Goals and Objectives
Students will be able to explain and examine the daily life of slaves before and during the war. They will also be able to explain what is was like for African Americans in the north and in the south.
California State Content and Common Core Standards
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
4. Discuss Abraham Lincoln's presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his "House Divided" speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.
7. Explain how the war affected combatants, civilians, the physical environment, and future warfare.
Common Core:
Reading
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered)
5. Describe how a text presents information (e.g., sequentially, comparatively, and causally).
6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
8. Distinguish among fact, opinion, and reasoned judgment in a text.
9. Analyze the relationship between a primary and secondary source on the same topic.
Writing
Write arguments focused on discipline-specific content.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
4. Discuss Abraham Lincoln's presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his "House Divided" speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.
7. Explain how the war affected combatants, civilians, the physical environment, and future warfare.
Common Core:
Reading
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered)
5. Describe how a text presents information (e.g., sequentially, comparatively, and causally).
6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
8. Distinguish among fact, opinion, and reasoned judgment in a text.
9. Analyze the relationship between a primary and secondary source on the same topic.
Writing
Write arguments focused on discipline-specific content.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
Lesson Introduction
Teacher will direct students to turn to page 493 in their textbook to follow along while the teacher reads the following quote by Joseph E. Williams to the class:
“We now determined to hold every step which has been offered to us as citizens of the United States for our elevation [benefit], which represent justice, the purity, the truth, and aspiration [hope] of heaven. We must learn deeply to realize the duty, the moral and political necessity for the benefit of our race…Every consideration of honor, of interest, and of duty to God and man, requires that we should be true tour trust.”
After reading the quote the teacher will ask students to discuss the following question with their assigned focus teams:
“Why did Williams think being soldiers was so important for African Americans?”
While students work with their focus teams the teacher will walk around the classroom to monitor each group’s discussion. After a couple of minutes the teacher will call on focus teams to share with the class their thoughts and response to the question.
“We now determined to hold every step which has been offered to us as citizens of the United States for our elevation [benefit], which represent justice, the purity, the truth, and aspiration [hope] of heaven. We must learn deeply to realize the duty, the moral and political necessity for the benefit of our race…Every consideration of honor, of interest, and of duty to God and man, requires that we should be true tour trust.”
After reading the quote the teacher will ask students to discuss the following question with their assigned focus teams:
“Why did Williams think being soldiers was so important for African Americans?”
While students work with their focus teams the teacher will walk around the classroom to monitor each group’s discussion. After a couple of minutes the teacher will call on focus teams to share with the class their thoughts and response to the question.
Vocabulary
The terms used in this section are :
- Emancipation
- Emancipation Proclamation
- Contrabands
- 54th Massachusetts Infantry
- Habeas Corpus
Content Delivery
Teacher will ask students to turn to page 491 of their textbooks. Once the class has turned to the correct page of the text the teacher will pre-read the section with the class by reading and defining each heading and subheading. While pre-reading the teacher will ask question from the class that pull from their prior knowledge and help set the stage for the section they are about to read. The teacher will also go over the highlighted vocabulary terms by defining and giving some background knowledge on each term.
Once reading the headings, subheadings, and asking questions to resume former knowledge the teacher will direct the class to resume working with their focus teams. In their pre-assigned focus teams each group will read the assigned reading.
Once reading the headings, subheadings, and asking questions to resume former knowledge the teacher will direct the class to resume working with their focus teams. In their pre-assigned focus teams each group will read the assigned reading.
Student Engagement
While students
are reading the section they are to complete a Three-Tab Book foldable. Each tab has been assigned a topic to which
students are to answers questions about and illustrate key acts or events from
that topic.
While students are working in groups and on their foldables the teacher will be walking around to monitor students’ progress.
While students are working in groups and on their foldables the teacher will be walking around to monitor students’ progress.
Lesson Closure
As a class the teacher will ask for three highlights of today’s lessons. After hearing from the three students the teacher will ask the class as to where they think they are going in their next lesson? The teacher will do a whip around activity with this question.
Assessment
Formative assessment will take place while the students are working on their foldables. The teacher will walk around the room to check the progress and understanding of each student while they are working.
Summative assessment will be when the students finish their foldable by the end of the class period and the teacher collects the assignment. The teacher will then grade the finished product.
Summative assessment will be when the students finish their foldable by the end of the class period and the teacher collects the assignment. The teacher will then grade the finished product.
Accommodations for Striving Readers, Students with IEP's, and English Learners
The teacher will have premade foldable already produces so students who are unable to construct one will have one provided for them. The teacher will also have substitute reading material and questions if needed. Students are expected to do the best they can on the drawings regardless to artistic ability unless stated they cannot perform the task in their IEP.
Lesson Resources
- United States History, Independence to 1914. Holt Publishing.
- Dinah Zike’s Foldable Guide