Lesson Plan by EDUC 315 Class - Manchester University
Slavery and the Civil War: 4th Grade
Kristin Tritch
Edu. 327
12/5/11
Table of Contents
Lesson Plans
Plantation Owners Vs. Slaves………………………………………………..pgs. 3-6
Underground Railroad……………………………………………………….pgs. 7-16
Reasons for the Civil War…………………………………………………...pgs. 17-20
Music………………………………………………………………………..pgs. 21-24
Technology………………………………………………………………….pgs. 25-28
Women in the war…………………………………………………………..pgs. 29-30
Lincoln’s Assassination……………………………………………………..pgs. 31-32
Cost of war…………………………………………………………………...pg. 33
Reconstruction……………………………………………………………….pg. 34
Discrimination……………………………………………………………….pgs. 35-37
Trade Books…………………………………………………………………...pgs. 38-41
Bulletin Board…………………………………………………….…………...pg.s 42-43
Field Trip plan…………………………………………………………………pgs. 44-45
Pre-test………………………………………………………………………….pgs. 46-47
Post-test…………………………………………………………………………pgs. 48-49
Technology/ Literature……………………………………..…………………pg 50
Rationale Paragraph………………………………………..…………………pg. 50
Goals……………………………….…………………………………………...pg. 50
Learning Objectives……………………………………………………………pg. 51
Standards……………………………………………………………………….pg. 52
Unit Web………………………………………………………………………..pg. 53
Letter to Parents……………………………………………………………….pg. 54
Lesson Plan by Kristin Tritch
Lesson 1-Role Play
Lesson: _Indiana History - _Plantation Owners vs. Slaves_
Length: __All Day__
Age or Grade Level Intended: ___4th____
Academic Standard(s):
Social Studies 4.1.7 Explain the roles of various individuals, groups, and movements in the social conflicts leading to the Civil War.
Performance Objective(s):
After taking on the role of a plantation owner, the students will explain, in writing, one role of the plantation owners leading to the Civil War with 100% accuracy.
After taking on the role of a slave, the student will explain in writing, one role of the slaves leading to the Civil War with 100% accuracy.
Assessment:
Informal assessment – exit tickets
Students will explain one role the plantation owners played and one role the slaves played before being able to leave the building to go home.
Advance Preparation by Teacher:
• Plantation owner and slave tickets to be handed out at the beginning of the day, and again after lunch
• Track down a copy of Daily Life on a Southern Plantation, 1853 by Paul Ericson to read aloud to the class
• Have books of varying reading levels on the topic of the Civil War for students to read during Silent reading time.
Procedure:
Introduction/Motivation:
When students arrive at the beginning of the day, the teacher will be standing at the door to greet the students and hand them a ticket with the word/s slave or plantation owner on them at random, keeping track of who received what ticket. The teacher will instruct the students to keep this ticket with them and they will be told what to do with it a little later. To start off the day after the morning announcements, the class will bring their ticket and sit in their reading spots for read aloud time. The teacher will read Daily Life on a Southern Plantation, 1853 by Paul Ericson which starts “with a brief history of slavery in the American South, the book then allows us to follow several inhabitants of one plantation throughout a typical day. The lives, of course, go from luxury to unbearable hardship”
Step-by-Step Plan:
1. After the book has been read say “the tickets you received when you came in this morning are for an activity you are going to be doing throughout the day. Can anyone guess what the activity might be about based on the book we just read? (accept answers) Some of your tickets say ‘Planation Owner’ and some say ‘Slave’. You are going to be taking on the role of the group on your card, and after lunch we will switch cards so everyone has a chance to be in both groups.”
2. Say “Before we get started who can tell me something about Plantation owners?” accept answers. “Who can tell me something about slaves?” Accept answers. (Blooms; Knowledge)
3. After finding out what students know about plantation owners and slaves tell the students how this activity will work. Say “Every time we line up to leave the room, with the exception of lunch and recess (and computer if that is the special that day), you will line up with the Plantation Owners at the front of the line and the slaves in the back. Every time papers are passed out or we move throughout the room, the Plantation Owners will get their papers or be allowed to move before the Slaves.”
4. Say to the students “This does not mean that any student who is a Plantation Owner can be mean to the Slaves. There will be no name calling, no giving orders, or hurting anyone. Everyone will have a chance to play both parts, so nobody will be left out.”
5. The teacher should go about the day as they normally would, following the normal routine with the exception of which order students do things.
6. During the designated social studies time, the students will read page 137 about abolition and plantations. The students will then have a chance to ask any questions and talk about what they learned from doing the activity throughout the morning.
7. Before lining up for lunch the teacher will do a wrap up session of the activity. The students who were plantation owners will have a chance to tell the rest of the class about their experience and then the students who had the role of slaves will do the same. (Blooms; Synthesis)
8. As the students hand in their tickets and line up for lunch the teacher will remind the students that for lunch and recess there will be no Plantation Owners and no Slaves. When the class returns the tickets will be redistributed and the process will start over again for the second half of the day.
9. During reading time, the students will be asked to read different books about the Civil War, if possible, based on their varying reading levels.
10. During writing time, the students will write about their experiences as both a plantation owner and a slave in their journals. (Gardners; Intrapersonal) Students will also draw a picture of what their experience was like. (Gardners; Visual-Spatial) (Gardners; Verbal-linguistic)
Closure:
As the day comes to a close the class will come together in the back of the room one last time. Like the class did before lunch, the students who were plantation owners the second half of the day will have a chance to share their experiences and what they learned through their experience first, and then the students who were slaves will do the same. (Blooms; Synthesis) The class will then compare and contrast the two experiences. (Blooms; Evaluation)They will talk about the civil war and why it happened and what part the plantation owners and slaves played. After the discussion the teacher will say “when I say go, I want all of you to quietly return to your desks and get out a piece of paper. On this paper I want you to write your name and number as well as the date. I would also like you to tell me one role the plantation owners played in the war and one role the slaves played. This will be your ticket out the door to go home. Tomorrow we will talk more about the Civil war and something called the Underground Railroad.” The teacher will collect the tickets of the students who are walkers or car riders first so they can go to their lockers and do their end of the day tasks. Next the teacher will collect the tickets of the bus riders so they can do the same.
Adaptations/Enrichment:
Student with ADHD: The teacher will keep an eye on this student. The student and the teacher will have a special signal so when the teacher notices the student off task, he/she can do the signal to remind the student they should be working.
Student with low ability in Reading: Daily Life on a Southern Plantation, 1853 will be read aloud so this student won’t need any adaptations for that aspect. This student will have a book appropriate for his or her reading level for silent reading time and if desired the student can read with a buddy or partner for that time as well. (Gardners; Verbal-linguistic)
Self-Reflection:
Will this activity be too advanced for this class?
Will the students grasp the concept that Plantation owners were treated better than slaves?
Will the students gain any deep knowledge from doing this activity?
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Lesson Plan by Kristin Tritch
Lesson 2 - Reading
Lesson: _Indiana History –Underground Railroad
Length: _30 minutes_
Age or Grade Level Intended: _4th_
Academic Standard(s):
Social Studies 4.1.7 Explain the roles of various individuals, groups, and movements in the social conflicts leading to the Civil War.
English/Language Arts 4.7.9 Engage the audience with appropriate words, facial expressions, and gestures
Performance Objective(s):
After reading the chapter, the students will explain the roles of various individuals in the social conflicts leading to the Civil War with 100% accuracy.
Assessment:
Formative -
Advance Preparation by Teacher:
Readers Theater scripts -
Split students into 2 groups
Assign a part to each student (or 2 smaller ones if necessary)
Procedure:
Introduction/Motivation:
“Who can tell me what they know about the Underground Railroad?” (Knowledge; Blooms) Accept answers. “How many of you have heard of Harriet Tubman?” Accept answers. If anyone has heard of her ask “What can you tell me about Harriet Tubman?” (Knowledge; Blooms)Accept answers. Today we are going to learn about the Underground Railroad and Harriet Tubman.
Step-by-Step Plan:
1. Tell students you have split the class into two equal groups
2. Say “In these groups you are going to read a few paragraphs in the textbook and then work on a readers theater about Harriet Tubman and the Underground Railroad”
3. Give students groups. Tell group 1 to go to the front of the room and group 2 to go to the back. Remind them to take their textbooks and turn to page 138.
