The University of Mississippi School of Education

Written Unit Plan

Understanding by Design (UBD)

Unit Cover Page

Unit Title: Civil War
States History

Grade Level: 8th grade, United

Subject/Topic Areas: Social Studies with Language Arts Integrated

Key Words: Civil War, Abraham Lincoln, Jefferson Davis, Robert E.
Lee, Ulysses S. Grant, Emancipation Proclamation, The 54 th
Massachusetts, Battle of Gettysburg, Siege of Vicksburg, Battle of
Shiloh, First Battle of Bull Run, Fort Sumter, Confederate States of
America, Confederate army, Union army
Designed By: Harley Landess

Length of Unit: 15 days

School District: Lafayette School District School: Lafayette Middle

School
Brief Summary of Unit:

This Unit is designed to teach students about

the lead up to the Civil War and the war itself.
The Unit covers cession of the Confederate
States, the many battles that make up the
Civil War, the Emancipation Proclamation that
freed Confederate slaves, and the surrender
of the Confederate army. The unit goes into
detail on the experiences of soldiers and their
families as well as the everyday citizen that

was in the battle zone.

List and attach Print Materials/Resources
List and attach Internet Resources/Links
U.S. History 8th grade Textbook: Deverell, William; White, Deborah Gray (2012) United States History: Beginnings
to 1877 Houghton Mifflin Harcourt Publishing Company
Battle of Antietam Activity http://www.brighthubeducation.com/middle-school-historylessons/52822-the-battle-of-antietam-a-lesson-plan-for-middle-school-history/
Civil War Map Activity http://bfa.fcsuvt.org/download/socialstudiesdept/ushist234/Civil
%20War%20Map%20Activity--Directions.pdf
Civil War Family Scrapbook Project https://rbanister.pbworks.com/w/page/35448581/Civil
%20War%20Scrapbook%20Project
Siege of Vicksburg Close Reading Activity http://www.brighthubeducation.com/middleschool-history-lessons/53603-the-siege-of-vicksburg-a-lesson-plan-for-middle-school-history/
Holt, Rinehart and Winston United States History: Beginnings to 1877 Progress Assessment
Support System with Answer Key.
Bell Ringer Quizzes: http://www.bfw.cdeducation.org/civil3.htm
http://www.cumberland.k12.wi.us/faculty/jwait/civilwarquiz1withkey.pdf
Bell Ringer Political Cartoons:
http://www.civilwar.org/education/history/primarysources/1864-campaign-cartoons.html?
referrer=https://www.google.com/
http://www.theatlantic.com/national/archive/2013/07/romanticizing-the-villains-of-the-civilwar/277969/ https://www.emaze.com/@AORTQWZL/civil-war-projectBlank Civil War United States Map
http://smsmrwilliams.weebly.com/uploads/1/5/3/5/15350940/civil_war_blank_map.png
Civil War Pre-Test
https://quizlet.com/54823577/the-civil-war-pre-test-flash-cards/

Contextual Information
1. Knowledge of characteristics of students
Use the spaces provided below to address indicated characteristics of your students
Age-Range, Gender, Total number of students
o Mrs. Bynums second period and third period class has a range of thirteen to
fifteen year old students. Each class is very different in the number of students and
how the class runs. Second period is comprised of twenty-two students. There are
nine girls and thirteen boys. While the class is majority boys, the girls play a big
role in the leadership while in the classroom. Third period has a total of twenty-six
students. There are sixteen girls and ten boys. In this class, the majority is girls, but
the males play an equal role in leadership in the classroom.
Achievement Levels (Remedial, Average, Advanced/ Accelerated, or specify range in
percentiles or grade-equivalent)
o Lafayette Middle School is an average performing school. The students in Mrs.
Bynums second period class have a wide range of achievement levels. There are
three students that are deemed inclusion students. Although those students perform
average socially, their achievement level is quiet under the average level. The
students often make failing grades on individual assignments. I feel as if they
know the information, but they are not good at showing their understanding on
paper. The rest of the second period class is on an average level. They all perform
at different ranges, but they have not been deemed inclusion. There are no
specified advanced students in second period, but I do believe many of the students
do function at an accelerated level. Mrs. Bynums third period is also made up of
students that function at a wide range of achievement levels. The majority of the
third period class performs average. There are six students that have been deemed
advanced. These students spend time in an accelerated classroom for one period of
the day. There are no students that have been deemed remedial in the classroom by
the school, but there are some students that do not perform average on most
assignments.

