The Civil War Integrated Thematic Unit

The Civil War Thematic Unit
5th Grade
Angelica Rinebarger
Northern Arizona University
!
!
!
!
!
!
!
!
!
!
!
!
!
The Civil War Integrated Thematic Unit

5th grade
Angelica Rinebarger
Northern Arizona University
2
Table of Contents
Rationale Statement
Unit Web
Unit Schedule for Twenty Days
Assessment Matrix
Language Arts Lesson Plan
Science Lesson Plan
16
Social Studies Lesson Plan
28
Technology Lesson Plan
32
Math Lesson Plan
35
Parent Brochure
40
Resources
42
Reflection
45
Rationale Statement
This thematic unit on the Civil War is intended for 5th grade use. The lesson plans
are designed in a way that is developmentally appropriate for this age group. The lessons
are relevant because they directly align to the Arizona Common Core Standards and each
lesson includes student-centered instruction. Lessons such as Does slavery exist today?
involve critical thinking and student collaboration. Language arts, social studies, science,
math, and technology are integrated into the lesson plans presented. The use of
technology is included in all five lesson plans. The Civil War Soldier Skype lesson
involves the community because students are virtually interacting with a representative
from the Virginia Historical Society. The subject of the Civil War is incredibly
multicultural so the topic is represented throughout the unit.
Physical Education
- Vocabulary game
The Civil
War
- Essay
- Fakebook
- Morse code
- Concept map
- Simulation
- Newspaper report
- Book discussions
Technology
- Webquest
- Reader's Theater
- Creative writing
- Letter writing
- Informational text
- Opinion writing
- Poetry
Language Arts
- Diary entries
- Base ten
- Money
Math
- Problem solving
- Order of operations
- Decimals
- Matter
- Motions and forces
- Medicine
- Nervous system
- Muscles
- Skeletal system
Science
- Moon phases
- Civil War rap
- North and South battle

songs
Music
- Slave songs
- Photography
- Creative project
- Illustrations
- Soldier hats
- Flags
- Timeline
Art
- Quilt
- Mapping
- Skype
- Sherman's March
- Surrender at Appomattox
- Arizona Military Museum

field trip
- Emancipation
Proclamation
Social Studies
- Causes, battles, and people
- Fractions
- Graphing
- Measuring
- Scaling
- Geometry
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
- Civil War baseball

- Civil War freeze tag
!
4
Technology
Civil War
Webquest
P.E.
Vocabulary
Game
Interactive
Notebook
The Civil
War in Base
Ten
Interactive
Notebook
Civil War
Fractions
Interactive
Notebook
The Many
Causes of the
Civil War
Math
Math
Interactive
Notebook
Introduction
& Key
Elements
Interactive
Notebook
Civil War
Opinion
Writing
Introduction
to the Civil
War KWL &
game
Social
Studies
Language
arts
Language
arts
Social
Studies
Day 2
Day 1
A Flag Divided
Art
A Classroom
Divided
Activity
Social
Studies
Interactive
Notebook
Prices Then
and Now
Math
Interactive
Notebook
Civil War
Poetry
Language
arts
Day 3
Interactive
Notebook
Slave
Illustration
Art
Interactive
Notebook
The Muscles
of a Slave
Science
Interactive
Notebook
Graphing
Slave
Ownership
Math
Henrys
Freedom Box
by Ellen
Levine
Language
arts
Day 4
Math
Pink and Say

by Patricia
Polacco
Language
arts
Day 6
Math
*Interactive
Notebook
Does slavery
exist today?
Language
arts
Day 7
Slave Songs
Activity
Music
Civil War
Video
Social
Studies
Freedom
Quilt
Art
*Interactive
Notebook
Moon Phases
of the Civil
War
Science
Civil War
Baseball
P.E.
Interactive
Notebook
Motions &
Forces of the
Civil War
Science
Interactive
Interactive
*Interactive
Notebook
Notebook
Notebook
Graphing the The Civil War
Solving
Underground
and the
Problems
Railroad
Order of
from the War
Operations
Math
Interactive
Notebook
Diary Entry
of a Slave
Language
arts
Day 5
Creating
Fakebooks
Technology
Civil War Tea

Party
Important
People
Social
Studies
Interactive
Notebook
Civil War
Money
Math
Interactive
Notebook
Letters to
Harriet
Tubman
Language
arts
Day 8
North &
South Battle
Songs
Activity
Music
The Civil
War Battles
Activity
Social
Studies
Interactive
Notebook
Graphing
Battles
Math
Dear Ellen
Bee by Mary
E. Lyons
Language
arts
Day 9
Deciphering
Morse Code
Technology
Interactive
Notebook
A Soldiers
Changes in
Matter
Science
Interactive
Notebook
Packing a
Soldiers Bag
Math
From Slave
to Soldier by
Deborah
Hopkinson
Language
arts
Day 10
!
5
Day 12
Language
arts
Civil War
Readers
Theater
Math
Interactive
Notebook
Cooking for
Soldiers
Day 11
Language
arts
Interactive
Notebook
Civil War
Informational
Text Activity
Math
Interactive
Notebook
Rationing
Food With
Fractions
Interactive
Notebook
Measuring
Distance
Math
Interactive
Notebook
Civil War
Creative
Writing
Language
arts
Day 13
Interactive
Notebook
Graphing
Causes of
Death
Math
*Interactive
Notebook
Who really
freed the
slaves?
Language
arts
Day 14
Interactive
Notebook
Scaling the
Civil War
Math
Interactive
Notebook
Diary Entry
of Abraham
Lincoln
Language
arts
Day 15
Interactive
Notebook
Civil War
Word
Problems
Math
Interactive
Notebook
Civil War
Newspaper
Report
Language
arts
Day 16
Interactive
Notebook
The Cost of
War
Math
Chasing
Lincolns
Killer by
James
Swanson
Language
arts
Day 17
Interactive
Notebook
Civil War
Geometry
Math
Interactive
Notebook
Diary Entry
of a Freed
Slave
Language
arts
Day 18
Interactive
Notebook
Civil War
Decimals
Math
Fields of
Fury by
James M.
McPherson
Language
arts
Day 19
Interactive
Notebook
Graphing
Population
Before,
During, &
After the
War
Math
Interactive
Notebook
KWL &
Reflection
Language
arts
Day 20
Interactive
Notebook
Civil War
Medical
Treatment
Interactive
Notebook A
Soldiers
Skeletal
System
Art
Creating
Soldier Hats
*The Civil
War Soldier
(Skype)
Art
Battle
Illustration
Civil War
Concept Map
Technology
Science
Science
Photography
of the Civil
War
Art
Interactive
Notebook
The
Emancipation
Proclamation
Simulation
Social
Studies
Civil War
Freeze Tag
P.E.
Field Trip to
the Arizona
Military
Museum
Social
Studies
Civil War
Rap
Music
Interactive
Notebook
Shermans
March to the
Sea
Social
Studies
The Civil War

Timeline
Art
Interactive
Notebook
Abraham
Lincolns
Nervous
System
Science
*Presidency
Simulation
Technology
Interactive
Notebook
The
Surrender at
Appomattox
Social
Studies
Vocabulary
Review
Game
P.E.
Interactive
Notebook
Mapping/
The End of
the War
Activity
Social
Studies
End of Unit
Creative
Project
Art
Jeopardy
Review
Game
Social
Studies
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
Social
Studies
!
6
Assessment Matrix
Lesson
During
Language Arts: Does

