Edu 372 Unit Plan

UDL Unit Plan Template
Teacher Candidate’s Name: Matelyn Yarbrough
Date Created: 10/28/19
Content Area: History
School: Siena Heights University
Grade Level: 8th
Unit Title: The Not so Civil War
Total Time/Frequency and Duration of Lessons: Five, one-hour lessons
Michigan Academic Standards comprehensive of the unit: (include code and standard)
(Example: ELA.S.5.1a Come to discussions prepared, having read or studied required material; explicitly draw
on that preparation and other information known about the topic to explore ideas under discussion.)
8 – U5.2.1 Discuss the social, political, economic, and cultural reasons for secession.
8 – U5.2.2 Make an argument to explain the reasons why the North won the Civil War by
considering the:
• critical events and battles in the war
• political and military leadership of the North and South
• respective advantages and disadvantages of each side, including geographic,
demographic, economic, and technological
8 – U5.2.3 Examine Abraham Lincoln’s presidency with respect to:

• his military and political leadership
• the evolution of his emancipation policy (including the Emancipation Proclamation)
• the role of his significant writings and speeches, including the Gettysburg Address and
its relationship to the Declaration of Independence
ELA.R.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.
ELA.W.8.7 Conduct short research projects to answer a question (including a self-generated

question), drawing on several sources and generating additional related, focused questions that
allow for multiple avenues of exploration.
Performance Based Learning Objectives comprehensive of the unit:

• Learners will be able to …
• Performance based – conditions, target behavior, and criteria
• Aligned with Michigan Academic Standard(s)
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(Example: Given two hours of instruction daily for five school days, learners will be able to accurately play
a new song on their individual musical instrument with five or fewer errors.)
Learners will be able to:

• Define 100 percent of the vocabulary words in accordance with the unit with the use of
a dictionary.
• Recall 1/1 vocabulary words when given the corresponding definition.
• Create a vocabulary word flipbook to use throughout the unit with 100 percent
completion.
• Discuss 4/4 reasons for the secession, one from each category: social, political,
economic, and cultural.
• Create posters explaining one reason for the secession in each category using imagery.
• Work effectively in groups of four, dividing work equally.
• Identify four reasons why the North won the Civil War.
• Create a timeline with five major events from the Civil War.
• Identify one military leader from both the North and the South.
• Identify Abraham Lincoln 3/3 times.
• Recall the Emancipation Proclamation 1/1 times.
• Recall the Gettysburg Address 1/1 times.
• Defend two points as their Civil War era person.
• Identify who won the Civil War.
• Vote correctly once as their Civil War era person.
Guiding Questions:
• Are open-ended
• Require higher-level thinking
• Support key concepts
What was the major underlying cause of the Civil War?
If the Civil War were to happen now, how would it effect the United States and the people
groups within?
If the Civil War were to never happen, how would it effect the United States and the people
groups within.
Knowledge of Students:
• What do you know about the students for whom the unit was designed including their backgrounds,
cultures, skills, language proficiency, interests, special needs, and approaches to learning?
• How do you know about your students?
• How has your knowledge of your students shaped this unit plan?
Students should have a basic understanding of the Civil War from previous education. The
information for this unit will dig deeper into the concepts the students are already familiar with
to develop a greater understanding of the concepts impacted or resulted from the Civil War.
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Lessons should be multisensory and encompass all learning styles. I have five students with
diverse needs. The lessons will be adapted and accommodated for their appropriate learning.
Bibliography of Resources:
• Teacher research/planning
• Source of learning materials
• Includes web sites, textbooks, literature sources, relevant journal articles, etc.
• In APA format
Maus, M. (2015). 8th Grade Civil War Vocabulary words. Retrieved October 6, 2019, from
https://quizlet.com/81318310/8th-grade-civil-war-vocabulary-words-flash-cards/.
Green, J. (2013, June 13). The Election of 1860 & the Road to Disunion: Crash Course U.S.
History #18. Retrieved October 28, 2019, from
https://www.youtube.com/watch?v=roNmeOOJCDY.
History.com Editors. (2011, April 1). First Battle of Bull Run. Retrieved from
https://www.history.com/topics/american-civil-war/first-battle-of-bull-run.
Battle of Glorieta Pass Facts & Summary. (2019, March 26). Retrieved October 24, 2019, from
https://www.battlefields.org/learn/civil-war/battles/glorieta-pass.
History.com Editors. (2009, October 27). Battle of Antietam. Retrieved October 24, 2019,
from https://www.history.com/topics/american-civil-war/battle-of-antietam.
History.com Editors. (2009, October 29). Battle of Gettysburg. Retrieved October 24, 2019,
from https://www.history.com/topics/american-civil-war/battle-of-gettysburg.
History.com Editors. (2009, November 9). Siege of Vicksburg. Retrieved October 24, 2019,
from https://www.history.com/topics/american-civil-war/vicksburg-campaign.
Ulysses S. Grant. (2018, April 23). Retrieved October 24, 2019, from
https://www.battlefields.org/learn/biographies/ulysses-s-grant.
Dowdey, C. (2019, October 8). Role in Civil War. Retrieved October 24, 2019, from
https://www.britannica.com/biography/Robert-E-Lee/Role-in-Civil-War.
What Were Abraham Lincoln's Accomplishments. (n.d.). Retrieved October 24, 2019, from
https://biography.yourdictionary.com/articles/abraham-lincolns-accomplishments.html.
History.com Editors. (2010, August 24). The Gettysburg Address. Retrieved October 24, 2019, from
https://www.history.com/topics/american-civil-war/gettysburg-address.
Current, R. N. (2019, October 4). Abraham Lincoln. Retrieved October 24, 2019, from
https://www.britannica.com/biography/Abraham-Lincoln.
The Emancipation Proclamation. (n.d.). Retrieved October 24, 2019, from
https://www.archives.gov/exhibits/featured-documents/emancipation-proclamation.
The Gettysburg Address. (n.d.). Retrieved October 24, 2019, from
https://www.youtube.com/watch?v=BicU5UfFulU.
Notes:
Regarding the Summative Assessment:
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• Alignment: comprehensive of the unit’s guiding questions, standards, and objectives
• Design: chosen format is appropriately authentic and rigorous, looks professional, and is ready for
student implementation
• Criterion: clear, appropriate, and measurable; and answer key and/or rubric is included with a
“minimum cut score” indicated
Regarding Conventions:
• Professionalism is reflected in accurate spelling, capitalization, punctuation, paragraphing, and sentence
structure.
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UDL Lesson Plan Template
Content Area: U.S. History
Grade Level: 8th
Lesson Title: Coming to “TERMS” with the Civil War
Time: 1 hour
Michigan Academic Standards: (include code and standard)
considering the:

(All Civil War standards are included because this lesson is an overview of the unit and the
vocabulary terms that coincide with the unit.)
Performance Based Learning Objectives:


• Define 100 percent of the vocabulary words in accordance with the lesson PowerPoint.
• Recall 1/1 vocabulary words when given the corresponding definition.
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• Create a vocabulary word flipbook to use throughout the unit with 100 percent
completion.
Materials: (Low Tech, including number needed)

Teacher: Lesson PowerPoint (1), Rubrics for end of unit project (22), Excel file of
Civil War individuals for final project, (10) List of vocabulary words for vocabulary
activity (1), White board (1), White board marker (1), Student name sticks (22),
vocabulary presentation (1), vocabulary cut outs, (1) Spanish vocabulary, (1) questions
for final project. (22)
Students: Rubrics for end of unit project (1 each/22 students), note taking materials
(PowerPoint or note cards and rings) (22 rings, 300 halved notecards), Laptops
Technology: (High Tech)

o Teacher laptop o Digital camera
o SMART Board o Document camera
o LCD projector o Digital microscope
o SMART Senteos (class set) o Video camera
o Computers o Scanner
o iPad or tablet o Color printer
o iPod or mp3 player(s) o Calculators
o Early childhood learning technologies o FM system
o Webcam o Other______________
Bibliography/Resources:
Maus, M. (2015). 8th Grade Civil War Vocabulary words. Retrieved October 6, 2019, from
https://quizlet.com/81318310/8th-grade-civil-war-vocabulary-words-flash-cards/.
Prior Learning Connections (Background Knowledge Support):

