Title of Unit American Civil War Grade 8

Level
Curriculum Area History – Social Studies Time
2 weeks
Frame
Stage 1 – Identify Desired Results
Content Standards:
History
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia.
a. Explain the importance of key issues and events that led to the Civil War; include slavery, states'
rights, nullification, Missouri Compromise, Compromise of 1850 and the Georgia Platform, Kansas-
Nebraska Act, Dred Scott case, election of 1860, the debate over secession in Georgia, and the role of
Alexander Stephens.
b. State the importance of key events of the Civil War; include Antietam, Emancipation Proclamation,
Gettysburg, Chickamauga, the Union blockade of Georgia's coast, Sherman's Atlanta Campaign,
Sherman's March to the Sea, and Andersonville.
NETS*S
Communication and Collaboration
2.Students use digital media and environments to communicate and work collaboratively, including at
a distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and
formats.
d. contribute to project teams to produce original works or solve problems.

Understandings
Students will understand that:
1. There is rarely a single, obvious cause to that which creates conflict within or
between societies.
2. Change is a result of conflict and impacts both individuals and societies as a whole.
3. The actions of individuals, groups, or institutions can be viewed as positive or negative
depending on one’s perspective.
4. Effective communication is essential to learning and collaborating with others.

Related Misconceptions:
• Slavery was the lone cause for the onset of the Civil War.
• Everyone embraces change and all change is good.
• Communicating using technology is complicated and time consuming.

Essential Questions
Overarching Questions: Topical Questions:
• In what ways do societies deal with conflict? • What are the key issues that led to the
• How does change or conflict impact the Civil War?
growth of a nation? • What are the key events of the Civil
• What is the value of effective War?
communication? • How can the use of technology aid in
peer collaboration and communication?
 Knowledge and Skills
Knowledge Skills
Students will know:
• The causes of the Civil War.
• The key events of the Civil War.
• Effective communication tools to use in
an online environment.
Students will be able to:
• Express opposition or support for
key issues and events that led to
the Civil War.
• Create comparisons between
personal conflict and conflict with
that of a nation or society as a
whole.
• Locate key events of the Civil War
on a map of the United States.
• Communicate and work
collaboratively with others through
the use of wikis, email, and
discussion forums.
• Develop effective performance
products using multimedia, word
processing, and other Web2.0
technologies.
 Stage 2 - Evidence
Performance Task(s)
Performance Task 1 (Facets: Explanation, Interpretation, Application, Empathy,
Perception)
Time Machine.
Goal: The goal (within the scenario) is to create a question/answer interview that
will help future leaders understand aspects of the Civil War and how to avoid future
civil conflict.
Role: You are a future United States leader from the year 2050 and will travel back
in time to the year 1865.
Audience: The audiences are future leaders of the United States.
Situation: You will travel back in time and interview at least two people that lived
during the Civil War time period. Example: Civil War soldier, woman on the home
front, slave, freed slave, farmer, President Lincoln, etc.
Product Performance and Purpose: You need to create interview questions and
responses that are designed to illicit responses pertaining to facts and historical
information about the events leading up to or during the Civil War, interviewee’s
point of view, and factual information from Civil War research. You may play the
part of both the interviewee and interviewer or team with classmates or other
family/friends.
Standards and Criteria for Success:
Your interview needs to include …
• A written transcript of interview questions and answers
- a total of two complete transcripts for two separate Civil War era characters
- eight or more facts about the events leading up to or during the Civil War
should be addressed within the two interviews (not eight for each interview).
• The final product is presented using current Web 2.0 technologies (Prezi,
Video, Slideshow, Multimedia).
History
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on
Georgia.
a. Explain the importance of key issues and events that led to the Civil War; include
slavery, states' rights, nullification, Missouri Compromise, Compromise of 1850 and
the Georgia Platform, Kansas-Nebraska Act, Dred Scott case, election of 1860, the
debate over secession in Georgia, and the role of Alexander Stephens.
b. State the importance of key events of the Civil War; include Antietam,
Emancipation Proclamation, Gettysburg, Chickamauga, the Union blockade of
Georgia's coast, Sherman's Atlanta Campaign, Sherman's March to the Sea, and
Andersonville.
Performance Task(s) Rubric(s)
Performance Task Rubric : Time Machine
The following rubric is an analytic scoring rubric with two basic traits.
Traits Understanding
Scale Weight 70%
4 Student shows a thorough
and complete understanding
of subject matter. Interview
questions are highly
effective in eliciting
insightful and fact infused
responses (includes 8 or
more relevant facts).
Responses are completely
accurate, highly perceptive,
and provide a high degree of
Performance or
performance quality
Weight 30%
Students show a proficient
ability to design, implement,
and administer the
performance product. The
interview is presented in a
highly engaging manner using
Web 2.0 technologies. The final
product is unusually creative,
rehearsed, and informative.
 credible information
regarding subject matter.
3 Student shows substantial
understanding of subject
matter. Interview questions
are generally effective in
eliciting insightful response
and are fact infused
(includes at least 6 facts).
Responses are generally
accurate, somewhat
perceptive, and provide a
moderate degree of credible
information regarding
subject matter.
2 Student shows limited
understanding of subject
matter. Interview questions
show little thought as to
elicit insightful responses
that are fact infused
(includes 4 or fewer facts).
Responses are inaccurate,
not perceptive, and provide
very little credible
information regarding
subject matter.
1 The student shows a limited
understanding of subject
matter. Interview questions
are unclear and do not elicit
insightful and fact infused
responses. Responses
contain major inaccuracies,
no perception, and consist
of significant mis-
conceptions regarding
subject matter (no facts are
presented or facts are
incorrect).
0 The student fails to create
an interview question and
answer response.
Other Evidence
(e.g. tests, quizzes, work samples, observations)
Student shows an adequate
ability to design, implement,
and administer the
performance product. The
interview is presented in clear
manner using Web 2.0
technologies. The final product
shows evidence of rehearsal
and is informative.
Student shows limited ability
to design, implement, and
administer the performance
product. The interview is hard
to follow and is delivered using
everyday word processing
applications. The final product
shows little evidence of
rehearsal.
The student shows poor ability
to design, implement, and
administer the performance
product. The interview is not
presented using Web 2.0
applications. The final product
shows inadequate evidence of
rehearsal.
The student fails to create a
performance product.
1. Students will show the location of the following on an outline map of the U.S.: (Facet:
Application, Explanation)
1. Antietam,
2. Gettysburg,
3. Chickamauga,
4. the Union blockade of Georgia's coast,
5. Sherman's Atlanta Campaign,
6. Sherman's March to the Sea
7. Andersonville
In addition, students will create a brief annotated explanation of each event. (Facet: Application,
Explanation)
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia.
b. State the importance of key events of the Civil War; include Antietam, Emancipation
Proclamation, Gettysburg, Chickamauga, the Union blockade of Georgia's coast, Sherman's
Atlanta Campaign, Sherman's March to the Sea, and Andersonville

