The Civil War

Eighth Grade Social Studies

Prepared by:
Shannon Turner
For
Larry M. Maurer, Instructor
EDFOUND 291.04: Principles of Teaching
Fall 2012, BU

Introduction
This Unit is important to students and their understanding of United States History. The
Civil war had a major impact on the United States. This war was different than most because it
was fought by the divided people of the United States. Soldiers were fighting their friends,
neighbors, and fellow comrades that they had grew up with. The Civil war took place in soldiers
backyards; it was fought on their farms and the soil that they grew up on. This information is
important to understanding the United States and its history. Students need to learn about this
war in order to understand why the U.S. is the way it is and the values it was built upon.
This lesson is important to students education because some will have ancestors that
fought in the war. Students can find out what their ancestors fought for or against, as well as
what happened to them. There are many primary sources written by soldiers during the war such
as letters, diary entries, battle descriptions, etc. Also, students in eighth grade need to learn about
this topic to understand what it was like for African Americans during the Civil War era. It will
help with racism issues as well as an understanding of what living in our country used to be like.
Writing a unit plan is extremely important to all teachers, especially novice teachers. It
creates a structured outline of what will be taught each day. It also provides support so that
classes do not get out of control. Each day something is planned. Also, it can be used from one
year to the next. The teacher will find small kinks in it each time as well as things that should be
done differently which can be edited from year to year. The unit plan is also useful in case of an
emergency; it is there for a substitute to look off of. Unit plans provide structure and guidelines.
The teacher should include at least one or two backup plans to use in order to always have an
activity to do if the lesson goes faster than planned or if something goes wrong.

Comment [O1]: Content pedagogy: I had to do a

lot of research on the civil war to gain full
knowledge to create this unit. I understand the
content and feel as though I could teach it in my
classroom.

General Objectives
1. Upon completion of this unit on the Civil War, students will explain the importance of
the war.
2. Using a map, students will be able to show the confederate states and the Union states as
well as map out where each battle took place.
3. After completion of the unit, students will be able to write a one to two page battle report
on their battle of choice.
Pre-assessment
1. What was the date that the Civil War started?
2. How long did the Civil War last?
3. Who was the president during the Civil War?
4. How many states were in the confederacy?
5. Who were three generals from the Union?
6. Who were three generals from the confederacy?
7. What was the first battle of the War?
8. What was the last battle of the war?
9. Why did the North chose to fight?
10. What was the South fighting for?

Comment [O2]: Planning: This assessment will

help me find out what students know and what they
dont. Therefore, it will help me decide what to
teach and what just needs to be reviewed.

Motivational Device: Short animated summary describing what caused the civil war:
http://www.youtube.com/watch?v=ZpbtI5-SS-k (youtube.com: Civil War summary)
Topical Outline:
Lesson 1: Battle of Antietam.

Standards:
o 8.3.8.D: Examine how conflict and cooperation among groups and organizations
have impacted the growth and development of the U.S.
o 8.4.8.D: Compare conflict and cooperation among groups and organizations
which have impacted the history and development of the world.
Methodology: Cooperative Learning: Group Work.
Supporting point or points:
o Dates.
o Battle synopsis.
o Important historical figures that played a role in the battle.
o Impact on the war.
Lesson 2: The Battle of Gettysburg.

Standards:
o 8.3.8.D: Examine how conflict and cooperation among groups and organizations
have impacted the growth and development of the U.S.
o 8.4.8.D: Compare conflict and cooperation among groups and organizations
which have impacted the history and development of the world.
Methodology: PowerPoint presentation.
Supporting point or points:
o Dates.
o Battle synopsis.
o Historical Figures.
o Impact on the rest of the war.
o Turning point!
Lesson 3: Battle of Petersburg

Standards
o 8.3.8.D: Examine how conflict and cooperation among groups and organizations
have impacted the growth and development of the U.S.
o 8.4.8.D: Compare conflict and cooperation among groups and organizations
which have impacted the history and development of the world.
Methodology: Individual work and student choice of assessment.
Supporting point or points
o Dates.
o Historical figures.
o Ended the war, what occurred as a result?
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Comment [O3]: Planning: Standards align with

state standards and curriculum goals.

Comment [O4]: Each lesson has different types

of methodology: This applies to the multiple
instructional strategies standard. It is important to
reach each student and learning style.

Unit: The Civil War. Lesson: The Battle of Antietam.

