The War in the east and west
Goals and objectives
Students learn about the Civil War as it happened in the East and in the West
Students will be able to summarize major battles in the East and West during the Civil War.
Students will examine the differences in the war in the East and West.
Students will be able to summarize major battles in the East and West during the Civil War.
Students will examine the differences in the war in the East and West.
California State Content standards
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
6. Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee’s surrender at Appomattox.
7. Explain how the war affected combatants, civilians, the physical environment, and future warfare.
6. Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee’s surrender at Appomattox.
7. Explain how the war affected combatants, civilians, the physical environment, and future warfare.
Common core standards
CCSS.ELA-Literacy.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Lesson introduction
Students will sit in their seats as the teacher counts of students in groups of 10. The teacher will not explain the purpose of the numbering. After all the students are numbered the teacher will explain that each student represents a soldier fighting in the Civil War. All the students are in one room, similar to how all the soldiers fighting were from one country. The teacher will have students numbered 2.5.7.9 (random numbers) get up and stand at the side of the room. The 4 numbers represent the 40% of lives lost on both sides of the war. The students will look around the room and see the difference in size the class became when the students “died” in battle. This will get students engaged in the lesson because they will be curious why so many lives were lost.
vocabulary
First Battle of Bull Run
Robert E. Lee
Seven Days’ Battles
Second Battle of Bull Run
Battle of Antietam
ironclads
Ulysses S. Grant
Battle of Shiloh
Siege of Vicksburg
Robert E. Lee
Seven Days’ Battles
Second Battle of Bull Run
Battle of Antietam
ironclads
Ulysses S. Grant
Battle of Shiloh
Siege of Vicksburg
Content delivery
The teacher will have the students turn to page 478 in the textbook. The teacher will read the main ideas and the big idea in the margin. The teacher will then read the “If you were there...” section and the students will have a short discussion on the question. The teacher will have students volunteer to read, if no students volunteer or if only the same few volunteer, the teacher will begin to pick index cards at random (with the students’ names on them) to determine who will read. The class will read together through section 2 and 3 in the textbook. The class will make sure to look over all the vocabulary words and will try to determine the meaning of the words as they are used in the text. The students will also look over all the pictures, charts, and graphs in the two sections.
student engagement
Students will fill out a graphic organizer as we read through the text. Students will ask any relevant questions and write down any additional information they think is important.
Lesson closure
The teacher will do a quick whip around activity where students will pass around a soft ball and say one important thing they think everyone should remember from the lesson.
assessments
There will be assessments throughout the lesson. The teacher will monitor students as they are reading the information to make sure everyone is listening and following along. The teacher will also monitor as students write down information in the graphic organizer to make sure the information is correct. The graphic organizers will be turned in at the end of class and graded for accuracy. The teacher will also ask questions through out the lesson to make sure students understand the information that is being presented.
accommodations
The graphic organizer should break up information into manageable chunks for the students to understand. Reading aloud in class will help students work on their listening and reading skills. The graphic organizer will also make sure students learn how to read through a text to find important information. The teacher will make sure to consistently check the work of these students to make sure it is accurate to the reading. Additional help will be given as needed.