 Socio-Economic Description
o Lafayette Middle School is made up of a range of socio-economic levels. Some
families hold high positions in the community including lawyers, doctors, and
professors at the University of Mississippi. Other families hold blue collar jobs that
allow for a low class economic description. Mrs. Bynums second and third period
class have the same make up as the school as a whole. The students can be seen
wearing very expensive clothing including brands like the Northface, Drake, Nike,
Ugg, etc. Although these brands can be found, many of the students do not wear
name-brand clothing. The students wear a mixture of jeans, sweats, t-shirts, and
polos. Some students take pride in dressing very well for school. Many of the
males wear boots and carhart pants. The females often carry name brand handbags
and backpacks. Sixty-two percent of the district is on free or reduced lunch.
Typical Demeanor of Students
o The Students in Mrs. Bynums second and third period classes emulate many traits
of typical teenagers. The students engage in conversation and socializing
throughout the period. However, Mrs. Bynum does not encourage this behavior if
it becomes too loud. The students like to be with their friends during group
activities, and Mrs. Bynum often lets them pick who they want to work with. Mrs.
Bynum often gives lecture notes, and the students do not engage in group work
often. The students in Mrs. Bynums first period have a range of high self-esteem
students to lower self-esteem students.
Typical Interest and Involvement of Students
o Many of the students in Mrs. Bynums second and third period classes are involved
in extracurricular activities like sports, band, hunting, etc. Both the male and
female students take part in these activities. The students participate in sports
programs including baseball, basketball, football, soccer, and cheerleading. There
are multiple students who talk about their hunting activities on the weekend.
2. Knowledge of students varied approaches to learning (Include information from
learning styles inventory)
o Most of the students in Mrs. Bynums second and third period classes enjoy
working in groups. Although the students do not get in groups often, they seem to
connect with the information when they are allowed to work in groups. The
majority of the class identifies themselves as kinesthetic learners, while only a few
say they are visual learners. None of the students prefer auditory styles of learning.
The students explain that listening to the teacher talk all day bores them.

3. Knowledge of students skills and prior learning

o The students in Mrs. Bynums first period U.S. History class have not had any of
this material before. Because there is a lack of social studies instruction in
elementary, students often learn U.S. History for the first time in the eighth grade.
The students do not seem to struggle, but some background knowledge could be
useful in understanding certain subjects.

4. Knowledge of community and school district (Include a description of the community

and school district)
o Lafayette Middle school is located in Oxford, Mississippi. It is the country school
for the area. The county seat is Oxford, Mississippi. According to the 2013 census,
Lafayette country has a total of 47,351 residents. The labor force in Lafayette
County is made up of 23,118 residents. The country is made up of 49.28% male
and 50.72% female. The racial make-up is majority white. White residents make
up 70.5% of the population while blacks make up 24.1%. There are a small
number of Asian and Hispanic residents as well. The household median income is
$43,328, and the unemployment rate is 5.4%. 37.2% of Lafayette countys
population holds a bachelor degree or higher. Lafayette Country School District is
made up of Lafayette Country upper and lower elementary, middle school, and
high school. There are a about 2,693 students throughout the school district. The
district is 68.7% white, 29.7% black, and 1.5% Hispanic. There are also a small
percentage of other racial make-ups. The school district offers opportunities
including pre-kindergarten, athletics and extracurricular activities, ESL, gifted
class for second through seventh grades, advanced placement high school courses,
and gifted drama and music. There are 197 certified staff members. Forty-nine
percent hold advanced degrees and fourteen percent hold National Board
Certification. The Lafayette Country School District has an 88% graduation rate
and a 38.5% special education graduation rate. The school districts mission is to
educate the whole child. They believe that all children can succeed, and they
hold high expectations for their students. Although there is another school district
within Oxford, Mississippi. The Lafayette Country School District is active within
the community. There are many fund-raisers held by local businesses for the
district as well as the individual schools. The students are accustomed to the large
population of college students that come every year, and the district uses these
students to their advantage for volunteer work within the school system.
http://www.gocommodores.org/?pID=8725
http://economic.oxfordms.com/lafayette-county-msinformation/demographics/

