Claflin University School of

Education
EDUC 450: Professional Clinical Practice
Reflective Lesson Plan Model
#4

Name: Louisa Steadman Date: March 20, 2017

PART I: PLANNING
The Impact of the Civil War
Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?

Source
Social Studies
Subject Area (s)
4th grade
Grade Level
4-6.5 Explain the social, economic, and political effects of
Curriculum Standards the Civil War on the United States.

To begin the lesson, the teacher will show students

Description and painting/pictures of cities and towns in the South after the
Background Information Civil War. The teacher and students will discuss what they
see in the pictures.

The teacher and students will read material from their pass
coach social studies workbooks. They will discuss each
section after reading. The teacher will complete a T-Chart on
the effect of the war on Soldiers of the North and the South.

The teacher and students will work together to complete a

T-Chart on the effects of the Civil War on African American
and women. The students will independently complete a T-
Chart on the effects of the war on the North and the South.

The students will take an assessment on the lesson. To

review the lesson, the teacher will allow students to
complete a scoot activity in which they complete four
questions. The students and teacher will go over the
answers.
 Lesson Objectives
Varying Objectives for
Individuals Needs
(Differentiated Instruction-content;
Process; Product; or Environment)
Statement of Purpose
Materials and Resources
Anticipatory Set
The students will be able to describe in their own words the
effects of the Civil War on soldiers, African Americans,
women, the North, and the South.
For students who are having trouble understanding the
material, the teacher will read childrens books that provide
specific examples such as Civil War on Sunday by Mary
Pope Osborne and The Silent Witness: A True Story of the
Civil War by Robin Friedman.
For students who have mastered the concept, they will be
asked to compare and contrast the life of the soldiers in the
North and the South. They may also be asked to write
letters from different perspectives (I.e. soldiers, women, and
African Americans) to describe the situations these people
may be in.
For students that are presently learning English, the teacher
will provide pictures and childrens book (examples above)
that will assist in helping these students visualize and relate
to the effects on the Civil War on the people living during
this time.
The purpose of this lesson is for students to understand the
severity of the issues that these groups of people faced
during the Civil War. This lesson will help students
understand how the country had to heal from the major
effects of the War.
Pass Coach Social Studies Workbooks
SmartBoard
Anchor Chart Large Post-Its
Painting/pictures
Social Studies composition notebooks
Markers
Teacher-made assessment
The teacher will show students picture of the South after
the Civil War. Because the majority of the battles of the Civil
War were fought within the South, the students will find
pictures that show the South in ruins. The students will turn
and talk to discuss what they see in the pictures and how
they think these situations occurred. The student and
teacher will then discuss their ideas together.
Part II: IMPLEMENTATION

During the discussion for the anticipatory set, the teacher

Pre-assessment will walk around to ask students how they believe the
people living in these areas were doing during this time. (i.e.
do you think it was easy to rebuild towns and cities, find
new jobs, repair farms, etc.?) The teacher will hear what
students think about the effects the war had on citizens
living during this time.
The teacher will explain to students how the war affected
Teacher Modeling or the soldiers of the North and the South by completing T-
Demonstration chart.

(T-Chart Information - Union Soldiers/North: returned to a

largely intact land since few battles were fought there. They
needed jobs and needed to do a lot of work on the farms to
make them productive again. Even though the North won
the war, the North lost many people and had a lot of work to
do. Confederate Soldiers/South: Their land was destroyed
and needed a lot of work to return to its previous condition.
Destroyed railroads made even getting home from the war a
difficult task. The South lost the war. Many soldiers were
killed or died of disease.)
The students and teacher will complete a T-Chart of how the
Guided Practice war affected African Americans and women.

(T-Chart Information African Americans the war

completely changed the lives of African Americans because
after the war, the Thirteenth Amendment abolished slavery.
Slaves were now freedmen. They had to find a way to live
and support their families. The Freedmens Bureau helped
freed slaves and the poor by providing medical assistance,
food, clothing, schooling and helping them find jobs and
reunite families. Even though the African Americans were
free, there were black codes that limited their freedom.
Women- in addition to the normal amount of work that
women had, they had to pick up the work of the men who
were away at war. They worked on factories and on farms,
helped supply food for the troops, made clothes, and
worked in hospitals. )
The teacher will check for understanding by asking
Checking for students true or false statements throughout the assigned
Understanding reading. The students will respond using a thumb up for
true or a thumb down for false. This will allow him/her to
 see how many students are mastering the concept and how
many need assistance with the concept.

Examples - True or False: African American lives were

changed by the Civil War (T). Womens lives were not
directly affected by the war (F). The Northern soldiers did
not really have much to worry about when returning from
war (F). Even though African Americans were freed by the
Thirteenth Amendment, black codes limited their freedom
(T).

Throughout the lesson, the teacher will ask students to

imagine if they were in the position of the people living
during this time (i.e. soldiers, women, African Americans).
He/she will ask question such as do you think this was an
easy task? How would this make you feel? Would you be
sad about that? Etc.). This will allow students to personally
connect with the information.
To show that students have mastered the concept, they will
independently complete a T-Chart on the effects on the Civil
Independent Practice War on the North and the South.

