UNIT PLAN Title: Civil War and Reconstruction Teacher(s): Stephanie Doss Mary Weeks Michelle Parker

Grade Level & Subject: 8th Grade Social Studies Amount of time : 10 Days, 50-minute class periods NCSCOS: 4.01 Identify and analyze the significance of the causes of secession from the Union, and compare reactions in North Carolina to reactions in other regions of the nation. 4.02 Describe the political and military developments of the Civil War and analyze their effect on the outcome of the war. 4.03 Assess North Carolina's role in the Civil War and analyze the social and economic impact of the war on the state. 4.04 Evaluate the importance of the roles played by individuals at the state and national levels during the Civil War and Reconstruction Period. 4.05 Analyze the political, economic, and social impact of Reconstruction on the state and identify the reasons why Reconstruction came to an end. 5.01 Identify the role played by the agriculture, textile, tobacco, and furniture industries in North Carolina, and analyze their importance in the economic development of the state. 9.02 Identify past and present state and local leaders from diverse cultural backgrounds and assess their influence in affecting change. Instructional Outcomes: See each lesson. Goal of Unit: The goal of this unit is tohave the students comprehend the historical importance and impact of the Civil War and Reconstruction on the United States and North Carolina.

Day 1 - Section 16.1

Overview:
This is the introductory lesson to the unit about the Civil War and Reconstruction. Since the previous unit talked about the causes of the Civil War, we will review those briefly to make sure

the students have a sound basis. This lesson introduces the first conflict and the first violent confrontation of Fort Sumter and the strategies of each side during the war.

Learning Outcomes:
SWBAT identify the first conflict of the Civil War and its significance. SWBAT define the components of the wartime strategies of the North and the South, as well as their advantages and disadvantages going into the war. SWBAT describe the training for Civil War soldiers and write a mock letter to apply what they have learned about life during the beginning of the Civil War to an imaginary life.

Objectives:
4.01 Identify and analyze the significance of the causes of secession from the Union, and compare reactions in North Carolina to reactions in other regions of the nation. 4.02 Describe the political and military developments of the Civil War and analyze their effect on the outcome of the war. 4.04 Evaluate the importance of the roles played by individuals at the state and national levels during the Civil War and Reconstruction Period.

Preparation:
1 Decide which letters you want to use for the Extension Activity, and print them out, such as http://etext.lib.virginia.edu/etcbin/civwarlett-browsemod?id=F3060. Pull up the video clip from Glory (or another clip you want to use).

Instruction Plan:
1 Warm up activity: Video clip from Glory and short discussion. (5-7 minutes) 2 Review causes of the civil war and secession. Ask students to volunteer answers and write them on the board. Make sure to mention Lincolns election, Kansas and Nebraska acts and economic issues. (5 minutes) 3 Present information from section 16.1. Try to include references to the Glory clip when talking about the soldiers training. Try to find a letter from a soldier (from North Carolina would be great) that talks about what their training was like and talk about what the soldier says. (15 minutes) 4 Divide students into groups of three or four. Give each group a different letter written during the Civil War. Make sure each letter is in some way different - for example, include a soldier from the Confederate army, from the Union army, a nurse, a civilian, etc. 5 Instruct students to read and analyze the letter, telling them to consider who the person was and their position in Civil War society, who they were writing to, and where they were writing from and what was going on in that place at the time. (10 minutes)

6 After students are finished, go to each group and ask them to tell the class about their letter and what they concluded. (5 minutes) 7 Finally, have students individually write their own mock Civil War letter (you could keep them in their groups to do this, but this way you can assess their learning individually). Instruct them to write as if they are supporting the Confederacy or the Union, and decide some personal details like what their name is, how old they are, how they know the person they are writing to, where they are from, etc. (10 minutes) 8 Ask students to include at least three of the following things in their letters: a Describe your home. b Describe the most important members of your family in some detail. c Describe your upbringing and the extent of your education. d Describe your livelihood or how you were financially supported before the Civil War began. e Describe your reasons for supporting the position of either the Union or the Confederacy. f If you are a man, explain what compelled you to enlist to fight. If you are a woman, explain how you feel about your writing partner joining up to fight. g Describe the most pressing concern in your life, your hopes and dreams, before the war broke out. h Describe the ways in which you fear the war will change your life. i Your efforts in the war; battlefront or homefront. j Personal news, news from relatives and friends. *If you do not have time to have students do this in class, you could make it a homework assignment.

