Elementary Education Program

Lesson Plan Format

Teacher Candidate: Haley Cousins

Grade Level: 4th

Title: Manassas Battlefield Trip

Date: Summer 2016

I.

Objectives
Essential Questions: Why should we remember conflicts that happened in our past?
KUD: K: Students will know the differences between northern and southern states.
U: Students will understand why Virginians were divided about secession.
D: Students will be able to describe one cause or event leading up to the Civil
War in the form of an oral performance.
VA SOLS:
Social Studies
VS.1 The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to
a) identify and interpret artifacts and primary and secondary source documents to
understand events in history;
d) draw conclusions and make generalizations;
e) make connections between past and present;
g) interpret ideas and events from different historical perspectives;
VS.7 The student will demonstrate knowledge of the issues that divided our nation and
led to the Civil War by
a) identifying the events and differences between northern and southern states that
divided Virginians and led to secession, war, and the creation of West Virginia;
b) describing Virginias role in the war, including identifying major battles that took
place in Virginia;
c) describing the roles played by whites, enslaved African Americans, free African
Americans, and American Indians.

II.

Materials for Learning Activities

Choice Board (one copy for each student and chaperone, plus 3 extras) (Appendix A)
Anecdotal Notes Template (Appendix B)
Lined paper
Pencils
Clipboards
Social Studies Notebooks
Disposable Cameras/Personal Devices
Emergency Backpack

Lunches
Sharpie marker (to label disposable cameras, lunches, etc.)

III.
Procedures for Learning Activities
Introduction (5 Minutes)
Class, today we will be visiting Manassas National Battlefield Park. Well visit the
visitors center, museum, and walk the 1.2-mile Henry Hill Loop Trail. While we are
there we will use choice boards to collect data to use for your project to persuade
your congressmen. You must choose at least five activities on the choice board. The
writing and drawing you do during our trip will go in your social studies notebook. If
you forgot your notebook today, no worries, you can use a clipboard and loose-leaf
paper. Some of your choices require a camera. If you didnt bring your own device
today, I have disposable cameras you may use. Well be at the battlefield park for
about two hours. We will have a picnic lunch while there.
Instructional Strategies (1 Hour, 45 Minutes + Travel Time)
We are now going to break into our groups. Sort students into five six groups
(depending upon the choice of JO), introduce them to their chaperones, provide
chaperones with all necessary paperwork.
Class, youll now receive your social studies assignment for today. Please take a
moment to look at your assignment and think about the choices youd like to make.
Pass out choice boards to class.
Now that youve had a minute with your assignments, close your eyes and think
about strategies you can use to best get your work done today. After about one
minute Take turns sharing your thoughts with your group.
Gather supplies.
Line up.
Get on the bus and travel to the battlefield.
Get off the bus.
Class, welcome to the Manassas National Battlefield Park. On this very site two
important battles in the Civil War were fought. People lost their lives on this site
fighting for what they believed in. Please keep in mind the significance of this site as
you respectfully explore today.
Groups go in their separate directions some to the visitors center, some to the
museum, some to the trail.
While chaperoning a group, the teacher checks in with other chaperones and
students, taking notes about what they kids are seeing/doing/learning.
After 1 hour, 10 minutes of exploring the class meets in a predetermined location for
lunch.
Class, as you eat your lunch, well have a special guest. Ive invited a park ranger to
give a short presentation on the conservation efforts that are currently happening at
this park. After the presentation you may ask questions about anything related to
the park, battlefield conservation, or the civil war. You make take notes.

 After lunch and preservation, clean up and get back on the bus.
Summary (7 Minutes)
Class, welcome back to school. Today you explored the Manassas National
Battlefield Park. You conducted interviews, made sketches and lists, and heard a
presentation from a park ranger. You collected data that will help you the rest of this
week as you finally assemble your project to persuade our congressmen to preserve
Civil War battlefields. Before we move onto our next lesson of the day, you will
reflect on your trip as an exit ticket. Take out a sheet of paper. Your reflection
question is How do parks like the one you visited today help people to remember
conflict that happened in the past? Why should we remember conflict?
This lesson takes place over the course of a nearly two-hour (not including travel time)
fieldtrip to the Manassas National Battlefield Park in Manassas, VA.
IV.