Stage 1 Identify Desired Results

(Stage 1 completed once for the unit)
Goal: Identify overall goal (s) of the unit based on the Mississippi
Curriculum Frameworks or Common Core Standards.
Mississippi Social Studies Frameworks
Domestic Affairs
2. Understand how technology, geography, and social conflict has impacted the development of the United
States
d. Trace the origins and development of slavery; its effects on African Americans and on the nations
political, social, religious, economic, and cultural development; and identify the strategies that
were tired to both overturn and preserve it. (DOK 2)
e. Analyze the causes, key events, and consequences of the Civil War. (DOK 3)
Civil Rights/Human Rights
4. Understand the impact of American ideals and institutions on the development of American democracy.
b. Study the lives of formerly enslaved African Americans who gained freedom in the North and
founded schools and churches to advance their rights and communities. (DOK 2)
d. Research and analyze political and social impacts of civil rights movements throughout the history
of the United States pre-Reconstruction era (e.g., slave revolts, abolitionist movement, protests
over British taxation in the colonies, individual and group resistance, organizing efforts and
collective action/unity). (DOK 3)
Economics
5. Understand the interaction of individuals, families, communities (microeconomics), businesses, and
governments (macroeconomics) and the potential costs and benefits to the United States economy.
a. Compare and contrast the economic factors that led to the development of America (e.g.,
exploration, colonization, immigration, sectionalism, industry in the North vs. agriculture in the
South, tariffs, etc.). (DOK 2)
Culture
6. Understand the purposes and principles embodied in the ideals and values of American society.
a. Evaluate the value and the challenge of diversity in American life. (DOK 3)
b. Assess the importance of certain character traits in a democracy, such as civility, nationalism,
freedom, authority, justice, equality, responsibility, etc. (DOK 3)
c. Examine how American society has been influenced culturally by exploration, immigration,
colonization, sectionalism, religious, and social movements, etc. (DOK 3)
English Language Arts
Reading Informational Text
RI.8.2: Determine a central idea of a text and analyze in detail its development over the course of the text, including
how it emerges and is shaped and refined by specific details; provide an accurate summary of the text based upon
this analysis.
RI.8.3: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g.,
through comparisons, analogies, or categories).
RI.8.6: Determine the authors point of view or purpose in a text and analyze how the author acknowledges and

responds to conflicting evidence or viewpoints.

Writing
W.8.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences.
W.8.3d: Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and
convey experiences and events.
Speaking and Listening
SL.8.4: Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant
evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear
pronunciation.
Reading History/Social Studies
RH.6-8.8: Distinguish among fact, opinion, and reasoned judgment in a text.
RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.

What understandings are desired?

The students will understand that:

The Civil War shaped the United States politics and culture into what it is today.
The South was so unwilling to give up slavery that they were willing to begin a war that they were not
prepared for.
The Confederate army was very close to winning the war, but lack of leadership led them to a destructive
path.
The Civil War helped the Norths economy boom.
The loss of slavery crippled the Southern economy.
The Civil War created hostility between the Northern and Southern states that will last for over one hundred
years and into the current time.

Daily objectives: What key knowledge and skills will students

acquire as a result of this unit? What should learners be able to do
as a result of such knowledge? Include integrated content areas
from the Mississippi Curriculum Frameworks. Label objectives with
the DOK level of learning.
The students will:

Identify the origins and development of slavery. (DOK 1)

Analyze the causes, key events, and consequences of the Civil War. (DOK 4)
Identify slaverys effect on African Americans and on the nations political, social, economic, and cultural
development. (DOK 1)
Investigate the lives of former slaves who gained freedom in the North and advanced African Americans
rights and communities. (DOK 3)
Interpret political and social impacts of the Civil Rights Movements of the United States preReconstruction. (DOK 2)
Analyze political and social impacts of the Civil Rights Movements of the United States pre-