4. While students are reading the Underground Railroad section in the textbook pass out scripts with each person’s part highlighted for easier use. Some students will have 2 smaller parts due to not enough students for everyone to only have 1 part.
5. After students have read the section of the textbook make sure they are practicing their parts with their groups. (Bodily-Kinesthetic; Gardners)
6. After about 15 minutes of practicing within groups, bring the class back together and have each group practice in front of the other. (Verbal-Linguistic; Gardners) (Existential; Gardners)
7. After each performance have the group watching give some constructive feedback (emphasize the constructive part)
Closure:
Instruct students to put their scripts into their take home folders so they can practice but be sure to bring it back so they can perform the next day. After scripts are in their take home folders have students get out a half sheet of paper and a pencil for their ticket into the next subject. Have students write what they learned about Harriet Tubmans’ role in the Underground Railroad and the Civil War “If you were a slave, which choice would you have made, stay or escape using the Underground Railroad?” (Evaluation; Blooms) and answer the question. Instruct students to turn paper over and get out their science books when they are finished.
Adaptations/Enrichment:
Student with ADHD: The teacher will keep an eye on this student. The student and the teacher will have a special signal so when the teacher notices the student off task, he/she can do the signal to remind the student they should be working. This students’ speaking parts will be highlighted in the script so as not to overwhelm him or her before the readers theater even begins.
Student with low ability in Reading: This student can receive extra help from his or her group in deciphering words for his or her part. This student will also receive a small part so there won’t be as much reading.
Self-Reflection: (Write out the questions that you will use to evaluate yourself)
Will the students understand the concept of the Underground Railroad?
Will I be able to teach this lesson effectively?
Roles:
1. *Narrator 1
2. *Narrator 2
3. *Harriet Tubman, a slave *starred names are major roles
4. *Ma, Harriet's mother
5. *Pa, Harriet's father
6. Overseer, the person in charge of field slaves
7. Runaway slave
8. Benjie, Harriet's brother
9. John, Harriet's brother
10. William, Harriet's brother
11. Catherine, William 's wife
12. Ezekiel (ee-ZEEK-ee-il) Hunn, a Quaker who helped runaway slaves
13. Eliza Hunn, Ezekiel's wife
14. William Still, secretary of the Anti-Slavery Society in Pennsylvania
15. Doe Thompson, Harriet's old master
SCENE I
NARRATOR 1: Harriet Tubman is a slave in Maryland who will grow up to lead more than 300 people out of bondage over the course of her life.
NARRATOR 2: As a teenager in the 1830s, Harriet hates her cruel master and dreams of freedom. She also discovers that she has a special talent for sensing danger.
NARRATOR 1: Harriet is working with other slaves to harvest corn one autumn evening, when she notices that one slave has stopped working. She knows something is up.
Runaway slave: (Whispering) Tonight is my night. While y'all are busy with the harvest, I'll make a break for it.
NARRATOR 2: Harriet admires his bravery, but she senses grave danger. She sees the overseer follow him. She hides herself in the corn field and follows too.
RUNAWAY SLAVE: He's after me - but I can hide in the general store at the crossroads.
NARRATOR 1: Harriet and the overseer both follow him into the store.
Overseer: You, girl! Help me, catch this runaway!
NARRATOR 2: Instead, Harriet 'stands in the doorway as the runaway dashes out. She blocks the entrance so the overseer can't chase him.
OVERSEER: I'll get you!
NARRATOR 1: The overseer picks up a heavy weight and throws it with all his might at the escaping slave. He misses him - but it hits, Harriet in the forehead. She has a huge wound.
MA: Oh, my God. Can our girl survive this?
PA: She's strong. She'll make it.
SCENE 2
NARRATOR 2: Harriet does not wake up for weeks, but her father is right. She survives.
NARRATOR 1: For the rest of her life, Harriet has a dent in her skull from the injury. She often wears scarves on her head to conceal it.
NARRATOR 2: Harriet does not forget the slave who got away that day. Like him, she yearns for freedom. She learns about the Underground Railroad, which is neither underground nor a railroad. It is a secret network of people, black and white who help slaves in the South escape to the North.
NARRATOR 1: When she is in her 20s, Harriet successfully makes it all the way to Pennsylvania. She is a free woman, at last. But somehow her freedom does not seem so sweet. She is alone.
NARRATOR 2: Harriet knows she won't be happy until her family is also free. She hears her brothers are about to be sold to a plantation in the Deep South. She has to act fast. Harriet risks her freedom and her life by going back to Maryland.
SCENE 3
NARRATOR 1: After a long and dangerous trip, Harriet arrives at her brothers' cabins. William's wife, Catherine, is there too.
JOHN: Harriet! You've come back!
HARRIET: I've come to bring you with me to the land of freedom. We have to leave soon.
BENJIE: Harriet, it's freezing cold outside!
CATHERINE: And Master will surely hunt us down.
WILLIAM: We can't make it all the way North.
HARRIET: I've done it myself, and now I have friends along the way who can help us.
BENJIE: We're supposed to be having dinner with Ma and Pa. They'll be wondering about us.
HARRIET: We can't tell Ma about our plan. She'll start crying and screaming, and then everybody will know I've come for you.
JOHN: Why can't Ma and Pa come with us?
HARRIET: They are very old and can't move quickly. I will come back for them when I can get a horse and a wagon.
CATHERINE: You mean we're going to walk all the way to the North?
HARRIET: We will go however wc can. We will run through the forest, sleep in bushes, eat berries. But we have to leave before tomorrow morning.
BENJIE: Harriet, we have to let our parents know that we are running away.
HARRIET: Let's go hide in the shed, and then we'll get word to Pa.
Scene 4
NARRATOR 2: Ma and Pa are in their cabin, waiting.
MA: Where are my boys? Why haven't they come for supper? Have they been sent South already?
PA: I don't know, Ma.
MA: It breaks my heart they are not here. What if they ran off and got caught?
PA: Let's hope they are safe.
NARRATOR 1: A friend knocks at the door and whispers to Pa. They sneak away from Pa's cabin and arrive at the shed.
NARRATOR 2: Pa ties a handkerchief around his eyes.
HARRIET: Pa, it's me, Harriet!
NARRATOR 1: He grabs his daughter and holds, her tight.
PA: Children, I'll come back with some food for you. Can I bring your mother to see you?
HARRIET: It's better for her if she doesn't know where we are.
WILLIAM: Pa, why in the world are you blindfolded?
PA: You know I don't ever tell any lies. When the Master comes and asks me if I know where my boys went, I can honestly say, "I did not see them."
NARRATOR 2: Pa squeezes Harriet's hand.
HARRIET: Pa, I promise I'll come back soon for you and Ma.
Scene 5
NARRATOR 1: It is late at night. Harriet leads the group through the woods.
CATHERINE: Harriet, it's so dark. How do you know where we're going?
HARRIET: Look up there in the sky that's the North Star. We can use that star to guide us.
NARRATOR 2: After walking all night, with no rest and little food, they arrive at a house with green shutters.
NARRATOR 1: The group hides in the bushes. Harriet knocks on the door.
EZEKIEL: Who is it?
NARRATOR 2: Harriet says the secret password.
HARRIET: "A friend with friends."
EZEKIEL: Please come in.
NARRATOR 1: The group steps into the Hunns' warm kitchen.
ELIZA: You must be tired from your long journey. We have food for you, and a place to lie down.
CATHERINE: We are so tired. Thank you for your kindness.
ELIZA: You can rest here all day. It's too dangerous to travel during daylight.
NARRATOR 2: As soon as night falls, Ezekiel loads the group into his wagon.
NARRATOR 1: He covers them with blankets and piles fruits and vegetables on top to hide them. He drives until it is almost light.
EZEKIEL: I must turn back here. Men are watching me, too. If you follow this road you can reach the next stop in two nights. Best of luck to you all.
Scene 6
NARRATOR 2: Hours later, they are walking next to the road. Harriet senses that they are in danger.
HARRIET: We must stop here and cross the river.
JOHN: That's the wrong direction!
CATHERINE: I won't get in the freezing water. You're crazy!
HARRIET: You can't go back. None of you. They will whip you and make you tell them how we got away and who we stayed with. You will put everyone in jeopardy!
WILLIAM: She's right, Catherine. We have to stay together.
HARRIET: Come on. Follow me.
NARRATOR 1: Harriet starts to walk into the river. The water rises to her ankles, then her knees. Soon it's above her waist.