• Is this an introductory, reinforcement, or mastery lesson?
• What have you done to prepare students for this lesson?
• Background knowledge support is provided by:
o identifying background knowledge
o connecting background knowledge with concepts and skills
Students should already be familiar with concepts from the Civil War from previous
education. Vocabulary terms should be new but may have overlap from previous knowledge.
This lesson will be used as an overview for the Civil War unit. Students are already familiar
with guiding questions from previous units.
Differentiation/accommodations:
• How do you know students are ready for this lesson? What are their developmental skills levels,
interests, learning strengths and special needs?
• Learning strategies that help students understand content or build skills to apply knowledge
• Instructional materials are selected, designed, implemented and individualized as necessary to support
all students in meeting the lesson learning objectives.
• Include a variety of whole group, small group, and independent learning opportunities
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Students may use paper or technology to record vocabulary terms.
Students may AAC to share with class.
Students may listen to definitions through headphones.
Students may listen to music while studying vocabulary words.
Students may where headphones during class period.
Students may use alternative seating.
Amora- Higher Level Thinking questions and assignments.
Martin- Preferential seating
Guided notes
Complete assignments on computer.
Timer for completion of activities.
Now/Then Board
Victor- Complete assignments on computer.
5 minutes to tell me anything he wants to. (1 minute at a time throughout the course of the
class)
Provide compliments- straightforward and limited constructive criticism.
Timer for time management
Stacy- Pre-teach vocabulary.
Highlighter
Extended time for classwork
Visual Cues
Extra wait time.
Ismael- Classroom labeled in Spanish and English
Vocabulary in Spanish and English
Videos with Spanish subtitles
If struggling with assignments or stress, allow to write a letter to someone he loves to relax.
Special Concerns (including medical, behavioral, and/or environmental):

Students may not want to talk in front of the class. They may ask to phone a friend and pass on
their turn.
Students may need to leave for medicine with a designated head nod letting teacher know
student is leaving.
Students may need to remove themselves from a stressful situation and sit in a quiet area.
Assessment:
• Targets all knowledge and skills that are indicated in learning objectives which are driven by the
standards
• Includes a variety of formats
• Identified in lesson where the assessment is being administered (FA) or (SA)
Formative:
Students will write down what they think of when they see the words Civil War.
Students will create a flipbook using PowerPoint or note cards for vocabulary words.
Students will answer one definition with the correct vocabulary word during a
vocabulary game.
Summative:
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Discussion in the Civil War era.
During Lesson: (General Guidelines)

• Provides multiple instructional strategies including technology:
o to help students develop an understanding of content areas and their connections
o to build skills to apply knowledge
• Provides clear understanding of the concepts, tools of inquiry, and structures of the discipline
• Demonstrates clear understanding of content knowledge for teaching across curricular content areas
• Displays clear understanding of the aspects of UDL by providing information in multiple formats,
multiple ways to respond, and multiple ways to engage.
Engagement: (5 minutes)
• Create interest and stimulate curiosity; provide meaningful context for learning; raise questions for
inquiry; reveal students’ current ideas and beliefs
• Describe how the teacher will capture students’ interest.
• What kind of questions should the students ask themselves after the engagement?
The teacher will begin class with the words Civil War placed largely on the board. As students
come into class, the teacher will ask them to write what they think of when they see the words
Civil War. (FA) Teacher will give students about three minutes following the bell to finish up
their thoughts. Once the students are finished the teacher will have the students place their
papers at the center of their tables. The teacher will introduce the unit to the students and the
guiding questions.
Welcome students, as you come into class, I want you to think about the words that are on the
board. Write down on a sheet of paper what you think of when you see these words. You will
have until three minutes following the bell to write your answers. Please try and keep writing
until the time is up… The three minutes are up. Please put your papers in a pile in the center
of your table. I will come around and collect them. Can anyone guess what our new unit is on?
Yes, the Civil War. From today until Thursday, we will be studying the Civil War and on
Friday we will have our unit project. I would like to introduce you to our guiding questions for
this unit. 1. What was the major underlying cause of the Civil War? 2. If the Civil War were to
happen now, how would it effect the United States and the people groups within? 3. If the Civil
War were to never happen, how would it effect the United States and the people groups within.
Today we are beginning with vocabulary. You may use technology or handwriting for today’s
work.
Amora- Amora does not need accommodation for this engagement.
Martin- Martin can complete this engagement on his computer and email the teacher his
writing. Martin will need a timer set with three minutes so that he will finish on time. If Martin
is not compliant, redirect him with his Now/Then statement.
Victor- Victor may complete this assignment on his computer and email the teacher his
writing. Victor will need a reminder that this is a free write. There is no grade and no wrong
answers. Victor will need a timer set for three minutes to encourage him to remain on task.
Stacy- Stacy will already be exposed to the term Civil War. Stacy is given he vocabulary the
week before. Have Stacy bullet a list instead of free write.
Ismael- Write the words Civil War in Spanish and in English. Ismael’s free write may be
different. He may have a different understanding of a Civil War. Allow him to work on his
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computer and email it to the teacher. Teacher can read translation easily from online source
with a computer document.
Transition: When I say go, please pull out your laptop and open PowerPoint or come up and
grab 20 halved notecards and a ring. If you choose to handwrite your assignment, please also
pull out your laptop to use to look up definitions.
Instruction/Exploration: (30 minutes)

• Describe what hands-on/minds-on activities students will be doing.
• List “big idea” conceptual questions the teacher will use to encourage and/or focus students’ exploration.
• What questions or techniques will the teacher use to help students connect their exploration to the
concept under examination?
• List higher order thinking questions the teacher will use to solicit student explanations and help them to
justify their explanations.
• Describe how students will develop a more sophisticated understanding of the concept.
• How is this knowledge applied in our daily lives?
The teacher will instruct the class that they will be making flipbooks or presentations for the
unit. If using paper, the students will write the term on one side and the definition on the other
side. Then they will put the finished notecard on their ring. If using PowerPoint students will
write the term on one slide and the definition on the next. Students will then email me their
PowerPoints when finished. The teacher will pull up the PowerPoint on the SMART Board
with only the terms. The teacher will then draw sticks to have students look up the definition
and share it with the class. If you would not like to share out with the class, please say pass.
The teacher will discuss the definition and write it with the students on the classroom
whiteboard. The teacher will repeat this for all 18 vocabulary words. The vocabulary words for
this unit are, Fort Sumter, Kansas-Nebraska Act, Compromise of 1850, Missouri Compromise,
Fugitive Slave Law, Popular Sovereignty, Confederacy, Union, Border States, Abraham
Lincoln, Jefferson Davis, Robert E. Lee, Ulysses S. Grant, Bull Run, Gettysburg Address,
Antietam, Emancipation Proclamation, and Appomattox. (FA) Once the flipbooks are finished
the teacher will remind the students to email their PowerPoints to her. Students will then have
5 minutes to study their words before a vocabulary game.
We will be making flipbooks with our vocabulary words. If you chose to handwrite your
flipbook, then you will write the term on one side of the card and the definition on the other.
Then you will place your card on the ring. If you chose to electronically make your flip book,
then you will put the term on one slide and the definition on the next. After we are finished,
those who chose to do theirs electronically please email me a copy. We will be going through
a list of vocabulary words. For each word, I will draw a stick. The person who I draw will
look up the definition and then read it to the class. If you absolutely do not want to talk to the
class, then you may say pass. I will write the definition down and you may copy mine or make
your own for each word… Please remember to email me a copy if you chose to do your
flipbook electronically. You now have 5 minutes to study your vocabulary words before we
play a quick vocabulary game.
Amora- Amora will create a vocabulary flipbook with the class. Amora will also write and
example or scenario for each definition.
Martin- Martin will create his flipbook electronically. Martin should be sent a PowerPoint with
the definitions already included. Martin will have to match the word to the definition and fill
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out the word. Martin will need a timer to remind him of his task. If needed, redirect using
Martin’s Now/Then board.
Victor- Victor may use the computer to complete his vocabulary flipbook and email it to the
teacher.
Stacy- Stacy will receive her vocabulary words the week before. Stacy will also make her
flipbook by cutting and pasting prewritten vocabulary terms and definitions on her notecards.
Ismael- Ismael will receive his words in both English and Spanish. Ismael will cut and paste
his vocabulary words and definitions and place them on the notecards. He will have two sets.
One in English and one in Spanish.
Transition: Please put all of your materials away and form two lines at the front of the class.
After Lesson: (25 minutes)