(T-Chart Information The North- The war cost the U.S.

billions of dollars. To raise money, the government passed a
tax called an income tax. The North did better than the
South. Many farms produced a lot of food during the war.
The need for clothing, shoes, and guns increased
production in the factories. All of these things cost the
government money, but helped the economy in the North
remain strong. South The destruction was everywhere.
Railroads, homes, farms, and livestock were destroyed.
Banks were closed. Confederate money was worthless. The
cotton trade came to a stop and this caused even more
economic problems for the South. Rich and poor alike
starved. Some southerners moved to new areas to make a
new start. The life for southerners had fought for was
forever changed by the wat. It would never go back to the
way it was before the war. This would be true for the Souths
economy and the people.)
To close the lesson, the teacher will review by having
Closure student complete a scoot activity. In a scoot activity, each
group with be made up of four students and desks. At each
desk, there will be a question on a piece of paper turned
face down. Each student will stand at a desk, turn the paper
over, and answer the question within the allotted amount of

Assessment
(Give a description and attach
to lesson plan)
Extension Activities
Technology
Connection Across the
Curriculum
PART III: REFLECTION
Strengths
time. Once the teacher says scoot the students will move
to the next desk. This will be done until each student had
been to each desk/question. The teacher will them ask the
students to sit and will review the answers.
Scoot Activity Questions:
1. What part of the countrys land was destroyed the
most from the Civil War?
2. What effect did the Civil War have on women?
3. What effect did the war have on African Americans?
4. What did the word freedmen refer to?
To demonstrate what they have learned students will
complete an assessment with at least 80% accuracy. The
assessment will include multiple choice and written
response questions. (see attachment)
To extend this lesson, students could write letters to family
member in the role of a person living during this time (i.e.
soldier, women, or African American). The students could
do further research to determine how each group of people
overcame their struggles after the Civil War. (i.e. how did
African Americans find their war after become freedmen,
how did the South repair their cities and towns in order to
become productive again).
The technology that will be used to enhance this lesson is
the smartboard. The teacher will use the smartboard to
show pictures of the after effects of the Civil War on the
south. Students will be able to match an image with the
information they will learn within the lesson.
This lesson will allow students to get up and walk around
the classroom during the scoot activity. The students enjoy
any assignment that allows them to move about the room.
The lesson will involve painting of the effects of the Civil
War in the South.
I feel that the students had a good understanding of the
material because they could place themselves in the shoes
of the people living during this time. I feel that the strategy I
used for checking for understanding is effective because I
was able to check each students progress in a way that
was quick and did not put much pressure on the students.
 My classroom management proved successful especially
during the scoot activity. Students were on task and excited
about the assignment.

I feel that I could have allowed for more diverse activities

throughout the lesson. Although a T-Chart is useful study
Weaknesses material, they can become repetitive.

Suggestions for If I were to reteach this lesson, I would allow for more group
Improvement activities perhaps during the guided practice. I would like to
use more versatile and exciting activities throughout the
lesson. I feel that a video would have also helped capture
the severity of the living conditions for Southerners during
this time.

Revised 6-2013

THE CLAFLIN IMPERATIVE:

PREPARING STDUENTS FOR LEADERSHIP AND SERVICE IN A MULTICULTURAL, GLOBAL AND TECHNOLOGICAL SOCIETY
 The Impact of the Civil War Test

Name: _________________________________ Date: ______________

DIRECTIONS: Circle the letter that best answers the question.

1. What part of the countrys land was destroyed the most from the Civil
War?

a. The West
b. The South
c. The North
d. The Northwest
2. What is the name of the business that helped the freed slaves and the
poor?

a. The Helpers
b. The Freedmens Bureau
c. The Assistors
d. The Civilians
3. What effect did the Civil War have on women?

a. None
b. Women mainly lived in the North during the war.
c. Women had to do the work of the men, too.
 d. Women stayed home.
4. What best describes the effect the war had on African Americans?

a. It changed their way of life and rights

b. Slavery remained only in the South
c. They still worked on plantations for no pay.
d. African Americans in the North had to move to the South
5. What did the word freedmen refer to?

a. Soldiers
b. Women
c. Nurses
d. Freed slaves
6. Where did most of the battles of the Civil War take place?

a. The North
b. The South
c. The West
d. The East
7. Even though the African Americans were free, there were some states that
had laws called ________________ that limited their freedom.

a. Prevention Laws
b. Civil War Laws
c. Black Codes
d. Deals
8. Which best describes the challenges that African American freedmen had
to face?

a. They had to go back to being slaves.

b. They had to move to a new country.
c. They had to find a way to live and support their families.
d. They had to fight another war.
9. Which of the following was one of the ways the Freedmans Bureau helped
freed slaves and the poor?

a. It provided food and clothing

b. It changed all of the laws of the country
c. It helped only those that had money
d. It helped the North rebuild their towns.
10. To raise money, the government passed a tax called an _____________.

a. Stamp tax
b. Law tax
c. Paper tax
d. Income tax

11. Explain why the South was not in good condition after the Civil War.
___________________________________________________________________________
___________________________________________________________________________
 ___________________________________________________________________________
___________________________________________________________________________
12. Explain how the Freedman's Bureau helped freed slaves and the poor.
(what did they provide them with? How did they help them become
successful in society?, etc.)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
13. Why did women have to do their own work and the work of the men?
___________________________________________________________________________
___________________________________________________________________________
14. What types of work did the women have to do?
___________________________________________________________________________
___________________________________________________________________________
15. What did they call the laws that limited the freedom of freed slaves?
____________________________________________________________
16. Where were the majority of the battles fought during the Civil War?
____________________________________________________________