NARRATOR 2: Harriet keeps going. The others stand on the bank watching in disbelief.
BENJIE: Harriet, we're going to drown if we follow you!
NARRATOR 1: But Harriet has faith. Even when the water reaches her chin, she continues. At last, the river becomes shallow again.
NARRATOR 2: She reaches the other side, and the others step into the river to join her.
HARRIET: We'll be safe over here. Let's sleep for a few hours in the tall grass.
NARRATOR 1: The next morning, they find a path that leads them back to the road they were on the day before.
HARRIET: Look, the patrollers have been here looking for us.
BENJIE: How can you tell?
WILLIAM: The grass has been trampled by horses.
JOHN: And look at these cigar butts.
CATHERINE: Harriet, if we hadn't crossed the river when we did, we would have been caught!
Scene 7
NARRATOR 2: After traveling for weeks, Harriet's group arrives in Pennsylvania. They go straight to the Anti-Slavery Society.
STILL: Welcome to Philadelphia.
WILLIAM: We are mighty happy to be here.
STILL: I'm sorry to say that even though you are in a free state, you are not yet free.
BENJIE: Why is that?
HARRIET: Because the Fugitive Slave Law has been passed. Any runaway slave who is caught, even up North, can be arrested and sent back South.
JOHN: Where can we go to be truly free?
HARRIET: I will lead you all the way to Canada.
NARRATOR 1: Harriet brings her family safely to Canada, where they live the rest of their lives as free people.
Scene 8
NARRATOR 2: Harriet becomes a conductor on the Underground Railroad.
NARRATOR 1: She repeatedly sneaks back to the South to lead groups of slaves to freedom.
NARRATOR 2: Slaveholders, angry that their slaves keep escaping, offer $40,000 for Harriet's capture, dead or alive. That's equal to $800,000 today.
NARRATOR 1: But Harriet is not afraid. Even though her parents are old and feeble, she is determined to bring them North.
NARRATOR 2: She sneaks back once again to the plantation in Maryland.
NARRATOR 1: A large sun bonnet hides her face, and she walks hunched over.
NARRATOR 2: Suddenly, she sees Doc Thompson, her old master, coming toward her.
NARRATOR 1: Harriet quickly lets go of the chickens she is holding. They start fluttering and squawking.
NARRATOR 2: Doc Thompson starts laughing.
DOC THOMPSON: Old woman, you best get your chickens rounded up.
NARRATOR 1: He doesn't even recognize her!
NARRATOR 2: Harriet breathes a sigh of relief and approaches her parents' house.
MA: Who is it?
HARRIET: It's Harriet.
MA: I didn't think I'd ever see you again!
HARRIET: I've come to take you and Pa up North.
MA: I don't know how we'll do it. My knees and my back are aching all the time. I can't walk so well.
HARRIET: Where's Pa?
MA: He's locked up in the chicken coop for helping another slave escape.
HARRIET: Don't you worry, I'll get him loose.
Scene 9
NARRATOR 1: Harriet waits until nightfall and sneaks over to the chicken coop. She pries open the door.
HARRIET: Pa, I've come for you.
PA: Oh, thank you, my Harriet. I don't know what the master was going to do to me.
HARRIET: Quickly, we need to get a horse.
PA: Old Dollie Mae was put out to pasture. Let's take her.
HARRIET: I saw an old board by the cabin. We can rig up some wheels to it.
NARRATOR 2: Harriet and her father build a makeshift carriage.
MA: This is too dangerous, Harriet. We are sure to get caught.
HARRIET: We have to try. Don't you want to be free?
MA: That I do.
PA: Then climb aboard.
NARRATOR 1: Harriet drapes a shawl over her head and rides with her parents to the railroad station.
MA: Harriet, how are we going to get onto the train?
HARRIET: We walk right onto it and act like we're supposed to be there. Maybe they'll think we are free already.
PA: What will we do if people are suspicious?
HARRIET: Then we get off and head South for a while. No one will look for escaped slaves on a train heading South. Don't fret and worry, I've done this many times before.
MA: Harriet, I've never met a soul as brave as you.
Epilogue
NARRATOR 2: Harriet brought her parents safely North. But her bravery didn't end there.
NARRATOR 1: Harriet was one of the few women to fight in the Civil War. She carried a rifle and commanded a band of nine men who were all spies for the Union Army.
NARRATOR 2: After the Civil War, when slaves were free, Harriet founded several schools for ex-slaves in New York. She died in 1913, at the age of 92.
Lesson Plan by Kristin Tritch
Lesson 3 - Music
Lesson: _Indiana History – Reason for the Civil War
Length: __30 minutes__
Age or Grade Level Intended: ___4th____
Academic Standard(s):
Social Studies 4.1.7 Explain the roles of various individuals, groups, and movements in the social conflicts leading to the Civil War
Performance Objective(s):
After reading the chapter, the students will list, on a piece of paper, social conflicts leading to the Civil War with 100% accuracy.
Assessment:
List of 5 reasons the war started
Advance Preparation by Teacher:
Rap song from
Copies of words
Procedure:
Introduction/Motivation:
“Who can tell me what we have learned about the Underground Railroad, Slaves and Plantation Owners during the Civil War in the last two lessons?”(Knowledge; Blooms) accept answers. “Today we are going to talk about the reasons the war started. Does anybody think they know a reason? Can you tell me what that is?” accept answers. “We are going to use music to learn about the war today”
Step-by-Step Plan:
1. Play the social studies rap song. (Musical/Naturalist; Gardners)
2. As the song is playing, pass out the words to the rap and graphic organizers so students can write down important parts of the song to use for their homework which will be assigned later on.
3. When everyone has a copy and the song is done, read through the lyrics as a class and ask “What have we learned so far that may support any of the information in the song?” (Analysis; Blooms) accept answers. “What do you think would have happened if President Lincoln hadn’t expressed his sorrow for the slaves?” (Application; Blooms)
4. The teacher will lead a class discussion about various aspects of the rap.
a. Jefferson Davis and the South
b. Monitor vs. Merrimac
c. Emancipation Proclamation
d. The First Conscription Act
e. Battle of Chancellorsville in May of ‘63
5. Tell the students “You are going to break into their desk groups to practice the rap, but first we are going open our text books to page 143 and read about the beginning of the Civil War.”
6. Have students volunteer to read each paragraph in the book and talk about states’ rights, Confederacy, and the Union. (Verbal-Linguistic; Gardners)
7. Once the class has read and discussed split the class into their desk groups (Interpersonal; Gardners) so they can practice the rap. First allow the students to practice without the music playing, and then play the rap several times with the words but at a slower pace. Once they have that down, play it with the words at a normal pace. Lastly play just the music with no words and see if the class can do it.
Closure:
Have the students give reasons the war was started based on the rap they learned while the teacher makes a list on the board. After the class as listed all their ideas, have them study the list on the board for a minute, then erase them and have the students get out a piece of paper to write down 5 reasons the Civil War was started. This will be their ticket to the next subject. For homework, have the students pick something they found interesting from the lesson today and write lyrics to their own song, that is at least 4 lines long (it doesn’t have to be a rap).(Musical/Naturalist; Gardners)
Adaptations/Enrichment:
Student with ADHD: The student and the teacher will have a special signal so when the teacher notices the student off task, he/she can do the signal to remind the student they should be working. This student will also be able to be up and around while practicing with his or her group. This student will have a graphic organizer that is not busy so there isn’t anything to be distracted by while he or she is working.
Student with low ability in Reading: This student will receive help reading the lyrics of the rap and will receive extra help in reading the textbook if necessary. This student will have a graphic organizer that is at his or her ability level.
Student with high ability in Reading: This student will have a graphic organizer that is more advanced.
Self-Reflection:
Is the rap song going to be too hard for students to learn?
Are the students going to memorize the words without actually thinking about it?
Will they learn the reasons the war was started?
Will they connect this lesson to the previous two?