Date: 11-5-12 Time Length: 40-50 minutes.
Intasc Standards:
1. 8.3.8.D: Examine how conflict and cooperation among groups and organizations have
impacted the growth and development of the U.S.
2. 8.4.8.D: Compare conflict and cooperation among groups and organizations which have
impacted the history and development of the world.
Instructional Objectives:
Upon completion of this lesson students will be able to:
1. Explain, in three to five sentences, the importance of the Battle of Antietam.
2. Name all major generals from both sides for this battle.
3. Write five or more sentences explaining why the battle ended the way that it did.
4. Create a chart consisting of advantages and disadvantages for both sides.
Motivational Device: The bloodiest day and the bloodiest battle in American history. In twelve
short hours there were over 23,000 casualties.
Materials Needed: Notebook, pens, and handout.
Technology Needed: Computer and thumb drive.
Lesson Type: Cooperative Learning.
Lesson Outline:
I.
Introduction. (5-7 minutes.)
a. Explain cooperative learning.
i. This lesson will use the STAD method.
ii. Groups will work together to master the lesson.
iii. Groups will complete the worksheet before beginning their project which
is described at the bottom of the worksheet.
iv. Students will take the lesson quiz individually.
b. Motivational device.
c. Introduce battle and background information.
d. Short Video. (History.com: Battle of Antietam.)
II.
Content. (25-30 minutes.)
a. Pass out handouts. (Attached.)
b. Give three minutes for class to read over the handout.
c. Check for understanding. Choose a student to recite the instructions.
d. Place students in small groups. (3-5 students.) (Be sure to mix groups, gender,
ability, race, etc.)
e. Show students where to access the sources they will be using.
f. Let students start their work.
g. Monitor groups ensuring they stay on task and are doing the activity correctly.
h. Be sure that all groups finish the worksheet before beginning the project.
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i. Bring group back together and check where they stand.

j. If the group did not finish the project during class, they are given a week to
complete it at home. (No one should have the project complete.)
III.
Review. (5 minutes.)
a. Ask a few students for a progress report as to what their group has completed.
b. Summarize the battle and the information students should be finding.
IV.
Closure.
a. Assign the project to be finished for homework.
b. Inform that there will be a quiz the day the projects are to be turned in.
c. Key questions asked.
d. Ask if students have any questions.
Key Questions:
1. After working with your group what is one interesting fact that you have discovered?
2. How many students prefer working in groups rather than lecture?
Closure: After beginning to learn about the Battle of Antietam, what were advantages for the
North? The South?
Differentiated Learning Activities:
1. Video introduction.
2. Cooperative Learning.
3. Individual Testing.
Formative Assessment:
1. Observe students in their groups to ensure they are on task and finding correct
information.
2. Check group project to ensure correct information was found, correct any that has
incorrect information before the quiz.
3. Check scores on individual quizzes to ensure that all groups understood.
Homework: Finish project with group.
Reflection:
1. Were students working well together?
2. Were there any group problems?
3. Did all group members put in the same effort? Was the project divided and completed
fairly?
4. Were there any students and or groups that did not understand?

Comment [O5]: Assessment: Formative

assessments are just as important as summative
assessments in confirming student learning.

Comment [O6]: Reflective Practice: Reflect and

ask myself these questions after each lesson. It is
important to make sure lessons were affective.

Group Activity handout

(For lesson one on the battle of Antietam)
Instructions: Students will be placed in groups of three to five to work together and teach
themselves as well as the group about the battle of Antietam. This worksheet is to be done before
the group project in order to ensure the knowledge of background information. Students will be
given three sources as well as the video shown at the beginning of class to use. If any other
sources are used they must first be approved. Answers are to be provided on a separate piece of
notebook paper. Every student must turn in an answer sheet. Questions can be asked at any point
if an answer cannot be found or if a question is not understood. The questions are worth five
points.
1.
2.
3.
4.
5.
6.

On what date did the battle occur?

Who were the major generals from each side that played a role in this battle?
How many casualties were there on each side?
Who won the battle?
Referring to question four, what tactics were used?
What is the nickname for this battle?

Project: In your groups create a poster board that explains the battle of Antietam. Your poster
should tell a story. Only pictures and short statements should be placed on the poster. You should
then include a battle summary typed on Microsoft word. This summary can be as long or as short
as your group chooses. However, it must include dates, casualties, generals, tactics, and how the
battle ended. You may write your summary in one paragraph or separate it into multiple
paragraphs. You will be graded on the accuracy of the information as well as on inclusion of all
the information asked for. This will be worth a possible ten points.