Closure:
• Refer and tie back to course objectives
• One last quick assessment
Students will be lined up in two equal lines, the North and the South. The first person in each
row will stand face to face. The teacher will read off a definition and the first team (individual)
to say the correct term will receive a point for their team. Continue playing until all of the
words were completed once. When a team receives a point, tally it under their name on the
board. (FA) After finishing the game, the students will return to their seats. The teacher will
discuss their final. The students will each be given a person from the Civil War that they will
research and then become during a whole group discussion, as if we were in the Civil War.
After our discussion, we will then have a meal. The teacher will draw sticks for each person.
You should be lined up into two equal lines. The leaders of each line should be facing each
other. The team to my right is the North and the team to my left is the South. I will say a
definition from the words we learned today. The first person, of the two going head to head,
who correctly answers the vocabulary word will receive a point for their team. Then those two
people will head to the back of the line and the next two people will play. We will play until we
have made it through the list once… Thank you for playing the game with me. Please return to
your seats. I would like to discuss your final projects. Each of you will be given a person from
the Civil War era. I would like you to research them. Then on Friday, the class will have a
discussion as their characters about the Civil War. I will be the mediator and the questioner. I
will provide you with a list of the questions asked. Be conscious of whether or not you were on
the North or the South. You can also receive extra credit points for dressing as your character,
check the rubric. Following our discussion, we will have food. I will draw sticks to determine
who is going to be what Civil War person. Please write down who you are and quickly begin
researching.
Amora- When playing the vocabulary game Amora will be strategically paired with another
quick worded student for more fair game.
Martin- Martin may use his notes during the vocabulary game.
Victor- During the vocabulary game, Martin will help the teacher call out the definition for his
classmates to avoid a meltdown from fear of failure.
Stacy- During the vocabulary game, Stacy may use her notes.
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Ismael- During the vocabulary activity, Ismael may use his notes. He may also respond in
Spanish. He may also point to his answer.
Notes/Reflections:
• There is ample evidence on reflection of instructional effectiveness
• At least two pieces of evidence relative to reflection on instructional effectiveness are present and accurately
articulated
Strengths of the Lesson:
Areas for Growth:
Focus for next lesson:
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Vocabulary Terms Popular Sovereignty
Fort Sumter Popular sovereignty or the
sovereignty of the people is the principle
The Battle of Fort Sumter was the
that the authority of the government is
bombardment and surrender of Fort Sumter,
created and sustained by the consent of its
near Charleston, South Carolina, that started
people, through their elected representatives
the American Civil War
(Rule by the People), who are the source of
Kansas-Nebraska Act all political power.
The Kansas-Nebraska Act of 1854 Confederacy

(10 Stat. 277) created the territories of
A league or alliance, especially of
Kansas and Nebraska, opening new lands
confederate states.
for settlement, and had the effect of
repealing the Missouri Compromise of 1820 Union
by allowing white male settlers in those
The action or fact of joining or being
territories to determine through popular
joined, especially in a political context.
sovereignty.
Border States
Compromise of 1850
1. Maryland 2.Missouri 3.Kentucky
The Compromise of 1850 was a
4. Delaware
package of five separate bills passed by the
United States Congress in September 1850, Abraham Lincoln
which defused a four-year political
confrontation between slave and free states The 16th President of the United
regarding the status of territories acquired States, serving from March 1861 until his
during the Mexican-American War (1846- assassination in April 1865
1848). Jefferson Davis
Missouri Compromise An American soldier and politician
Missouri Compromise. noun, U.S. who was the President of the Confederate
History. 1. an act of Congress (1820) by States of America during the American Civil
which Missouri was admitted as a slave War.
state, Maine as a free state, and slavery was Robert E. Lee
prohibited in the Louisiana Purchase north
of latitude 36°30′N, except for Missouri. An American soldier best known for
commanding the Confederate Army of
Fugitive Slave Law Northern Virginia in the American Civil
Law passed as part of the War from 1862 until his surrender in 1865.
Compromise of 1850. This law made it Ulysses S. Grant
tougher on slaves who ran away and
demanded stricter punishment for those 18th President of the United States.
helping slaves run away. As Commanding General, Grant worked
closely with President Abraham Lincoln to
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lead the Union Army to victory over the (1861-65) that halted the Confederate
Confederacy in the American Civil War. advance on Maryland for the purpose of
gaining military supplies.
Bull Run
Emancipation Proclamation
Battle of definition. The first battle
of the American Civil War, fought in An executive order issued on
Virginia near Washington, D.C. The January 1, 1863, by President Lincoln
surprising victory of the Confederate army freeing slaves in all portions of the United
humiliated the North and forced it to prepare States not then under Union control (that is,
for a long war. within the Confederacy).
Gettysburg Address Appomattox
Speech by U.S. President Abraham Fought on the morning of April 9,
Lincoln, one of the best-known in American 1865, was one of the last battles of the
history. American Civil War. It was the final
engagement of Confederate Army general
Antietam
Robert E. Lee's Army of Northern Virginia
Also called Battle of Sharpsburg, before it surrendered to the Union Army
(September 17, 1862), a decisive under Lt. Gen. Ulysses S. Grant.
engagement in the American Civil War
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Spanish Vocabulary Words
Fort Sumter
La batallade Fort Sumter fue el bombardeo y la rendición de Fort Sumter, cerca de Charleston,
Carolina del Sur, que inició la Guerra Civil Americana
Ley Kansas-Nebraska
La Ley Kansas-Nebraska de 1854 (10 Stat. 277) creó los territorios de Kansas y Nebraska,
abriendo nuevas tierras para el asentamiento, y tuvo el efecto de derogar el Compromiso de
Missouri de 1820 al permitir que los colonos blancos varones en esos territorios determinaran a
través de soberanía popular.
Compromiso de 1850
El Compromiso de 1850 fue un paquete de cinco proyectos de ley separados aprobados por el
Congreso de los Estados Unidos en septiembre de 1850, que desactivaron una confrontación
política de cuatro años entre los estados esclavos y los estados libres con respecto al estatus de
los territorios adquiridos durante el Guerra México-Estados Unidos (1846-1848).
Compromiso de Missouri
Compromiso de Missouri. sustantivo, Historia de los Estados Unidos. 1. un acto del Congreso
(1820) por el cual Misuri fue admitido como un estado esclavo, Maine como un estado libre, y la
esclavitud fue prohibida en la compra de Luisiana al norte de la latitud 36-30-N, excepto en
Missouri. Ley de Esclavos Fugitivos
Ley aprobada como parte del Compromiso de 1850.
Esta ley hizo más difícil para los esclavos que huyeron y exigieron un castigo más estricto para
aquellos que ayudaban a los esclavos a huir
Ley de Esclavos Fugitivos
Ley aprobada como parte del Compromiso de 1850. Esta ley hizo más difícil para los esclavos
que huyeron y exigieron un castigo más estricto para aquellos que ayudaban a los esclavos a
huir.
Soberanía Popular
La soberanía popular o la soberanía del pueblo es el principio de que la autoridad del gobierno es
creada y sostenida por el consentimiento de su pueblo, a través de sus representantes electos
(Regla del Pueblo), que son la fuente de todo poder político.
Confederación
Una liga o alianza, especialmente de estados confederados.
Unión
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La acción o el hecho de unirse o unirse, especialmente en un contexto político.
Estados fronterizos
1. Maryland 2.Missouri 3.Kentucky 4. Delaware
Abraham Lincoln
El 16o Presidente de los Estados Unidos, sirviendo desde marzo de 1861 hasta su asesinato en
abril de 1865
Jefferson Davis
Un soldado y político estadounidense que fue el Presidente de los Estados Confederados de
América durante la Guerra Civil Americana.
Robert E. Lee
Un soldado estadounidense más conocido por comandar el Ejército Confederado del Norte de
Virginia en la Guerra Civil Americana desde 1862 hasta su rendición en 1865.
Ulysses S. Grant
18o Presidente de los Estados Unidos. Como Comandante General, Grant trabajó en estrecha
colaboración con el presidente Abraham Lincoln para llevar al Ejército de la Unión a la victoria
sobre la Confederación en la Guerra Civil Americana.
Bull Run
Batalla de definición. La primera batalla de la Guerra Civil Americana.luchó en Virginia cerca
de Washington, D.C. La sorprendente victoria del ejército confederado humilló al Norte y lo
obligó a prepararse para una larga guerra.
Dirección de Gettysburg
Discurso del presidente estadounidense Abraham Lincoln, uno de los más conocidos en la
historia de Estados Unidos.
Antietam
También llamada Batalla de Sharpsburg, (17 de septiembre de 1862), un compromiso decisivo
en la Guerra Civil Americana (1861-65) que detuvo el avance confederado en Maryland con el
propósito de obtener suministros militares.
Proclamación de Emancipación
Una orden ejecutiva emitida el 1 de enero de 1863 por el presidente Lincoln liberando esclavos
en todas las partes de los Estados Unidos no entonces bajo control de la Unión (es decir, dentro
de la Confederación).
Appomattox
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Luchó en la mañana del 9 de abril de 1865, fue una de las últimas batallas de la Guerra Civil
Americana. Fue el compromiso final del Ejército del Ejército Confederado del Ejército del Norte
de Virginia antes de que se rindiera al Ejército de la Unión bajo el Teniente General Ulysses S.
Grant.
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Slide 1
VOCABULARY
Slide 2
FORT SUMTER
Slide 3
◦ The Kansas-Nebraska Act of 1854 (10 Stat. 277) created the

Kansas territories of Kansas and Nebraska, opening new lands for
settlement, and had the effect of repealing the Missouri
Nebraska Act Compromise of 1820 by allowing white male settlers in those
territories to determine through popular sovereignty.
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Slide 4
COMPROMISE OF
1850
The Compromise of 1850 was a package of five separate bills
passed by the United States Congress in September 1850, which
defused a four-year political confrontation between slave and
free states regarding the status of territories acquired during the
Mexican-American War (1846-1848).
Slide 5
◦ Missouri Compromise. noun, U.S. History. 1. an act of Congress