10 reasons for the Civil War: students can list any 5 of these
1. Economic and social differences between the North and South
2. States versus federal rights
3. The fight between Slave and Non-Slave State Proponents
4. Growth of the Abolition Movement
5. Election of Abraham Lincoln
6. End of the Mexican war
7. Kansas- Nebraska act
8. Uncle Tom's Cabin by Harriet Beecher Stowe
9. Dred Scott decision
10. John Brown
Song Lyrics -Chorus
Here we go! Gather up the troops
This is war, blue and gray representing different groups
There they are! Treading in their boots
Let’s go! We’re going back to the Civil War
(×2)
Verse I
Once upon a time, believe it or not
America had problems and got tied in a knot
After Abraham Lincoln expressed sorrow for slaves
A great rage broke out throughout the southern states
Jefferson Davis led the confederate secession
11 southern states tried to teach the North a lesson
Yankees messing with their slavery expansion
So confederates rebelled with an army and an anthem
On April 12, 1861
They attacked Fort Sumpter and the battles had begun
And in July, the Battle of Bull Run
Was the first major battle, and Confederates won
Lincoln, feeling the heat
Took it to another level, put the pedal to the metal
Fighting Confederate rebels with a new general
Ulysses S. Grant, the man put in charge of the Union command
Chorus
Verse II
In March 1862
A water battle was fought that no one would lose
Monitor vs. Merrimac ended in a draw
Hopes soared high for the people up north
The Battle of Shiloh was the North’s victory
But one month later they retreated to DC
The confederate’s General Stonewall Jackson
Led the South to a few months of great action
But September that year marked defeat
For both the North and the South had blood on the streets
The Battle of Antietam goes down in the books
As the bloodiest day the U.S. military undertook
On January 1st, 1863
Lincoln upheld the war’s original theme
His Emancipation Proclamation spread throughout the land
Said slaves must be released from their masters' hands
Chorus
Verse III
In March ‘63 another law was in play
The First Conscription Act was brought to the stage
Requiring men ages 20–45
To join the Union army to stand up and fight
Battle of Chancellorsville in May of ‘63
The South attacked the North with a strong strategy
The rebels prevailed, but with a major consequence:
Stonewall Jackson fell in battle with his men
The confederate General Robert E. Lee
Led a series of victories in northern territories
But his rampage ended at the Battle of Gettysburg
The South lost, but Lee flew away like a bird
November 19th, 1863
Lincoln rallied the Union to protect the dream
The Gettysburg Address, “Four score and seven”
A speech that quickly went from lesson to legend
Chorus
Verse IV
The battles continued, though the days were running out
And things were looking grim for the soldiers in the south
April 9th, ‘65, Lee surrendered for the south
In front of General Grant at Appomattox Courthouse
3 million fought, 600,000 died
As a result, America’s states reunited
Slavery abolished by the 13th Amendment
Finally, everyone is independent
Graphic Organizers from:
Easiest graphic organizer Middle Graphic Organizer Hardest Graphic Organizer
Lesson Plan by Kristin Tritch
Lesson 4 - Music
Lesson: _Civil War: Music
Length: __25 min__
Age or Grade Level Intended: ___4th____
Academic Standard(s):
Social Studies 4.1.6 Explain how key individuals and events influenced the early growth and changes of Indiana.
Performance Objective(s):
Given lyrics to songs, students will accurately explain, in a paragraph, the effect of the war had on the composer of the song.
Assessment:
Evaluate student’s paragraphs for accurate information about the Civil War
Advance Preparation by Teacher:
Tapes or CDs of Civil War songs
Copies of origins of Civil War songs
Copies of lyrics from Civil War songs
Procedure:
Introduction/Motivation:
“We have been talking about the Civil War roles different individuals, groups, and movements have played a part in the war. Today we are going to learn about some of the music from that time period and how it played a part in the war. Who can tell me what songs may have been around during this time?” (accept answers)(Knowledge; Blooms)“I am going to play bits of a few songs. Raise your hand if you recognize a song while it is playing.” If a student raises their hand, have them describe where they heard it and what its purpose might be.
Step-by-Step Plan:
• Play for students audiotapes or CDs of Civil War songs. Choose songs from Music of the War Between the States. (Musical: Gardner)
• Choose two or three of the better-known songs, and encourage students to first read aloud, then sing, the lyrics along with the music.
• Ask students how the songs make them feel, and discuss how music can be used to stir or express emotions.
• Read to students "Music in Camp," a song about an incident that occurred during the Civil War.
• Discuss the meaning of the song. Ask “What conclusions can you draw about the things happening in the time period when this song was written (during the Civil War)? (Analysis: Blooms)
• Have each student choose one of the Songs of the Union or Songs of the Confederacy and study the song's music and lyrics. (Have a few copies of several songs from each list)
• The students will get in groups according to the song or songs they chose so they can read through the lyrics and discuss them. (Verbal-Linguistic: Gardner)
o Discussion: What is the song about? What events lead up to the composer writing the song? Is it a happy song or a sad song?
• Ask students to imagine that they are the composers and that they are in that time period of their chosen songs (Visual-Spatial: Gardner). Have each student will develop a single paragraph (students learned how to write paragraphs during their writing time) describing the circumstances under which his or her song was written. (Application: Blooms)
• If there is time, have students willing to sing in front of the class sing their songs so the rest of the class who didn’t choose the song can hear it. (Bodily-Kinesthetic: Gardner)
Closure:
After the students have written their paragraphs, have the students turn in their papers in number order (alphabetical order). After, they should return to their seats to get ready for science.
Adaptations/Enrichment:
Student with ADHD: For this student, the directions will be given verbally and written. The written directions will be given in chunks so as not to overwhelm the student.
Chunk 1: choose one of the Songs of the Union or Songs of the Confederacy and study the song's music and lyrics.
Chunk 2: get in groups according to the song you chose. Read and discuss lyrics.
Chunk 3: imagine that you are the composer of the song you chose. Write a single paragraph describing the circumstances under your song was written.
Student with low ability in Reading: This student will have the option of reading the lyrics to songs on the computer. Reading in different light can help students read better. This student will also have the option of having a color screen or the text in color as research shows that color can help students read better.
Self-Reflection:
Will this activity be too advanced for this class?
Will the students grasp the concept?
Will the students gain any deep knowledge from doing this activity?
Lesson from:
Music In Camp
By John Reuben Thompson (1823-1873)
Two armies covered hill and plain, Where Rappahannock's waters ran deeply crimsoned with the stain of battle's recent slaughters.
The summer clouds lay pitched like tents in meads of heavenly azure; and each dread gun of the elements slept in its hid embrasure.
The breeze so softly blew it made no forest leaf to quiver, and the smoke of the random cannonade rolled slowly from the river.
And now, where circling hills looked down with cannon grimly planted, o'er listless camp and silent town the golden sunset slanted.
When on the fervid air there came a strain--now rich, now tender the music seemed itself aflame with day's departing splendor.
A Federal band, which, eve and morn, played measures brave and nimble, had just struck up, with flute and horn and lively clash of cymbal.
Down flocked the soldiers to the banks, till, margined with its pebbles, one wooded shore was blue with "Yanks," and one was gray with "Rebels."
Then all was still, and then the band, with movement light and tricksy, made stream and forest, hill and strand, reverberate with "Dixie."
The conscious stream with burnished glow went proudly o'er its pebbles but thrilled throughout its deepest flow with yelling of the Rebels.
Again a pause, and then again the trumpets pealed sonorous, and "Yankee Doodle" was the strain to which the shore gave chorus.
The laughing ripple shoreward flew, to kiss the shining pebbles; loud shrieked the swarming Boys in Blue Defiance to the Rebels.
And yet once more the bugles sang above the stormy riot; no shout upon the evening rang--there reigned a holy quiet.
The sad, slow stream its noiseless flood poured o'er the glistening pebbles; all silent now the Yankees stood, and silent stood the Rebels.
No unresponsive soul had heard that plaintive note's appealing, so deeply "Home Sweet Home" had stirred the hidden founts of feeling.
Or Blue or Gray, the soldier sees, as by the wand of fairy the cottage 'neath the live-oak trees, the cabin by the prairie.
Or cold or warm his native skies bend in their beauty o'er him; seen through the tear-mist in his eyes, his loved ones stand before him. As fades the iris after rain in April's tearful weather, the vision vanished, as the strain and daylight died together.
But memory, waked by music's art, expressed in simplest numbers, subdued the sternest Yankee heart, made light the Rebel's slumbers.
