Design Topic The Civil War Subject(s) Virginia Studies/ Social Studies Grade(s) 4th Designer(s) Elizabeth Rohr

Understanding by Design

Unit Cover Page

Unit Title: The Civil War and Reconstruction Grade Levels: 4th Grade

Topic/Subject Areas: Virginia Studies/ Social Studies

Key Words: Civil War, Reconstruction, Jim Crow Laws, Segregation, North and South

Designed By: Elizabeth Rohr Time Frame: 4 Weeks/ 20 School Days

School District: Regent University School: Teacher Ed & IDS Dept.

Brief Summary of Unit (including curricular context and unit goals):

In this 4th Grade Virginia Studies unit, students will learn about the differences between the
North and the South that led up to the succession of the States from the United States, the Civil War, as
well as the creation of West Virginia. Students will also learn about Virginia’s specific role in the Civil
War and important battles that took place in Virginia. Students will learn that whites, African
Americans, and American Indians all had different roles in the war and what those roles are. Students
will learn that after the Civil War ended there was reconstruction and what that looked like in Virginia.
Students will learn about Segregation and “Jim Crow” laws and the impact that it had on whites,
African Americans, and American Indians. Lastly, students will learn that there was a huge growth in
cites, railroads, and new industries during the reconstruction period that caused great economic growth.
By the end of the unit students will be able to clearly present all of these main points for their final
performance task, which will be a GRASP assignment that they will have to complete.

Unit design status: X Completed template pages – stages 1, 2, 3

Completed blueprint for each performance task X Completed rubrics

Directions to students and teacher x Materials and resources listed

x Suggested accommodations x Suggested extensions

Status: Initial draft (date: __10/13/16__) Revised draft (date: ____________)

Peer Reviewed Content Reviewed Field Tested Validated Anchored

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

Design Topic The Civil War Subject(s) Virginia Studies/ Social Studies Grade(s) 4th Designer(s) Elizabeth Rohr

STAGE 1 – DESIRED RESULTS

Unit Title: Civil War and Postwar Eras

Established Goals:
SOL Virginia Studies (VS).7 and VS.8
 The issues that divided our nation and led to the Civil War.
 Know the differences between Northern and Southern states that divided Virginia and led to the succession, war,
and the creation of West Virginia.
 The role that Virginia had in the Civil War and important battles that took place in Virginia.
 Know the different roles of White, African Americans, and American Indians.
 The reconstruction of Virginia following the Civil War.
 Know the effects that reconstruction had on the life of Virginia.
 Know the effects that segregation and “Jim Crow” laws had on the life of Whites, African American, and
American Indians.
 The importance of railroads, new industries, and the growth of cities within Virginia’s economic development.

Understandings: Students will understand that… Essential Questions:

(Provide 3 to 5)
1. Will understand that the Civil War was important because
it ended slavery, brought back unity between the Northern
and Southern States. That the results of the Civil War were
that the North won and Reconstruction needed to occur after
the war and that succession was the major reason the war
started.
2. Will understand that segregation changed the way of life
for Whites, African American, and American Indians.
3. Will understand that Whites, enslaved and free African
Americans, and American Indians all played a role in the
Civil War because they were all fighting for certain rights.
4. Will understand that there was a reconstruction of the
Nation after the Civil War ended, which led to growth of
cities, railroads, etc.
5. Will understand that Segregation “Jim Crow” were new
laws that were put into place after the Civil War that
restricted anyone of color from having the same rights as
whites. Both had a big impact on Whites, African
Americans, and American Indians in Virginia because it
changed the law, but not the views that people had on
people of color.
Students will know:
(Give at least 5)
1. Civil War vocabulary words
2. Key facts about the Civil War and major battles that took
place in Virginia.
3. Key details about reconstruction after the Civil War.
4. Vocabulary words Segregation and “Jim Crow” and key
details about both.
5. Will understand that there were many differences
between Northern and Southern states.
6. Will understand that the divide between Northern and
Southern states ultimately led to the secession, the Civil
War, and West Virginia becoming a state.
7. Will understand that Virginia played a big role in the
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
(Provide 3 to 5)
1. Why was the Civil War important? What were the
results of the Civil War? What issues contributed to the
Civil Wars start?
2. How did Segregation affect Whites, African American,
and American Indians?
3. What was life like for Whites, African Americans, and
American Indians?
4. How did reconstruction led to the growth of cities,
railroads, new industries, and economic development?
5. What were Segregation and “Jim Crow” and why was it
important during and after the Civil War?
Students will be able to:
(List at least 5 skills)
1. Use Blooms Taxonomy in regards to the subject matter.
2. Recognize, define, and use Civil War vocabulary in the
right context.
3. Use research skills to learn more about the Civil War,
segregation, “Jim Crow”, and reconstruction.
4. Use the information that they find orally or in writing.
5. Identify differences between the North and the South.
6. Describe Virginia’s specific role in the war and the role
of whites, enslaved African Americans, free African
Americans, and American Indians.
7. Identify the effects of Reconstruction and of segregation
and “Jim Crow” laws.
2
Design Topic The Civil War Subject(s) Virginia Studies/ Social Studies Grade(s) 4th Designer(s) Elizabeth Rohr
Civil War and will know specific battles that happened in 8. Describe why railroads, new industries, and the growth
Virginia. of cities were important to economic development.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:
(Briefly describe 1 to 3 authentic assessments) (List 3 including MC quiz)
1. GRASP Activity: Students will prepare a presentation on 1. Homework: Students will make a T-chart stated the
the Civil war era, including costumes and visuals, that differences between the North and the South.
mentions key concepts from the civil war era. RAFT 2. Quiz: Students will take a quiz on important Civil War,
2. Activity: Students will write to an imaginary pen pal that Reconstruction, and “Jim Crow” Laws concepts.
lived in the time of Reconstruction. They will explain what 3. Test: Students will take a test on the Civil War that will
Reconstruction is and why it is important to help build the include multiple choice questions and short answer
United States back up after the Civil War. questions.
3. Word Splash: Students will get in groups of four and 4. Partner Time: Students will pair up each day and discuss
collect key words from their textbook on the Civil War something that they learned that day and will than will be
reading. They will generate a list and relate each word to a asked to try to explain it to their partner.
sentence or concept.
4. Role Play: Students will draw terms or names out of a hat
on Civil War and Reconstruction concepts. They will then be
paired up using their clock buddies worksheet and will be
tasked with explaining their term or name to their partner.
Their partner will try to guess what their term or name is and
once they get it right it will be the partners turn to describe
their term or name
Student Self-Assessment and Reflection
(List at least 2)
1. Exit Tickets for each lesson that is taught having students write down a few things that they learned in that lesson.
2. Students will be required to write a new journal entry based on their personal reaction to major issues that are being
discussed in class like slavery and war.
3. Students will fill out a new KWL chart at the end of each week to asses what they are learning and what they need help on.

STAGE 3 – LEARNING PLAN

Summary of Learning Activities:
(list by number here and then complete the week-by-week planning calendar below using the same information)

1. Students will do a KWL chart as a pre-assessment on prior knowledge of the Civil War (Ruthford, 2008).
2. Will hook the students by doing Think, Pair, Share based on the KWL chart they just filled out (Ruthford, 2008).
3. Further hook student by introducing essential questions.
4. Will have an interactive lecture that will introduce students to the issues that divided the United States and led to the
Civil War as well as the differences between the North and South, the succession, and the creation of West Virginia.
5. The whole class will fill out a Venn diagram comparing and contrasting the North and the South.
6. As an assessment the students will make a Civil War house featuring the North and the South as the floors and a house
divided as the roof. This will be used to show the differences between the North and the South.
7. Students will write a journal entry in their journal on why they think States wanted to succeed form the United States.
8. Introduce their final GRASP project and briefly go over the grading rubric for this assignment (Ruthford, 2008).
9. Introduce Virginia’s specific role in the Civil War and important battles that took place in Virginia.
10. As a whole class, fill out a map of Virginia and write in where each battle took place to help students remember key
battles.
11. Partner Time, students will pair up and discuss something that they learned that day and will than will be asked to try to
explain it to their partner.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 3