Missouri (1820) by which Missouri was admitted as a slave state, Maine as a
free state, and slavery was prohibited in the Louisiana Purchase
Compromise north of latitude 36°30′N, except for Missouri.
Slide 6
FUGITIVE
SLAVE LAW
Law passed as part of the Compromise of
1850. This law made it tougher on slaves who
ran away and demanded stricter punishment for
those helping slaves run away.
18
Slide 7
◦ Popular sovereignty or the sovereignty of the people is the

Popular principle that the authority of the government is created and
sustained by the consent of its people, through their elected
Sovereignty representatives (Rule by the People), who are the source of all
political power.
Slide 8
CONFEDERACY
A league or alliance,
especially of confederate
states.
Slide 9
◦ The action or fact of joining or being joined, especially in a

Union political context.
19
Slide 10
BORDER
STATES
1. Maryland 2.Missouri
3.Kentucky 4. Delaware
Slide 11
Abraham ◦ The 16th President of the United States, serving from March
1861 until his assassination in April 1865
Lincoln
Slide 12
JEFFERSON
DAVIS
An American soldier and politician who
was the President of the Confederate
States of America during the American
Civil War.
20
Slide 13
◦ An American soldier best known for commanding the

Confederate Army of Northern Virginia in the American Civil
Robert E. Lee War from 1862 until his surrender in 1865.
Slide 14
ULYSSES S.
GRANT
18th President of the United States. As
Commanding General, Grant worked closely
with President Abraham Lincoln to lead the
Union Army to victory over the Confederacy in
the American Civil War.
Slide 15
◦ Battle of definition. The first battle of the American Civil War,

fought in Virginia near Washington, D.C. The surprising victory
Bull Run of the Confederate army humiliated the North and forced it to
prepare for a long war.
21
Slide 16
GETTYSBURG
ADDRESS
Speech by U.S. President Abraham
Lincoln, one of the best-known in
American history.
Slide 17
◦ Also called Battle of Sharpsburg, (September 17, 1862), a decisive

engagement in the American Civil War (1861-65) that halted the
Antietam Confederate advance on Maryland for the purpose of gaining
military supplies.
Slide 18
EMANCIPATION
PROCLAMATION
An executive order issued on
January 1, 1863, by President
Lincoln freeing slaves in all
portions of the United States not
then under Union control (that is,
within the Confederacy).
22
Slide 19
◦ Fought on the morning of April 9, 1865, was one of the last

battles of the American Civil War. It was the final engagement of
Confederate Army general Robert E. Lee's Army of Northern
Appomattox Virginia before it surrendered to the Union Army under Lt. Gen.
Ulysses S. Grant.
23
Slide 1
VOCABULARY
Slide 2

Slide 3
◦ The Kansas-Nebraska Act of 1854 (10 Stat. 277) created the

territories of Kansas and Nebraska, opening new lands for
settlement, and had the effect of repealing the Missouri
Compromise of 1820 by allowing white male settlers in those
territories to determine through popular sovereignty.
24
Slide 4
The Compromise of 1850 was a package of five separate

bills passed by the United States Congress in September
1850, which defused a four-year political confrontation
between slave and free states regarding the status of
territories acquired during the Mexican-American War
(1846-1848).
Slide 5
◦ Missouri Compromise. noun, U.S. History. 1. an act of Congress

(1820) by which Missouri was admitted as a slave state, Maine as a
free state, and slavery was prohibited in the Louisiana Purchase
north of latitude 36°30′N, except for Missouri.
Slide 6
Law passed as part of the Compromise of

1850. This law made it tougher on slaves who
ran away and demanded stricter punishment for
those helping slaves run away.
25
Slide 7
◦ Popular sovereignty or the sovereignty of the people is the

principle that the authority of the government is created and
sustained by the consent of its people, through their elected
representatives (Rule by the People), who are the source of all
political power.
Slide 8
A league or alliance,
especially of confederate
states.
Slide 9
◦ The action or fact of joining or being joined, especially in a

political context.
26
Slide 10
1. Maryland 2.Missouri
3.Kentucky 4. Delaware
Slide 11
◦ The 16th President of the United States, serving from March

1861 until his assassination in April 1865
Slide 12
An American soldier and politician who

was the President of the Confederate
States of America during the American
Civil War.
27
Slide 13
◦ An American soldier best known for commanding the

Confederate Army of Northern Virginia in the American Civil
War from 1862 until his surrender in 1865.
Slide 14
18th President of the United States. As

Commanding General, Grant worked closely
with President Abraham Lincoln to lead the
Union Army to victory over the Confederacy in
the American Civil War.
Slide 15
◦ Battle of definition. The first battle of the American Civil War,

fought in Virginia near Washington, D.C. The surprising victory
of the Confederate army humiliated the North and forced it to
prepare for a long war.
28
Slide 16
Speech by U.S. President

Abraham Lincoln, one of the
best-known in American
history.
Slide 17
◦ Also called Battle of Sharpsburg, (September 17, 1862), a decisive

engagement in the American Civil War (1861-65) that halted the
Confederate advance on Maryland for the purpose of gaining
military supplies.
Slide 18
An executive order issued on

January 1, 1863, by President
Lincoln freeing slaves in all
portions of the United States not
then under Union control (that is,
within the Confederacy).
29
Slide 19
◦ Fought on the morning of April 9, 1865, was one of the last

battles of the American Civil War. It was the final engagement of
Confederate Army general Robert E. Lee's Army of Northern
Virginia before it surrendered to the Union Army under Lt. Gen.
Ulysses S. Grant.
30
Final Questions
1. Why was there a change needed? Why not?
2. For or against the secession? Why
3. Did the Emancipation Proclamation benefit you in the
Civil War? Why or why not?
4. How did your position benefit those affected by the
war?
31
Civil War Unit Project Rubric
Name:_______________________________________________ Date:_____________
*Student may receive up to two points of extra credit for dressing as their Civil War person.
Area for Growth Developing (2) Proficient (3) Mastery (4)
(1)
Research and Student did not Student Student Student
Preparation research or researched their researched and researched and
prepare any person but did prepared a prepared a
information for not prepare limited amount significant
the project. information for of information amount of
the project. for the project. information for
the project.
Active Student was Student was Student was Student was in
Engagement disengaged engaged in the engaged in engaged in
from the discussion but discussion but discussion and
discussion. did not respond only responded responded to
to any to one question two or more
questions or or statement. questions or
statements. statements.
Presentation Student Student Student Student
presented presented presented presented
themselves in a themselves in a themselves in a themselves in a
lazy and neutral manor. collected and collected,
unprofessional engaged engaged, and
manor. manor. professional
manor.
Voting Student did not Student voted Student voted Student voted
vote. without regard without regard in correct
to their Civil to their Civil regard to their
War person. War person. Civil War
person.
Total: ____________/16
Mastery: 14.4-16 (90-100%)

Proficiency: 12.8-14.3 (80-89%)
Developing: 11.25-12.7 (70-79%)
Targeted area
Area for Growth: 0-11.1 (0-69%)
32
Final Project People
Robert E. Less
Ulysses S. Grant
Freed Slave
Slave of the South
Abraham Lincoln
Clara Barton
Stonewall Jackson
Mary Todd Lincoln
George Custer
Mary Walker
Lewis Howard Latimer
Martin Robison Delany
Wife of Union
Wife of Confederacy
Child of Union
Child of Confederacy
Military Medic: Union
Military Medic: Confederacy
James Garfield
Thaddeus Stevens
James Buchanan
Robert Smalls
33
Grade Level: 8th
Lesson Title: How Did it Happen? The Secession
Time: 1 hour



• Discuss 4/4 reasons for the secession, one from each category: social, political,
economic, and cultural.
• Create posters explaining one reason for the secession in each category using imagery.
• Work effectively in groups of four, dividing work equally.
Teacher: Poster paper, (6) markers, (1 large box) white board, (1) white board
markers, (1) video notes, (20) Secession video, (1) music, student name sticks.
Students: Video notes, (1) pencils, (1) poster paper, (1/group), markers.
34
Green, J. (2013, June 13). The Election of 1860 & the Road to Disunion: Crash Course U.S.
History #18. Retrieved October 28, 2019, from
https://www.youtube.com/watch?v=roNmeOOJCDY.

Students will have been exposed to basic concepts of the Civil War in earlier school years. The
class completed a vocabulary hunt yesterday and will be familiar with the terms presented in
this lesson.
Students may need preferred seating.