Reconstruction. (DOK 4)
Compare and Contrast the factors that led to the development of the Southern economy. (DOK 3)
Measure the value and the challenge of diversity in American life. (DOK 1)
Assess the importance of certain character traits in a democracy like civility, freedom, justice, equality,
responsibility, etc. (DOK 3)
Recognize how American society has been influenced culturally by sectionalism and social movements.
(DOK 1)
Recognize the central idea of a diary entry and/or letter. (DOK 1)
Analyze how the diary entries and/or letter make connections among and distinctions between individuals,
ideas, or events. (DOK 4)
Identify the authors point of view or purpose in a text. (DOK 1)
Create narratives to develop real or imagined experiences or events in a diary entry and/or letter. (DOK 4)
Use precise words or phrases, relevant descriptive details, and sensory language to capture the action and
convey experiences and events. (DOK 1)
Show findings in a focused, coherent manner; use appropriate eye contact, adequate volume, and clear
pronunciation. (DOK 2)
Distinguish among fact, opinion, and reasoned judgement in a text. (DOK 2)
Analyze the relationship between a primary and secondary source on the same topic. (DOK 4)

Stage 2 Planning Assessment

(Stage 2 completed once for the unit)
Performance Task(s): List the names of each performance task here and attach a copy of the
entire assignment (including grading rubric) to your plan.
Civil War Family Scrapbook
Purpose: to further students knowledge and understand of a soldier and civilians experiences during the
Civil War; research and analyze major people and events that affected the Civil War and its outcome.
Students will work individually to create a scrapbook that contains letters, diary entries, and photographs
that describe historically accurate accounts of the Civil War and the major places and people involved.
The students will create a fictional soldier that will fight in the Civil War; the student will write diary
entries and/or letters that contain information about key people and events before and during the Civil War.
The students must include a photo of their choosing that represents their soldier.
The students are permitted to include any pictures, letters, diary entries, etc. of their own family members
that were involved in the Civil War.
The students will be given two full days on the computers to research any needed key people or events and
collect any photographs that they will use; the students must cite this information on their works cited page.
The students will also include an index that guides the reader through the book.
The teacher will provide the students with the necessary materials to complete the scrapbook including:
construction paper, string, whole punch, copy paper, glue, and scissors.
The students will present their Civil War Family Scrapbook on the Wednesday before the Civil War unit
test.
Instructions and a rubric will be provided to each student, and the teacher will thoroughly go over each
document in class to the students.

Test/Quiz Item(s) and Other Traditional Assessments: List the names of each
test/quiz/homework/etc. here and attach a copy of each to your plan.
Homework: Section 1 Quiz
Homework: Section 2 Quiz
Homework: Section 3 Quiz
Chapter 16: Civil War Unit Test

Informal Check(s): List ways you will check for understanding throughout your unit.
Bell Ringer (Day 1): KWL Chart; Civil War Pre-Test
Bell Ringer (Day 2): True Issue Political Cartoon
Bell Ringer (Day 3): If you were there Section 2
Bell Ringer (Day 4): Why was the First Battle of Bull Run such a major point in the Civil War? Explain.
Bell Ringer (Day 5): If you were there Section 3
Bell Ringer (Day 6): Quick Quiz Section 3
Bell Ringer (Day 7): If you were there Section 4
Bell Ringer (Day 8): Section 4 Quiz

Bell Ringer (Day 9): If you were there Section 5

Bell Ringer (Day 10): Copperhead Political Cartoon
Bell Ringer (Day 11): What do you think led to the Souths defeat in the Civil War? Explain.
Bell Ringer (Day 12): Emancipation Political Cartoon
Bell Ringer (Day 13): Quick Quiz Section 5
Bell Ringer (Day 14): Finish KWL Chart

Academic Prompt(s): List higher level thinking questions used throughout

the unit.

Why do you think the South was so reluctant to give up slavery that they were willing to start a war?
Explain.
Do you think the Civil War would have happened if the Confederates had not attacked Fort Sumter?
Explain your reasoning.
Many families split during the Civil War due to differences in opinion. Would you have supported your
family even though you may have disagreed with their position? Explain.
The Civil War had a major impact on American culture. How has the Civil War affected you personally?
Why do you think President Lincoln was so patient with the South at the beginning of the war? How do
you think the Civil War would have turned out if President Lincoln had been more willing to go to war?
Explain.
Can you see how something that happened so long about has made a connection in your life? The American
Red Cross has always been something that has been available to us if it was every needed.

