goals and objectives
Students will explore the lives of different types of people during the Civil War.
Students will understand how people lives changed because of the Civil War by filling out a primary source analysis worksheet on each source they review.
Students will write a short paragraph arguing whether or not people had more opportunities during the Civil War and providing at least three reasons for their argument.
Students will understand how people lives changed because of the Civil War by filling out a primary source analysis worksheet on each source they review.
Students will write a short paragraph arguing whether or not people had more opportunities during the Civil War and providing at least three reasons for their argument.
California state standards
8.10.5 Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.
8.10.7 Explain how the war affected combatants, civilians, the physical environment, and future warfare.
8.10.7 Explain how the war affected combatants, civilians, the physical environment, and future warfare.
Common core standards
CCSS.ELA-Literacy.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-Literacy.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
driving historical question
How and why did so many lives change because of the Civil War?
Lesson introduction
Students will view this video about the lives of women and children who decided to join the military during the Civil War. We will have a short discussion about the video.
Vocabulary
The following vocabulary words will be integrated through out the lesson:
- Primary Source
- Secondary Source
- Indentured Servant
- Abolition
Content delivery
There will be a quick lesson on how to properly analyze a primary source. I will go over this document : An Introduction to Primary Sources and give a copy to each student. The students can use the questions from the handout to analyze the different primary sources.
Students will be given the website to complete the activity. I will explain the directions and have a quick discussion about the differences between a primary source and a secondary source. I will do an example exercise with the students on how to analyze a primary source.
Student engagement
Students will be given the chance to “weigh the evidence” about life during the Civil War. They will analyze primary source documents to determine if a person had more or less opportunities during the Civil War. They will do this by looking at the primary source information and comparing it to their textbook information, prior knowledge, and lesson information.
Here you can find the activity and the primary sources:
Life During the Civil War Activity
Primary Sources:
Whipped Slave Photograph United States Colored Troops Photograph
Marriage Certificate Teacher Rules
Drummer Boy Photograph Newspaper Article of Runaway Slaves
Warrant of Arrest for Moses Honnor Child Indentured Servant
"Wanted 200 Negroes" Women Supporting Abolition of Slavery
Child Indentured Servant Alexander Cunningham Ladies in Camp Photograph
Letter from Nancy Woodward to Jefferson Davis Wounded Boy Photograph
Pension Petition Miss Clara Barton Photograph
Wounded Soldiers Photograph Infantry Camp Photograph
Primary Source Analysis Worksheets:
Here you can find the activity and the primary sources:
Life During the Civil War Activity
Primary Sources:
Whipped Slave Photograph United States Colored Troops Photograph
Marriage Certificate Teacher Rules
Drummer Boy Photograph Newspaper Article of Runaway Slaves
Warrant of Arrest for Moses Honnor Child Indentured Servant
"Wanted 200 Negroes" Women Supporting Abolition of Slavery
Child Indentured Servant Alexander Cunningham Ladies in Camp Photograph
Letter from Nancy Woodward to Jefferson Davis Wounded Boy Photograph
Pension Petition Miss Clara Barton Photograph
Wounded Soldiers Photograph Infantry Camp Photograph
Primary Source Analysis Worksheets:
Lesson Closure
There will be a poll about what the students discovered:
- How many people have that there were more opportunities for people during the Civil War (the scale is greatly leaning to the side)?
- How many people have that there were more opportunities during the Civil War, but not much (the scale is slightly leaning to the side)?
- How many people were in the middle (the scale is about even)?
- How many people think that there were less opportunities for people during the Civil War (the scale is greatly leaning to the side)?
- How many people think that there were less opportunities during the Civil War, but not much (the scale is slightly leaning to that side)?
- Why (for each question)?
ASSESSMENTS
Entry Level: Asking questions about the differences between primary sources and secondary sources.
Formative (informal): During the lesson closure I will monitor how students judged the primary sources. The main information I am concerned with is why they chose to put the sources on specific sides of the scale.
Summative: At the end, students will hand in their analysis worksheets showing what information they found in each primary source they analyzed.
Formative (informal): During the lesson closure I will monitor how students judged the primary sources. The main information I am concerned with is why they chose to put the sources on specific sides of the scale.
Summative: At the end, students will hand in their analysis worksheets showing what information they found in each primary source they analyzed.
ACCOMMODATIONS
Many of the primary sources are photographs which will help accommodate the EL and Striving Readers’ needs. The photographs allow the students to analyze the source without having to read any additional information. Students with special needs will be given extra time to complete the assignment and any other accommodations as needed.
RESOURCES
Youtube
DocsTeach
Textbook
DocsTeach
Textbook