2. Students will demonstrate knowledge on a teacher prepared objective, short answer test
covering the causes of the Civil War and major events of the Civil War. (Facets: Application,
Self-Knowledge)
Sample Test Questions:
Short Answer - ex. Describe the main events leading to the start of the Civil War.
Matching – ex. Students will identify on a map key events of the Civil War.
Other (for self-assessment) - Write a question that could be used on a test about the Civil War
(must be original and not one of my test questions). If you choose to write a short answer
question, please include an answer that would sufficiently answer your question. If you write a
matching question, please include at least 4 possible choices and indicate the correct choice by
circling the answer.
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia.
a. Explain the importance of key issues and events that led to the Civil War; include slavery,
states' rights, nullification, Missouri Compromise, Compromise of 1850 and the Georgia
Platform, Kansas-Nebraska Act, Dred Scott case, election of 1860, the debate over secession in
Georgia, and the role of Alexander Stephens.
b. State the importance of key events of the Civil War; include Antietam, Emancipation
Proclamation, Gettysburg, Chickamauga, the Union blockade of Georgia's coast, Sherman's
Atlanta Campaign, Sherman's March to the Sea, and Andersonville.

3. In a class discussion and response, students will express how the events from the Civil War
affect their lives in the United States today. Reflect on what your life might look like today if the
Civil War had never occurred? (Facets: Self-knowledge, Perspective, Interpretation)
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia.

Student Self-Assessment and Reflection

a. Students will self-assess Performance Task 1 (see Rubric 1: Time Machine) using the rubric
and a check-list of required elements.
b. Students will reflect on what life would be like for them if the Civil War had never occurred
by posting and responding to a class discussion (see Other Evidence #3).
c. Students will be asked to write a test question and model a response (See Evidence #2).

Stage 3 – Plan Learning Experiences

Section 1:
1. Use a pre-test to assess students’ knowledge about events leading up to the Civil
War and key events of the Civil War. W; Pretest; SS8H6:A, B
2. Introduce key vocabulary terms. , T; Understanding 1; SS8H6:A, B; Foundational
3. Students will view the Vodcast ‘Causes of the Civil War ‘ which includes the
issues of slavery, states rights, nullification, Missouri compromise, compromise
of 1850, the Georgia Platform, Kansas-Nebraska Act, Dred Scott case, election of
1860, the debate over secession in Georgia, and the role of Alexander Stephens.
Understanding 1,2,3; SS8H6:A; Foundational, Aesthetic
4. Create a class discussion with an online post/discussion thread - If America was
on the verge of a Civil War in present time, what would be the cause? How would
the States be divided? Would they be divided as North vs. South, East vs. West,
or something entirely different? H; Understanding 1; SS8H6:A, B
5. Students continue reading trade books on the Civil War. (Several weeks prior to
this unit, students were asked to choose a trade book, from a teacher approved
list, to read about the Civil War. Books were of varying reading levels and genres
to accommodate differentiation.) Students should complete these books by the
end of the first week. E, T; All Understandings and Unit performance standards;
Narrational and Foundational