Slavery Exist Today?
Group: Students fill in the

boxes on their Slavery
Old and New activity pages
and participate in a wholeclass compare and contrast
discussion.
Science: Moon Phases of

the Civil War
Individually: Students fill

out the Moon Phases of the
Civil War computer lab
worksheet.
Social Studies: The Civil

War Soldier Skype
Technology: Presidency
Simulation
Math: Solving Problems

from the War
Individually: Students take

notes on at least ten things
they found interesting
during the Skype session.
Individually: Students
answer questions
throughout the simulation
with an overall score of at
least 75%.
complete the Civil War
Problems worksheet with
100% accuracy.
After
write a 3+ paragraph essay
comparing and contrasting
the features of slavery in
the modern world with
slavery during the Civil
War.
Group: In partners,
students fill out the Moon
Phases of the Civil War
classroom worksheet with
80% accuracy.
Group: Students use small
whiteboards to answer
review questions about the
Skype session.
Individually: Students fill
out the American Civil War
Worksheet exit ticket with
80% accuracy.
Group: Students create and
solve Civil War word
problems.
Letter to be sent out to parents before this activity:
Dear Parents,
We will be starting our unit on the Civil War this week and I would like you to all be
informed on what that entails. As you know, the majority of the Civil War revolves
around slavery and I believe its a subject that should be addressed with carefulness as
well as awareness. Slavery is still an unfortunate issue that our world faces today and I
would like to address modern day slavery with your child during this unit. We will
compare and contrast slavery throughout history: ancient slavery, slavery during the Civil
War, and modern day slavery. PLEASE BE ADVISED ---- The modern day slavery we
will be discussing is appropriate for their age and in no way introduces them to new
concepts of slavery. The topics I will mention when discussing modern day slavery are:
Child labor
Slave violence (nothing in detail)
Bonded labor/debt bondage (being in debt and theres no way out)
Working for no pay
If you have any questions or concerns, please feel free to contact me. I can also provide
the upcoming lesson plans for you to see beforehand.
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
9
The Civil War:
Does slavery exist today?
Instructional
Input
Teacher:
Subject/Grade/Time:
Angelica Rinebarger
Language Arts/5th/1 hour
Standards:
5.L.1f Construct one or more paragraphs that contain:
a topic sentence,
supporting details,
relevant information, and
concluding sentences.
5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases,
including those that signal contrast, addition, and other logical relationships (e.g., however, although,
nevertheless, similarly, moreover, in addition).
Objective (Explicit):
Students will compare and contrast the features of slavery in the modern world with slavery during the
Civil War.
Sub-objectives, SWBAT (Sequenced from basic to complex):
Students will identify the features of slavery in the ancient world.
Students will identify the features of slavery during the Civil War.
Students will identify the features of slavery in the modern world.
Students will compare and contrast the features of slavery throughout history.
Evidence of Mastery (Measureable assessment):
Students will use the information provided to write a 3+ paragraph essay in their Civil War Notebook
comparing and contrasting the features of slavery in the modern world with slavery during the Civil War
while using topic sentences, 5+ supporting details, relevant information, concluding sentences, and 4+
words or phrases that signal contrast or addition.
Key vocabulary:
Materials:
Barter Unit
Students individual Civil War notebooks
Bonded labor/Debt bondage
Quick Quiz
Political Unit
Civil War/Modern day slavery example sheet
Portuguese
Slavery Old and New Activity Pages (3)
Doc camera
Opening/Anticipatory Set:
The teacher will ask the questions from the Quick Quiz and students will respond with what they think is the
correct answer in order to engage them on the subject of slavery in todays world. The teacher will tell students
they are going to compare and contrast modern day slavery and slavery during the Civil War.
Teacher Will:
Student Will:
Introduce students to modern day slavery by reading Examine each example with the teacher and create
appropriate examples and creating a Venn diagram
a Venn diagram in their Civil War Notebooks for
with students in their Civil War Notebooks for each each situation, comparing and contrasting with the
situation, comparing and contrasting the modern day teacher the modern day slavery examples to
slavery examples to slavery during the Civil War.
slavery during the Civil War.
10
Guided Practice
Differentiation:
The teacher will use the Doc Camera to post her Civil War Notebook for students to see and copy
throughout the discussion.
Teacher Will:
Student Will:
Designate students into groups of 2-3 and pass out
Work in groups of 2-3, read the text on ancient
the information on ancient and Civil War slavery.
and Civil War slavery and fill in the boxes. Then
When students finish filling in their boxes, the
repeat the task with the passage on modern day
teacher will pass out the information on modern day slavery. As a class, we will compare the
slavery. When students finish completely, the
differences of old and new slavery on the
teacher will direct a discussion on the differences of whiteboard, listening for words the teacher uses to
old and new slavery on the whiteboard. The teacher show contrast and addition. When the discussion
will tell students to listen for and write down words
is through, students will provide a list of words the
she uses to show contrast and addition. During this
teacher used throughout the discussion to show
discussion, the teacher will use the words: however, contrast and addition of old and new slavery.
although, nevertheless, similarly, moreover, and in
addition when discussing the differences between
old and new slavery, emphasizing each word to clue
students to write it down. Students will help the
teacher make a list of those words on the board.
Differentiation:
While students are working, the teacher will frequently check in on students who have trouble with
reading and comprehension in order to ensure complete understanding and completion of the assignment.
Independent Practice
Teacher Will:
Student Will:
Instruct students to write a 3+ paragraph essay in
Write a 3+ paragraph essay in their Civil War
their Civil War Notebook comparing and contrasting Notebook comparing and contrasting the features
the features of slavery in the modern world with
of slavery in the modern world with slavery during
slavery during the Civil War while using topic
the Civil War while using topic sentences, 5+
sentences, 5+ supporting details, relevant
supporting details, relevant information,
information, concluding sentences, and 4+ words or concluding sentences, and 4+ words or phrases
phrases that signal contrast or addition.
that signal contrast or addition.
Differentiation:
The teacher will help students that struggle with writing by slightly changing the assignment: 2+
paragraph essay in their Civil War Notebook comparing and contrasting the features of slavery in the
modern world with slavery during the Civil War while using topic sentences, 3+ supporting details,
relevant information, concluding sentences, and 2+ words or phrases that signal contrast or addition.
Closure/Lesson Summary:
When students are finished with their essays, the teacher will ask them: Why is it important that we know the
differences and similarities of slavery during the Civil War and modern day slavery? The teacher and students
will discuss this question. Students will turn in their notebooks so the teacher can read their essays and asses their
understanding as well as checking to ensure the writing objectives were met. Students may be wondering why
they learned about modern day slavery. The teacher needs to address the question in a confident manner by
saying: It's time to set the history books straight. Slavery did not end in 1865. Slavery is one of the most terrible
human rights abuses taking place today, yet many people arent even aware of it. It is our job as members of
society to make people aware of it so we can end it.
11
Examples of Slavery During the Civil War

