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SETON HILL UNIVERSITY

Lesson Plan Template


TOPIC
Name
Subject
Grade Level
Date/Duration
Big Ideas

Essential
Questions

Civil War Food


Miss Swiger
Social Studies- Civil War
5
1 class period, 40 min
Comprehension and interpretation of life during times
of crisis (war)

PA/Common
Core/Standards

What resources were available to soldiers during the


Civil War?
What did their diet consist of? Was it healthy?
How has our culture (food) changed over time? Why?
Standard-8.1.U.A. Evaluate patterns of continuity and
change over time, applying context of events.
Standard-8.3.5.A Compare and contrast characteristics
of the social, political, cultural, and economic groups in
United States history.
Standard - CC.1.2.5. C. Explain the relationships or
interactions between two or more individuals, events,
ideas, or concepts in a text based on specific
information in the text.

Objective
Bloom's
Taxonomy
Webb's Depth of
Knowledge
(DOK)
Formative &
Summative
Assessment
Evidence

ISTE Standards
for Students
Framework for

Students will verbally, or through writing, communicate


two ways in which culture (food) has changed over time
with 100% accuracy.

Formative: Class discussion about various foods


available to soldiers and family during this era, graphic
organizer dividing north and south territorys eating
habits, participate in hard tack recipe

Summative: Orally report on what the hardtack tasted


like, does it remind them of any other food, how they
would feel eating this everyday, how does the food of
then compare to what we have access too now

http://www.pbs.org/food/the-history-kitchen/civil-warcooking-what-the-union-soldiers-ate/ (website overview


of what foods were eaten, as well as primary source
pictures that class can discuss)

CK

21st Century
Learning

http://www.civilwar.org/education/pdfs/civil-warcurriculum-food.pdf (create work sheets for students to


follow along and read, have them fill out a graphic
organizer dividing the foods of what the north and the
south ate, using different organizer than the one given
on pdf)
http://www.npr.org/sections/thesalt/2015/06/02/411518
221/slavery-famine-and-the-politics-of-pie-what-civilwar-recipes-reveal (Article from NPR about slavery and
food)

Accommodation
s, Modifications

Make accommodations for food allergies (alternate


food)
Provide graphic organizers for all students
Provide word banks for students that need them

SUPERVISING
TEACHERS
SIGNATURE

Seton Hill University Lesson Plan Template Step-by-Step


Procedures
RATIONALE for
the Learning
Plan
Introduction

Explicit
Instructions

CK
Activating Prior Knowledge
Students will discuss what they had for breakfast/lunch
this morning
Based on what we have learned so far about the civil
war, what can we infer that they soldiers or families may
have eaten? Were there factories, fast food places, or
restaurants?
Hook/Lead-In/Anticipatory Set
Students will view the NPR article, discussing the
pictures, facts, and foods that are listed within the text.

Big Idea Statement


What foods were consumed during the Civil War era?
Essential Questions Statement
How has this changed over time, what resources did
they have then and how does it compare to now?
Objective Statement
Students will verbally, or through writing, communicate
two ways in which culture (food) has changed over time
with 100% accuracy.
Transition
Students will review PBS article on recipes and food of
the slaves.

Lesson
Procedure

Reading
Materials
Technology
Equipment
Supplies

Key Vocabulary
Hard tack, The Sanitary, ration, haversacks, famine,
periodicals
PreAssessment of Students
After reading the PBS article and reviewing the stew
recipe at the bottom, students will discuss if they have
had stew or any of the food the soldier/slaves have
eaten. They will then review hard tack by viewing
pictures provided from the class handout with
information on hard tack (as well as its nick names).
Students will identify any foods today that have
nicknames as well.
Modeling of the Concept
Teacher will review class the handout on hard tack.
Students will keep track of foods that have been
mentioned through out the lesson to later apply to a
graphic organizer.
Guiding the Practice
After reviewing hardtack, students will divide into groups
and be given the hard tack recipe. With teacher
supervision, students will work together to complete the
recipe. (Students will eat the previous classes hardtack,
and the ones they make will be for the future class).
Providing the Independent Practice
After students have completed the recipes, they will fill
out a Civil War Plate graphic organizer that depicts
what the north and south ate, as well as what was eaten
mostly by soldiers or slaves.
Transition
Students will reconvene to a group discussion after
completing both tasks and discuss findings, thoughts
and opinions.
Kitchen resource
Computer
Smart board
Graphic organizer
Handouts
Pencil

Evaluation of
Formal Evaluation
the
Teacher will question students throughout lesson,
Learning/Master
scaffold questions during readings, assessment will be
y of the
done at the end of class when students complete the
Concept
recipe, graphic organizer, and end of class discussion of
larger organizer.
Informal Evaluation
Observation of group and independent work will be done

throughout the lesson. Assessment of reading, writing,


and basic life skills (cooking) will be done through
observation of task.
Closure

Teacher
Self-reflection

Summary & Review of the Learning


Students will review big idea and essential questions,
wrapping up any other personal connections or thoughts
on culture or the hard tack they cooked.

Homework/Assignments
Students will do more research independently of other
civil war era recipes

Were the students able to create personal connection


with the food they made to todays food they consume?
Did they understand how culture has changed over a
period of time?
Was the graphic organizer beneficial to students?