Stage 3 Daily Lesson Plans

( Stage 3- attach lesson plans)
Make a calendar to outline the objectives taught each day, the activities/strategies used and
the assessments used. Next, attach a separate lesson plan for each day of your unit using
the format on the following page.
STAGE 3: Daily Plans
Wednesday
Thursday
Analyze the
Analyze the
causes, key
causes, key
events, and
events, and
consequences
consequences of
of the Civil War.
the Civil War.
(DOK 4)
(DOK 4)

Monday
Analyze the
causes, key
events, and
consequences of
the Civil War.
(DOK 4)

Tuesday
Analyze the
causes, key
events, and
consequences
of the Civil War.
(DOK 4)

Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)

Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)

Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)

Interpret
political and
social impacts of
the Civil Rights
Movements of
the United
States preReconstruction.
(DOK 2)

Interpret
political and
social impacts
of the Civil
Rights
Movements of
the United
States preReconstruction.
(DOK 2)

Interpret
political and
social impacts
of the Civil
Rights
Movements of
the United
States preReconstruction.
(DOK 2)

Interpret political
and social
impacts of the
Civil Rights
Movements of
the United States
preReconstruction.
(DOK 2)

Interpret
political and
social impacts
of the Civil
Rights
Movements of
the United
States preReconstruction.
(DOK 2)

Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom,
justice, equality,
and

Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom,
justice, equality,
and

Assess the
importance of
certain character
traits in a
democracy like
civility, freedom,
justice, equality,
and
responsibility,

Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom,
justice, equality,
and

Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom, justice,
equality, and
responsibility,
etc. (DOK 4)

Identify slaverys
effect on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)

Friday
Analyze the
causes, key
events, and
consequences
of the Civil War.
(DOK 4)
Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)

Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)
Bell Ringer: KWL
Chart; Civil War
Pre-Test
United States
History :
Beginnings to
1877 Textbook
Chapter 16
Section 1
Chapter 16
Section 1 Power
Point Notes
Chapter 16
Section 1
Guided Notes
Handout

responsibility,
etc. (DOK 4)

responsibility,
etc. (DOK 4)

Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)

Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)

Bell Ringer:
True Issue
Political Cartoon

Bell Ringer: If
you were there
Section 2

United States
History :
Beginnings to
1877 Textbook
Chapter 16
Section 1

United States
History :
Beginnings to
1877 Textbook
Chapter 16
Section 2

Chapter 16
Section 1 Power
Point Notes

Chapter 16
Section 2 Power
Point Notes

Chapter 16
Section 1
Guided Notes
Handout

Chapter 16
Section 2
Guided Notes
Handout

Civil War Map

Activity
Homework:
Section 1 Quiz

etc. (DOK 4)
Recognize how
American society
has been
influenced
culturally by
sectionalism and
social
movements.
(DOK 1)
Recognize the
central ideas of a
diary entry
and/or letter.
(DOK 1)
Analyze how the
diary entries
and/or letter
make
connections
among and
distinctions
between
individuals,
ideas, or events.
(DOK 4)
Identify the
authors point of
view or purpose
in a text. (DOK 1)
Create narratives
to develop real
or imagined
experiences or
events in a diary
entry and/or
letter. (DOK 4)
Use precise
words or
phrases, relevant
descriptive
details, and
sensory
language to
capture the
action and
convey
experiences and
events. (DOK 1)

responsibility,
etc. (DOK 4)
Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)
Bell Ringer: If
you were there
Section 3
United States
History :
Beginnings to
1877 Textbook
Chapter 16
Section 3
Chapter 16
Section 3 Power
Point Notes
Chapter 16
Section 3
Guided Notes
Handout

Bell Ringer: Bull

Run higher level
thinking question
United States
History :
Beginnings to
1877 Textbook
Chapter 16
Section 2
Chapter 16
Section 2 Power
Point Notes
Chapter 16
Section 2 Guided
Notes Handout
Battle of
Antietam
Soldiers letter to
home
Battle of
Antietam Letter
from Family
Activity
Battle of
Antietam Letter
from Soldier
Activity
Homework:
Section 2 Quiz
Analyze the
causes, key
events, and
consequences of
the Civil War.
(DOK 4)