Robert:
A ten-year-old child in Georgia is forced to pick cotton because his father
ran away; he works 10 hours a day, sleeps in an old shack with his mother,
and cannot leave the plantation or he will be caught and punished.
Hannah:
Hannah is twenty-two; she is owned by a plantation owner in Jackson,
Mississippi. Her mother, father, brothers, and sisters are also owned by
this man. They all work on the plantation; they are given food for their
work. Hannahs family has been owned by the plantation owners family
for eighteen years.
Deborah:
A woman in South Carolina is required to work as a servant in a familys
house. She has lived there since she was eight years old and has never been
to school. She receives no money for her work, sleeps in a tiny building
outside, and is often whipped by the family members.
Examples of Slavery in the Modern World

Iqbal:
An eleven-year-old child in Pakistan is forced to weave carpets to repay a
debt his father owes; he works 14 hours a day, sleeps by his loom, and
cannot leave the carpet factory or he will be caught and beaten.
Penon:
Penon is twenty; she is owned by a farmer in Benin, West Africa. Her
father, mother, brothers, and sisters are also owned by this man. They all
work on this farm; they are given a little food but no pay. Penons family
has been owned by the farmers family for generations.
Mingma:
A woman in Nepal is forced to work as a servant in a familys house. She
has lived there as long as she can remember and has never been to school.
She receives no money for her work, and is often beaten and threatened by
the family members.
12
Slavery
Throughout History
Part 2

Quick Quiz
He who would be no slave,

should keep no slave
Abraham Lincoln, American President
who emancipated slaves in 1863.
Carry out this quiz as a quick energizer.
1. In the world today there are:

(a) No slaves
(b) 2 million slaves
(c) 27 million slaves
2. How many people were taken from Africa

during the entire trans-atlantic slave trade?
(a) 13 million
(b) 30 million
(c) 1 million
The Print: a graphic from the late 18th century

used by anti-slavery campaigners.
3. Slavery is:
(a) Illegal everywhere
Contents:
(b) Legal in some countries
Page
(c) Legal everywhere
Quick Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Activity 1: The Four Ages of Slavery . . . . . . . . . . . 2
Activity 2: Slavery Old and New . . . . . . . . . . . . . 3
Activity 3: The Trans-Atlantic Slave Trade . . . . . . . . 6
Activity 4: Garrison & Clarkson: A Day in the Life . 7
ANSWERS:
1. (c) 2. (a) 3. (a)
Activity 5: Women in Chains . . . . . . . . . . . . . . . . . . . 9
!
!
13
!
There is not necessarily a relevant answer for each era.
Leave boxes blank if necessary.
Activity 2:
Slavery Old and New
Aim:
When everyone has finished, take feedback on answers

given. Note the differences and similarities between
slavery in different eras.
To compare and contrast the features of slavery

down through the centuries.
Give each group a copy of the text box on Modern

Slavery and a fresh grid, which they fill in.
Materials:
When everyone is finished, draw a vertical line on the

blackboard / flipchart and write Old on one side and
New on the other .
Copies of the Four Ages of Slavery text boxes

(pages 45).
Method:
Divide the group into pairs or small
groups.
Give each small group several copies of
one of the three historical texts amongst
the Four Ages of Slavery. Leave the text
on Modern Slavery aside for the moment.
If you are continuing from Activity 1,
ensure that no group has the same text
they had in the first activity.
The groups read their text and fill in the
grid below. They fill in the era they are
working on in the first box, give a yes / no
answer in column two and back up their
answer with a quote from or reference to a
passage in the text in column three.
Ask the group to compare Old and New slavery.
Note to the leader: Kevin Bales, in his book Disposable

People, has outlined the essential differences between old and
modern slavery in the following manner.
Old Slavery
New Slavery
Legal ownership asserted
Legal ownership avoided
High purchase cost
Very low purchase cost
Low profits
Very high profits
Shortage of potential slaves
Surplus of potential slaves
Long-term relationship
Short-term relationship
Slaves maintained
Slaves disposable
Ethnic differences important
Ethnic differences not important
K. Bales (1999) Disposable People, California Press
Features of Slavery in (fill in the era) Yes / No Text reference

Ownership of slaves
is legal
Slaves are often captured
during war
Slaves are used mostly for economic
purposes to make profits
Many slaves are in
debt bondage
Slavery is an acceptable
part of society
Slavery is not acceptable to society
but exists in secret in many places
Slaves are expensive and
not easily replaced
14
!
The Four Ages of Slavery

Boy working on rice harvest, India.
Slavery has been a part of agriculture
down through the centuries and
remains a reality today.
SLAVERY IN
THE ANCIENT WORLD
SLAVERY IN
THE UNITED STATES
When Europeans came to America, they brought with

them the practice of slavery. Africans were captured
and shipped to America to work the farmland. Slaves
were expensive to replace, so owners would try to
keep them alive and working for a long time.
Many of the founding fathers were slave owners,
including George Washington, who owned a large
plantation. Slaves did most of the work on plantations,
and were important to the new countrys economy.
Slaves were almost always of a different ethnic group,

race, religion, or political unit than their owners. The
earliest slaves were probably war captives, although
people who worked as slaves in order to repay debts
(debt bondage) also existed in ancient Egypt. A person
could sell himself or his wife and children into bondage
to pay off debts. As societies developed they depended
on slave labour for building projects, agriculture and
mining, as well as for farm and housework. Owning
slaves was legal and was an acceptable fact of society.
The slave was the property of his or her owner. In
general, slaves were not understood to be full human
beings and did not have the same rights as citizens.
Male and female slaves often had shaven heads and
bare feet.
By 1804, the northern states had abolished slavery.

An abolitionist movement began, made up of former
slaves and sympathetic northerners who fought to
outlaw slavery in the South. Slave owners, however,
were unwilling to give up without a fight.
The American Civil War between the North and the
South was fought in part over the question of slavery.
The North won the war, and in 1865 Congress passed
the 13th amendment, which legally abolished slavery
in the United States.
Slavery began around 11,000 years ago when people

started to settle and farm instead of wandering as
hunters and gatherers. Slavery was part of nearly
every society and existed in Egypt as early as 4,000
BC. Slavery was part of life in both the Greek and
Roman empires.
15
!
THE TRANS-ATLANTIC
SLAVE TRADE
We are guilty of keeping up

slavery by giving increasing
prices for slave-grown cotton
and sugar.
The Portuguese were the first to trade in slaves,

bringing slaves from the West coast of Africa to
their colonies in South America, such as present-
day Brazil, in the 16th century.
The demand for slaves from Africa in the Southern

states of America increased as the demand for
sugar, coffee, cotton and tobacco in grew. Slaves
were needed to work on the plantations. By 1641,
African slaves could be legally bought and sold in
America. There was a great demand for slaves and
so they became expensive.
We are the great supporters

of slavery unwittingly often,
but truly
David Livingstone, 1859
Traders would leave Liverpool and other European

cities with goods to exchange for slaves beads,
whiskey, ivory and guns. They would barter these
for slaves in Africa. Some slaves were captured
in wars between African tribes. Other slaves were
kidnapped by white and black hunters. The slaves
would be sold in America and the slave traders
would use the profits to buy sugar, coffee, cotton
and tobacco, which they brought back to Europe.
This was called the triangular trade and traders
made a profit on every leg of the journey.
MODERN
SLAVERY
The most common form of modern slavery is