Design Topic The Civil War Subject(s) Virginia Studies/ Social Studies Grade(s) 4th Designer(s) Elizabeth Rohr
12. Students will add a journal entry to their journal about what they learned about battles that took place in Virginia during the
Civil war.
13. Will hook students by playing a Liberty Kids clip, “Conflict in the South” about the Civil War (Youtube Video, 2016).
14. Introduce students to different roles that Whites, African Americans, and Indians had during the Civil War.
15. Lecture on Whites, African Americans, and Indians during the Civil War.
16. Split up the class into three groups that will represent Whites, African Americans, or American Indians. As a group they
will write a short story about their roles and hardships that they each faced during the Civil War and share with the rest
of the class.
17. Student will be asked to write in their journal about what they discussed in class as homework for that week.
18. Go over homework and discuss what students learned last week as review.
19. Hook students with a new KWL chart to see how much they have learned since starting the unit. (Ruthford, 2008)
20. Introduce slavery for African American as well as American Indians.
21. Students will get in groups to create a Venn diagram for African American and American Indians and will compare and
contrast the struggles that they faced before and during the Civil War.
22. Whole class discussion on the Venn diagrams that the students made.
23. Word Splash- students will get in groups of four and collect key words from their textbook on the Civil War reading. They
will generate a list and relate each word to a sentence or concept (Ruthford, 2008).
24. Students will be asked to complete a “Ticket to Leave” sharing three things that they learned (Ruthford, 2008).
25. Hook students by having the teacher act like a famous person that they learned about thus far into the unit and having
them try to guess and figure out who it is.
26. Students will complete a 10 question multiple-choice assessment on the concept they have learned.
27. Remind students of the essential questions and have them use “clock buddies” to split up and discuses the essential
questions and see how much they have learned (Ruthford, 2008).
28. Introduce how the Civil War ended by way of an interactive lecture.
29. Class discussion on the Civil War ending.
30. Remind students of their final GRASP project and have them write down five ideas that they plan to use for their
presentation (Ruthford, 2008).
31. Whole class will discuss the end of the Civil War and the essential question, “Do you think the Civil War should have
ended sooner and why?”
32. Students will write a journal entry in their journal about the end of the Civil War and how they think people felt about
the end of the Civil War.
33. Hook students by filling in a new KWL chart on what they have learned so far (Ruthford, 2008).
34. Read the picture book, The Last Brother, A Civil War Tale by Trinka Hakes Noble
35. Have students write a summary on The Last Brother as an informal assessment.
36. Introduce students to the concept of reconstruction by way of an interactive lecture.
37. Students will write to an imaginary pen pal that lived in the time of Reconstruction. They will explain what Reconstruction
is and why it is important to help build the United States back up after the Civil War.
38. Think, Pair, Share on the reconstruction and why it was so important after the Civil War ended. (Ruthford, 2008)
39. Whole class discussion about what each group talked about during think, pair, and share.
40. Students will come up with their own railroad company and will explain to the class how their company is helping with
reconstruction.
41. Journal entry on what students believe to be the biggest challenge that was faced after the Civil War ended and
reconstruction started.
42. Give a 10 question true or false quiz for an assessment.
43. Have students work on their GRASP assignment (Ruthford, 2008).
44. Hook students by sharing part of the “I Have a Dream” speech by Martin Luther King Jr. as a segway into talking about
segregation.
45. Introduce segregation and explain that it was the solution to slavery after the Civil War.
46. Word Splash- students will get in groups of four and collect key words from their textbook on the Civil War reading. They
will generate a list and relate each word to a sentence or concept (Ruthford, 2008).
47. Bring up essential questions and have class discussion about them.
48. Think, pair, share on the hard ships of segregation (Ruthford, 2008).
49. Have students write letters in the time of the Civil War to their parents explaining the struggles of segregation that they
have experienced.
50. Students will write a journal entry reflected on the most shocking thing about segregation.
51. “Exit Ticket” sharing 2 things that they learned with their “Clock Buddies” (Ruthford, 2008).
52. Hook students by showing them a picture of the White and Colored water fountains.
53. Introduce “Jim Crow” Laws
54. Interactive lecture on “Jim Crow” laws
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 4
Design Topic The Civil War Subject(s) Virginia Studies/ Social Studies Grade(s) 4th Designer(s) Elizabeth Rohr
55. Students will think, pair, share on the idea of “separate but not equal” and other “Jim Crow” laws (Ruthford, 2008).
56. Students will get in groups to talk about important things that they need to include in their GRASP assignments
(Ruthford, 2008).
57. Introduce and lecture on “Separate but not equal” concept.
58. Complete as a class “The Sneetches Critical Thinking Questions” which will get students to think about segregation and
why it is wrong. (Dr. Seuss inspired lesson from Teachers pay Teachers).
59. Work on their GRASP assignment.
60. Hook students by doing a final KWL chart for the unit (Ruthford, 2008).
61. Introduce the importance of railroads, new industries, and the growth of cities to Virginia’s economic development.
62. Interactive lecture on new industries that reconstruction brought to Virginia focusing on the railroad industry.
63. Partner Time, students will pair up and discuss something that they learned from this lesson and will than be asked to try to
explain it to their partner.
64. Students will do a final journal entry reflecting on the unit as a whole including three things that they learned, three
things that surprised them, and three things that they would like to learn more about.
65. Final assessment on the entire unit with a 25 question multiple-choice test.
66. Finish and complete their GRASP assignment (Ruthford, 2008).
67. Students will get into groups of 4 and explain to the group what they included in the GRASP assignment (Ruthford,
2008).
68. Students will do a final journal entry reflecting on the unit as a whole including three things that they learned, three
things that surprised them, and three things that they would like to learn more about.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 5

