each symbol means?

4. Which words or phrases in the cartoon

appear to be the most significant? Why

do you think so?

5. List adjectives that describe the

emotions portrayed in the cartoon.

A. Describe the action taking place in the cartoon.

B. Explain how the words in the cartoon clarify the symbols.

C. Explain the message of the cartoon.

D. What special interest groups would agree/disagree with the cartoon's message? Why?

Name ______________________________

K-W-L Chart

What I Know About The Civil War

What I Want to Know About The Civil War

What I Learned About The Civil War

(list at least 5 items with an

explanation)

Name ______________________________

Graphic Organizer Compare and contrast the North and South at the beginning of the Civil War. Complete the following chart by filling in the population, military, economies, and resources of the North and South entering into the war.

North South

Population

Military

Economy

Resources