bonded labor or debt-bondage. People become
bonded laborers when they take or are tricked
into taking a loan for as little as $36 the cost of
medicine for a sick child. To repay the debt, they
are forced to work long hours, seven days a week,
365 days a year, usually in secret locations. They
are trapped and continue to be held in slavery long
after the original debt has been repaid.
Slaves are cheap and can be replaced easily. Out
of 6 billion people in the world today, 1.5 billion
live on less than $1 per day. People who are poor
and desperate can be tricked into debt bondage or
may be captured and forced to work in houses, on
farms, as soldiers or even as prostitutes. Slaves
can be replaced easily when they are too ill or old
to work as there are many more people who can
be tricked into working for nothing. Huge profits
are made by todays slave holders, as slaves
are paid little or nothing. The total yearly profit
created by slaves is around $14 billion.
Brazilian slave laborer. In modern times people are forced or
tricked into slavery as a result of poverty and desperation.
Although slavery is now illegal in every part of

the world, there are about 27 million people held
in slavery today. Todays slaves are not usually
bought and sold in public and they are rarely held
in chains.
16
The Civil War:
Moon Phases of the Civil War
Instructional Input
Teacher:
Subject/Grade/Time:
Angelica Rinebarger
Science/Technology/5th/2 hours
Standard:
Concept 2: Earths Processes and Systems
PO 1. Describe how the Moons appearance changes during a four-week lunar cycle.
Students will describe the phase of the Moon during significant events of the Civil War.
Students will describe and draw the phases of the Moon in partners.
Students will describe and draw the phases of the Moon individually.
Students will complete the Moon Phases of the Civil War classroom assignment in pairs of two with 80%
accuracy.
Key vocabulary:
Materials:
First Quarter
Full Moon
Computer with projector
Last Quarter
Moon phase wheel (2 papers)
New Moon
Brass fasteners
Waning Crescent
Scissors
Waning Gibbous
Glue sticks
Waxing Crescent
Computer with Internet for every student
Waxing Gibbous
Moon Phases of the Civil War computer lab
assignment
Moon Phases of the Civil War classroom
assignment
The teacher will tell students that today they are going to be learning about the phases of the Moon. The teacher
will play the short YouTube video from: https://www.youtube.com/watch?v=xBc8QHSsFgE to introduce
students to the concept. While the video is playing, the teacher will pass out the materials needed to make the
Moon phase wheel (2 papers, brass fasteners, scissors, glue sticks).
Teacher Will:
Student Will:
Use the projector and have students follow along as Follow along with the teacher and create the Moon
the Moon phases wheel is created. The teacher will
phases wheel and draw the correct Moon phase on
guide students through the process of creating and
each part of the wheel. The wheel will be glued
drawing on the wheel. The teacher will tell students into their Civil War interactive notebooks.
to glue their wheel into their Civil War interactive
notebooks.
Differentiation:
Students with learning disabilities will have a wheel that already has the Moon phases drawn on it to
allow for more time to create the wheel.
Guided Practice
17
Teacher Will:
Student Will:
Take students to the computer lab (each student will Use the computer to follow the instructions of
need their own computer) and pass out the Moon
their assignment and use their Moon phases wheel
Phases of the Civil War computer lab assignment.
to help. Each student will go to the stated URL
Say, Our unit right now is on the Civil War. Today, and type in the date they are searching for in order
you are going to be learning what the Moon looked
to draw and label the Moon.
like during significant events of the war. Follow the
instructions on your worksheet to get started. You
are allowed to use your Moon phases wheel.
Differentiation:
The teacher will help struggling students get to the correct URL. The teacher will tell struggling students
that they only need to answer questions 1-5.
Teacher Will:
Student Will:
Take students back to the classroom and pass out the Work with a partner (already assigned) on the
Moon phases of the Civil War classroom
Moon phases of the Civil War classroom
assignment. The teacher will tell students to work in assignment. Students will turn in the assignment
partners (already assigned) and will read the
as an exit ticket to be graded.
instructions for the assignment.
Differentiation:
The teacher will tell struggling students that they only need to answer questions 1-5.
The teacher will once again play the video: https://www.youtube.com/watch?v=xBc8QHSsFgE but this time
students will sing along with the captions in order to review the phases of the Moon.
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
18
!
!
!
Moon Phases Pin Wheel
1. Cut out part A and part B, along the outer circle.
2. Cut out the slice of pizza shape of part A.
3. Using a pin wheel brad, attach part A on top of part B.
Part A
!
!
!
19
!
!
!
!
!
Part B
!
!
!
!
!
20
Name: _____________________________________
!
Date: ____________

Computer Lab
Directions: Go to http://www.moonpage.com/index.html Choose the date for each question and draw the
Moons phase during that Civil War event. Note that the events are NOT in order.
1. The First Battle of the Bull Run occurred on July 18th-21st, 1861. Draw and label what the Moon looked
like.
2. Congress enacted the first draft in American history on March 3rd, 1863. Draw and label what the Moon
looked like.
3. Louisiana seceded on January 26th, 1861. Draw and label what the Moon looked like.
4. Abraham Lincoln was inaugurated on March 4th, 1861. Draw and label what the Moon looked like.
21
5. General William T. Sherman began his March to the Sea on November 15th, 1864. Draw and label what
the Moon looked like.
6. South Carolina seceded on December 20th, 1860. Draw and label what the Moon looked like.
7. Ulysses Grant was appointed as the Union commander on March 9th, 1864. Draw and label what the
Moon looked like.
8. The Republican Party nominated Abraham Lincoln for President on May 18th, 1860. Draw and label what
9. Tennessee seceded on June 8th, 1861. Draw and label what the Moon looked like.
10. The Battle of Vicksburg occurred on July 4th, 1863. Draw and label what the Moon looked like.
!
!
22
Name: _____________________________________
!
Date: ____________

Computer Lab
Directions: Go to http://www.moonpage.com/index.html Choose the date for each question and draw the
Moons phase during that Civil War event. Note that the events are NOT in order.
1. The First Battle of the Bull Run occurred on July 18th-21st, 1861. Draw and label what the Moon looked
like.
WAXING GIBBOUS
2. Congress enacted the first draft in American history on March 3rd, 1863. Draw and label what the Moon
looked like.
WAXING GIBBOUS
3. Louisiana seceded on January 26th, 1861. Draw and label what the Moon looked like.
FULL MOON
4. Abraham Lincoln was inaugurated on March 4th, 1861. Draw and label what the Moon looked like.
LAST QUARTER
23
5. General William T. Sherman began his March to the Sea on November 15th, 1864. Draw and label what
WANING GIBBOUS
6. South Carolina seceded on December 20th, 1860. Draw and label what the Moon looked like.
FIRST QUARTER
7. Ulysses Grant was appointed as the Union commander on March 9th, 1864. Draw and label what the
Moon looked like.
WAXING CRESCENT
8. The Republican Party nominated Abraham Lincoln for President on May 18th, 1860. Draw and label what
WANING CRESCENT
9. Tennessee seceded on June 8th, 1861. Draw and label what the Moon looked like.
NEW MOON
10. The Battle of Vicksburg occurred on July 4th, 1863. Draw and label what the Moon looked like.
!
WANING GIBBOUS
24
Name: _____________________________________
!
Date: ____________

