SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC Civil War Food CK
Name Miss Swiger
Subject Social Studies- Civil War
Grade Level 5
Date/Duration 1 class period, 40 min
Big Ideas Comprehension and interpretation of life during times of crisis
(war)

Essential Questions 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?

PA/Common Standard-8.1.U.A. Evaluate patterns of continuity and change over

Core/Standards 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
Students will verbally, or through writing, communicate two ways
Bloom's Taxonomy in which culture (food) has changed over time with 100%
accuracy.
Webb's Depth of
Knowledge (DOK)
Formative & Formative: Class discussion about various foods available to
Summative soldiers and family during this era, graphic organizer dividing
Assessment north and south territorys eating habits, participate in hard tack
Evidence 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

ISTE Standards for http://www.pbs.org/food/the-history-kitchen/civil-war-cooking-

Students what-the-union-soldiers-ate/ (website overview of what foods
were eaten, as well as primary source pictures that class can
Framework for 21st discuss)
Century Learning http://www.civilwar.org/education/pdfs/civil-war-curriculum-
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/2015/06/02/411518221/
slavery-famine-and-the-politics-of-pie-what-civil-war-recipes-
reveal (Article from NPR about slavery and food)

Accommodations,
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 CK
Learning Plan
Introduction 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.

Explicit Big Idea Statement
Instructions 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.
Key Vocabulary
Hard tack, The Sanitary, ration, haversacks, famine, periodicals
Lesson Procedure 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.
Reading Materials Kitchen resource
Technology Computer
Equipment Smart board
Supplies Graphic organizer
Handouts
Pencil

Evaluation of the Formal Evaluation

Learning/Mastery Teacher will question students throughout lesson, scaffold
of the Concept questions during readings, assessment will be done at the end of
class when students complete the 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 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

Teacher Were the students able to create personal connection with the food
Self-reflection 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?