Design Topic The Civil War Subject(s) Virginia Studies/ Social Studies Grade(s) 4th Designer(s) Elizabeth Rohr

Stage 3 – Plan Learning Experiences and Instruction

Consider the WHERETO elements. You must include enough instruction for 20 lessons.

Monday Tuesday Wednesday Thursday Friday

1. 2. 3. 4. 5.
 KWL Chart  Venn Diagram on  Introduce GRASP  Hook, Liberty Kids  Lecture on Whites,
 Think, Pair, Share North and South assignment and rubric clip African Americans,
 Hook – Essential  Civil House  Interactive lecture on  Share with a partner and American Indians
Questions Assessment Virginia’s role in the what they wrote in during the Civil War.
 Interactive lecture on  Journal Entry on Civil War and their journal the day  Split class into three
North and South succession specific battles before. groups, write stories
 Fill out map of  Introduce roles of about groups
Virginia with battles Whites, African hardships
 Add journal entry on American, American  Journal Entry about
what they learned that Indians during the what was discussed in
day. Civil War class this week.
6. 7. 8. 9. 10.
 Review from last  Group Venn Diagram  Hook – Students  Go over essential  Remind students of
week on African Americans guess what historical questions using GRASP assignment
 KWL Chart vs. American Indians figure the teacher is “Clock Buddies” to  Write down 5 things
 Introduction to  Whole class acting as partner up to use in GRASP
Slavery discussion on Venn  10 Question multiple-  Introduction of the assignment
 Lecture on Slavery in Diagram choice assessment end of the Civil War  Essential question on
regards to African  Word Splash  Class discussion on the end of the Civil
Americans and  Ticket to Leave the end of the Civil War
American Indians War  Journal Entry on how
people might have felt
about the Civil War
ending

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 6

Design Topic The Civil War Subject(s) Virginia Studies/ Social Studies Grade(s) 4th Designer(s) Elizabeth Rohr
11. 12.
 Hook – KWL Chart
 Read The Last
Brother, A Civil War
Tale
 Summary on The Last
Brother
16. 17.
 Think, Pair, Share on
segregation
 Letters to parents on
segregation
 Journal entry on what
was most shocking
about segregation
 Exit Ticket with
“Clock Buddies”
Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)
13. 14. 15.
 Introduce  Whole class  Journal Entry on  Hook – “I Have A
reconstruction with discussion on what reconstruction Dream” speech
interactive lecture was talked about in  10 question true/false  Introduce segregation
 Pen Pal on Think, Pair, Share the quiz as the solution to
reconstruction day before  Work on GRASP slavery after the Civil
 Think, Pair, Share on  Railroad Company in assignment War ended
reconstruction groups  Word Splash
 Share Railroad  Essential Questions
company with the
class
18. 19. 20.
 Hook – Picture of  Group discussion on  Final KWL Chart  Final assessment – 25
White and Colored GRASP model and  Introduce importance question multiple-
water fountain what needs to be of railroads, new choice test
 Introduce “Jim Crow” included industries, and growth  Group share GRASP
laws  Introduce and lecture of Virginia’s assignments
 Lecture on “Jim on “Separate but not economic growth and  Final Journal Entry
Crow” laws equal” lecture on these topics reflecting on whole
 Think, Pair, Share on  The Sneetches  Partner up and have unit
“Separate but not Critical Thinking students share
equal” Questions something that they
 Work on GRASP learned
assignment  Finish and complete
GRASP assignment
7
Design Topic The Civil War Subject(s) Virginia Studies/ Social Studies Grade(s) 4th Designer(s) Elizabeth Rohr

