Civil War Unit Plan

Grade 5

Michael Quintero

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 Table of Contents
Rationale Statement3

Unit Goal4

Assessment Matrix7

Lesson Plans8

Unit Plan Scope and Sequence Matrix19

Materials and Resources21

Professional Reflection23

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 Rationale Statement
In this unit, students will experience the Civil War in its entirety, fulfilling 5 th grade

social studies standards. Through extensive reading and writing activities, based on

events and ideas from history, language arts is explored and emphasized. In addition,

by exploring the science behind the Civil War, and analyzing battlefield statistics and

relevant data, both STEM subjects are incorporated and utilized. Finally, the

examination of Civil War propaganda preserved on the Internet widens student

horizons, and garners a greater appreciation for the arts.

The students will learn about both sides of Americas deadliest conflict, using

their knowledge of todays world to better comprehend and evaluate the motivations of

both the Union and the Confederacy. One activity will involve studying the role their

hometown had in the conflict, bringing history much closer to home. Understanding our

past is crucial to bettering our future, and instilling this belief in students is one of

several important goals of this unit.

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 Unit Goals
Standards:

Social Studies

o S1:C6:PO1, S1:C6:PO2, S1:C6:PO3, S1:C6:PO4

English Language Arts

o 5.K1.1, 5.K1.2, 5.K1.3, 5.K1.5, 5.K1.6, 5.K1.7, 5.K1.9

o 5.W.3, 5.W.4, 5.W.5, 5.W.6

Science

o S1:C1:PO1, S1:C1:PO2, S1:C1:PO3

o S2:C1:PO1, S2:C2:PO1, S2:C2:PO2, S2:C2:PO3, S2:C2:PO5

o S3:C2:PO1, S3:C2:PO2

o S4:C1:PO3, S4:C1:PO4

o S5:C2:PO1, S5:C2:PO2, S5:C2:PO3, S5:C2:PO4

Math

o 5.NBT.A.1, 5.NBT.A.2, 5.NBT.A.3, 5.NBT.A.4

o 5.OA.A, 5.OA.B

o 5.G.A

o 5.MP.1

Art

o VA.RE.7.5b

o VA.RE.8.5

Objectives:

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 Students will analyze the Civil War, determining its causes, effects, and

events.

Students will apply multiple writing skills to compose a variety of written

samples regarding the Civil War.

Students will create line graphs in the first quadrant depicting relevant data

related to the Civil War.

Students will research the scientific advancements made during the Civil War,

and document the people behind them.

Students will evaluate Civil War propaganda, and determine the purpose and

effectiveness of both Union and Confederate samples.

Students will read articles relating to the Civil War, using vital comprehension

skills to make inferences and form opinions about the content.

Students will discuss several topics relating to the content in small groups,

using speaking and listening skills to gain a deeper understanding of their

own knowledge.

Summary:

This Civil War Unit is intended to teach students a variety of practical skills that

will carry them through future schooling, as well as provide crucial knowledge of our

countrys turbulent past. Students will learn discussion, reading, writing, and graphing

skills, as well as gain a greater awareness of the culture that led to the deadliest conflict

in Americas history. By shedding light on the many different viewpoints of the war, they

will come to appreciate the many different peoples that participated. Through videos,

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group discussions, authentic photographs and artwork, and roleplay through writing

fiction, students will engage effectively with every aspect of the Civil War in a variety of

ways, and apply the aforementioned skills to enrich their own learning. These methods,

which incorporate many different mediums, address the needs of all types of learners,

though constant adaptation is always necessary due to the ever-changing needs of our

students.

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 Assessment Matrix
Assessment Type Description

Checks for Understanding An individual, formative, informal

assessment conducted throughout

lessons.

Assignments An individual, formative, formal

assessment procured from written works.

Daily Quiz An individual, summative, formal

assessment in the form of a short quiz

given daily.

Group Discussion A group, formative, informal assessment

originating from listening to small-group

discussions.

Group Project A group, summative, formal assessment

in the form of a group product.