Directions: Draw the correct phase of the Moon below each question. Use your interactive notebook, history
book, and answer bank to find and write the Civil War event that occurred on the date given. Note that the
events are NOT in order.
President Lincoln was

assassinated
Robert E. Lee
surrendered at
Appomattox
ANSWER BANK
Robert E. Lee was
Battle of Antietam
offered command of the
U.S. Army
South Carolina forces
President Lincoln signed
attack on Ft. Sumter
the Emancipation
(Civil War begins)
Proclamation
The Confederate
Constitution was signed
Battle of Gettysburg
1. On September 17th, 1862 the Moon was in the Last Quarter phase. Draw the Moon and write the event
that occurred.
2. On July 1st, 1863 there was a Full Moon. Draw the Moon and write the event that occurred.
3. On April 12th, 1861 the Moon was a Waxing Crescent. Draw the Moon and write the event that occurred.
4. On January 31st, 1865 the Moon was a Waxing Crescent. Draw the Moon and write the event that
occurred.
25
5. On January 1st, 1863 the Moon was a Waxing Gibbous. Draw the Moon and write the event that occurred.
6. On March 11th, 1861 there was a New Moon. Draw the Moon and write the event that occurred.
7. On April 14th, 1865 the Moon was a Waning Gibbous. Draw the Moon and write the event that occurred.
8. On April 9th, 1865 the Moon was a Waxing Gibbous. Draw the Moon and write the event that occurred.
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
26
Name: _____________________________________
!
Date: ____________

Directions: Draw the correct phase of the Moon below each question. Use your interactive notebook, history
book, and answer bank to find and write the Civil War event that occurred on the date given. Note that the
events are NOT in order.
President Lincoln was

assassinated
Robert E. Lee
surrendered at
Appomattox
ANSWER BANK
Robert E. Lee was
Battle of Antietam
offered command of the
U.S. Army
South Carolina forces
President Lincoln signed
attack on Ft. Sumter
the Emancipation
(Civil War begins)
Proclamation
The Confederate
Constitution was signed
Battle of Gettysburg
1. On September 17th, 1862 the Moon was in the Last Quarter phase. Draw the Moon and write the event
that occurred.
LAST QUARTER BATTLE OF ANTIETAM
2. On July 1st, 1863 there was a Full Moon. Draw the Moon and write the event that occurred.
FULL MOON BATTLE OF GETTYSBURG
3. On April 12th, 1861 the Moon was a Waxing Crescent. Draw the Moon and write the event that occurred.
WAXING CRESCENT SOUTH CAROLINA FORCES ATTACK ON FT. SUMTER

(CIVIL WAR BEINGS)
4. On January 31st, 1865 the Moon was a Waxing Crescent. Draw the Moon and write the event that
occurred.
WAXING CRESCENT ROBERT E. LEE WAS OFFERED COMMAND OF THE U.S. ARMY
27
5. On January 1st, 1863 the Moon was a Waxing Gibbous. Draw the Moon and write the event that occurred.
WAXING GIBBOUS PRESIDENT LINCOLN SIGNED THE EMANCIPATION PROCLAMATION
6. On March 11th, 1861 there was a New Moon. Draw the Moon and write the event that occurred.
NEW MOON THE CONFEDERATE CONSTITUTION WAS SIGNED
7. On April 14th, 1865 the Moon was a Waning Gibbous. Draw the Moon and write the event that occurred.
WANING GIBBOUS PRESIDENT LINCOLN WAS ASSASSINATED
8. On April 9th, 1865 the Moon was a Waxing Gibbous. Draw the Moon and write the event that occurred.
WAXING GIBBOUS ROBERT E. LEE SURRENDERED AT APPOMATTOX
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
28
The Civil War:
The Civil War Soldier Skype
Teacher:
Subject/Grade/Time:
Angelica Rinebarger
Social Studies/Technology/5th/2 hours
Standards:
Concept 5: Westward Expansion
PO 4. Describe how manufacturing, textiles, transportation improvements, and other innovations of the Industrial
Revolution contributed to U.S. growth and expansion.
PO 5. Describe the following individuals role in the reform movement before the Civil War:
a. Frederick Douglass
Concept 6: Civil War and Reconstruction
PO 1. Describe factors leading to the Civil War:
b. sectionalism between North and South
PO 2. Identify the reasons why the following were important events of the Civil War:
b. major battles
c. Emancipation Proclamation
!!!!!!!d. surrender at Appomattox
Students will understand how new innovations, Frederick Douglass, sectionalism, major battles, the
Emancipation Proclamation, and the surrender at Appomattox contributed to the Civil War.
Students will identify innovations that contributed to U.S. growth and expansion.
Students will identify how Frederick Douglass contributed to the Civil War.
Students will identify how sectionalism between the North and South contributed to the Civil War.
Students will identify major battles of the Civil War.
Students will identify the importance of the Emancipation Proclamation during the Civil War.
Students will identify the importance of the surrender at Appomattox.
Students will take notes on at least ten things they found interesting during the Skype call. The notes will
be turned in at the end of the session as an exit ticket.
Key vocabulary:
Materials:
Brogans
Computer with Internet connection
Canteen
Webcam with microphone and speakers
Cartridge
Projector
Cavalry
Notebook paper and pencils for students
Hardtack
Doc camera
Haversack
Small whiteboards for every student
Infantry
Whiteboard markers and erasers for every student
Kepi
Review questions
Rifled Musket
The teacher will say, Today we are going on a field trip to the Virginia Historical Society in Richmond,
Virginia a virtual field trip. Through the use of Skype, a member of the Virginia Historical Society is going to
be talking with us about Civil War soldiers.
Guided Practice
Instructional Input
29
Teacher Will:
Student Will:
Say, In order to prepare us for the virtual field trip, Work with a previously assigned partner to come
we need to come up with questions to ask our guide. up with at least three appropriate questions to ask
These questions can be anything you want to know
the virtual field trip guide. Students will turn in
about Civil War soldiers. The questions must be
their questions to be approved by the teacher
appropriate and approved by me before our field
before the field trip.
trip. Take out a sheet of paper and work with your
partner (already assigned) to come up with at least
three questions to ask. We have been studying
soldiers of the Civil War for the past few days so
you can look at your previous assignments as well as
textbook to help you.
Differentiation:
Partners that have struggling students will only need to come up with one really good question to ask
during the Skype session.
Teacher Will:
Tell students to take out a blank sheet of paper to
take notes during the Skype session of at least ten
things they found interesting. Set up the Skype call.
Student Will:
Participate in the Skype session by asking
approved questions and taking notes on at least ten
things they found interesting.
Differentiation:
Struggling students will be instructed to only write five things they found interesting during the Skype
call.
Teacher Will:
Student Will:
Pass out small whiteboards, markers, and erasers to
Use their small whiteboards, markers, and erasers
every student when the Skype call is over. Say, As to answer the review questions.
a class, we are going to answer the review questions
for the Skype session. I will put the questions one by
one on the doc camera and you will write the letter
a, b, c, or d for your answer. Please answer
individually without looking at your classmates. I
will tell you when to lift up your board.
Differentiation:
The teacher will put students who are visually impaired at the front of the classroom in order to help them
see the questions and answers.
When the review is over, students will tell their partner (already assigned) two new/interesting things they learned
from the virtual field trip. Students will hand in their Skype notes as an exit ticket.
!
!
!
!
30
!
!
The Civil War Soldier Review Questions

1. What was the main issue that divided the United States and
eventually led to the Civil War?
a. Jobs
b. Climate
c. Slavery
d. Food
2. What word describes the Souths withdrawal from the Union?