Day 2 - Section 16.3

Overview:
This lesson would actually be the second day of the Unit, so the battles of the Eastern Theater can be discussed followed by a wrap-up of the Eastern Theater in the next lesson with a focus on North Carolina.

Learning Outcomes:
SWBAT identify and describe the significant battles of the Civil War in the Eastern Theater. SWBAT name important military leaders who participated in the Civil War and their accomplishments and impact on the war. SWBAT summarize the military conflicts and significant events of the war we have learned about so far, and create a timeline to consolidate these events, or a map to note the location of the battles.

Objectives:
4.02 Describe the political and military developments of the Civil War and analyze their effect on the outcome of the war. 4.03 Assess North Carolina's role in the Civil War and analyze the social and economic impact of the war on the state.

Preparation:
1 Have gathered together materials to use for the students making the timeline, like large sheets of paper or poster board. 2 Prepare lecture materials for section 16.3.

Instruction Plan:
1 Present information on section 16.3, the War in the East. 2 Go over significant battles, important figures, and introduce North Carolinas role in the war by talking about the blockade runners. (Lecture 20 minutes) 3 Split students into groups of 3-5. 4 Have groups each create a piece of a larger timeline. After you see how many groups you have, assign each group 4 major events from the section. (20 minutes) a They should note where the event occurs on the timeline, and a brief description. They can do this on poster board, big sheets of paper, a free timeline generator from the Internet, or whatever other resources you have available in your classroom. b This allows students to grasp the larger idea of the war, and place events they have learned about in context. 5 After students have finished, have each group present to the class what they have made. (10 minutes) After class, hang the posters up in the classroom for the duration of this unit.

Day 3 -

Section 16.2

Overview:
This lesson begins with the conflicts in North Carolina, to end the discussion of the Eastern Theater. Since there are only two important battles of the Western Theater, the lesson will be finished with a discussion of these including where they took place and their significance.

Learning Outcomes:
SWBAT describe important Civil War events that occurred in North Carolina and their significance. SWBAT identify important Civil War battles of the Western Theater, describe them and explain their significance.

 SWBAT create a mock newspaper front page that includes at least one major Civil War event, and two minor events that can be created based on historical fact, or a real event.

Objectives:
4.02 Describe the political and military developments of the Civil War and analyze their effect on the outcome of the war. 4.03 Assess North Carolina's role in the Civil War and analyze the social and economic impact of the war on the state. 4.04 Evaluate the importance of the roles played by individuals at the state and national levels during the Civil War and Reconstruction Period.

Preparation:
1 A cool tool to use would be History Channels Civil War 150: http://www.history.com/topics/vicksburg-campaign/interactives/civil-war-150#/home. Gather materials for the extension activity about newspapers, such as large pieces of paper or markers. 2 Prepare lecture materials for Western Theatre discussion.

