Cole Shain

Grade 6: Social Studies

Key Events of the Civil War
Date 3/28/14 Total amount of time 45 min Time 11:40 12:25 am

I. Objectives
Learning Objectives SWBAT demonstrate knowledge of the major events of the Civil War.
Subject SOL USI.9c The student will demonstrate knowledge of the causes, major events,
and effects of the Civil War by
e) Using maps to explain critical developments in the war, including major
battles.

LS.1 The student will demonstrate an understanding of scientific reasoning,
logic, and the nature of science by planning and conducting investigations in
which;
h) Data are organized, communicated through graphical representation,
interpreted, and used to make predictions.

Probability and Statistics
6.14 The student, given a problem situation will
a) construct circle graphs
b) Draw conclusions and make predictions, using circle graphs.
c) Compare and contrast graphs that present information from the
same data set.

II. Materials for Learning Activities
To be used by the teacher: To be used by the students:
Smart Board
Student Sheets
Who I am sheets
Computer Paper
Social Studies Notebook
Pencil
Glue Stick
III. Procedures for Learning Activities
Introduction
11:40-11:50
10 minutes
LINK: Who were some of the key figures during the Civil War? Why were
they so influential or important to the causes and outcomes of the war? If
they were not in charge, what may have happened?
HOOK: Today we will explore the critical events that changed history. These
events helped influence the way society is today.
Instructional Strategies
11:50 12:20
30 minutes
RAP: Ask students what is topography? Tell them the definition.
o Topography- the land forms or surface features of an area. Draw a
map of your bedroom. Where would you go if there was a flood?
Where would you go if there was an earthquake? Where would you
go if there was a tornado?
o Show them the pictures of Civil War topography maps.
o Go over some of the features that they notice about the maps.
WOW: Key Events of the Civil War
o Firing on Fort Sumter: Started the Civil War
Union Blockade of southern ports.
o First Battle of Manassas (Battle of Bull Run): first major battle.
o Signing of the Emancipation Proclamation made freeing the
slaves the new focus of the war. Many freed African Americans
joined the Union Army.
o Battle of Vicksburg: Divided the South; the North controlled the
Mississippi River
o Battle of Gettysburg: was the turning point of the war; the North
repelled Lees invasion.
o Lees surrender to Grant at Appomattox Court House in 1865.
Battle locations influenced by the struggle to capture capital cities.
Control of high ground. If time, go outside and have a set of students
located on top of the hill, and others at the bottom to see how students at
the top would have a major advantage.
WIO: Who am I Sheets. These handouts allow students to focus on
different perspectives that the war might have on different individuals.
Included on these sheets are different primary photographs and a template
for which the students will fill out based on the emotions and connections
of the photo.
o Students will analyze their photo and create a poem by filling in the
blank lines. Because there are multiple photos, make enough copies
that students can choose which one they want to complete.
Students may complete more than one. At the end, have students
share their work with the class. (These are very powerful words).
Summary
12:20-12:25
5 minutes
Remind the students that during the next class they will have time to work
on their Unit Assessment, Civil War Broadcasts.
What were some of the key events that shaped the Civil War? Who were
some of the influential figures that helped the outcome of these battles?
o Vicksburg, control of the Mississippi River. Fort Sumter, sparked the
war. Battle of Bull Run or Manassas, first major encounter.
Do any of you have any questions regarding the key events/battles of the
Civil War?
Extensions Have students create a strategic battle plan using the topographic maps of
the battlegrounds. OR
Have students create a song about the Civil War and the beliefs of each
side. OR
Students may also have the option to research battlefield data and record
the casualties of both the North and South and display the data using bar
graphs and circle graphs. Additionally, students will need to have a written
explanation explaining the data and what predictions and answers can be
made using the information. Students will use computer paper. Labels, key,
and scale need to be provided on their sheet.
IV. Assessment
Formative Students will be monitored by the teacher as the teacher checks students
progress in completion of the charts. Teacher will use a checklist to mark
the progress of the student.
Students oral answers will be assessed throughout the class. Teacher will
look for correct responses about the battles and critical figures influencing
the war.
Poems will be read allowed to share with the class. Not all students will
want to share, make sure to check in with those students.
Summative
V. Differentiation
Student A will receive notes that are filled out. She will also be able to
access the computer to print out visuals. Additionally, student A will use the
computers to type any information via poem.
Students will be provided with a graphic organizer for those students who
need to visualize the information in a different format.
Complexity of questions will vary depending on the students content by
readiness.
Students will have the chance to work independently and with a group.
Sharing will allow students to express their knowledge as well as provide
other perspectives to an answer or solution. This will help students see
different strategies or word selection to express emotions tied with the
primary photos.
VI. Technology Integration
Smart Board
Laptop