Students may need guided notes.
Students may need headphones to cancel noise.
Students may need extended time when working on group projects.
Students may need sensory breaks.
Guided notes
Now/Then Board
class)
35
Highlighter
Visual Cues
Extra wait time.
Students may need to leave to take medicine.

Students may need to communicate with hand signals when leaving the classroom.
Students may choose to actively refuse work.
Students may be afraid of failure in activities.
Assessment:
standards
Formative:
Discussion understanding of political, economic, social, and cultural reasons for
involvement in an activity.
Video notes
How students work in a group.
Poster presentations.
Summative:
End of unit project.

36
Teacher will divide students into their table groups. Each table group will discuss one of these
four areas, social, political, economic, and cultural reasons for a group to get involved in
something. The answers do not have to relate specifically to the Civil War, they can be related
to current events. Students will have 2-3 minutes to discuss with their tablemates. Teacher will
then have each group share out about their specific area. (FA)
You will be discussing in you table groups about a topic. I will come around and share with
each group which topic they will be discussing. Your answers do not have to directly relate to
the Civil War but can if you would like. The areas are the political, social, economic, and
cultural reasons for a group to act upon something. You have three minutes to discuss…
Return to the whole group in 3.. 2.. 1.. Thank you, now we are going to have each group share
out about what they discussed. Make it 30 seconds or less but with enough information that
your classmates have a basic understanding of your topic.
Amora- Amora may begin to lead and take over the discussion. Amora may only make three
comments in the group, unless there is no conversation other than Amora. This will allow
other students to have a chance to speak.
Martin- Martin should be given an expectation of saying two comments to the group.
Therefore, he knows what is exactly expected. Martin does not have to share out with the
group.
Victor- Victor may need a reminder that this discussion does not require a correct answer.
They are brainstorming together. He should be placed purposefully at an encouraging and
accepting table. Victor does not have to share out to the class.
Stacy- Stacy does not require any accommodations for the engagement.
Ismael- Ismael is encouraged to speak in both English and Spanish when in group discussions.
Although everyone may not be able to understand him, he is still participating.
Transition: Please take a paper from the middle of your table and flip it over. Look at what
you are expected to do in accordance with video notes.

The teacher will explain the video notes. The students will have to fill in two facts about the
cause of the secession for each topic of political, social, economic, and cultural. Students may
need to listen to the video closely because it may not directly discuss the reasons. The teacher
will play the video, The Election of 1860 & the Road to Disunion: Crash Course U.S.
History. Following the video, the teacher and students will go over the video notes on the
37
white board. The teacher will draw sticks for students to answer causes of the secession and
write them on the board. (FA) If the student does not want to share, they may pass their turn.
The teacher will then explain the next activities. The teacher will split students into groups of
fours. The students will be creating poster showing the cause of the secession from 4 different
viewpoints. In the group students will delegate who will do what section, political, social,
economic, or cultural. The students will title their posters and then split their paper in four
sections. In each section, there should be the title or cause, a 2-sentence description, and a
drawing. The student who did a specific section will write their name in the bottom corner.
(FA)
We will be watching a video discussing the secession. The video notes are split into the four
topics we just discussed, political, social, economic, and cultural. Under each of these
sections, I want you to write two causes of the secession. You may have to listen hard to some
of the causes because they may not be directly said in relation to a cause… Let’s go over the
notes together, therefore if you missed any you can fill them in as we go. I am going to draw
sticks, please try your best to answer, but if you choose not to then please politely say pass…
Now I am going to split you into groups of four using the sticks. Your group will need a poster
and markers. In the group, you will delegate one person to do the political, social, economic,
or cultural section of your poster. You will split your paper into four sections. In each section
you will do one of the four topics we have been discussing today. You will write the name, a
two-sentence explanation, and a picture explaining your topic. Please be sure to write your
name in the bottom section that you filled out. Be prepared to share out to your classmates.
You have twenty minutes. If you finish early, you may work on your person for our final
project. I will play music as you work.
Amora- Amora will have a different notes sheet that will be discussed with her privately.
Amora should identify the expected two causes for each four sections, but she will also have to
include a third. The third cause can be from prior knowledge or from the video.
Martin- Martin may complete the notes on his laptop using the electronic format. If martin is
having difficulty, allow him to only fill out one of the two causes for each section.
Victor- Victor may use the electronic copy of the notes. He is required to fill out both causes
for each section.
Stacy- Stacy is only expected to fill out one cause for each section. She is encouraged to do
more, if she is able.
Ismael- The video will have Spanish subtitles. Ismael is only expected to fill out one of the
two causes but encouraged to both if possible. Ismael may write in a mix of Spanish and
English as he develops.
Transition: Please return your materials to the place the belong and prepare to share your
posters.

Closure:
38
Teacher will ask any groups if they would like to go first. Each group will share their poster in
2 minutes or lesson. At least two people from each group need to share out, preferably all four
on their individual sections. Students can hang their posters on the wall when they are
finished. (FA)
Is there any group that would like to share first? Please keep your presentations under 2
minutes. Make sure at least two people share out to the class. You may hang up your posters
when you are finished on the back wall.
Amora- Amora does not require any accommodations for this section. Make sure she keeps
her sharing under 30 seconds.
Martin- Martin does not have to share out. He may work with a classmate to explain his
section of the poster. They can share together or alone.
Victor- Victor does not have to share out to the class. He may work with a classmate to
explain his section of the poster. Victor may type his title, name, and sentences and glue them
to his poster.
Stacy- Stacy may participate in this activity as is.
Ismael- Ismael may share with his class in a mixture of Spanish and English.
Notes/Reflections:
articulated
Areas for Growth:
39
Video Notes: The Secession
Name:___________________________________
Date:______________
Political Economic
1. 1.
2. 2.
Social
Cultural
1.
1.
2.
2.
40
Video Notes: The Secession
Name:___________________________________
Date:______________
Political Economic
1. 1.
2. 2.
3. 3.
Cultural
Social
1.
1.
2.
2.
3.
3.
41
Grade Level: 8th
Lesson Title: A Victory in the North
Time: 1 hour
considering the:



• Identify four reasons why the North won the Civil War.
• Create a timeline with five major events from the Civil War.
• Identify one military leader from both the North and the South.
42
Teacher: Lesson Powerpoint, (1) guided notes, (22) note cards with major events from
Civil War, (5 sets) Profile page activity, (22) coloring utensils.
Students: Guided notes, note cards with major events from Civil War, profile page
activity, coloring utensils, pencil

Lesson PowerPoint
History.com Editors. (2011, April 1). First Battle of Bull Run. Retrieved from
https://www.history.com/topics/american-civil-war/first-battle-of-bull-run.
Battle of Glorieta Pass Facts & Summary. (2019, March 26). Retrieved October 24, 2019, from
https://www.battlefields.org/learn/civil-war/battles/glorieta-pass.
History.com Editors. (2009, October 27). Battle of Antietam. Retrieved October 24, 2019,
from https://www.history.com/topics/american-civil-war/battle-of-antietam.
History.com Editors. (2009, October 29). Battle of Gettysburg. Retrieved October 24, 2019,
from https://www.history.com/topics/american-civil-war/battle-of-gettysburg.
History.com Editors. (2009, November 9). Siege of Vicksburg. Retrieved October 24, 2019,
from https://www.history.com/topics/american-civil-war/vicksburg-campaign.
Ulysses S. Grant. (2018, April 23). Retrieved October 24, 2019, from
https://www.battlefields.org/learn/biographies/ulysses-s-grant.
Dowdey, C. (2019, October 8). Role in Civil War. Retrieved October 24, 2019, from
https://www.britannica.com/biography/Robert-E-Lee/Role-in-Civil-War.

Students have been learning about the Civil War. They focused on the vocabulary from the era
and the causes of the secession. Students are working on researching a person from the Civil
War Era to become for final project.
43
Students may need alternative seating.

Students may need headphones.
Students may need specialized pencils.
Students may need online template.
Guided notes
Now/Then Board
class)
Highlighter
Visual Cues
Extra wait time.
Students may need to leave to take medications.

Students may have behaviors due to expectations.
Assessment:
standards
Formative:
Initial event timeline attempt.
Timeline correction after lesson PowerPoint
Profile page activity.
Summative:
44
Each table group will have a set of notecards in the center of the workspace. The notecards
will have specific events that led to the North winning the Civil War. The students will try to
organize the events in order from first to last. This does not have to be correct. Students are
just attempting. Be sure to remind students that they do not have to have their timeline correct
but to try their best. (FA)
As you enter and begin to sit at your tables you will see a pile of notecards in the center of
your table. The notecards have major events from the Civil War that led to the result of the
north winning. As a table group, I would like you to try and order them from first to last. These
do not have to be right. Please just try your best.
Amora- Amora is expected to allow her classmates to participate in this activity. She may
facilitate the discussion but not do the activity for the rest of her classmates.
Martin- Martin should be given the expectation to engage in the discussion twice.
Victor- Victor should be reminded that this is an exploration activity. He is not required to
have the correct answer and is not expected to either.
Stacy- Stacy should be expected to participate in the conversation at least twice.
Ismael- Ismael may have no understanding of the history of United States. The terms from this
assignment may be entirely new and have no meaning to Ismael. Encourage him to participate
using both English and Spanish.
Transition: Leave your cards in the center of the table and in order. Pass out the guided
notes that are at the end of the table.