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 Unit Lesson Plans

The Key is in our Pocket: Siege of Vicksburg

Materials:

Vicksburg PowerPoint

Notebooks/Sheet of Paper

The Civil War Video

https://www.youtube.com/watch?time_continue=7&v=R483ORecAm4

Standards:

Social Studies: S6.C6.PO2

ELA: 5.W.3

Lesson Objective: Student will write a fictional, first-person narrative set during the

Siege of Vicksburg.

Student Objective: I will write a first-person story about the Siege of Vicksburg.

Content Integration: Students will use their knowledge of the Civil War to compose a

fictional story, therefore finding practical use for social studies.

Lesson:

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 1. As the anticipatory set, ask students, What would happen if our hometown was

attacked by an army? What would you do? Talk about it in your groups.

2. Go through the PowerPoint, having students discuss key points in their small

groups, and drawing comparisons to other battles.

3. Reinstruct the basics of storytelling, being sure to review the structure of a plot.

4. Introduce students to the writing prompt, You are in Vicksburg just as the Siege

of Vicksburg begins. Using your knowledge of the Civil War and the Siege of

Vicksburg, write a one-page first-person narrative of your time there. Notice that I

did not say who you are in Vicksburg. That is up to you. Use your imagination,

and be sure to follow 5th grade writing skills. That means correct spelling and

punctuation!!!

Assessment:

The written story will serve as the assessment, as it will allow me to see the

students progress in writing skills and their absorbed knowledge of the social studies

content. It will be graded based on the standard 6+1 Writing Traits Rubrics, and be

given a separate grade determined by the students use of historical details. Accurate

and plentiful information gets a perfect score, while inaccurate and/or little use of detail

is scored lower.

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 It Rises: Using Line Graphs

Materials:

Document Camera

Notebooks/Sheet of Paper

Civil War Battle Statistics

Standards:

Social Studies: S6.C6.PO2

Mathematics: 5.G.A

Lesson Objective: Student will create a line graph depicting the casualties of major

battles during the Civil War.

Student Objective: I will make a line graph showing the number of casualties of major

Civil War battles.

Content Integration: Students will use mathematics to quantify the outcomes of war,

solidifying the use of math in the real world.

Lesson:

5. As the anticipatory set, show students various types of graphs, and settle on

examples of line graphs.

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 6. Demonstrate what line graphs represent, and how to create one using the first

quadrant.

7. Working in a guided practice, have students draw up a line graph using the data

you provide them, being sure to observe and correct as necessary.

8. Using provided data, again have students create a line graph, but as an

independent practice. This final line graph will be an Exit Ticket.

Assessment:

The Exit Ticket, which is the final line graph, will serve as a formative, formal

assessment. The quality of work will be judged based on its presentation and accuracy,

and will decide if further instruction is needed.

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 Art for Change: Propaganda in the Civil War

Materials:

Civil War Propaganda Images

Notebooks/Sheet of Paper

Standards:

Social Studies: S6.C6.PO1

Art: VA.RE.7.5b

Lesson Objective: Student will describe the effects propaganda had on Civil War

society.

Student Objective: I will describe how propaganda affected the North and South during

the Civil War.

Content Integration: Students will learn to discern meaning from the symbolism of real-

world art, affording them a greater understanding of an artists purpose, and the greater

effect that art can have on history.

Lesson:

9. As the anticipatory set, show students a few examples of propaganda throughout

world history, without explaining too much about what each represents.

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 10. Explain to students what propaganda is, and then have small groups discuss

what they think it used for. Compare propaganda to modern-day commercials.

11. Introduce Civil War propaganda from both sides. Using both small-group and

whole-class discussion, go over several examples, pointing out the different

elements that comprise them. Decide whether each example is pro-Union or pro-

Confederate.

12. As the activity, have students, in their notebooks or on a sheet of paper, identify

propaganda examples as either Union or Confederate, and explain why.

Remind them of the goals of each side, and to pay attention to what the

propaganda is trying to make you think or feel.