a. Separated
b. Succeeded
c. Segregated
d. Seceded
3. Who was the president of the Union during the Civil War?
a. George Washington
b. Abraham Lincoln
c. Thomas Jefferson
d. Jefferson Davis
4. What was the capital of the Confederate States for most of the
Civil War?
a. Richmond, VA
b. New York, NY
c. Washington, DC
d. Philadelphia, PA
5. What woman helped many slaves to escape to freedom and was

also a spy for the Union?
a. Betsy Ross
b. Clara Barton
c. Belle Boyd
d. Harriet Tubman
6. What did President Lincoln sign that freed all the slaves in
Confederate States?
!
!
31
a.
b.
c.
d.
Emancipation Proclamation
Declaration of Independence
Gettysburg Address
The Pledge of Allegiance
7. Which of the following was NOT a requirement to be a soldier?

a. To be a soldier one had to be a man.
b. To be a soldier one has to have at least two opposing teeth in
his mouth so he could open a cartridge.
c. To be a soldier one had to be 18 years old or older to fight
on the battlefields.
d. To be a soldier one had to be single so his family wouldnt
suffer in case he died.
8. What invention from the 1830s was used to record the realities of
battle for the first time in our country during the Civil War?
a. Tape recorders
b. Cameras
c. Computers
d. Digital cameras
9. Where did Robert E. Lee surrender to Ulysses S. Grant?

a. At Bull Run Creek
b. At a Union prison camp
c. In the White House
d. At Appomattox Court House
Answer Key:
1. a
2. d
3. b
4. a
5. d
6. a
7. b
8. b
9. d
32
The Civil War:
Presidency Simulation
Instructional
Input
Teacher:
Subject/Grade/Time:
Angelica Rinebarger
Social Studies/Technology/5th/1 hour
Standards:
Concept 6: Civil War and Reconstruction
PO 2. Identify the reasons why the following were important events of the Civil War:
d. firing on Ft. Sumter
e. major battles
!!!!!!!d. surrender at Appomattox
Students will understand how the firing on Ft. Sumter, major battles, and the surrender at Appomattox
contributed to the Civil War.
Students will identify the importance of the firing on Ft. Sumter.
Students will identify the major battles of the Civil War.
Students will identify the importance of the surrender at Appomattox.
During the simulation, students will use their knowledge of the Civil War to answer questions about major
events as well as the outcome of the war with an overall score of at least 75%.
Students will fill out their American Civil War Worksheet exit ticket throughout the simulation with 80%
accuracy.
Key vocabulary:
Materials:
There is no new vocabulary for this lesson.
Projector
American Civil War Worksheet exit ticket
This lesson will take place in the computer lab. The teacher will say, Today you are going to be President. Half
of you will be President Davis and half of you will be President Lincoln. As President during the Civil War, you
are going to have to make difficult decisions that your constituents wont always agree with and your approval
rating will reflect those decisions. You are going to be involved in an interactive simulation where you, as
President, will choose the option that President Davis or President Lincoln chose during their presidency. Your
knowledge of the Civil War will either boost or lower your approval rating. Your goal is to have an overall score
of at least 75% when the simulation is over. Throughout the simulation you will also be filling out an exit ticket
worksheet that goes along with the questions you will be answering during the simulation.
Teacher Will:
Student Will:
Instruct students to go to the URL:
Students will go to the correct URL and listen as
http://www.activehistory.co.uk/Miscellaneous/menu the teacher reads the directions from the website
s/Year_9/american_civil_war/game/frameset.htm
and answers student questions.
Read the directions that are on the website. Answer
any questions students may have.
33
Guided Practice
Differentiation:
Students who are not proficient with technology work with their partner (already assigned) that will guide
them to the correct website.
Teacher Will:
Student Will:
Say, We will do the first two questions of the
Follow along with the teacher as she goes over the
simulation together. Choose the two player option
first two questions of the simulation.
on the simulation and review the first two
questions as a class.
Differentiation:
Students with visual impairment will sit near the front projector in order to watch as the teacher reviews
the first two questions.
Teacher Will:
Student Will:
Assign every other student a different President and Begin the simulation using his or her assigned
pass out the exit ticket worksheet. Instruct students
President and fill out the worksheet as they go.
to begin the simulation using his or her assigned
President and fill out the worksheet as they go.
Differentiation:
Gifted students will have a goal of an overall score of 90% by the end of the simulation. They will also
fill out their American Civil War Worksheet exit ticket throughout the simulation with 90% accuracy.
The teacher will say, Turn to your partner and tell them three new things you learned about the Civil War during
the simulation. Students will tell their partner three new things they learned about the Civil War during the
simulation. The teacher will choose a few students to share their answers with the class. The teacher will say,
Tell your partner whether or not you achieved an overall score of 75%. Tell them why or why not. Its okay if
you didnt because were all still learning and thats why we did this simulation. Students will tell their partner
whether or not they achieved an overall score of 75% and why or why not. The teacher will choose a few students
to share their answers with the class. Students will turn in their exit ticket worksheets to the teacher to evaluate
their understanding of the subject knowledge.
!
!
!
!
!
!
!
!
!
!
!
!
!
34
ActiveHistory:-The-American-Civil-War-SimulationWorksheet-focusing-on-the-BattlesMain-Task:-Timeline-of-Events->-The-BattlesThe!class)based!simulation!taught!you!about!the!big!themes!but!deliberately!
avoided!talking!about!the!battles!themselves!as!this!would!have!confused!your!own!
strategies.!
Year-
Date-
Battle-
State-in-
Victor-
which-
(Confederate-/-
fought1861!
July!21!
First!Battle!of!Bull!Run!
Virginia!
Detail-about-the-battle-
Union)Confederate!
A!large!Union!army!was!halted!by!a!much!smaller!force!
commanded!by!General!'Stonewall'!Jackson.!The!Unionist!
troops!then!fled!back!to!Washington!in!panic.!It!was!now!clear!
to!both!sides!that!they!need!to!strengthen!their!armies!to!
secure!a!decisive!victory.!
1862!
March!8)9!
Battle!of!Hampton!Roads!
!
!
!
April!6)7!
Battle!of!Shiloh!
!
!
!
June!25)
The!Seven!Days!Battle!
July!1!
!
Aug.!28)30!
Second!Battle!of!Bull!Run!
Sep.!16)18!
Battle!of!Antietam!
!
!
!
December!
Battle!of!Fredericksburg!
11)15!
!
!
!
1863!
Apr.!30)
Battle!of!Chancellorsville!
May!6!
!
!
!
May!18)
Siege!of!Vicksburg!
July!4!
!
!
!
July!1)3!
Battle!of!Gettysburg!
!
!
!
Nov!
Battle!of!Chattanooga!
!
!
!
1864!
May!8)21!
Battle!of!Spotsylvania!
!
!
!
Shermans!March!to!the!Sea!
!
!
!
1865!
Apr.!9!
Battle!of!Appomattox!
Courthouse!
!
!
!
35
The Civil War:
Solving Problems from the War
Instructional Input
Teacher:
Subject/Grade/Time:
Angelica Rinebarger
Math/Technology/5th/1 hour
Standards:
5.OA.A.2: Write simple expressions that record calculations with numbers, and interpret numerical expressions
without evaluating them.
5.NBT.A.3: Read, write, and compare decimals to thousandths.
5.NBT.B.5: Fluently multiply multi-digit whole numbers using the standard algorithm.
5.NBT.B.6: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit
divisors, using strategies based on place value, the properties of operations, and/or the relationship between
multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or
area models.
Students will be able to solve a variety of math word problems relating to the Civil War.
Students will learn additional Civil War facts.
Students will be able to create their own Civil War word problems.
The teacher will informally evaluate students knowledge as they finish their Civil War Problems
worksheet.
Key vocabulary:
Materials:
There is no new vocabulary for this lesson.
Internet access and speakers for Civil War music
Tape
Notecards
Civil War Problems worksheet
At the beginning of class, have Civil War music playing in the background (site: http://www.civilwarmusic.net/).
Stand at the classroom door and shake the hand of every student that walks through. Say to each student,
Welcome soldier. Were glad youre here. We need someone to solve the problems of the Civil War. Shake
their hand and send them to their stations (seats). (This should be done with the authority of an army general.
Keep the same demeanor throughout the entire lesson.) Instruct each soldier to take out a note card and write
Soldier _______ and attach the nametag to their shirt with tape.
Teacher Will:
Student Will:
Explain to students that they are soldiers fighting the Work on the Civil War Problems worksheet
Civil War. Recently, the General has asked them to
individually, using a calculator as needed. Check
calculate the answers to some questions. Hand out
with the teacher when finished to ensure all
the Civil War Problems worksheet to each soldier
answers are correct. Work on any incorrect
and read the directions. Tell the soldiers that if they
answers.
do succeed, they may be promoted to a higher rank.
Walk around the room as the soldiers are working to
answer any questions they may have. Work should
be done individually but they are allowed to use
36
calculators. As soldiers finish, check their work to