And fair the form of music shines, that bright, celestial creature, who still, 'mid war's embattled lines, gave this one touch of Nature.
|Criteria |3 |2 |1 |
|Accurate Information |Information about Civil War is |Half of information about Civil |None of the information about |
| |accurate |War is correct |Civil War is correct |
|Sentence Structure |No errors |1-2 errors |3 or more errors |
|Grammar |No errors |1-2 errors |3 or more errors |
|Punctuation |No errors |1-2 erros |3 or more errors |
Lesson Plan by Kristin Tritch
Lesson 5 - Writing
Lesson: _ Civil War -Technology
Length: ____several hours over the course of 3 days_____
Age or Grade Level Intended: ___4th____
Academic Standard(s):
Social Studies 4.1.17 Using primary source, secondary source, and online source materials, construct a brief narrative about an event in Indiana History.
Performance Objective(s):
After choosing a piece of technology used during the Civil War era, students will do research to write a brief narrative about the technology chosen with 100% accuracy.
Assessment:
Students will be graded on their narrative: the accuracy of information
Advance Preparation by Teacher:
List of technology used during the Civil War for students to choose from
Pictures of technology
Reserve library and computer lab time for research
Procedure:
Introduction/Motivation: “This is a time when technology is a big deal. We use it for lots of things. Can someone tell me what kinds of things we use technology for today?” (Accept answers) “Are these things important to our survival? (Evaluation: Blooms) But what do you think people did before we had this kind of advanced technology? What kind of technology do you think they used during the 1800’s and the Civil War? (Analysis: Blooms) What can you tell me from earlier lessons about the technology that was around then?” (Accept answers) What kind of technology do you think they used to produce the music that we learned about yesterday? (Knowledge: Blooms) “Today we are going to learn more about that technology”
Step-by-Step Plan:
• Have pictures of different pieces of technology used in the 1800’s and Civil War time up on the board. (telegraph, tin cans, smoothbore muskets, rifles, minie ball bullet, Gatling gun, torpedo, submarines, locomotives, railroad trains, etc)
• Take time to discuss each picture. (Verbal-Linguistic: Gardner) For each picture ask questions like “What is this? (Knowledge: Blooms) How do you think it is used? (Application: Bloom)What do you think is the function of this piece based on the information that you know about the Civil War? (Analysis: Bloom) What do you think we use now instead of the technology in the picture? (Synthesis: Bloom) etc.
• After having a discussion about each picture, have the student pick a piece of technology to research and write a paper about.
• When every student has chosen technology to write about, take the students to the library to start doing research. They will need to include when it was invented, what it is used for, how it works, compare and contrast it with the modern version (logical-mathematical: Gardner) and any other information they find interesting or pertinent.
• Students will also have time to do some research in the library with books.
• When students are done researching, they will write a brief narrative (a skill learned at the beginning of the year) or paper about the technology they have chosen.
• Before writing their final copies, students will go over their work making sure to have all the information that needs to be in the paper, and look it over for correct spelling and punctuation. (Intrapersonal: Gardner)
Closure:
When the students have written their papers and have done their final copies, they will turn them in, in number order and get ready to move on to the next subject.
Adaptations/Enrichment:
Student with ADHD: For this student, the directions will be given verbally and written. The written directions will be given in chunks so as not to overwhelm the student.
Student with low ability in Reading: This student will have the option of having a color screen, overlay, or the text in color as research shows that color can help students read better.
Self-Reflection:
Will this activity be too advanced for this class?
Will the students grasp the concept of the different technology and its uses?
Will the students gain any deep knowledge from doing this activity?
Rail road trains Telegraph
[pic]
Tin Can smoothbore musket minie ball bullet
[pic]
Gatling Gun submarine locomotive
[pic]
|Criteria |3 |2 |1 |
|Accurate Information |Information about technology is |Half of information about |No information about technology |
| |accurate |technology is correct |is correct |
|Narrative Form |Writing tells a story |Writing starts to tell a story, |Writing does not tell a story |
| | |some information not in story | |
| | |format | |
|Sentence Structure |No errors |1-2 errors |3 or more errors |
|Grammar |No errors |1-2 errors |3 or more errors |
|Punctuation |No errors |1-2 erros |3 or more errors |
Women in the War Lesson Plan by Kristin Tritch
Lesson 6 -
Academic Standard(s):
Social Studies 4.1.7 Explain the roles of various individuals, groups, and movements in the social conflicts leading to the Civil War
Theater 4.1.1 Explore the unique way theatre can be used to understand the history of Indiana and its people.
Performance Objectives:
Using a situation that will be given to students in groups, the students will use their knowledge of women in the war to accurately act out what the women would do.
Advanced Preparation by Teacher:
Dilemma sheets
Lesson Plan:
• The teacher will talk about women during the war and the different roles they played. Some dressed up like men and fought in the war, some were nurses in the army hospitals, some were spies, some were couriers, smugglers, chroniclers etc. All of these jobs were considered jobs that only men were supposed to do up until the war.
• Explain that jobs like spying and smugglers were good jobs for women to have because they were not ever suspected of being criminals because of their moral behavior.
• The teacher will then explain that they are going to do an activity where they are going to read a situation, decide how that women would handle the situation and then act it out for the rest of the class.
• Put students in 6 groups and assign each group a woman/situation as well as provide the background information for the women.
• Have students read background info, dilemma, and come up with a plan to act out the scene
• Have students act out scenes
Assessment:
Act out their understanding of what the women would do in certain situations.
Dilemmas
1) You overhear a secret meeting between your uncle and a Confederate spy. They plan to sneak you and a friend into Nashville as part of their mission. While in Nashville, two Union officers invite you to Fort Negley, which is known to be an important part of the Union defenses. Your uncle and the spy are depending upon you and your friend to collect any information that would be helpful to the Confederate forces. What do you do?
2) You are acting in a play in the town of Louisville, Kentucky. A Confederate officer meets with you backstage and offers you $300 if you will toast Confederate President Jefferson Davis somewhere in the middle of the play. He knows the incident will stir up trouble. You know you will possibly lose your job. What do you do?
3) A Confederate general is using your house as his headquarters. One day he asks you to take care of a prisoner that convinced him that he was a Rebel at heart. You find out the soldier is still a Yankee and become close friends. At supper one night, you learn the general’s plans to attack Union forces 15 miles away. What do you do?
4) You are a surgeon with a degree from a well-known medical college. At the outbreak of war, you desperately want to work for the military and put your skills to good use for the injured soldiers. The military will not accept you because of your “looks” and the clothes you wear. What do you do?
5) While working in a hospital in Cairo, Illinois, you notice that a Federal officer is wearing clothing that is meant only for soldiers who are too sick to get out of bed. What do you do?
6) You are a wounded soldier in need of medical care. But going to the doctor means having to give up your secret identity. What do you do?
Lincoln’s Assassination Lesson Plan by Kristin Tritch
Lesson 7 – writing/fine motor skills
Academic Standard(s):
Social Studies 4.1.8 Summarize the impact of Abraham Lincoln’s presidency on Indiana and describe the participation of Indiana’s citizens in the Civil War.
Social Studies 4.1.17 Using primary source, secondary source, and online source materials, construct a brief narrative about an event in Indiana.
English Language Arts 4.4.5 Quote or paraphrase information sources, citing them appropriately.
Performance Objectives:
Given books to do research, students will write a paragraph describing events leading up to President Lincoln’s assassination with 90% accuracy
Advanced Preparation by Teacher:
Check out books about Lincoln and his assassination from the Library
Lesson Plan:
• Review Abraham Lincoln from earlier in the semester. Talk about how he was president during the Civil War and tell students that their main task during the lesson is to answer the questions: What Events Led to Lincoln's Assassination?”
• Introduce the assignment: Students will work in pairs using available library resources to answer questions about President Lincoln and his assassination
• Before students begin work, guide the class in practicing how to look up information in books. Do a short mini lesson on using the index, glossary, table of contents, and anything else that will be useful in finding information in books. Help them pick out the important information that is a vital part of answering the questions.
• Put students in groups and hand out copies of the questions for students to answer
• While students are doing research make sure they are writing down where their information came from so they can appropriately cite everything
Questions:
a. Who assassinated Lincoln?
b. What events preceded the assassination?
c. Where was Abraham Lincoln killed?
d. When did this happen?
e. How did John Wilkes Booth get access to the president?
f. What reasons did John Wilkes Booth give for wanting to assassinate the president?
• Students will share their research findings with the rest of the class. Then the teacher will explain that students will use the answers to the questions to individually write a paragraph about Lincoln and the events leading to assassination.