Unit: The Civil War. Lesson: The Battle of Gettysburg.

Date: 11-6-12 Time Length: 40-50 minutes.
Intasc Standards:
1. 8.3.8.D: Examine how conflict and cooperation among groups and organizations have
impacted the growth and development of the U.S.
2. 8.4.8.D: Compare conflict and cooperation among groups and organizations which have
impacted the history and development of the world.
Instructional Objectives:
Upon completion of this lesson students will be able to:
1. Explain, in three to five sentences, the importance of the Battle of Gettysburg.
2. Name three major historical figures that played a role in the Battle of Gettysburg.
3. Write five or more sentences explaining the background leading up to the Civil War.
Motivational Device: Play the musical introduction from the film Gettysburg.
Materials Needed: Printouts of PowerPoint slides and lesson plan.
Technology Needed: Smart board, computer, computer lab, and thumb drive.
Lesson Type: Presentation.
Lesson Outline:
I.
Introduction. (5-7 min.)
a. Motivational device: Play music once students start arriving to class.
b. Provide students with a short summary of what has happened in the war leading
up to this point.
II.
Content. (PowerPoint) (20-25 min) [Provide students with a hard copy of PowerPoint as
well as the presentation itself for them to access at home.]
a. Title Slide.
b. Objectives.
c. Slide menu.
d. Generals. (click on each picture to provide a summary of each of their lives and
military history)
e. List of confederate states. (Provide students with information about when each
state seceded from the union and what secession was, as well as the impact
secession had.)
f. Background on the Civil War. (Click on link for a short video.)
g. Northern Tactics. (Explain northern tactics and why that helped them win this
particular battle.)
h. Casualties. (Explain the difference between casualties, deaths, captured, and
missing. Also explain why sources may have different numbers for each.)
i. Gettysburg Address. (Click on picture for link of the Speech. Explain the
importance of this speech.)
j. More Facts. (Dates, explain why it was considered the turning point of the war,
and how the Union forced the Confederacy to retreat.)
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k. Quiz Time. (Three important questions, the answers will appear after ten
seconds.)
III.
Activity. (5-7 minutes)
a. Have students turn on their computers.
b. Have each of them open the PowerPoint.
c. Got to slide twelve.
d. Click on picture to access the online game.
e. Let students play the game to find out if they could have won the battle.
IV.
Review. (5-7 minutes)
a. Place students in groups of three or four.
b. Using their PowerPoint notes, have them come up with a short list summarizing
the presentation.
c. Have them discuss the outcome of their game. Who won? Who did not? What
could they have done differently?
d. Ask for volunteers to present their list. If no one volunteers, pick two groups at
random.
V.
Closure. (10 minutes)
a. Summarize the battle again.
b. Ask a few Key Questions:
i. Who presented the Gettysburg Address?
ii. Who won the battle?
c. Assign Homework:
i. Have students chose the North or South before giving them their
assignment.
ii. Diary entry from a soldier from the side they chose that depicts what their
thoughts would have been after the battle.
iii. Be sure to provide information on the general and what happened during
the battle.
iv. Check for understanding of the assignment. Ask one or two students to
repeat back what they are to do.
Closure: After learning about the Battle of Gettysburg, What is one thing, in your opinion, that
is extremely important when going into a battle?
Differentiated learning activities:
1. Provide students with PowerPoint handouts.
2. Have students play an online game.
3. Place students in small groups to discuss.
4. Offer extra clinic time for more in depth assistance if needed.
Formative Assessment:
1. Observe students as they play their game, as well as when they are in small groups,
checking to make sure they are on task and understanding the information.
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2. Check answers to quiz as well as read over their homework the next day to ensure
students understand, and consult students who did not fully understand.
Homework: Diary entry as stated in bullet c section V.
Reflection:
1. Were students on task and focusing the entire class?
2. Did students interact and work well together when placed in small groups?
3. Was there enough time for questions?
4. Did most of the class do well on the mini quiz as well as their homework assignment?

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Unit: The Civil War. Lesson: The Battle of Petersburg.