Section 2:
1. Introduce the Essential Questions and Performance Task 1: Time Machine. Post
on class wiki under Section 1 topics as well as on the online course management
system (WebCT). (Overarching Q #1; Topical Q #1 & 2) W, E, T; Understandings
1, 2, 3; SS8H6:A, B; Foundational
2. Introduce key vocabulary terms and events of the Civil War. Students follow
teacher web links and read selected readings. E, T; Understanding 1; SS8H6:A,
B; Foundational and Narrational
3. Students will view the teacher created Vodcast ‘Civil War Events’ which explain
events such as Antietam, Emancipation Proclamation, Gettysburg, Chickamauga,
the Union blockade of Georgia’s coast, Sherman’s Atlanta Campaign, Sherman’s
March to the Sea, and Andersonville. Understanding 1,2,3; SS8H6:A;
Foundational, Aesthetic

Section 3:
1. Students respond to instructor via email with a performance outline that includes
the following: chosen Civil War era character interviewees, method of interview
process, and final product presentation method (PPT, Video, etc.). T,O, R;
Understanding 1,2,3; SS8H6:A, B; Aesthetic and Experiential
2. Instructor provides feedback to students about performance outline and offers
suggestions (modify if needed for learning abilities). T, R; Understanding 1,2,3;
SS8H6:A, B
3. Present Map Activity to students. Partner assignments and wiki instructions
(PBWorks Educational Wikis) are explained along with required elements via
handout accessible through the class wiki (linked from the online course
management class page). Assign partners with ability levels in mind. E,W, T;
Understanding 1 & 4; SS8H6: B ; Experiential and Logical
4. Students begin research for Performance Task 1: Time Machine. Teacher
provides credible web search sites for students. A time line is presented for work
to be completed and required elements are presented in the rubric. E-2, O;
Understanding 1,2,3; SS8H6:A, B; Experiential

Section 4:
1. Students work cooperatively in assigned pairings to complete map activity with
the use of a Wiki page assigned specifically to each group. Note: Students have
access to edit personal map activity wiki page and the teacher can monitor the
participation of each student via management tools. Feedback can also be
provided to the pairings via the comment section located at the bottom of the
wiki page. E, R, T; Understanding 1 & 4; SS8H6: B; Experiential and
Foundational
2. Students review Vodcasts from Sections 1 and 2 in preparation for the Civil War
test (Section 5). . Understandings 1, 2, 3; SS8H6:A, B; Foundational
3. At the end of Section 4, students choose two out of four possible discussion
questions pertaining to their chosen Civil War trade book. E, T; Understandings
1, 2, 3; SS8H6:A, B

Section 5:
1. Teacher reviews and provides feedback on the map activity. Allow students to
make revisions on map activity. E-2, R; Understanding 1 & 5; SS8H6: B
2. Students take the Civil War Test (Evidence #2) through the class wiki.
Understandings 1, 2, 3; SS8H6:A, B; Foundational
3. In a class discussion and response, students will express how the events from
the Civil War affect their lives in the United States today. Reflect on what your
life might look like today if the Civil War had never occurred? (Facets:
Explanation, Self-knowledge, Perspective) Understandings 1, 2, 3; SS8H6:A, B
Narrational and Foundational
4. Teacher conducts a Live Chat session to review and address questions or
problems students may have about Performance Task 1: Time Machine. (Live
Chat is a tool used in online course management programs to converse with
others synchronously. Voice and video along with other presentation tools are
often utilized.) This session will be archived for future reference. T, E;
Understanding 1,2,3,4; SS8H6:A, B
Notes to the Instructor
This lesson is designed as an online course for an 8th grade social studies class
taught by an online instructor and facilitated by a teacher’s aide. Students are
located in a traditional school setting and have contact with one another.

Each section is comprised of one day’s teacher led lesson/assignment. Days in-
between sections are for students to work independently on assignments/readings.
Sections are generally posted on Monday, Wednesday, and Friday of each week.
The teacher and students are not in actual physical contact, therefore, other
methods of interaction are utilized including wikis, class discussion posts, word
processing collaboration tools (Google Docs), multimedia presentations (teacher
produced and student produced), and Live Chat sessions for one-on-one as well as
group instruction. Required readings (trade books) are assigned prior to the onset of
this three week lesson to provide needed background knowledge. The use of a
textbook is not required as most information is provided in multimedia form or as a
teacher directed web-based search.

Key to Codes: At the end of each learning experience are codes for the required
elements. The Bold font corresponds to the elements of WHERETO. The blue font is
the understandings and performance standards that correlate to that learning
experience. The pink font indicates which of Gardner’s ‘Entry Points’ are used.

The class Wiki for this UbD can be found at http://futchhistoryclass.pbworks.com/

Web References:
http://www.historyplace.com/civilwar/index.html
The History Place provides an annotated timeline of the events that occurred during
the Civil War.

http://www.sonofthesouth.net/
Sons of the South is an extensive web-site dedicated to providing original Civil War
sources, including photographs, drawings, and eyewitness accounts of the Civil War.

Print References:
London, Bonnie. (2005). Georgia and the american experience. 2005-05-31.
-This is the text book used in the Fayette County school district to teach 8th
grade Georgia history.

Link to Class Wiki:

http://futchhistoryclass.pbworks.com/