ensure all answers are correct. If not, have them go
back to the problem(s) and work to get it right.
Make note of the two soldiers that finish first with
all answers correct.
Guided Practice
Differentiation:
The teacher will inform struggling students that they only need to get questions 1-3 correct in order to
finish.
Teacher Will:
Student Will:
Once all students have finished the worksheet, split
Work with their assigned partner in the computer
the class into two teams. The two soldiers that
lab to come up with one math word problem
finished the worksheet first are now the Generals of relating to the Civil War. When each pair is
each team (have them create new nametags that say
finished, they will give their word problem to their
General _______. Take the class to the computer
General. Each General will type up each pairs
lab and have them bring their textbooks and Civil
word problem onto a Word document. The
War interactive notebooks. Each team should split
Generals will print three copies of their document
into pairs of two. Instruct soldiers that they will be
after the teacher has proofread it.
doing research to come up with their own math word
problem related to the Civil War. The questions can
be related to anything we have learnedhowever,
students must know the correct answer/how to solve
it. Each pair on each team should come up with a
math word problem. Once each pair has their word
problem, they give their word problem to their
General so he or she can type their questions
(without answers) onto a Word document. Once the
teacher has proofread each document, the Generals
will print three copies of their document.
Differentiation:
The teacher will use this time to help pairs of struggling students come up with an appropriate math word
problem relating to the Civil War.
Teacher Will:
Once both team documents have been printed, take
students back to the classroom. Instruct soldiers that
they are now battling one another and to split into
their teams on either side of the room. Each team
will receive the opposite teams document to
complete. Each soldier must participate and they
should come to a consensus of the correct answers
as a team. Soldiers will have 20 minutes to answer
all of the questions. After 20 minutes, the documents
will be collected and checked for correct answers.
Whichever team has more correct, wins the battle.
Play a victorious Civil War battle song:
Student Will:
Split into their teams and work on the opposing
teams document. Each soldier will participate and
work as a team to find the correct answers.
37
http://www.youtube.com/watch?v=OFtNVEbasOo.
Differentiation:
The teacher will instruct struggling students on either team that they are allowed to use a calculator during
this activity.
Direct soldiers back to their stations (seats). Ask soldiers what types of strategies they used to solve the word
problems. Talk about the pros and cons of the strategies. Tell each team that they helped solve problems from the
Civil War and deserve a 20-minute recess as a reward.
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
38
Name: _____________________________
Date: __________
Civil War Problems!

Soldier. You have been hired to solve the major problems of the
Civil War. Can you solve these for us? You may use whatever
methods you prefer, just make sure you show your work and final
answers. Remember, word problems can be solved through a variety
of ways (even drawing pictures!) Ten hut! On your way then! Were
counting on you!
1. At Cold Harbor, Virginia, 7,000 Americans fell in just 20 minutes. This
was a very sad and bloody day for both sides of the Civil War. How many
Americans died per minute? Show your work please!
2. Missouri sent 39 regiments to fight in the siege of Vicksburg: Some of

these regiments went to the Confederacy and some went to the Union. If
4 more went to the Union than to the Confederacyhow many were sent
to each? Show your work!
3. More than 3 million men fought in the Civil War. Write 3 million as a
number and identify each of the numbers place value. (For example, the
last 0 of 3 million is the ones category.) Show your work!
4. Interestingly, disease actually killed more soldiers throughout the war than
battle conflicts. In fact, 2 men died from disease for every 1 man who died
in battle. That means, if 3 men died in battle, 6 probably died of disease.
If 10 died from battle conflicts, how many would have died from disease?
Show your work!
5. In order to encourage people to sign up for the army, there was a money
award for signing upabout $677! Some people would sign up, get the
money, and then run away. One man, in fact, accomplished this fact 32
times! ANSWER BOTH:1) How much money did he make? 2) If the
reward had been $688 per time, how much more would he have made?
Show your work!
39
Civil War Problems! (Answer sheet)

1. At Cold Harbor, Virginia, 7,000 Americans fell in just 20 minutes. This
was a very sad and bloody day for both sides of the Civil War. How many
Americans died per minute? Show your work please!
7000/20 = 350 Americans/minute
2. Missouri sent 39 regiments to fight in the siege of Vicksburg: Some of
these regiments went to the Confederacy and some went to the Union. If
5 more went to the Union than to the Confederacyhow many were sent
to each? Show your work!
(Many students may draw a picture here).
X+ (X+5) = 39 ! 2X +5 = 39 ! 2X = 34 ! X =17, X+5 =22. (Students will
probably not do it this way they will also probably use guess and check
to find their answer!)
3. More than 3 million men fought in the Civil War. Write 3 million as a
number and identify each of the numbers place value. (For example, the
last 0 of 3 million is the ones category.) Show your work!
3,000,000! Millions, Hundred Thousands, Ten Thousands, Thousands,
Hundreds, Tens, Ones
4. Interestingly, disease actually killed more soldiers throughout the war than
battle conflicts. In fact, 2 men died from disease for every 1 man who died
in battle. That means, if 3 men died in battle, 6 probably died of disease.
If 10 died from battle conflicts, how many would have died from disease?
Show your work!
(Many students may draw a picture to get this answer, or perhaps a
graph)
10X2= 20 men died from disease
5. In order to encourage people to sign up for the army, there was a money
award for signing upabout $677! Some people would sign up, get the
money, and then run away. One man, in fact, accomplished this fact 32
times! ANSWER BOTH:1) How much money did he make? 2) If the
reward had been $688 per time, how much more would he have made?
Show your work!
1. He made 677X32=$21,664
2. At 688X32, he would have made $22,016. He would have made
22,016-21664 =$352 more dollars
Creative project
Illustrations
Quilt
Soldier hats
Photography
Timeline
Slave songs
Battle songs
Rap
Flags
Music & Art