45
Teacher will present the PowerPoint. The students will fill in their guided notes as the
PowerPoint progresses. (FA) The PowerPoint will include major battles and people from the
Civil War… Following the PowerPoint, the teacher will make sure that each student has filled
in every section of their guided notes. Then the teacher will have the students readjust their
timeline of notecards based on the lecture. (FA) The students may use their notes. The teacher
will discuss the major events once again and make sure all of the groups have their notecards
in the correct order… The students will then work on an individual assignment. Students will
pick from any of the military leaders presented in the PowerPoint and create a Facebook
Profile on them. The students will have to use computers to research information to add to
their profile. Each profile should include a picture, a quote, and a description of events they
attended (FA)… Once students are finished with their work, they may work on their research
for the end of unit project.
We are going to go through a PowerPoint about major events and people from the Civil War.
Please follow along with your guided notes. If you miss a blank it is okay, we will make sure
everyone has the notes following the PowerPoint… Is there any slides that people missed, if so
please let me know or work with your table complete your guided notes… Now that we have
went through the PowerPoint, use your notes to fix the timelines that I had you attempt at the
beginning of the class. Let’s correct them as a group, what did you have at first, second, third,
fourth, and fifth?... I would like you to each pick a military leader from the PowerPoint and
create a Facebook profile for your person. The Profile will include a picture, quote, and
description of any events he has attended… Once you have finished please continue
researching your person for the unit project.
Amora- The guided notes are for the benefit of all students. Amora is allowed to further her
studies of Civil War military personnel. Amora should pick a military leader she is not as
familiar with and complete the Facebook activity. The personnel should be cleared through the
teacher first.
Martin- The guided notes are for the benefit of all students. Martin should be allowed to
complete both the guided notes and the Facebook activity electronically.
Victor- The guided notes are for the benefit of all students. If Victor has any missed blanks on
his guided notes, he is encouraged to work with a classmate to fill them in. Victor is allowed to
complete his guided notes and Facebook activity electronically.
Stacy- The guided notes are for the benefit of all students. Stacy is expected to only write one
structural sentence for each of the bottom section of the Facebook activity.
Ismael- The guided notes are beneficial for all students. Ismael will receive a copy of the
Facebook activity that is in English and Spanish.
Transition: Please put away any materials you were using and leave your profile on your
table.

Closure:
Teacher will have students share their profiles with their table mates. The students should
engage in discussion about each person’s profile. (FA)
46
I would like to share with your table partners your profile. Make sure to include all of the
information. As a table, I would like you to discuss the people your table mates chose and their
contributions to the Civil War.
Amora- Amora is encouraged to share more about her military personnel then the rest of the
table. She will have an entirely new military leader that they have never heard of.
Martin- Martin may compare notes with someone who did the same military leader. If Martin,
does not want to share to his whole table, he is not expected to.
Victor- Victor may compare notes with someone who did the same military leader. If Victor,
does not want to share, he is not expected to.
Stacy- Stacy does not require any accommodations for this section of the lesson.
Ismael- Ismael may share in both English and Spanish. Listening to classmates speak of the
same person and content should help the development of his expressive and receptive English.
Notes/Reflections:
articulated
Areas for Growth:
47
Note Card Events
Battle of Bull Run
Battle of Glorieta Pass
Battle of Antietam
Battle of Gettysburg
Siege of Vicksburg
48
Civil War Lesson 3: Guided Notes
Name:__________________________________ Date:___________
First Battle of Bull Run:

▪ July ______, 1861
▪ Manassas Junction, Virginia
▪ 35,000 Union troops strike at ______________ on
20,000 Confederates
▪ Goal was to take over Confederate capitol Richmond
▪ Union ______________ back to Washington D.C.
▪ Generals
Union: Irvin Mcdowel
Stonewall Jackson
Battle of Glorieta Pass

▪ March 1862
▪ Confederate attack on ______________
▪ Near Santa Fe
▪ Union _________
▪ Commanders:
Union: John P. Slough
Confederacy: William R. __________
Battle of Antietam
49
▪ September 17, 1862
▪ Antietam Creek, _____________
▪ Confederate first Northern invasion
▪ Union found ___________________ battle plans
▪ Standstill
▪ Encourage the release of the _______________
__________________
▪ Commanders:
Union: General George McClellan
Confederate: Robert E. Lee
Battle of Gettysburg
▪ July 1-3, 1863
▪ Most important __________________ of the Civil War
▪ Confederate invasion of the North
▪ Confederate ____________ on July 4 back to Virginia
▪ Commanders:
Confederacy: Robert E. Lee
Union: George G. Meade
Siege of Vicksburg
▪ 1861-1865
▪ Control of the ______________________
▪ Splits Confederacy into ______
▪ Union takes control of Mississippi
50
▪ One day after ___________ victory of Gettysburg
▪ Commanders:
Union: Ulysses S. Grant
Confederacy: David Porter
Notable Military Leaders

▪ Union: Ulysses S. ___________
Title: General-in-Chief
April 27, 1822 – July 23, 1885
Point Pleasant, ________
Battle of Vicksburg
▪ Confederacy: Robert E. Lee
Title: ____________
January 19, 1807- October 12, 1870
Stratford, Virginia
Battle of Antietam/ Battle of ____________
51
Slide 1
And the North Wins!!!

8th Grade U.S. History: Civil War Lesson 3
Slide 2
▪ First Battle of Bull Run

▪ Battle of Glorieta Pass
▪ Battle of Antietam
Timeline ▪ Battle of Gettysburg
▪ Siege of Vicksburg
Slide 3
▪ July 21, 1861
▪ Manassas Junction, Virginia
▪ 35,000 Union troops strike at Bull Run on 20,000
Confederates
First Battle of ▪ Goal was to take over Confederate capitol Richmond
Bull Run ▪ Union retreated back to Washington D.C.
▪ Generals
▪ Union: Irvin Mcdowel
▪ Stonewall Jackson
52
Slide 4
▪ March 1862
▪ Confederate attack on Union
▪ Near Santa Fe
Battle of ▪ Union Victory
Glorieta Pass ▪ Commanders:
▪ Union: John P. Slough
▪ Confederacy: William R. Scurry
Slide 5
▪ September 17, 1862
▪ Antietam Creek, Maryland
▪ Confederate first Northern invasion
▪ Union found Confederate battle plans
Battle of ▪ Standstill
Antietam ▪ Encourage the release of the Emancipation

Proclamation
▪ Commanders:
▪ Union: General George McClellan
▪ Confederate: Robert E. Lee
Slide 6
▪ July 1-3, 1863

▪ Most important engagement of the Civil War
▪ Confederate invasion of the North
Battle of ▪ Confederate retreated on July 4 back to Virginia
Gettysburg ▪ Commanders:
▪ Confederacy: Robert E. Lee
▪ Union: George G. Meade
53
Slide 7
▪ 1861-1865
▪ Control of the Mississippi
▪ Splits Confederacy into two
Siege of ▪ Union takes control of Mississippi
Vicksburg ▪ One day after Union victory of Gettysburg

▪ Commanders:
▪ Union: Ulysses S. Grant
▪ Confederacy: David Porter
Slide 8
▪ Union: Ulysses S. Grant
▪ Title: General-in-Chief
▪ April 27, 1822 – July 23, 1885
▪ Point Pleasant, Ohio
▪ Battle of Vicksburg
Notable Military ▪ Confederacy: Robert E. Lee
Leaders ▪ Title: General
▪ January 19, 1807- October 12, 1870
▪ Stratford, Virginia
▪ Battle of Antietam/ Battle of Gettysburg
54
Facebook: Civil War Edition
Profile Picture __________________________________

Name
_________________________________
Date of Birth-Death
_________________________________
Job Title
Events
Accomplishments
55
Facebook: Civil War Edition
Foto del perfil _______________________

Nombre
_________________________________
Fecha de nacimiento-muerte
_________________________________
Título del trabajo
Eventos
Logros
56
Grade Level: 8th
Lesson Title: Abraham Lincoln
Time: 1 hour




• Identify Abraham Lincoln 3/3 times.
• Recall the Emancipation Proclamation 1/1 times.
• Recall the Gettysburg Address 1/1 times.
57
Teacher: White board, white board markers, half sheets of paper, (22) image of Abe
Lincoln silhouette, (1) lesson PowerPoint, (1) guided notes, (22) Abe Lincoln
silhouette sheets, (22) music, student sticks, (22) markers
Students: Half sheets paper, guided notes, Abe Lincoln silhouette sheets, pencils,
markers.