Assessment:
Written report from research about Lincoln
|Criteria |3 |2 |1 |
|Accurate Information |Information about Lincoln is |Half of information about |None of the information about |
| |accurate |Lincoln is correct |Lincoln is correct |
|Questions answered |All questions were answered |Only some questions were |No questions were answered |
| | |answered | |
|Sentence Structure |No errors |1-2 errors |3 or more errors |
|Grammar |No errors |1-2 errors |3 or more errors |
|Punctuation |No errors |1-2 erros |3 or more errors |
Lesson from
Cost of War Lesson Plan by Kristin Tritch
Lesson 8 - Mathematics
Academic Standard(s):
Social Studies 4.1.7 The Civil War Era and Later Development: 1850 to 1900. Explain the roles of various individuals, groups and movements in the social conflicts leading to the Civil War.
Mathematics 4.2.1 Understand and use standard algorithms for addition and subtraction.
Performance Objectives:
Given a website, students will use short answers to answer the 10 questions about the toll of casualties played in the Civil War time period.
Advanced Preparation by Teacher:
Reserve computer lab
Copies of Civil War Deaths student work sheet
Copies of The Civil War Home Page: Troops Furnished and Losses (By State)
Lesson Plan:
1) Have a discussion about the effects of the men leaving for the war. Talk about how it was hard for the women when the men didn’t come back. The women then had to take on a lot of responsibility permanently. The casualties of war are not the only cost of war. The teacher will lead the discussion to the financial aspect of the war as well.
2) - use charts from this website to help explain the financial cost of war.
3) Instruct students to go to The Civil War Home Page: Troop Losses () once on the computers and explore the site to answer the questions provided.
Assessment:
The teacher will be looking for the students to be able to accurately read a chart and find the correct answers to the questions.
Lesson Plan from
Reconstruction Lesson by Kristin Tritch
Lesson 9 – fine motor skills
Academic Standard(s): Social Studies 4.1.8 Summarize the impact of Abraham Lincoln’s presidency on Indiana and describe participation of Indiana citizens in the Civil War.
Performance Objectives: After having a class discussion, the students will verbally answer questions about Lincoln’s influence on the Reconstruction with 100% accuracy.
Advanced Preparation by Teacher: blocks, paper to draw on
Lesson Plan:
- The teacher will put the students in pairs and give each pair a set of pattern blocks and instruct students to create a design with the blocks. When they have finished, the students are to draw their design on paper and take apart their designs.
- When everyone is finished the students will trade drawings with another group and “reconstruct” the design by following the picture.
- After each pair has had a chance to “reconstruct” a design the class will have a discussion about the process. Was it easy? Was it hard? What was hard or easy about it? How did it feel when you had to destroy your design that you worked so hard on?
- Begin discussion on the Reconstruction by giving the definition of the Reconstruction for students to write down in their notebooks. The Reconstruction was the period following the Civil War in which the United States Congress passed laws that would help rebuild the country and bring the Southern States back into the Union. The Reconstruction was a time when the people of America counted the cost of war and started recovering from all that was lost, both emotionally and financially.
- Teacher will lead the class in an interactive discussion about the laws Congress passed that gave equal rights to freed slaves and how they were intended to bring the nation back together. They will also discuss President Lincoln’s desire to reunite the nation without punishing the South and how that impacted Indiana.
- Teacher and students will discuss the effectiveness of those laws in actually giving equal rights to African Americans and in reuniting the United States. They will also discuss the impact Lincoln had on Indiana’s Constitution regarding African Americans.
Assessment: Verbally answer questions in the discussion
Part of Lesson Adapted from
documents/LessonPlanWhatPriceFreedomCivilWarReconstruction.html
Questions for Assessment:
What happened when Abraham Lincoln was elected president?
What law did President Lincoln pass that made some people upset?
What did President Lincoln want to do concerning the North and the South?
Discrimination Lesson by Kristin Tritch
Lesson 10
Academic Standard(s): Social Studies 4.1.8 Summarize the impact of Abraham Lincoln’s presidency on Indiana and describe participation of Indiana citizens in the Civil War.
Social Studies 4.1.9 Give examples of Indiana’s increasing agricultural, industrial, political, and business development in the nineteenth century.
Performance Objectives: After doing an activity, the students will define in writing, reconstruction with 100% accuracy.
After doing an activity, the students will give verbal examples of Indiana’s development in the nineteenth century, with 100% accuracy.
Advanced Preparation by Teacher: Fake Quiz, Graphic Organizer, Exit Ticket, Pictures of American school things and African American school things, Jim Crow Info papers
Graphic organizer can be found at:
Lesson Plan:
- Before beginning this lesson tell the students that this is the last lesson in the unit on the Civil War. This lesson will be on discrimination. Discrimination existed even after the reconstruction and slavery was abolished.
- Split students up according to shirt color, have half the class sit in chairs and the other half sit on the floor. Pass out a fake quiz over something that is way over their ability level. Give the half of the class that is sitting in the chairs the answer key to the test as well. Be strict with the students sitting on the ground without the answer key and be super nice to the students in chairs with the answer key. When collecting the quizzes, tell the class they will have a chance to vote on a student to be the leader of the class, this student will have the ability to give anyone an A on that quiz that he or she wants as long as they are in his or her half of the class. Have the students write down their vote but only collect the papers from the half of the class sitting in the chairs. Tell the other half that they will have some form of punishment if they turn theirs in as well as receive an F for the day. The teacher will then choose a winner from the half of the class sitting in the chairs. Allow the class to groan and moan but then tell them that it was just a game but it did serve a purpose, which is to show how African Americans still did not have any rights after the war.
- Show class pictures of American school and hospital, and an African American school and hospital. Have students write down their observations of each.
- Have a few students share their answers and tell the class that they will be talking about the end of the reconstruction period. Ask the students what they thought the purpose of the game was and accept answers.
- Teacher will talk about the Jim Crow laws and emphasize the following points as well has hand out papers with the information on it.
- Students and teacher will have a discussion about the similarities of how they felt during their segregation activity and how it felt for Jim Crow and the people of that era.
- The lesson will end with the students filling out their exit tickets answering the questions: “What does segregation mean?” “What were the Jim Crow Laws?”
Assessment: Students will write an exit ticket with the following: “What does segregation mean?” “What were the Jim Crow Laws?”
Lesson Adapted from:
Jim Crow information to be put on worksheets:
· President Rutherford B. Hayes ended Reconstruction in 1877 by ordering the soldiers to leave the South.
· Without protection of the army, the African American newly freed slaves lost their political power.
· The South based new laws that earned the nickname – Jim Crow Laws.
· The Jim Crow Laws separated and segregated the white people from the black people.
· Segregation is the forced separation of races
· The Klu Klux Klan were mad that African Americans were taking part in government and they wanted to stop the African Americans from getting power.
· The Klu Klux Klan threatened African Americans with violence, and killed people to keep them from voting.
Fake Quiz questions:
1) Why is X-ray and gamma-ray astronomy conducted above most... if not all... of the Earth's atmosphere?
A) Astronomers in the 1960s were looking for a way to use excess rockets
B) X-rays and gamma-rays are absorbed by the atmosphere
C) There is no good reason for it
2) How did Sco X-1 get its name?
A) This is what it was called in the classic movie "Escape from Planet-X"
B) Astronomers get to name stars anything they want.
C) It was the first X-ray source found in the constellation Scorpius.
3) What do X-ray astronomers call sources which would appear in the sky, remain bright for a few weeks, and then fade again from view?
A) Odd
B) X-ray transients
C) Noise
Answers: 1) B 2) C 3) B
Quiz from:
Annotated List of Trade Books for Slavery and the Civil War
1) Denenberg, B and Bing C. (Dec 20, 2011) Lincoln Shot: A President Remembered. New York. Square Fish; Reprint edition
Lincoln Shot so begins this intimate portrait of Abraham Lincoln. Conceived as a one year anniversary edition of a newspaper, dated April 14, 1866, strongly evocative of the time and the nation’s mood. The moment-by-moment recital of the events of the day that ended in assassination holds readers enthralled awaiting the tragic end. The account of the flight, capture, and hanging of some of the conspirators is riveting. From there, Denenberg moves to the log cabin in Kentucky and Lincoln’s life unfolds. The boy, the man, the husband and the father is portrayed as a trifle clumsy, often unsure of himself, and plagued by dark moods. Denenberg’s Lincoln is ambitious and modest. He struggles with his role as leader as the Civil War nears. In the third part of the book, the year-by-year account of the Civil War is seen through Lincoln’s eyes. Every defeat and every victory deepens his struggle and resolve.
