Civil War Lesson Plans
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Patriotic People - lesson 2
1st gradeCover topic of Presidents' Day: why we celebrate it, and which presidents we remember. Tie in to African-American History, and discuss patriotism of Abraham Lincoln, president before and during the Civil War. Wk 13 - Math - Inches and FeetTo understand that an inch is used to measure length.
To understand that a foot is used to measure length.
To be able to determine whether an object should be measured by inches or by feet.
To be able to measure objects using a ruler. Lesson PlanStudents will learn about a variety of Civil War era people. U.S PresidentsBy completing the weekly reader activities describing a new president each day, the student will understand how each president has influenced the United States of America. U.S PresidentsBy completing the weekly reader activities describing a new president each day, the student will understand how each president has influenced the United States of America. U.S PresidentsBy completing the activities describing
presidents, the constitution and money, the student will understand how these elements have influenced the United States of America. History of Civil War MusicStudents will become familiar with the song "Oh Hosanna". Students will study the lyrics and learn the tune of this popular dance song. Students will utilize sources of archival material using the Internet. Students will also interpret a Civil War song through performance with voice or instrument. Lesson PlanLiterature - to review vocabulary; to identify the main idea of a text; to learn new vocabulary; to demonstrate knowledge of facts in a story
History - to explain the reasons for the growing tension between the North
and the South
Art History - to discuss French neoclassical painters and romanticist painters
Science - to explain how plants can be used to control soil contamination; to
describe matter for mass, weight, and volume
Grammar - Ch 11: Civil War- Explore the origins and consequences of the Civil War
- Discuss the limits of diplomacy in the absence of trust or common ground
- Discuss the power of the federal government vs. the power of the state government Civil War Math1.Students should be able to interpret data tables.
2. Students should be able to construct equations based on information found in word problems. Jobst Reading/8th GradeStudents will complete a Close reading of The Gettysburg Address and develop college and career-ready reading skills by engaging in a close reading with text-dependent tasks and questions. Lesson PlanStudents should be able to locate the Mason-Dixon Line, California, Northern States, Southern States. Students should be able to briefly describe the relationship between the Northern and Southern states, as well as the reasons for the succession of the Southern States. Lesson PlanTeach all of the information effectively, and allow students to not just have something written but know trhe information Letter to Lincoln1. Students will be able to discuss social, political, and personal issues that Americans faced because of the Civil War.
2. Students will use the Internet to locate resources related to the Civil War and incorporate information from these resources into their own writing. Letter to Lincoln1. Students will be able to discuss social, political, and personal issues that Americans faced because of the Civil War.
2. Students will use the Internet to locate resources related to the Civil War and incorporate information from these resources into their own writing. Was Abraham a RacistBy analyzing primary and secondary documents like a historian, students will write a three body paragraph and create an argument for the question "was Lincoln a racist?" Was Abraham Lincoln a RacistBy analyzing primary and secondary documents like a historian, students will write a three body paragraph and create an argument for the question "was Lincoln a racist?" Lesson PlanSWBAT compare the cultures and economies of the Northern and Southern states.
SWABT discuss and summarize the documents' main points.
SWABT discuss the actions of John Brown @ Harper's Ferry and reactions toward the event Lesson PlanStudents will have an understanding of how America was divided politically and why it was enough to start a war. Pre-Civil War : DisunionSWBAT compare the cultures and economies of the Northern and Southern states.
SWABT discuss and summarize the documents' main points.
SWABT discuss the actions of John Brown @ Harper's Ferry and reactions toward the event US History Lesson 211. Recognize the states that seceded from the Union and their reasons for doing so
2. Compare the political, geographical, and economical strengths and weaknesses of the North and the South in the war
3. Predict outcomes rooted in evidence U.S. History Lesson 16Identify the economic, social, and government features of the North and South
Compare and contrast the North and South economies and ideas towards slavery and its growth into the west
Explain that the northern states were based on industry and had many manufacturing factories.
Explain the northern states' cities and populations were large
Explain northern states had outlawed slavery and there were growing in abolitionist attitudes.
Explain the southern states were based on agriculture and there was a huge cotton industry
Explain the southern states were dependent on slavery and had many plantations producing huge amounts of cotton, rice, indigo, and tobacco
Explain the southern states were dependent on slavery and the social attitude was in favor of slavery and its growth into the west
Based on their readings and understandings of the northern and southern ideologies, students will predict the progress of the west in regards to becoming more pro-north vs. pro-south. US History Lesson 18Identify and explain the events leading up to the Civil War: the Missouri Compromise, Wilmot Proviso, Uncle Tom’s Cabin and Harriet Beecher Stowe, the 1856 and 1860 Presidential elections including candidates their political parties and their position on slavery, Kansas Nebraska Act, Harper’s Ferry and John Brown’s Raid, Compromise of 1850, Dred Scott Decision, Fugitive Slave Act, the Lincoln/Douglas Debates
Identify and explain significance of Abraham Lincoln and Jefferson Davis
Explain the beginning of Civil War: the Crisis at Fort Sumter and the formation of the Confederate States of America
Identify and locate on a map the Confederate and Union states Analyzing Legal Documents:
Emancipation ProclamationStudents will study the structure of a legal document. They will analyze the Emancipation Proclamation and understand how Lincoln used a formal tone to expressed his ideas. Students will research the historical context surrounding the Proclamation and connect those facts with specific statements written in the document. Also, they will evaluate how Lincoln uses his political power to advance his agenda. Students will write an original Proclamation that imitates the style and tone used in the Emancipation Proclamation. Analyzing Legal Documents: Gettysburg AddressStudents will continue studying legal documents. They will examine two Proclamations and explain how the language and tone differ from the Emancipation Proclamation. They will also read the Gettysburg Address and identify the ideals of that period. Finally, students will be able to evaluate both documents and judge which document best captures Lincoln's personal voice as well as his presidential authority. Civil War - Reading for MeaningStudents will be able to understand the war from various perspectives (e.g. soldiers, political leaders, civilians from both sides of the conflict, slaves, and former slaves). Lesson PlanTo educate the learner about the Battle of Gettysburg, and to help them understand the players and the Lincoln - Douglas DebatesSWBAT:
To examine and analyze primary source documents
To compare the viewpoints of Republicans and Democrats during the mid 19th Century
To explain the major issues of slavery and sectionalism, and how that led to the Civil War The Kansas-Nebraska Act of 1854Following instruction students should be able to give the main points for argument for popular sovereignty/the right of states to decide whether to be a slave or free state. In addition, students should be able to explain the argument to counter the establishment of popular sovereignty.
DISCLAIMER: All Civil War Lesson Plans below were created by users of The Lesson Builder. These plans are not curated for quality, so we strongly suggest you verify a plan meets your standards before using it in a class.
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