Lesson PowerPoint
What Were Abraham Lincoln's Accomplishments. (n.d.). Retrieved October 24, 2019, from
https://biography.yourdictionary.com/articles/abraham-lincolns-accomplishments.html.
History.com Editors. (2010, August 24). The Gettysburg Address. Retrieved October 24, 2019, from
https://www.history.com/topics/american-civil-war/gettysburg-address.
Current, R. N. (2019, October 4). Abraham Lincoln. Retrieved October 24, 2019, from
https://www.britannica.com/biography/Abraham-Lincoln.
The Emancipation Proclamation. (n.d.). Retrieved October 24, 2019, from
https://www.archives.gov/exhibits/featured-documents/emancipation-proclamation.
The Gettysburg Address. (n.d.). Retrieved October 24, 2019, from
https://www.youtube.com/watch?v=BicU5UfFulU.

Students have been learning about the Civil War for a few days. This is the final lesson in the
unit before the final project. Students have been researching a person from the Civil War era
and will act and present themselves as that person during the final. Students should have been
introduced to Abraham Lincoln in previous years of school.
58
Students may need preferred seating.

Guided notes
Now/Then Board
class)
Highlighter
Visual Cues
Extra wait time.
Students may need to go take medication during class time.

Students may have behaviors encouraged by a fear of failure.
Assessment:
standards
Formative:
Identification of Abraham Lincoln from just silhouette.
Guided notes
Abraham Lincoln silhouette activity.
Summative:

59
When students walk into the classroom, the teacher will have a silhouette image of Abraham
Lincoln on the board. Each student will have a half sheet at their desks. The students will have
a few minutes to talk with their peers and try and identify the silhouetted person… Then
teacher will draw sticks and have students try and identify the person. After a few attempts or
a correct answer, the teacher will reveal the identity of Abraham Lincoln. (FA)
As you walk into the classroom, you will see a silhouette on the board. I would like you to
write down who you think the hidden person is on the half sheet of paper at your desk. You
may quietly discuss with your table mates who you think the hidden person is… I am going to
draw three sticks. I would like that person to tell the class what their guess was on the
silhouetted person… Yes, the person in the silhouette is Abraham Lincoln.
Amora- Amora should be able to easily identify the silhouette. Amora will then have to
identify the person and two of their major accomplishments to or from the Civil War.
Martin- This does not have to be accommodated for Martin.
Victor- Victor should be reminded that he is not required to be correct. He does not have to
write his name down on the half sheet if he does not want to keep the confidentiality. Victor
does not have to share out if his stick is pulled.
Stacy- This does not have to be accommodated for Stacy.
Ismael- Ismael may not be familiar with U.S. presidents. Encourage him to guess.
Transition: As you are putting away your half sheet of paper, you may recycle it or keep it,
think about how Abraham Lincoln applies to the Civil War.

60
The teacher will present the lesson PowerPoint to the class. The students will follow along
with their guided notes. (FA) It is okay if a student misses a few blanks, the teacher will make
sure everyone has the answers at the end of the PowerPoint… The teacher will ask the students
if they missed any blanks and need help filling in the rest… The teacher will then pull sticks
and ask the students who was the PowerPoint was about and what were two of his major
accomplishments (FA)… Following the PowerPoint, the teacher will explain the next activity.
The students will each have an Abraham Lincoln silhouette page. Using a variety of colors,
students will write the name of Lincoln, the year he was born, the year he died, and 5 major
accomplishments. (FA) Then the teacher will dismiss the students to collect a silhouette page
and a box of markers… When the students are finished with their Abraham Lincoln silhouette
then they may continue to work on their research projects. Remind the students that tomorrow
is presentation day. Have students refer back to their rubrics.
Today we have another PowerPoint, but this one is on Abraham Lincoln. Please follow along
with your guided notes. It is okay if you miss blanks. As a class, following the PowerPoint we
will make sure every student has they guided notes filled… Are there any blanks you have
missed, if so ask me or ask your tablemates to help you fill in the missing blanks… I am going
to draw sticks to have and have a couple students answer questions. My first question, who is
Abraham Lincoln? My second question is, what were two major accomplishments of Abraham
Lincoln. I will have two people answer this question… Next, we are going to be filling in
Abraham Lincoln’s silhouette. Each of you will collect a silhouette sheet and a box of markers.
In the silhouette, I would like you to write each of the following. I will write them on the board,
Abraham Lincoln’s name, date of birth, date of death, and five major accomplishments. Feel
free to use your laptop to find any additional information, as well as your guided notes… Once
you are finished with your silhouette take the rest of the class to work on your Civil War
person project. Please keep in mind your project is tomorrow. Make sure you have all of the
information you need. If you have any questions, feel free to ask me.
Amora- The guided notes are for the benefit of all students. Amora will be expected to include
four other facts about Abraham Lincoln in his silhouette.
Martin- The guided notes are for the benefit of all students. Martin may complete the
silhouette activity electronically. Martin will have a checklist to cross off each requirement
after he had completed it.
Victor- The guided notes are for the benefit of all students. Victor may work with a partner to
fill in any missed blanks. Victor may complete his silhouette activity electronically. Victor
will have a checklist to mark off each requirement as his completes it.
Stacy- The guided notes benefit all students. Stacy will have a checklist to help track what she
has completed and what she has not.
Ismael- The guided notes are for the benefit of all students. Ismael is encouraged to complete
this activity in both English and Spanish.
Transition: Please put away any markers or other materials and leave out your silhouette
pages.

Closure:
61
Teacher will have students share their silhouettes with their table mates. As a table the
students will come up with the most important accomplishment, they believe Abraham
Lincoln had. The tables will then share out to the whole group. (FA)
Take a few minutes and share your silhouettes with your table mates. Then as a table decide
on what Abraham Lincoln’s most important accomplishment was. You will be sharing with the
rest of the class… Thank you for sharing. Please remember the final project is tomorrow. As
you leave turn in your silhouettes on the table next to the door.
Amora- Amora should keep her sharing to a minimal time. During the discussion of Abraham
Lincoln’s greatest accomplishment Amora should take on a facilitator role in the discussion.
Martin- Martin does not have to share his silhouette with his table mates. He is encouraged
though. Martin should comment once in the discussion about Abraham Lincoln’s greatest
accomplishment.
Victor- Victor does not have to share his silhouette with his table mates. Victor is expected to
engage in the discussion once about Lincoln’s greatest expectation.
Stacy- Stacy is expected to participate in the greatest accomplishment discussion once.
Ismael- Ismael should participate in the group discussion. He is allowed and encouraged to
share in Spanish and English. He should be surrounded with specifically encouraging peers.
Notes/Reflections:
articulated
Areas for Growth:
62
63
Civil War Lesson 4: Guided Notes
Name:___________________________________ Date:__________________
Who is Abraham Lincoln?
• “Honest __________________”
• February _____, 1809 - ___________ 15, 1865
• 16th president of the United States (1861-1865)
• Assassinated by John Wilkes ___________.
Emancipation Proclamation
• January 1, 1863
• 3rd year of the Civil War
• “That all persons held as slaves within the ______________ states are, and
henceforward shall be __________.”
• Only effected states who ____________ from the United States.
• Began an _______________ reform and changed the trajectory of the Civil
War.
• Allowed African American men to be in the Navy and Army.
Gettysburg Address
• November _____, 1863
64
• Official dedication of the National ______________ of Gettysburg.
Other Accomplishments
• Ended slavery- 13th amendment
• Reunited the __________ and the ______________.
• Established a national _____________ system.
65
Slide 1
ABRAHAM LINCOLN
8th Gra d e U.S History: Civil Wa r Lesson 4
Slide 2
LESSON OBJECTIVES
• Id entify w ho Ab ra ha m Linc oln is a nd m a jor events rela ted to him .
• Rec a ll a nd id entify the Em a nc ip a tion Proc la m a tion
• Rec a ll a nd Id entify the Gettysb urg Ad d ress.
Slide 3
WHO IS ABRAHAM
LINCOLN?
• “ Honest Ab e”
• Feb rua ry 12, 1809- Ap ril 15, 1865
• 16th p resid ent of the United Sta tes (1861-1865)
• Assa ssina ted b y John Wilkes Booth
66
Slide 4
EMANCIPATION PROCLAMATION
• Ja nua ry 1, 1863
• 3rd yea r of the Civil Wa r
• “ Tha t a ll p ersons held a s sla ves w ithin the
reb ellious sta tes a re, a nd henc eforw a rd
sha ll b e free.”
• Only effec ted sta tes w ho sec ed ed from the
United Sta tes.
• Beg a n a n em otiona l reform a nd c ha ng ed
the tra jec tory of the Civil Wa r.
• Allow ed Afric a n Am eric a n m en to b e in the
Na vy a nd Arm y.
Slide 5
GETTYSBURG ADDRESS
• Novem b er 19, 1863
• Offic ia l d ed ic a tion of the Na tiona l Cem etery of Gettysb urg
• http s:/ / w w w .youtub e.c om / w a tc h?v=Bic U5UfFulU
Slide 6
OTHER ACCOMPLISHMENTS
• End ed sla very- 13th
a m end m ent
• Reunited the North a nd the South
• Esta b lished a na tiona l b a nking system
67
Expectations
1. Name
2. Date of birth
3. Date of death
4. Major accomplishment 1
68
Grade Level: 8th
Lesson Title: Living in the Civil War
Time: 1 hour
considering the:



69
• Defend two points as their Civil War era person.
• Identify who won the Civil War.
• Vote correctly once as their Civil War era person.
Teacher: End of project rubric, food for students, music.
Students: Any materials needed for this Civil War era person.