Assessment:

The final assignment will serve as a formative, formal assessment. By examining

the answers students give when identifying propaganda, I will determine if they

understand how to interpret propaganda. If there is much confusion, then going back

and reviewing the content again is the safest option.

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 Battlefield Medicine: Science in the Civil War

Materials:

Six Ways the Civil War changed American Medicine

https://www.smithsonianmag.com/science-nature/six-ways-civil-war-changed-

american-medicine-180955626/

Notebooks/Sheet of Paper

Standards:

Social Studies: S6.C6.PO1

Science: S2:C1:PO1

Lesson Objective: Student will analyze the medical advancements made during the Civil

War.

Student Objective: I will examine how the Civil War advanced American medicine.

Content Integration: Students will see science in a real-world context, bringing meaning

to an otherwise abstract subject.

Lesson:

13. As the anticipatory set, ask students what they know about medicine from the

past, and have them discuss their ideas in small groups.

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 14. Introduce the article, and have students read it to themselves and form their

thoughts.

15. Have students discuss the important points of the article in their groups,

reminding them to find the main idea and supporting details. Join in their

discussion by elaborating on information not present in the article.

16. As the final activity, ask students why they think medicine evolved so much

during the Civil War. Remind them of the challenges the war presented, and

have them answer in their notebooks or on a sheet of paper. Proper conventions

and complete sentences should always be used.

Assessment:

The final assignment will serve as a formative, formal assessment. While

grading their writing skills is always important, the focus for this grade is on the content

of their answer. If it is complete, supported by evidence, and coherent, then they receive

full points.

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 Fort Sumter: The Bloodless Start to the Bloody War

Materials:

Fort Sumter PowerPoint

Notebooks

Desks

Lesson Objective: Student will explain the Battle of Fort Sumter, and determine its

significance in the Civil War.

Student Objective: I will describe the Battle of Fort Sumter, and explain why its

important to the Civil War.

Lesson:

1. As an anticipatory set, ask students, The Civil War is the bloodiest conflict in U.S

history, so how many casualties do you think occurred in the very first battle? Be

sure to explain that a casualty in war can be an injury or a death.

2. Go through the PowerPoint, asking the discussion questions as they come up,

and having them speak in small groups. Remember to listen in and redirect

conversations if they get off track.

3. Divide students into two unequal groups, such as a 1:5 ratio. Arrange student

desks in a semi-circle at one end of the room, and have the smaller group

occupy this area. Ask the larger group how easy it would be to cross this

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 fortification. After activity, return to desks and emphasize the importance of

fortifications in war.

Assessment:

As an Exit Ticket, have each student answer the question in their notebooks,

Describe the Battle of Fort Sumter in your own words. Why was it important to the Civil

War? Remind them to use complete sentences and proper grammar. This answer will

tell if they understood the content, and allow a review if necessary.

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 Accommodations

With every lesson I teach, I think of alternate ways to present the same

information. Differentiating instruction is a vital tool to getting the point across to all

students. If I see that one or more students isnt understanding, then its time to switch

my tactics. If my class isnt getting it, then I assume that Im doing something wrong, not

the students.

Community Involvement

Unfortunately, Arizona did not have much of a role in the Civil War, and therefore

does not have many applicable community resources. However, a planned field trip to

the one major Civil War battle in the West is a big one. The Battle of Picacho Pass took

place northwest of Tucson, and is reenacted every year. This trip provides an

opportunity for students to witness what a Civil War conflict was like, and breathes life

into the past.