Analyze the
causes, key
events, and
consequences
of the Civil War.
(DOK 4)

Analyze the
causes, key
events, and
consequences
of the Civil War.
(DOK 4)

Analyze the
causes, key
events, and
consequences of
the Civil War.
(DOK 4)

Analyze the
causes, key
events, and
consequences
of the Civil War.
(DOK 4)

Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)

Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)

Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)

Identify slaverys
effect on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)

Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)

Interpret political

Interpret
political and
social impacts of
the Civil Rights
Movements of
the United
States preReconstruction.
(DOK 2)
Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom, justice,
equality, and
responsibility,
etc. (DOK 4)
Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)
Analyze how the
diary entries
and/or letter
make
connections
among and
distinctions
between
individuals,
ideas, or events.
(DOK 4)
Identify the
authors point of
view or purpose
in a text. (DOK
1)
Bell Ringer:
Quick Quiz
Section 3
Siege of
Vicksburg Close

Interpret
political and
social impacts
of the Civil
Rights
Movements of
the United
States preReconstruction.
(DOK 2)

Interpret
political and
social impacts
of the Civil
Rights
Movements of
the United
States preReconstruction.
(DOK 2)

Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom,
justice, equality,
and
responsibility,
etc. (DOK 4)

Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom,
justice, equality,
and
responsibility,
etc. (DOK 4)

Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)

Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)

Bell Ringer: If
you were there
Section 4
United States
History :
Beginnings to
1877 Textbook
Chapter 16
Section 4

Bell Ringer:
Section 4 Quiz
United States
History :
Beginnings to
1877 Textbook
Chapter 16
Section 5

Chapter 16
Section 4 Power
Point Notes
Chapter 16
Section 4
Guided Notes
Handout

Chapter 16
Section 5 Power
Point Notes
Chapter 16
Section 5
Guided Notes
Handout

and social
impacts of the
Civil Rights
Movements of
the United States
preReconstruction.
(DOK 2)
Assess the
importance of
certain character
traits in a
democracy like
civility, freedom,
justice, equality,
and
responsibility,
etc. (DOK 4)
Recognize how
American society
has been
influenced
culturally by
sectionalism and
social
movements.
(DOK 1)
Bell Ringer: If
you were there
Section 5
United States
History :
Beginnings to
1877 Textbook
Chapter 16
Section 5
Chapter 16
Section 5 Power
Point Notes
Chapter 16
Section 5 Guided
Notes Handout
Section 5 Quiz

Interpret
political and
social impacts
of the Civil
Rights
Movements of
the United
States preReconstruction.
(DOK 2)
Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom,
justice, equality,
and
responsibility,
etc. (DOK 4)
Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)
Analyze how the
diary entries
and/or letter
make
connections
among and
distinctions
between
individuals,
ideas, or events.
(DOK 4)
Identify the
authors point of
view or purpose
in a text. (DOK
1)
Create
narratives to
develop real or
imagined

Reading Activity
Siege of
Vicksburg
Student
Handout
Homework:
Section 3 Quiz

experiences or
events in a
diary entry
and/or letter.
(DOK 4)
Use precise
words or
phrases,
relevant
descriptive
details, and
sensory
language to
capture the
action and
convey
experiences and
events. (DOK 1)
Distinguish
among fact,
opinion, and
reasoned
judgement in a
text. (DOK 2)
Analyze the
relationship
between a
primary and
secondary
source on the
same topic.
(DOK 4)
Bell Ringer:
Copperhead
Political Cartoon
Notebook Check
Sections 1-5
Civil War Family
Scrapbook
Instructions
Civil War Family
Scrapbook
Rubric

Analyze the
causes, key
events, and
consequences of
the Civil War.
(DOK 4)

Analyze the
causes, key
events, and
consequences
of the Civil War.
(DOK 4)

Analyze the
causes, key
events, and
consequences
of the Civil War.
(DOK 4)