Date: 11-6-12 Time Length: 40-50 minutes.
Intasc Standards:
1. 8.3.8.D: Examine how conflict and cooperation among groups and organizations have
impacted the growth and development of the U.S.
2. 8.4.8.D: Compare conflict and cooperation among groups and organizations which have
impacted the history and development of the world.
Instructional Objectives:
1. Explain, in five to seven sentences, the outcome of the war.
2. Name three major generals that commanded each side during this battle
3. Given a map, Create an alternate battle plan for the confederacy that may have helped
them win.
Motivational Device: how much change occurs in ten months? What have you done in the past
ten months? Imagine being stuck in the same place, fighting battle after battle, for ten straight
months. Could you do it?
Materials Needed: Handout packet, bullet print notes, and
Technology Needed: Computer.
Lesson Type: Individualized instruction.
Lesson Outline:
I.
Introduction. (15 minutes.)
a. Explain what individualized instruction is to students.
b. Briefly explain the three options students will be offered.
i. Oral Presentation
1. Must be at least ten minutes.
2. Must include all information stated in the attached assignment.
3. Presented to the teacher and a select three other teachers.
ii. Paper
1. Must be at least 2-3 pages.
2. Must follow all instructions in the attached assignment.
iii. Exam
1. Students must teach themselves the unit with given guidelines.
2. Will be a ten question short answer exam.
c. All three will be completed by the same date. Presentations must be turned in, the
paper must be turned in, and the exam will be taken on that day.
II.
Content. (15 minutes).
a. Brief video. (History.com: battle of Petersburg)
b. Must include the following:
i. Dates.
ii. Generals from both sides.
iii. Description on what occurred on each day of the battle.
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iv. Casualties.
v. Tactics from both sides.
vi. Outcome.
c. Students are given two days in the computer lab to teach themselves. During this
time they may ask any questions they need.
III.
Review. (5-7 minutes.)
a. Summarize the options for students.
b. Have students sign up for which option they have chosen.
IV.
Closure. (5-7 minutes.)
a. Due date: one week.
b. Provide students with a few optional websites that may help them.
c. Ask key questions.
d. Check for understanding of each assignment.
Key Questions:
1. Does anyone have any broad questions about this battle before doing the research?
2. Does everyone understand their chosen assignment?
Closure: After making your choices write a short answer explaining why you chose that project.
Differentiated Learning Activities:
1. Provide students with simple and brief introduction.
2. Separate Assignment choices for personal preference.
3. Offer availability to all students that request extra help.
Formative Assessment:
1. Observe students working to ensure they stay on task.
2. Create check points for students to come and explain what they are working on and what
they have learned.
Homework: Chosen assessment will be due in one week.
Reflection:
1. Did all students complete their assignment?
2. Did all students choose the right form of assessment for themselves?
3. Did all students work during the given in class time?

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Assessment Options
This assignment will be due in one week. You have the option of choosing which assignment
you would like to complete. Each assignment requires the same amount of work and requires
research. You must teach yourself about the battle (siege) of Petersburg and the end of the civil
war. Below is a description of what each assignment entails. You must choose one by the end of
today. Each assessment option will include the following topics:
Dates.
Generals from both sides.
Description on what occurred on each day of the battle.
Casualties.
Tactics from both sides.
Outcome. (This is the last battle of the Civil War, what was the outcome of the entire war
not just the battle? What occurred at Appotomax Court House?)
Option one: Oral Presentation
Must be ten to twelve minutes.
Must be accompanied by a visual aid.
Must include each topic listed above.
Option two: Paper
Must be 2-3 pages
Must be typed, single spaced, and in times new roman font.
Must include each topic listed above.
Option three: Exam.

Will be given in one week when the projects are due.

Will include ten short answer questions on the topics listed above.

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Comment [O7]: Assessment: Assessments are

key to a lesson and unit however, it is also
important to provide different types of lessons to
achieve the standard of diverse learners as well.
Each student learns differently therefore, they also
test differently. By offering options, students may
be able to show their knowledge more effectively.

Short Answer Exam

Questions may be answered in however many sentences you see fit. If extra paper is needed, do
not hesitate to ask.
1. On what day did the siege of Petersburg being? (Exact date: day, month, and year.)
2. On what day did the battle conclude? (Exact date: day, month, and year.)
3. List three generals that fought for the Union and three that fought for the Confederacy.
(Be sure to identify which side they are on.)
4. Name one battle that occurred within this siege and give a brief explanation on what
occurred.
5. Name another battle that occurred within this siege and give a brief explanation on what
occurred.
6. Name one more battle that occurred within this siege and give a brief explanation on
what occurred.
7. Approximately how many casualties where there from each side?
8. Briefly describe the tactics the Union used.
9. Briefly describe the tactics the Confederacy used.
10. Briefly explain the outcome and effects from the Siege of Petersburg.