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 Scope and Sequence of Unit
Day 1 Day 2 Day 3 Day 4 Day 5

Introduction of Social: Factors of ELA: Basic Science: Civil War Math: Word

Unit Civil War Structure of Advancements Problems

Math: Introduction Fiction Social: Fort ELA: Southern

to Graphs Math: Line Graphs Sumter Reaction Article

Social: Civil War

in Arizona

Day 6 Day 7 Day 8 Day 9 Day 10

Art: Civil War ELA: VIPS of Civil Social: Battle of Social: The ELA: Writing a

Propaganda War Antietam Emancipation Speech

Social: First Battle Math: Decimals in ELA: Public Proclamation Science: Medicine

of Bull Run War Speech Math: Tracking in the Civil War

the Casualties

Day 11 Day 12 Day 13 Day 14 Day 15

Social: Vicksburg Math: Working Social: Gettysburg Social: Surrender Social: Why the

ELA: Story Writing with Maps and ELA: Story Writing at Appomattox Confederacy Fell

Data Finale Science: Disease Math: Logistics

ELA: Story Writing in the War and Numbers

cont.

Day 16 Day 17 Day 18 Day 19 Day 20

Unit Review Final Unit Battle of Picacho Free Research Unit Outro

Assessment Pass Field Trip Day

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 Parent Letter
Welcome the Past!

Take a step back into the most divisive time of our great countrys history in this

months unit; the Civil War! Your student will become familiar with the major causes,

battles, and effects of this brutal conflict that claimed more American lives than any

other war. We will explore the role of propaganda, the motivations of both sides, and

many other topics that prompt critical thinking and decision-making.

This is a topic that holds a special place in my heart, and I hope youll join me in

igniting the fire of curiosity and knowledge inside of every student. If you have any ideas

or suggestions for me, or would like to volunteer your time, please contact me through

e-mail or Remind!

Sincerely,

Mr. Michael Quintero

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 Materials
Primary Resources:

https://www.civilwar.org/learn/primary-sources/abraham-lincolns-

emancipation-proclamation

https://www.civilwar.org/learn/primary-sources/abraham-lincolns-gettysburg-

address

Books:

Sarah Edmonds was a Great Pretender: The True Story of a Civil War Spy

Lincoln Tells a Joke: How Laughter Saved the President

Pink and Say

When this Cruel War is Over: The Civil War Homefront

Abe Lincoln Goes to Washington

Video:

The Civil War A Kid Explains History, Episode 19

o https://www.youtube.com/watch?v=R483ORecAm4

How the Civil War Got Its Start

o https://www.youtube.com/watch?v=t9dNDWzsZTI

Online Resources:

https://www.nps.gov/civilwar/index.htm

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 http://www.ideologicalart.com/war/

https://www.smithsonianmag.com/science-nature/six-ways-civil-war-changed-

american-medicine-180955626/

https://www.scientificamerican.com/article/how-technology-shaped-the-civil-

war-classics/

Community Resources

https://azstateparks.com/picacho/events/civil-war-in-the-southwest

Prior Knowledge:

I am very knowledgeable about the Civil War, as it is one of the most interesting

time periods of the country, and therefore needed very little extra research to fulfil the

requirements of this unit. At the most, a short refresher course is all I needed in the form

of online research.

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 Reflection
The Civil War is a fascinating topic, comprising of many different subjects,

viewpoints, and mysteries. As such, when I performed research for this unit, I had to let

go of a few minor misconceptions about the conflict, such as the motivations behind the

Confederate secession. History can be interpreted in a near infinite amount of ways,

and its important to understand that it is always written by the victor.

All things in this world are connected, so its no surprise that all school subjects

can be found in exploring the Civil War. Using multiple avenues of instruction is vital to

translate the knowledge found it in it to our students. Discussion and collaboration

among these students opens their minds, and encourages them to question the world

around them, which is always my goal. Questioning invites critical thinking, which

creates a society of independent philosophers who never take anything at simple face

value.

Finally, Ive found that plans are useless, but planning is essential. Forming a

road map for instruction is crucial, but teaching will often veer from this path, and thats

okay. While the teacher may take detours, shortcuts, and scenic routes, they will still

arrive at their destination provided they practice those most effective techniques.

Through assessment, they will know where they went wrong, or where they must revisit,

since no one will understand all the first time.

This unit plan assignment has broken me, but I built myself up once again. It is

not perfect, but I doubt that any plan is. As I said before, in the end, plans are ultimately

useless. It is our actions that determine our success, not the plans that we make

beforehand.

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