Assessment
The teacher will take anecdotal notes as students tour the battlefield and complete
their choice board activities. (Anecdotal Notes Template is Appendix C).
Students complete an exit ticket at the end of class.
Teacher will review writing/sketches in social studies notebooks to insure that
students have data they can use for their final project.

V.

Differentiation
The assignment for the fieldtrip is self-differentiating, as students are able to choose
the activities that interest them, and that they are comfortable with.
Multiple Intelligences
Visual-Spatial
These students have the opportunity draw and take
photographs in this lesson.
Linguistic
These students have the opportunity to write lists and
descriptions in this lesson.
LogicalStudents who favor this kind of intelligence have the
Mathematical
opportunity to work with numbers as they count visitors to the
park.
Bodily-Kinesthetic
These students will learn through movement as they walk the
1.2 mile Henry Hill Loop Trail.
Interpersonal
These students will have the opportunity to learn through
conversation as they interview park visitors and staff.
Naturalist
Students favoring this kind of intelligence will enjoy learning
outdoors.

Specific Accommodations
JA
JA will be chaperoned by the classroom teacher on the trip, so that the teacher
is available to ensure that directions are clear. Time for short, restful breaks
away from the noise of classmates will be worked in to the schedule.
JO
I will speak with JO and special education staff about this lesson ahead of time.
Well discuss the objectives and outcomes, and make a joint decision about
how he will complete the lesson. He may choose to work in a group with social
supports from the teacher and special education staff, or he may choose to
complete his work independently with his mother and a special education staff
member chaperoning.
RR I will speak with RR about this lesson ahead of time. RR will be chaperoned by
the classroom teacher on the trip, so that they are available to ensure that
directions are clear. Time for short, restful breaks away from the noise of
classmates will be worked in to the schedule.
SA
SA will complete this assignment with social support from the teacher and
chaperone. Well discuss some strategies he can try as he tours the Battlefield
Park with his classmates. Well think about some students that he works well
with, and plan to have at least one of those students in his fieldtrip group.
AM AM will have the option to become the class expert on the story of Judith
Henry.
VI.

Technology Integration
Students will be allowed to use their devices to take photos and videos.

VII.

Fine Arts Integration

Art: students are invited to sketch, photograph, and video record their
surroundings.

Appendix A

Name: ________________________

Manassas Battlefield Trip

Choice Board
Directions:
As you walk the Henry Hill Loop Trail today, complete and cross off at least 5 activities from the
choice board. The data you collect today will help you to persuade your congressmen to protect
this and other battlefields.
Writing and illustrations go in your social studies notebook.
If you need a disposable camera, pencil, paper, or other, see your teacher or chaperone.
Pick up 3 or more Pieces of
Trash (record how much you
pick up, and what kinds of
things you pick up!)

Describe the Wildlife that

You See

Take Videos with your Device

Describe the People You See

Interview a Park Guest

(Should not be a Classmate
or Chaperone)
(Sample Questions Below)

Count the Visitors You See:

Exploring the Battlefield: ___
In the Museum: ____
In the Gift Shop: ____

Take Photos with your Device

Collect Information from

Brochures

Sketch a Picture

Pay Your Respects at a

Monument or Grave (write
down the monument/grave,
and how you were
respectful)

Make a List of the Respectful

Things Guests are Doing

Record Information from a

Sign

Make a List of Disrespectful

Things Guests are Doing

Visit the Museum and Write

about the People and
Exhibits you See There

Interview a Park Ranger

(Sample Questions Below)

Sample Interview Questions

Why do you think this park is important?
How often do you visit? Or How long have you worked here?
What is your favorite part of the park?
Why should we remember what happened here?
What can I do to help the battlefield park?
How could the park be improved?
Record information about the person you interview: their name, age (are they a child, a
teenager, an adult, or an elderly person), guest or park employee.

Appendix B

Anecdotal Notes
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Teach the Wor ld 2016