Instruction Plan:
1 Ask if students have questions about the previous days materials, and go over any issues. (5 minutes) 2 Move into the material for 16.2 the War in the West, and a focus on North Carolina. 3 Review what was learned at the end of the lesson yesterday about blockade runners, and move into how these were important for North Carolina and the Confederacy at large. (5 minutes) 4 Discuss significant battles of the Western Theater. (Lecture - 20 minutes) 5 After learning about many of the major battles of the Civil War, students will split into groups and each create a front page of a newspaper about one of the major battles. For example, a group could create a newspaper that celebrates the victory of the South at the First Battle of Bull Run, or one from the Union point of view about the Battle of Vicksburg. (Activity - 20 minutes) Each group should have at least one main headline story, and two or three smaller stories. The smaller stories do not have to be based on a specific event, but could be made up such as Local Farmer Feels the Hurt of the Union Blockade, or have an interview with a pretend blockade runner captain, or something like that. 6 The students can use whatever medium is available in class to create these papers - they could draw them on large pieces of paper, or create them in a computer program. 7 At the end, students will present their creations briefly to the class. (10 minutes)

Day 4 - Section 16.4 Overview:

This section covers daily life during war for African Americans, soldiers, and women and children.

Learning Outcomes:
SWBAT know the key terms and people in Section 4. They will be able to describe the daily life for Soldiers, Women, and African Americans. Evaluate on whether Lincoln did the right thing by suspending the right to habeas corpus? Why?

Objectives:
4.01 Identify and analyze the significance of the causes of secession from the Union, and compare reactions in North Carolina to reactions in other regions of the nation. 4.04 Evaluate the importance of the roles played by individuals at the state and national levels during the Civil War and Reconstruction Period.

Preparation:
1 2 3 4 5 Print and copy quizzes for class. Prepare a power point and short lecture on section 4. Make guided notes for the terms and people in section 4. Make copies of guided notes for class. Have materials for a debate on Habeas Corpus. (Opinion Articles on why it was right to take it away and why it was wrong.)

Instruction Plan
1 Students will complete Quiz number one. (15 min) 2 Pass out paper to do a graphic organizer on how the civil war affected African Americans, Women, and Soldiers. Discuss what caused the civil war, and why NC seceded from the Union. (5 min) 3 Do short lecture (5 minutes)on section 4 with power point presentation (students will fill out graphic organizer during this time). 4 Hand out guided notes on the important terms and people in section 4. 5 Class take out book and do the guided notes. ( Should take 5 minutes to complete) 6 Class Discussion on issue of Civil war. Show the north and south point of view. Also discuss how Lincoln addressed emancipation, and evaluate. (5 minutes) 7 Get in groups and debate on whether or not Lincoln should have taken away Habeas Corpus during the civil War. Use the resources in the book and pro and con articles to help make an opinion and debate. ( 25 minutes to read and debate) 8 Each person is to hand in an exit pass assessing how they did for the day and any questions they may have.

Day 5 - Section 16.5 Overview:

This section covers the Union victories that ended the civil war.

Learning Outcomes:
SWBAT know the key terms and people in section 5. They will be able to know the key battles that determined the outcome of the war. They will be able to analyze why geography was important to the Battle of Gettysburg. And they will be able to summarize what problems the South faced at the end of the War.

Objectives:
4.02 Describe the political and military developments of the Civil War and analyze their effect on the outcome of the war. 4.03 Assess North Carolina's role in the Civil War and analyze the social and economic impact of the war on the state. 4.04 Evaluate the importance of the roles played by individuals at the state and national levels during the Civil War and Reconstruction Period.

Preparation:
1 Have paper ready for the graphic organizer. 2 Have guided notes prepared for section 5. 3 Have articles ready that pertain to group work and the different topics addressed.

Instruction Plan:
1 Bell ringer activity on the board for section 4 review. (5 min) 2 Pass out paper for students to make graphic organizer on the most important battles in the section. 3 Hand out Guided notes on the most important terms and people in the section. 4 Give students a few minutes to fill out their notes and organizers. (5 min) 5 Then separate class in groups. Group 1: Research battle of Gettysburg, and its topography do a presentation that shows why the north won the battle re-enacting battle with small skit. Group 2: Uses a copy of the Gettysburg address and puts a section of it in modern language to either rap back to the class or act out to the class or re write in poem form. Group 3: Discuss why the North won and make up a song dance, rap, or skit to show why .Group 4: Do a song, dance, skit, rap, poem that shows why the south lost and the troubles they had at the end of the war (include what happen to NC after the war). 6 These groups will have 20 minutes to come up with a short skit, poem etc..