Lincoln Shot: A President Remembered fits into the unit on the Civil War and Slavery because President Lincoln played a role in the events leading to the war. There is also a lesson in the unit (lesson 7) on Abraham Lincoln and his assassination.
2) Erickson, P. (1998). Daily Life on a Southern Plantation, 1853. Wisconsin. Lodestar.
In this handsome book, you will meet the Hendersons, who live on a Southern plantation with their children in 1853. You'll also meet Daddy Major, Rosena, Scipio, and Cicero, slaves who work in the Big House and in the cotton fields. Full-color photographs of interiors, clothing, and objects, plus artwork and oral history, document a typical day on a plantation. You will see the stately bedrooms and dining room of the plantation house, as well as the simple slave quarters and cabins. Inside the Big House, morning chores are done and the children readied for school (or play); in the kitchen house, food is cooked and bread is baked; and in the sugar house, cane is crushed. Readers will learn about mealtimes, leisure hours, doctors and disease, and bedtimes. They'll also learn about attitudes toward slavery, slave meetings in the woods, and much more in this unique visit to a restored Southern plantation in New Iberia, Louisiana.
Daily Life on a Southern Plantation, 1853 is a good fit for this unit because it talks about the life of a family on a plantation and their view toward slavery. Lesson 1 is the lesson where the students take on the role of plantation owners and slaves. This book will help them understand the life of plantation owners a little better.
3) Lassieur, A. (January 1, 2008). The Underground Railroad: An Interactive History Adventure. Minnesota. Capstone.
You are slave in the 1850s, trying to escape your harsh life, OR..., You are a slave catcher hoping to get rich catching escaped slaves, OR..., You are part of the Underground Railroad, helping slaves escape to freedom. Everything in this book happened to real people. And You Choose which side you're on and what you do next. The choices you make could lead you to freedom, capture, survival, or death. In You Choose Books, only You can Choose the path you take through history. What will it be?
A big part of the Civil War was the Underground Railroad. The Underground Railroad: An Interactive History Adventure fits into this unit very well. Lesson 2 is on the underground railroad, this book could be used in connection with that lesson.
4) Marrin, A. (October 1994) Unconditional Surrender: U. S. Grant and the Civil War. New York. Atheneum
When the small, stoop-shouldered man in a rumpled uniform and scuffed boots, accompanied by a thirteen-year-old boy, asked for a room at Willard's Hotel in Washington, D.C., he was offered a small room on the top floor. But when the clerk saw the man's signature, suddenly a suite was found for him. The man was Ulysses S. Grant, and President Lincoln recently had appointed him commander in chief of the Union forces. Noted historian Albert Marrin tells how this reluctant soldier became the leader who was able to bring final victory to the Union after years of bloody, wrenching civil war. Along the way he describes how soldiers lived in army camps: their food, their recreation, their thoughts, taken from diaries and letters home, and brings to the reader the experience of war: the fear, the deadly mistakes, the early medical services to the wounded, and always the heroism. Dr. Marrin re-creates the battles of Grant's campaigns and puts them in historical perspective. He makes it clear to his readers why both Abraham Lincoln and the ordinary Yankee soldier were willing to trust the outcome of the war and the future of the country to this unlikely hero
Unconditional Surrender: U. S. Grant and the Civil War is related to this unit on the Civil War and slavery because Grant was a big part of the War. This is going to help supplement the information learned during this unit.
5) Marrin, A. (October 1994) Virginia's General: Robert E. Lee & the Civil War. New York. Atheneum
The companion volume to Unconditional Surrender: U. S. Grant and the Civil War provides an in-depth study of Confederate general Robert E. Lee, discussing his West Point education, military career, campaigns, and personal life and beliefs.
Virginia's General: Robert E. Lee & the Civil War is related to this unit on the Civil War and slavery because Robert E Lee was a big part of the War. This is going to help supplement the information learned during this unit
6) Marten, J. (September 3, 1998). The Children’s Civil War. North Carolina. The University of North Carolina Press.
Children—white and black, northern and southern—endured a vast and varied range of experiences during the Civil War. Children celebrated victories and mourned defeats, tightened their belts and widened their responsibilities, took part in patriotic displays and suffered shortages and hardships, fled their homes to escape enemy invaders and snatched opportunities to run toward the promise of freedom.
The Children’s Civil War fits into my unit because it gives an alternate perspective on the war. The unit covers the men and women in the war but it does not cover the war from the view of a child or what they did while their loved ones were away.
7) Massey, M. (April 1994) Women in the Civil War. Nebraska. University of Nebraska Press
The Civil War wrought cataclysmic changes in the lives of American Women on both sides of the conflict. Women in the Civil War demonstrates their enterprise, fortitude, and fierceness. In this revealing social history, Massey focuses on many famous women, including nurses Dorothea Dix, Clara Barton, and Mother Bickerdyke; spies Pauline Cushman and Belle Boyd; writers Louisa May Alcott, Julia Ward Howe, and Mary Chestnut; pamphleteer and military strategist Anna Ella Carroll; black abolitionists Harriet Tubman and Sojourner Truth; feminists Susan B. Anthony and Jane Grey Swisshelm; and political wives Varina Davis and Mary Todd Lincoln. The anonymous women who maintained farms and plantations are described, as are camp followers, businesswomen, entertainers, activists, and socialites in Charleston and Washington.
There are many parts of the United States Civil War covered in this unit. This book, Women in the Civil War, fits into this unit because it covers exactly what it says, women during the war. Lesson 6 covers this information so this book would help solidify that information for the students.
8) Peacock, J. (January 2006). Reconstruction: Rebuilding After the Civil War (Let Freedom Ring). Minnesota. Capstone Press.
It's hard to imagine the turmoil within our country during this pivotal period. Easy-to-read text helps all readers understand the human and financial toll America paid to usher in a new, brighter era.
Reconstruction: Rebuilding After the Civil War (Let Freedom Ring) can be easily linked to my unit on the Civil War and slavery. Reconstruction was a major part of the recovering process after the war. Lesson 9 is on the reconstruction process.
9) Polacco, P. (1994) Pink and Say. USA. Philomel.
Based on a true story, it will wring your heart as two young men, one white and one black, meet after a bloody battle. Their different allegiances soon cease to matter as Pink carries Say to his own home nearby where Pink's mother is surviving in the ruins of a plantation. While the boys hide in the cellar, Pink's mother is murdered by marauders and that's just part of the tragedy. The boys are captured as they attempt to rejoin their units. Say is taken to Andersonville prison and Pink is hung. Say was Polacco's own great-great-grandfather, a fact that brings the story home.
Pink and Say is all about two boys, one white and one black. This book tells how discrimination was set aside. It fits into the unit because discrimination was a big reason for the war with the slaves and what not. Lesson 10 is about discrimination.
10) Schwabach, K. (December 13, 2011). The Storm Before Atlanta. Yearling.
The book opens in 1863, with the Northern and Southern United States locked in conflict. Eleven year old Jeremy DeGroot is determined to die gloriously for his country as a drummer boy in the Union Army, believing that this will have him immortalized as a hero. After a few long train rides and some quick thinking, Jeremy finds himself marching into battle with the 107th New York Volunteer Infantry, and thinks he’s achieved his life’s ambition. However, Jeremy quickly learns that the real life of a soldier bears little resemblance to the songs of glorious battle and valiant death that originally inspired him. The Storm Before Atlanta also introduces us to Dulcie, a young escaped slave who is determined to find herself as part of a Union army regiment. In doing this, Dulcie hopes to gain her freedom and eventually locate her mother and father, whom she hasn’t seen in years. Alongside these two protagonists we also meet Charlie, a Confederate soldier who wears the uniform of an enemy, but acts like a friend. But Charlie also carries a closely guarded secret, one that will affect Jeremy and Dulcie profoundly.
The Storm Before Atlanta fits into the unit because it is set during the Civil War time period. It talks about the Union and the Confederacy.
[pic]
The questions on the bulletin board will flip up, so the students can try to answer the questions and then flip up the paper to reveal the answer.
Question 1: Who was elected president during the election in 1861?
Answer: Abraham Lincoln
Question 2: What year was Abraham Lincoln assassinated?