Analyze the
causes, key
events, and
consequences of
the Civil War.
(DOK 4)

Analyze the
causes, key
events, and
consequences
of the Civil War.
(DOK 4)

Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)

Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)

Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)

Identify slaverys
effect on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)

Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)

Interpret
political and
social impacts of
the Civil Rights
Movements of
the United
States preReconstruction.
(DOK 2)

Interpret
political and
social impacts
of the Civil
Rights
Movements of
the United
States preReconstruction.
(DOK 2)

Interpret
political and
social impacts
of the Civil
Rights
Movements of
the United
States preReconstruction.
(DOK 2)

Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom,
justice, equality,
and
responsibility,
etc. (DOK 4)

Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom,
justice, equality,
and
responsibility,
etc. (DOK 4)

Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)

Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)

Analyze how the

diary entries
and/or letter
make

Analyze how the

diary entries
and/or letter
make

Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom, justice,
equality, and
responsibility,
etc. (DOK 4)
Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)
Analyze how the
diary entries
and/or letter
make
connections
among and

Interpret political
and social
impacts of the
Civil Rights
Movements of
the United States
preReconstruction.
(DOK 2)
Assess the
importance of
certain character
traits in a
democracy like
civility, freedom,
justice, equality,
and
responsibility,
etc. (DOK 4)
Recognize how
American society
has been
influenced
culturally by
sectionalism and
social
movements.
(DOK 1)
Bell Ringer:
Finish KWL Chart
Chapter 16 Study
Guide
Chapter 16 Study

Interpret
political and
social impacts
of the Civil
Rights
Movements of
the United
States preReconstruction.
(DOK 2)
Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom,
justice, equality,
and
responsibility,
etc. (DOK 4)
Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)
Chapter 16: The
Civil War Unit
Test

distinctions
between
individuals,
ideas, or events.
(DOK 4)
Identify the
authors point of
view or purpose
in a text. (DOK
1)
Create
narratives to
develop real or
imagined
experiences or
events in a diary
entry and/or
letter. (DOK 4)
Use precise
words or
phrases,
relevant
descriptive
details, and
sensory
language to
capture the
action and
convey
experiences and
events. (DOK 1)
Distinguish
among fact,
opinion, and
reasoned
judgement in a
text. (DOK 2)
Analyze the
relationship
between a
primary and
secondary
source on the
same topic.
(DOK 4)
Bell Ringer:
Southern defeat
high order
thinking

connections
among and
distinctions
between
individuals,
ideas, or events.
(DOK 4)

connections
among and
distinctions
between
individuals,
ideas, or events.
(DOK 4)

Identify the
authors point of
view or purpose
in a text. (DOK
1)

Identify the
authors point of
view or purpose
in a text. (DOK
1)

Create
narratives to
develop real or
imagined
experiences or
events in a
diary entry
and/or letter.
(DOK 4)

Create
narratives to
develop real or
imagined
experiences or
events in a
diary entry
and/or letter.
(DOK 4)

Use precise
words or
phrases,
relevant
descriptive
details, and
sensory
language to
capture the
action and
convey
experiences and
events. (DOK 1)

Use precise
words or
phrases,
relevant
descriptive
details, and
sensory
language to
capture the
action and
convey
experiences and
events. (DOK 1)

Distinguish
among fact,
opinion, and
reasoned
judgement in a
text. (DOK 2)

Distinguish
among fact,
opinion, and
reasoned
judgement in a
text. (DOK 2)

Analyze the
relationship
between a
primary and
secondary
source on the
same topic.
(DOK 4)

Analyze the
relationship
between a
primary and
secondary
source on the
same topic.
(DOK 4)

Bell Ringer:

Show findings in

Guide Key

Chapter 16: The

Civil War Unit
Test Key

question
Civil War Family
Scrapbook
Instructions
Civil War Family
Scrapbook
Rubric
Computers

Emancipation
Political Cartoon
Civil War Family
Scrapbook
Instructions
Civil War Family
Scrapbook
Rubric
Computers

a focused,
coherent
manner, use
appropriate eye
contact,
adequate
volume, and
clear
pronunciation.
(DOK 2)
Bell Ringer:
Quick Quiz
Section 5
Presentation of
Civil War Family
Scrapbook