Task: Prepare a presentation, complete with visuals and costumes on the Civil War era to present. You will then present your
Presentation to prove your knowledge of civil war history to your boss. Your end goal is to convince your boss through this presentation
that you would be a great tour guide because you know your facts and are good in front of a crowd.

Advanced Proficient (AP)
Knowledge/ The presentation demonstrates a
Understanding good understanding of the Civil
War, “Jim Crow” laws, and
reconstruction after the Civil War.
The facts are correct and include at
least five facts about each topic. The
presentation further thoroughly
demonstrates a deep knowledge for
the civil war era as well as an
understanding for the timeline of the
Civil War era.
Visuals/ The presentation looks visual
Costumes pleasing and does not appear that it
was just thrown together. The
visuals are put together in a clear
PowerPoint. The presentation makes
good use of historical costumes and
props that are creative and well
represented.
Proficient (P)
The presentation demonstrates a
general understanding of the
Civil War, “Jim Crow” laws, and
reconstruction after the Civil
War. The facts are correct and
include at least three facts for
each topic. The presentation
further demonstrates a good
knowledge for the civil war era
as well as a fair understanding for
the timeline of the Civil War era.
The presentation looks pleasing,
but does not have an anything
extra. The visuals are out
together in a plain PowerPoint.
The presentation uses only
costumes that are historical
correct, but not creative.
Developing Proficient (DP)
The presentation does not
adequately demonstrate an
understanding of the Civil
War, “Jim Crow” laws, and
reconstruction after the Civil
War. Half of the facts are
correct and include at least
one fact for each topic. The
presentation further does not
demonstrate a good
knowledge for the civil war
era and little understanding of
the timeline of the Civil War.
The presentation is not
pleasing to look at and the
visuals are not put together in
a PowerPoint. The
presentation only uses props
and has no use of costumes.
Novice (N)
The presentation
demonstrates little, if any
understanding of the Civil
War, “Jim Crow” laws, and
reconstruction after the Civil
War. One or two of the facts
are correct and do not include
facts for each topic. The
presentation shows not
understanding of the Civil
War era the timeline of the
Civil War.
The presentation is not
pleasing to look at and the
visuals are not put together in
a PowerPoint. The
presentation only uses props
and has no use of costumes.

Presentation The presenter speaks clearly and
Skills/Creativity speaks loud enough to be heard,
uses appropriate hand gestures and
is lively and engaging too watch.
The presentation shows a sense of
creativity and a few out of the box
ideas of how to make the
presentation more engaging.
The presenter speaks clear with a
few talking errors, uses a normal
speaking level voice, uses a few
hand gestures and is interesting
enough to watch. The
presentation shows some
creativity, but no out of the box
ideas.
The presenter speaks with
many talking errors, speaks in
a quiet voice that is hard to
understand, is stiff and
disengaging to watch. The
presentation shows little if
any creativity.
The presenter does not speak
clearly, speaks in such a quiet
voice that you cannot hear
them. The presentation shows
no level of creativity.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 8

Design Topic The Civil War Subject(s) Virginia Studies/ Social Studies Grade(s) 4th Designer(s) Elizabeth Rohr

References

Ruthford, P. (2008). Instruction for All Students Second Edition. Alexandria: Just ASK.

Treasury, T. T. (2014). Short & Extended Response Activities - A Dr. Seuss inspired lesson. Retrieved October 12, 2016, from

https://www.teacherspayteachers.com/Product/Short-Extended-Response-Activities-A-Dr-Seuss-inspired-lesson-1073925

H. (2016). Liberty's Kids 134 - Conflict in the South. Retrieved October 13, 2016, from https://www.youtube.com/watch?v=B2VHw0ghwhU

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 9