Title of Unit: The Civil War Title of Lesson: Chapter 13, Lesson 1- A Nation at War Submitted By: Caitlin

and Julia

A. Summary of the Lesson Plan: This is the first lesson of chapter 13, the second portion in a unit about the Civil War. Students will learn what happens during the first few years of the Civil War using the 5th grade Social Studies textbook: Houghton Mifflin: United States History, pages 452-457. B. Target Population: Grade Level: 5th grade Skill Level: at grade level Grouping: whole group instruction, partner reading, independent work C. Materials: Houghton Mifflin 5th grade Social Studies textbook: Unites States History, pages 452-457 Social Studies journals Pencils Computer paper Colored pencils D. Objectives: o NV State Social Studies Standards o H 2.5.2- Describe issues of compromise and conflict within the United States

Student-Friendly Standards Students will identify important early battles and events of the Civil War.

E. Procedure: 1. Introduce students to the lesson by directing them to look at the map on page 453 o o Ask students what they see In which state were most of the Confederate victories?

2. Introduce vocabulary to students have them write the words and definitions in the vocabulary section of their social studies journals (definitions are on page T452) o o o o Border states Casualties Draft Emancipation

3. Allow students to partner read pages 452-457. Students should take turns reading the pages and captions together.
Nevada State College EDEL 453 - Spring 2013 Karen Powell- Instructor page 1

Title of Unit: The Civil War Title of Lesson: Chapter 13, Lesson 1- A Nation at War Submitted By: Caitlin and Julia

4. Come back as whole group and discuss the lesson as a class. Use prompts as a discussion guideline. Allow each table to talk about the questions through a roundrobin, and then call on students from each table to share their responses. o o o o What were the 4 Border States at the start of the Civil War? What happened at the Battle as Antietam? What were some of the problems Jefferson Davis faced? What do you think might have happened if the North had lost the Battle of Gettysburg?

5. Students will now create their own short story and illustration scene in which someone they know is responding the being drafted to fight in the Civil War. o o Students will rough draft a short story in their journals and later transfer onto computer paper Story and illustration should include: A brief description of what a draft is Feelings about the draft An illustration to match the short story

6. Students will share their work with the class. 7. CLOSURE: Students will answer the following question in their Social Studies journals: Why did both the Union and the Confederacy need to use the draft? Students should give detailed examples from the text that support their explanations. F. Assessment: What will you use to measure student understanding? I will use the group discussions, the short story and illustration, and their journal entries for informal assessments. All work will be based on accuracy, completion and connections to text. Their short story and illustrations should have a connection between them that explain the details of the draft. Explain how you will know students understand the concepts from the lesson. I will know students understand the content of this lesson when they can effectively describe important battles and events that led to the Civil War. Students will demonstrate understanding through group discussions and journal writings. G. Reflection: 1. Which part of the lesson do you think will be the easiest for you to teach?

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 2

Title of Unit: The Civil War Title of Lesson: Chapter 13, Lesson 1- A Nation at War Submitted By: Caitlin and Julia

I think the easiest part of the lesson to teach will be the understanding of war. War is a common subject even still today, and students have heard of the term before and most likely understand why we have war. 2. Which part will be most challenging for you to teach? I think one of the most challenging parts of this lesson to teach will be the draft. We dont have to draft soldiers for our military today so helping students to understand that people didnt always volunteer for war might be confusing. 3. How will you follow up or extend this lesson? Since this is the first lesson in this chapter, we will frequently revisit ideas and concepts for this lesson. There is also an extension to this lesson on page 458-459 that can be used as an extension activity for the class. 4. What will you do for students who dont grasp the concepts? For students who dont grasp the content, I will try to correct any misconceptions they might have and have them re-read certain sections of the text that better identify the questions they are having. 5. Which part of the lesson, if any, do you think might need to change? I think this could be changed into a 2-day lesson to give students more time to work on their short stories and illustrations about the draft. Squeezing it all into one day might make it a little tough to get good work out of the students. 6. When you were writing this lesson plan, what was the most difficult part? The most difficult part of writing this lesson was figuring out better activities to use rather than just reading and completing worksheets that are attached to the lesson. Students easily get bored with worksheets and allowing them to do more hands-on activities is ideal, but connecting information with the activities can sometimes be difficult.

Nevada State College

EDEL 453 - Spring 2013

Karen Powell- Instructor

page 3