7 The remaining 20 minutes of class will go to presentations ( no skit should go longer than 5 minutes). 8 At the end of class groups will hand in what they did for their presentation and what they learned on their topic in a short three to five sentences.

Day 6 - Section 17.1 Overview:

This lesson covers the beginning of Reconstruction and the various plans and problems that America faced when trying to rebuild the South after the Civil War.

Learning Outcomes:
SWBAT describe and critique the different plans for Reconstruction.

Objectives:
4.04 Evalutate the importance of the roles played by individuals at the state and national levels during the Civil War and Reconstruction Period.

Preparation:
1 2 3

Make enough copies of Quiz 2 for the entire class. Make sure to have a classroom set of textbooks or make sure students all bring a textbook to class. Review Jigsaw Activity procedures.

Instruction Plan:
1 Pass out Quiz 2 to students and give them 10-15 minutes to complete the quiz. If students finish early, they are encourage to start looking at Section 1 in Chapter 17. 2 Transition students to the group jigsaw activity. 3 Have the students number off 1, 2, 3. Student 1s will read the section in the book Reconstruction Begins, student 2s Freedom for African Americans, and student 3s President Johnsons Reconstruction Plan. Give students about 7 minutes to do so. 4 Groups 1, 2, and 3 will gather together to discuss the most important points of text, making sure to pay attention to main points and vocabulary, also anything the students found particularly interesting. The students in group 1 are now masters of the material in group 1 and so on. This should take about 10 minutes. 5 Then, split the students into new groups where each group contains a master for each section of the book, each group will contain 3 students. Students will take turns in the new groups teaching the other group members the important materials from their section. Students will be expected to write down the main points and vocabulary. This should take 10 to 15 minutes.

6 The teacher will walk around answering questions and helping where students seem confused or misguided. 7 Class will end with the teacher assigning the Section 1 Assessment in the book for homework. Students will be expected to answer the questions and read in the book where necessary. If there is extra time at the end of class, students will have time to start on their homework. 8 Remind the students as they leave to put their bell-ringers in the drop box.

Day 7 - Section 17.2 Overview:

This lesson covers the Republican involvement in Congress and the South and their impact on the continuing process of Reconstruction

Learning Outcomes:
SWBAT describe Rupblican and Congressional involvement in Reconstruction.

Objectives:
4.05 Analyze the political, economic, and social impact of Reconstruction on the state and identify the reasons why Reconstruction came to an end.

Preparation:
1 2 3 4

Have graded the previous days Bellringer. Locate and have prepared the Daily Bellringer Transparency 17.2. Make copies of the guided notes for all students. (Students who need differentiated instruction may have less blanks in their guided notes). Review Section 2 in the textbook.

Instruction Plan:
1 Begin class with the Bellringer Transparency. This Bellringer will cover Section 1s material. Have students answer the questions on a sheet of paper and turn it in at the end of class before leaving. While students are working, pass out the previous days graded Bellringer. Give the students about five minutes to complete this. 2 Transition to lecture. Pass out of the guided notes to students. 3 Spend about 5 minutes lecturing about the section Opposition to President Johnson 4 When done, spend 3 minutes going over the guided notes with students. Read the phrases out loud and have students volunteer to answer so that each student has the correct phrase written in the blank. 5 Repeat step one with the other three sections Fourteenth Amendment, Congress Takes Control of Reconstruction and Fifteenth Amendment. This should take about 8 minutes per section.

6 If there is time at the end of class, remind students to complete the Section 2 Assessment for homework. 7 Remind students as they leave to turn in their bell-ringer activity.