Answer: 1865
Question 3: What is Harriet Tubman famous for?
Answer: the Underground Railroad
Question 4: What was the Underground Railroad?
Answer: A system of escape routes for slaves who were trying to escape
Question 5: What year did the United States Civil War start?
Answer: 1861
Question 6: What year did the United States Civil War end?
Answer: 1865
Field Trip/ Guest Speaker
After a bit of research, I have decided that I could take my class on a field trip to the Indiana State Museum and Historic Sites in Indianapolis, Indiana. The museum has a section on the Civil War which is exactly what my unit is about. There are several activities that are hands on for the students can participate in. The students will get a chance to experience the life of a soldier. They will find out what it was like to be out at war and stay at camp, what kind of training they had to go through before and during the war, as well as medicine that was available to soldiers.
This field trip should be taken toward the end of the unit so the students have some background knowledge they will need to fully understand and appreciate what they are about to participate in. The unit does not cover anything about training or camps. I will need to teach a brief lesson on each topic before we head out on our adventure. The information can be solidified and enhanced as they experience hands-on what training and camp was like for the soldiers during the Civil War era.
The Indiana State Museum and Historic Sites also has an area dedicated to the Underground Railroad. The 4th grade students will have a chance to learn about the different routes taken through hands-on activities. Students will learn about all of the trials and tribulations that took place on the journey from stop to stop, some technical terms, and all about some of the various people who gratefully and cautiously utilized the Underground Railroad. Since this field trip will be taken towards the end of the unit, the students will already have a schema or background knowledge on the Underground Railroad and some of the people involved with it.
Both of these exhibits cover multiple 4th grade standards in social studies as well as English/language arts. This will be a good point in getting the field trip approved by the school. Going on the trip can cover up to sixteen standards at the 4th grade level alone.
Name_________________________ Pre-Test Assessment
1) What is a Plantation?
________________________________________________________________________________________________________________________________________________
________________________________________________________________________
2) Compare and contrast the life of a plantation owner and the life of a slave.
Plantation Owner Slave
3) What started the United States Civil War?
________________________________________________________________________________________________________________________________________________
________________________________________________________________________
4) Describe the types of technology that was used during the Civil War era.
________________________________________________________________________________________________________________________________________________
________________________________________________________________________
5) How did the women occupy their time when the men left to fight the war?
________________________________________________________________________________________________________________________________________________
________________________________________________________________________
6) Who was Abraham Lincoln?
________________________________________________________________________________________________________________________________________________
________________________________________________________________________
7) Describe the Reconstruction after the Civil War.
________________________________________________________________________________________________________________________________________________
________________________________________________________________________
8) What is discrimination?
________________________________________________________________________________________________________________________________________________
________________________________________________________________________
Name______________________ Post-Test Assessment
1) Describe life on a plantation.
________________________________________________________________________________________________________________________________________________
________________________________________________________________________
2) Compare and contrast the life of a plantation owner and the life of a slave.
Plantation Owner Slave
3) List two reasons the United States Civil War started.
________________________________________________________________________________________________________________________________________________
________________________________________________________________________4) Describe the types of technology that was used during the Civil War era.
________________________________________________________________________________________________________________________________________________
________________________________________________________________________
5) How did the women occupy their time when the men left to fight the war?
________________________________________________________________________________________________________________________________________________
________________________________________________________________________
6) Who was Abraham Lincoln and how did he die?
________________________________________________________________________________________________________________________________________________
________________________________________________________________________7) Describe the Reconstruction after the Civil War. What did it involve?
________________________________________________________________________________________________________________________________________________
________________________________________________________________________
8) What is discrimination? Who was discriminated against?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Technology and Literature
There are several ways I plan to incorporate technology and literature into my unit plan on the United States Civil War and slavery. In lesson 8 of my unit, which covers the cost of the war – both financial and death toll, the students will be required to use the internet to find answers to questions posed about the death toll and financial cost of the war. Lessons 3 and 4 both incorporate music. These lessons will require technology to play said music, specifically streaming the music off of the internet sites listed in the respective lesson plans. Through-out these lessons, students will have the opportunity to do some research of their own. In lesson 7 about President Lincoln’s assassination the students are required to do some research in books from the library. Groups may also take turns using the classroom computers to do research if they desire. Literature can be incorporated in lesson 1 during the regularly scheduled reading time. The students will be reading books that have been selected from the school library on the subject of the Civil War. The trade books listed above may be among the books the class will be allowed to read. Books of similar nature will be in the room for student use throughout the duration of this social studies unit.
Rationale Paragraph
There are many reasons that students need to participate in this unit of study. Anyone living in this country, including the children, should know about the United States’ past. Even though the students did not live through the U. S. Civil War, they can still learn from other people’s mistakes. Students can learn from the choices of others and the consequences that resulted so they do not make the same mistakes in the future. They can also learn from the positive actions, of the people that lived during this time period. They can learn some of the positive things Abraham Lincoln did, such as his actions against slavery. Students will also benefit from learning about African American history. Students will gain an understanding of what African American’s living in this country went through and have a greater appreciation for them.
Bulleted Goals
- Students should gain an appreciation for what life was like for African Americans during the United States Civil War era.
- Students should gain an appreciation for the technology that we have available to us in this day in age.
- Students will know that Abraham Lincoln was the 16th president of the United States.
- Students will know how to do research on the computer and in books.
- Students will appreciate music from the Civil War era.
Bulleted Learning Objectives
• After taking on the role of a plantation owner, the students will explain, in writing, one role of the plantation owners leading to the Civil War with 100% accuracy.
• After taking on the role of a slave, the student will explain in writing, one role of the slaves leading to the Civil War with 100% accuracy.
• After reading the chapter, the students will explain the roles of various individuals in the social conflicts leading to the Civil War with 100% accuracy.
• After reading the chapter, the students will list, on a piece of paper, social conflicts leading to the Civil War with 100% accuracy.
• Given lyrics to songs, students will accurately explain, in a paragraph, the effect of the war had on the composer of the song.
• After choosing a piece of technology used during the Civil War era, students will do research to write a brief narrative about the technology chosen with 100% accuracy.
• Using a situation that will be given to students in groups, the students will use their knowledge of women in the war to accurately act out what the women would do.
• Given books to do research, students will write a paragraph describing events leading up to President Lincoln’s assassination with 90% accuracy
• Given a website, students will use short answers to answer the 10 questions about the toll of casualties played in the Civil War time period.
• After having a class discussion, the students will verbally answer questions about Lincoln’s influence on the Reconstruction with 100% accuracy.
• After doing an activity, the students will define in writing, reconstruction with 100% accuracy.
• After doing an activity, the students will give verbal examples of Indiana’s development in the nineteenth century, with 100% accuracy.
Lessons
Standard |1 |2 |3 |4 |5 |6 |7 |8 |9 |10 | |SS 4.1.7 |x |x |x | | |x | |x | | | |SS 4.1.6 | | | |x | | | | | | | |SS 4.1.8 | | | | | | |x | |x |x | |SS 4.1.9 | | | | | | | | | |x | |SS 4.1.17 | | | | |x | |x | | | | |Theater 4.1.1 | | | | | |x | | | | | |E/LA 4.4.5 | | | | | | |x | | | | |E/LA 4.7.9 | |x | | | | | | | | | |Math 4.2.1 | | | | | | | |x | | | |
Unit Web
Letter to Parents December 5, 2011
Dear Parent/Guardian,
Your child is about to embark on a journey through the 1860’s as we begin our unit on the United States Civil War and slavery. We will be learning about everything from the 1861 election when Abraham Lincoln through the end of the war and President Lincoln’s assassination, all the way through the Reconstruction period. Your child will be involved in role play, reading, writing, and even a bit of mathematics throughout this unit.
We will not need any additional material through this unit but I would like to extend an invitation to friends and family to watch our Readers Theater that takes place during the Civil War era. The viewing date has yet to be set but you will be notified as soon as it is set in stone.
We look forward to beginning our journey through the past and learning as much as possible about the Civil War. If you have any questions or concerns please feel free to contact me at (insert school email and phone number here).
Miss Kristin Tritch
-----------------------
Who was elected president during the election in 1861?
What year was Abraham Lincoln Assassinated?
What year did the United States Civil War End?
What was the Underground Railroad?
What year did the United States Civil War Start?
What is Harriet Tubman Famous For?
Slavery and the United States Civil War
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