This upcoming unit on
the Civil War will be a 20-day
unit incorporating many
topics and viewpoints. The
Civil War is a Common Core
Standard for 5th grade. All of
the material is appropriate for
your childs age and, if youd
like, can be viewed ahead of
time. This brochure outlines
the activities and topics we
will be doing and discussing.
Bolded items are things you
should know about in advance
(like our field trip to the
Arizona Military Museum). I
would love to have volunteers
throughout this unit! The Civil
War is an incredibly rich and
challenging part of history
and I am excited to begin!
Please read over this brochure
and feel free to contact me if
you have any questions! !
Dear Parents,
By: Mrs. Rinebarger
Contents:
L.A. & S.S.
Math & Science
Technology & P.E.
Music & Art
"#
5th grade Arizona

Common Core
Aligned Unit
20-day Thematic Unit
The Civil
War
!
40
Causes of the war

Civil War video
Whole-class activities
Civil War tea party
(important people)
Civil War battles
The Civil War Soldier
Skype
The Emancipation
Proclamation
Field trip to the
Arizona Military
Museum
General Shermans
March to the Sea
The surrender at
Appomattox
Informational text
Readers Theater
Creative writing
Research
Newspaper report
Reflection writing
Poetry
Civil War books
Diary entries
Essay writing
Letter writing
KWL & introduction

Opinion writing
Language Arts &

Social Studies
Concept map
Online simulation
Vocabulary games
Baseball
Freeze tag
Graphing
The order of
operations
The skeletal system

Medicine
The nervous system
Geometry
Decimals
Muscles
Moon phases
Motions and forces
Matter
Problem solving
Measuring
Scaling
Word problems
Money
Webquest
Fakebook
Morse code
Technology &
Physical Education
Fractions
Base ten
Prices
Math & Science
!
41
42
Resources
Childrens Books:
Hopkinson, D., & Floca, B. (2005). From slave to soldier: Based on a true Civil War
story. New York: Atheneum Books for Young Readers.
Levine, E., & Nelson, K. (2007). Henry's freedom box. New York: Scholastic Press.
Lyons, M., & Branch, M. (2000). Dear Ellen Bee: A Civil War scrapbook of two Union
spies. New York: Atheneum Books for Young Readers.
McPherson, J. (2002). Fields of fury: The American Civil War. New York: Atheneum
Books for Young Readers.
Polacco, P. (1994). Pink and say. New York: Philomel Books.
Swanson, J. (n.d.). Chasing Lincoln's killer.
43
Resources (cont.)
Websites:
(n.d.). Retrieved from http://www.images-press.com/_files/letsDoIt_moonbeams.pdf
5th Grade Civil War Unit. (n.d.). Retrieved from
https://fifthgradeemancipators.wordpress.com
The American Civil War Simulation. (n.d.). Retrieved from
http://www.activehistory.co.uk/Miscellaneous/menus/Year_9/american_civil_war
/game/intro.htm
The Civil War Soldier. (n.d.). Retrieved from
https://education.skype.com/projects/5031-virginia-historical-society-the-civilwar-soldier
Free the Slaves. (n.d.). Retrieved from http://www.freetheslaves.net
Moon Page | Look Up the Moon Phase for Any Date. (n.d.). Retrieved from
http://www.moonpage.com/index.html
Video:
BrainPOP - Civil War - Movie. (n.d.). Retrieved from
https://www.brainpop.com/socialstudies/freemovies/civilwar/
44
Resources (cont.)
In order to teach this unit, the teacher must have prior knowledge about the Civil War:
The firing at Ft. Sumter
Slavery
Causes of the War
Harriet Tubman and other important people during the War
The Underground Railroad
Battles of the Civil War
Abraham Lincoln
Emancipation Proclamation
Shermans March to the Sea
The surrender at Appomattox
The teacher must also know the concepts of:
Moon Phases
Motions and Forces
Matter
Human muscles
Skeletal system
Nervous system
In order to enhance knowledge, the teacher can read Civil War books about teaching the
unit to children and watch documentaries on battles, events, and people during the War.
45
Reflection
I really enjoyed creating this thematic unit. Through its creation, I was able to
learn more about the subject and how it is taught in the fifth grade. I am now more
knowledgeable about the Civil War and the important aspects that should be taught in
that grade level. The Civil War is such a broad topic so it was interesting to see which
events and people were deemed important in fifth grade standards. Although I did not
overcome any false assumptions, I was able to see the relationship between the Civil War
and other subject areas besides social studies. Throughout my lesson planning, my main
goal was to make students really think about the topics being learned. Since social
studies can be very biased towards one point of view, I wanted to be able to show
different perspectives and have students view the same topics or events from something
other than a white males perspective. Collaboration played an important role while
making my lessons because I wanted to make sure students have the essential skill of
being able to work and think with other people. I also enjoyed involving the community
through a lesson on Skype. The lesson not only involved the community, it involved
advanced technology that students may not use very often, thus making it more fun and
engaging. I love the idea of thematic units because they connect all of the subjects to one
central idea, which makes it easier for students to make real-world connections. The
template made it very easy to develop in-depth lesson plans that aligned every aspect to
the standard being taught. Overall, this thematic unit has widened my perspective on
planning lessons and how one topic can easily be taught through a multitude of subjects.

The Civil War Integrated Thematic Unit

Загружено:

Сведения о документе

Исходное описание:

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

The Civil War Integrated Thematic Unit

Загружено:

Авторское право:

Доступные форматы

The Civil War Thematic Unit

The Civil War Integrated Thematic Unit

Unit Schedule for Twenty Days

Language Arts Lesson Plan

Science Lesson Plan

Social Studies Lesson Plan

Technology Lesson Plan

Math Lesson Plan

- Civil War rap

- North and South battle

- Arizona Military Museum

- Civil War baseball

Pink and Say

Civil War Tea

The Civil War

Language Arts: Does

Group: Students fill in the

Science: Moon Phases of

Individually: Students fill

Social Studies: The Civil

Math: Solving Problems

Individually: Students take

Letter to be sent out to parents before this activity:

Examples of Slavery During the Civil War

Examples of Slavery in the Modern World

He who would be no slave,

Carry out this quiz as a quick energizer.

1. In the world today there are:

2. How many people were taken from Africa

The Print: a graphic from the late 18th century

(b) Legal in some countries

(c) Legal everywhere

Activity 5: Women in Chains . . . . . . . . . . . . . . . . . . . 9

When everyone has finished, take feedback on answers

To compare and contrast the features of slavery

Give each group a copy of the text box on Modern

When everyone is finished, draw a vertical line on the

Copies of the Four Ages of Slavery text boxes

Ask the group to compare Old and New slavery.

Note to the leader: Kevin Bales, in his book Disposable

Legal ownership asserted

Legal ownership avoided

High purchase cost

Very low purchase cost

Very high profits

Shortage of potential slaves

Surplus of potential slaves

Ethnic differences important

Ethnic differences not important

K. Bales (1999) Disposable People, California Press

Features of Slavery in (fill in the era) Yes / No Text reference

The Four Ages of Slavery

When Europeans came to America, they brought with

Slaves were almost always of a different ethnic group,

By 1804, the northern states had abolished slavery.

Slavery began around 11,000 years ago when people

We are guilty of keeping up

The Portuguese were the first to trade in slaves,

The demand for slaves from Africa in the Southern

We are the great supporters

Traders would leave Liverpool and other European

The most common form of modern slavery is