Day 8 - Section 17.3 Overview:

This lesson covers the end of Reconstruction, the Ku Klux Klan, African Americans declining rights, and southern industry post-Civil War.

Learning Outcomes:
SWBAT identify the events and outcomes of the end of Reconstruction; contrast African American rights from before the war, right after the war, and post Reconstruction; and

Objectives:
4.03 Assess North Carolina's role in the Civil War and analyze the social and economic impact of the war on the state. 4.05 Analyze the political, economic, and social impact of Reconstruction on the state and identify the reasons why Reconstruction came to an end. 5.01 Identify the role played by the agriculture, textile, tobacco, and furniture industries in North Carolina, and analyze their importance in the economic development of the state. 9.02 Identify past and present state and local leaders from diverse cultural backgrounds and assess their influence in affecting change.

Preparation:
1 2

Have graded the previous days bellringer. Review Section 17.3 in the text to prepare for answering student questions.

Instruction Plan:
1 Begin class by explaining todays class and the various assignment. Students will have the entire period to read Section 3 in the textbook, ask questions of the teacher, and answer the Section 3 Assessment. Students will be able to work in pairs (and ONLY pairs) for this. The assessment should be completed and turned in by the end of class. Each student should turn in his or her own paper. 2 When students finish, they will need to work in pairs to complete the #16 prompt on page 574 in the textbook. If not finished in class, students will need to finish this for homework. Each student should write his or her own paper. 3 Remind students that the Unit Test is the day after tomorrow. They are encouraged to look at the Chapter 16 and 17 reviews tonight and bring any questions tomorrow for the test review day.

4 While the students are working, the teacher will walk around answering questions and aiding students who need extra guidance. The teacher will also be sure to pass out the previous days Bellringer while the students are working. 5 If students finish early, they are reminded that their Unit Project (Historical Figure Poster and
Presentation) is due soon.

Day 9 Overview:
This is the Unit Review Day. The Students will play a review game that encompasses material from Chapters 16 and 17.

Learning Outcomes:
SWBAT demonstrate knowledge of chapters 16 and 17 and preparedness for the Unit Test.

Objectives:
This will cover all the objectives from Chapters 16 and 17.

Preparation:
1

Prepare a question bank of about 30 to 40 questions from the entire unit that are similar to questions the students might see on the unit test. Questions from the pre-made test bank, questions from the text, and reworded test questions. Have graded the previous days assignment (section 3 assessment).

Instruction Plan:
1 Begin class by having the students turn in their #16 assignment if they had to finish it for homework. Also, pass out the graded previous days assignment (section 3 assessment). 2 Split the class up into two groups (girls v boys, or simply number students off 1s and 2s). Have the students gather on opposite sides of the room. a Can also split the class up into more smaller groups of 4 or 5 members each. 3 Explain the rules of the review game. Each team will get a question. If they answer the question correctly, they score 10 points. If they do not know the answer, the other team will have a chance to answer the question and gain points. Students in groups will be able to work together to come up with the answer. They will not be allowed to use notes, books, or members from the other team(s). The game should last about 35 to 40 minutes. The game will continue until there are 5 minutes left in class. 4 With 5 minutes left in class, have students return to their seats. Allow students to ask questions about the test tomorrow. Tell the students that there will be 20 multiple choice questions and 1 essay question on the test. Answer any student questions. Remind students to study, get a good nights sleep, and to eat a good breakfast in the morning.

Day 10

Overview:
This is the test day. Students will take the Unit Test which encompasses the last two weeks of class

Preparation:
1

Make copies of the Unit Test for all students.

Instruction Plan:
1 Remind students to do their best and that cheating is NOT allowed. If students finish early, they are reminded to work on their unit projects (Historical Figure Poster and Presentation) which are due tomorrow (next class day). Talking while tests are out is not permitted and will result in a zero. a Make sure that students with testing modifications are given their modifications, and that documentation is taken of these modifications for future reference. 2 Give students the entire class period to work on the test.