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Unit Test Blueprint

Test Blueprint for Unit on the Civil War
(Cognitive Domain)

Instructional Know. Comp. Application Analysis Synthesis Evaluation Totals

Objective
1-1
X
X
2
1-2
X
X
2
1-3
X
X
2
1-4
X
X
2
2-1
X
X
2
2-2
X
X
2
2-3
X
X
2
3-1
X
X
2
3-2
X
X
2
3-3
X
X
2
Totals
6
7
3
2
1
1
20

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Unit test
1. On what date did the Civil War start?
2. On what date was the Civil War concluded?
3. Who presented the Gettysburg Address and why was it important?
4. Who was the President of the Union during the Civil War?
5. How many states were in the confederacy? List six.
6. State five generals from the Union and what battles they fought.
7. State five generals from the Confederacy and what battles they fought.
8. What was the bloodiest battle of the War? Who won and what tactics did they
use?
9. What was the last battle of the war?
10. What was the Union fighting for?
11. What was the Confederacy fighting for?
12. What is the battle of Antietam known for and why?
13. What is the battle of Gettysburg also referred to as and why?
14. Evaluate the tactics used in the Confederacy. What did the North do differently
that helped them win the war?
15. List three advantages and three disadvantages for both the Union and
Confederacy.
16. Using the above question explain why each is an advantage or a disadvantage.
17. Take the knowledge from what you have learned about the war and apply it to
war today. What is different? What is Similar?
18. What is secession and what impact did it have on the war?
19. Was slavery the only cause of the Civil War? If not, what was another cause?
20. Why was it difficult for some soldiers to fight certain battles? Think about who
they are, who they are fighting, and where they are fighting. Once stated why it
was hard for them, create a bullet point list of ten things that these soldiers would
be thinking about while at battle.

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Answer Key
1. The first battle began on April 12 , 1861
2. It concluded April 9th, 1865
3. Abraham Lincoln. Brought together the union and was the first time he talked about the
abolishment of slavery.
4. Abraham Lincoln.
5. 13: Virginia, North Carolina, Tennessee, Alabama, Mississippi, Florida, Texas,
Louisiana, Georgia, South Carolina
6. Union Generals: McClellan, Meade, Baird, Beatty, Bukingham
7. Confederate Generals: Lee, Jackson, Campbell, Carter, Shelby
8. Antietam, was a draw, surprise attack
9. The Siege of Petersburg and Appotomax court house.
10. Abolishing slavery and move past traditional beliefs. They wanted to industrialize
11. Keep their way of life.
12. Bloodiest Battle in American history, over 23,000 casualties in twelve hours.
13. The turning point in the war, Lees first loss as well as provided high morale for the
Union.
14. The South fought mainly a defensive war. The North was willing to fight offensively.
15. Confederacy: fought on their own soil, military smart generals, high morale. Did not have
resources, less men, and only a limited number of men could enlist. North: endless
resources, endless men, and Abraham Lincoln. Fought in unknown territory, less trained,
and generals did not know much about battle.
16. Explanation
17. More training, do not fight your own people however, you still fight in unknown
territory.
18. Secession is when a state chooses to no longer be a part of its Country. 13 states seceded
to become the confederate states of America. The war was to bring the nation back
together.
19. No, fight for beliefs, values, traditions, and power.
20. Fighting in their backyards against friends and neighbors.
th

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Sources
Antietam:
history.com. (1996). Retrieved from http://www.history.com/topics/battle-of-antietam
The battle of antietam. (2011). Retrieved from http://www.civilwar.org/battlefields/antietam.html
The battle of antietam. (n.d.). Retrieved from http://www.history.com/videos/the-battle-ofantietam
Gettysburg:
(n.d.). Retrieved from http://generalmeadesociety.org/military.html
Army.mil features. (n.d.). Retrieved from http://www.army.mil/gettysburg/flash.html
Groningen, U. O. (2012). American history. Retrieved from
http://www.let.rug.nl/usa/biographies/robert-e-lee/
minialder. (2011). YouTube. Retrieved from http://www.youtube.com/watch?v=a4Bojjx_Dew
Ryan, J. (2011, January 2). Americancivilwar.com. Retrieved from
http://americancivilwar.com/getty.html
Thomas A. Desjardin. (2011, August 30). History.net. Retrieved from
http://www.historynet.com/battle-of-gettysburg
Petersburg:
Civil war battles. (n.d.). Retrieved from http://www.sonofthesouth.net/leefoundation/battle-ofpetersburg.htm
Saving america. (n.d.). Retrieved from http://www.civilwar.org/battlefields/petersburg.html

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