ALEX Lesson Plan

     

The Civil War and Reconstruction Period in the United States (1861-1877).

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  This lesson provided by:  
Author:Steven Stanley
System: Alabama Department of Education
School: Alabama Department of Education
  General Lesson Information  
Lesson Plan ID: 34705

Title:

The Civil War and Reconstruction Period in the United States (1861-1877).

Overview/Annotation:

Students will pick one topic from this website [AVL] (http://web.b.ebscohost.com/hrc/search/basic?sid=f86d5300-e38a-47da-8210-e9e841c0fb57%40sessionmgr103&vid=1&hid=123). Each student will pick a different topic. Students will research three different articles in their selected topics. Students will write a 4-6 page research paper on the the three articles in the subject they selected.

 Associated Standards and Objectives 
Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 10
United States History I: Beginnings to the Industrial Revolution
14 ) Describe how the Civil War influenced the United States, including the Anaconda Plan and the major battles of Bull Run, Antietam, Vicksburg, and Gettysburg and Sherman's March to the Sea. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.i., A.1.k.]

•  Identifying key Northern and Southern Civil War personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, and William Tecumseh Sherman
Example: President Abraham Lincoln's philosophy of union, executive orders, and leadership

•  Analyzing the impact of the division of the nation during the Civil War regarding resources, population distribution, and transportation
•  Explaining reasons border states remained in the Union during the Civil War
•  Describing nonmilitary events and life during the Civil War, including the Homestead Act, the Morrill Act, Northern draft riots, the Emancipation Proclamation, and the Gettysburg Address
•  Describing the role of women in American society during the Civil War, including efforts made by Elizabeth Blackwell and Clara Barton
•  Tracing Alabama's involvement in the Civil War (Alabama)
Insight Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States History I: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
  • Analyze the social, political, economic, and military impacts of the Civil War on the United States.
Teacher Vocabulary:
  • division
  • distribution
  • trace
  • impact
Knowledge:
Students know:
  • Major military and political events of the Civil War, including the Anaconda Plan and the major battles of Bull Run, Antietam, Vicksburg, and Gettysburg and Sherman's March to the Sea.
  • Key Northern and Southern Civil War personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, and William Tecumseh Sherman.
  • Divisions of resources, population distribution, and transportation in the nation during the Civil War.
  • Reasons border states remained in the Union during the Civil War.
  • Major nonmilitary social and political events during the Civil War, including the Homestead Act, the Morrill Act, Northern draft riots, the Emancipation Proclamation, and the Gettysburg Address.
  • The role of women in American society during the Civil War, including efforts made by Elizabeth Blackwell and Clara Barton. Major aspects of Alabama's involvement in the Civil War.
Skills:
Students are able to:
  • Describe major military and political events of the Civil War.
  • Trace important Civil War battles in a map.
  • Identify key Northern and Southern Civil War personalities, and analyze the role and influence of each.
  • Analyze the division of resources, population distribution and transportation in the United States during the Civil War.
  • Analyze primary source documents pertinent to Civil-War era issues.
  • Explain the reason border states remained in the Union during the Civil War.
  • Describe major non-military social and political events during the Civil War.
  • Describe the role of women in American society during the Civil War.
  • Trace Alabama's involvement in the Civil War.
Understanding:
Students understand that:
  • The was a significant impact of the Civil War, its significant battles and influential leaders, nonmilitary events of the time period, abolition, reform efforts by women, and Alabama's involvement in the war.

Local/National Standards:

 

Primary Learning Objective(s):

Students will be able to understand the causes of the Civil War. This will include knowledge of the political and social issues in the United states in the decades before the War. Students will understand the major events during the war and describe the similarities and differences between the the North and the South. Students will be able to explain the recovery after the War, known as Reconstruction.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

Greater than 120 Minutes

Materials and Resources:

Teachers will need to give students typed papers that have terms, events, reading material, a paper on citations, and all information needed for completion of the lesson. Students will need books that are relevant to the subject. These can be any books that are relevant, however, they should be approved by the teacher, in order to check for scholarly use.  

Technology Resources Needed:

Students will need a computer to use the AVL website and Microsoft Word or another program that allows for papers to be written. Teachers will need to use turnitin or some other website to check for plagiarism.

Background/Preparation:

Teachers will need to make sure that students understand the political and social issues in the decades before the Civil War that lead to the war. Students will need to under stand the divisions between the North and the South. Students will also need to know about the rise of the Republican Party and their position on slavery, the collapse of the Whig Party and the position the Democrats took on slavery.

  Procedures/Activities: 

Engagement/Motivation Activity: To start the lesson there will be a short clip from a movie to capture the attention of the students.
Step 1: I will open up the lecture by explaining the
Estimated duration: 10 minutes
Lesson Materials to be attached
Title
Annotation (Write a brief description of the attachment; i.e video clip, handout, activity, etc.)
Web Links
Title (List the title of the website.) Alabama Virtual Library
URL (Copy and paste the World Wide Web address here.) http://web.b.ebscohost.com/hrc/search/basic?sid=8967a3aa-e4a7-44ff-983b-7c1fda86f550%40sessionmgr106&vid=1&hid=118
Annotation (Write a brief description of the website.) This website is Alabama's Virtual Library
(Add additional links if needed)



Attachments:
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  Assessment  

Assessment Strategies

Students will be assessed by a paper that will be between 5 and 7 pages. This paper will have citation from at least three journals in the AVL website and at least one scholarly book on the Civil War. Students will be graded on the content that has the causes of the Civil War, major events as well as similarities and differences between the North and the South. Students will also be evaluated by their knowledge of the recovery in the period known as Reconstruction.  

Acceleration:

There will be no modifications.

Intervention:

Students who need extra assistance will be given extra time at the end of class to come ask me questions and for extra clarification. However, this must be completed before the project is completed. Students may attend after school tutoring to receive help on the paper after class. Students may obtain extra reading material on the events of the Civil War before and after.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.