End of project rubric.
Students have been studying the Civil War over the course of the week. The students have
each been given a person from the Civil War that they were to research over the course of the
week. Students have had rubric requirements since the beginning of the unit.

Students may need AAC device.
Guided notes
70
Now/Then Board
class)
Highlighter
Visual Cues
Extra wait time.
Students may need to take medications during class.

Students may have behaviors resulting from fear of failure.
Rearrange classroom in large circle.

Assessment:
standards
Formative:
N/A
Summative:
Rubric

71
Teacher will allow students five minutes to prepare what they are going to say and do during
the final.
As you come in, you have five minutes to prepare what you need to know for your person…
Thank you for focusing.
Amora- There are no accommodations needed.

Martin- There are no accommodations needed.
Victor- There are no accommodations needed.
Stacy- There are no accommodations needed.
Ismael- There are no accommodations needed.
Transition: Please make sure you are seated at the circle. The side closest to my desk is the
North and the side closest to the door is the South.

The teacher will begin by introducing themselves. The teacher is the mediator. The teacher
will then have the students go around the circle and introduce themselves. They will say their
name, title, and importance to the Civil War… The teacher will then begin with the first
question. “Why was there a change that needed to happen, why not?” The teacher will track
students answers and participation with initials on rubric. Allow students to discuss amongst
each other. Although some students may need reminders to remain kind, even if their person
was not… The teacher will then ask the second question. “Were you for or against the
secession, why? Question 3: “Did the Emancipation Proclamation benefit you in the Civil
War.” Question 4: “How did your position benefit those affected by and in the war… Then the
teacher will ask the students to vote, heads down, as their person whether or not the North or
the South should have won… The teacher will then close the discussion. (SA)
Hello, I am the mediator. I will be asking questions and making sure responses remain kind
and appropriate. I will also reconvene the conversation to move on to the next question. At the
end of our discussion, I will lead a vote and end the discussion. Please introduce yourselves. I
would like you to share your name, title, and why you are involved in the Civil War… Thank
you for sharing. I am going to begin the discussion. Remember that you must respond to
someone’s answer at least twice throughout the entire discussion. It may be that you agree and
are in support or that you oppose. Make sure to include appropriate evidence. The first
question is, why was there a change needed, or why not? The second question is, were you for
or against the secession, why or why not? The third question is, did the Emancipation
Proclamation benefit you in the Civil War. I will then announce the last question, how did
your position benefit those affected by and in the war?... Let’s take a vote. Remember to vote
72
as your person. Who believes the North should have won the war? Who believes the South
should have won the war?... Thank you participating in this discussion. I hope the experience
allowed you deeper understand the components of the Civil War.
Amora- Amora should be encouraged to share but not to usurp the conversation. Amora
should be understanding of all other students’ opinions and comments.
Martin- Martin may use any of his notes during the discussion. He should also keep track of
the number of times he has talked by tallying at the top of his paper.
Victor- Victor may use any of his notes during the discussion. Victor should be reminded that
his answers are from his person and the comments he makes will not be wrong as long as he
has evidence to prove them. Victor should keep a tally of the number of times he participated
in group discussion.
Stacy- Stacy may use her notes during the discussion. Stacy should keep a tally of the number
of times she discussed with the class.
Ismael- Ismael may comment in the discussion in English and Spanish. Verbal agreement and
disagreement will count as comments on the rubric.
Transition: I have food at the back table. Please line up and serve yourselves.

Closure:
Students will have 20 minutes to eat. The teacher will play soft music. The students should
talk about what they liked and disliked about the project and if they felt successful. They
should also talk about what they learned.
You have about twenty minutes to eat. As you eat, I would like you to discuss with your
classmates what you liked and disliked about the project, whether or not it felt successful, and
what you learned from the project… Make sure you clean up your table space. Thank you for
participating and enjoy the rest of the day.
Amora- There are no accommodations needed.

Martin- There are no accommodations needed.
Victor- There are no accommodations needed.
Stacy- There are no accommodations needed.
Ismael- There are no accommodations needed.
Notes/Reflections:
articulated
Areas for Growth:
73
74
Civil War Unit Project Rubric
Name:_______________________________________________ Date:_____________
*Student may receive up to two points of extra credit for dressing as their Civil War person.
Area for Growth Developing (2) Proficient (3) Mastery (4)
(1)
Research and Student did not Student Student Student
Preparation research or researched their researched and researched and
prepare any person but did prepared a prepared a
information for not prepare limited amount significant
the project. information for of information amount of
the project. for the project. information for
the project.
Active Student was Student was Student was Student was in
Engagement disengaged engaged in the engaged in engaged in
from the discussion but discussion but discussion and
discussion. did not respond only responded responded to
to any to one question two or more
questions or or statement. questions or
statements. statements.
Presentation Student Student Student Student
presented presented presented presented
themselves in a themselves in a themselves in a themselves in a
lazy and neutral manor. collected and collected,
unprofessional engaged engaged, and
manor. manor. professional
manor.
Voting Student did not Student voted Student voted Student voted
vote. without regard without regard in correct
to their Civil to their Civil regard to their
War person. War person. Civil War
person.
Total: ____________/16
Mastery: 14.4-16 (90-100%)

Proficiency: 12.8-14.3 (80-89%)
Developing: 11.25-12.7 (70-79%)
Targeted area
Area for Growth: 0-11.1 (0-69%)
75
Final Questions
6. Why was there a change needed? Why not?
7. For or against the secession? Why
8. Did the Emancipation Proclamation benefit you in the
Civil War? Why or why not?
9. How did your position benefit those affected by the
war?
76

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UDL Unit Plan Template

Teacher Candidate’s Name: Matelyn Yarbrough

Date Created: 10/28/19

Content Area: History

School: Siena Heights University

Grade Level: 8th

Unit Title: The Not so Civil War

Total Time/Frequency and Duration of Lessons: Five, one-hour lessons

8 – U5.2.3 Examine Abraham Lincoln’s presidency with respect to:

ELA.W.8.7 Conduct short research projects to answer a question (including a self-generated

Performance Based Learning Objectives comprehensive of the unit:

Learners will be able to:

What was the major underlying cause of the Civil War?

Teacher Candidate’s Name: Matelyn Yarbrough

Date Created: 10/28/2019

Content Area: U.S. History

School: Siena Heights University

Grade Level: 8th

Lesson Title: Coming to “TERMS” with the Civil War

8 – U5.2.3 Examine Abraham Lincoln’s presidency with respect to:

Performance Based Learning Objectives:

Learners will be able to:

Materials: (Low Tech, including number needed)

Technology: (High Tech)

Prior Learning Connections (Background Knowledge Support):

Special Concerns (including medical, behavioral, and/or environmental):

During Lesson: (General Guidelines)

Instruction/Exploration: (30 minutes)

After Lesson: (25 minutes)

Areas for Growth:

Focus for next lesson:

The Kansas-Nebraska Act of 1854 Confederacy

◦ The Kansas-Nebraska Act of 1854 (10 Stat. 277) created the

◦ Missouri Compromise. noun, U.S. History. 1. an act of Congress

◦ Popular sovereignty or the sovereignty of the people is the

◦ The action or fact of joining or being joined, especially in a

◦ An American soldier best known for commanding the

◦ Battle of definition. The first battle of the American Civil War,

◦ Also called Battle of Sharpsburg, (September 17, 1862), a decisive

◦ Fought on the morning of April 9, 1865, was one of the last

The Battle of Fort Sumter was the

◦ The Kansas-Nebraska Act of 1854 (10 Stat. 277) created the

The Compromise of 1850 was a package of five separate

◦ Missouri Compromise. noun, U.S. History. 1. an act of Congress

Law passed as part of the Compromise of

◦ Popular sovereignty or the sovereignty of the people is the

◦ The action or fact of joining or being joined, especially in a

◦ The 16th President of the United States, serving from March

An American soldier and politician who

◦ An American soldier best known for commanding the

18th President of the United States. As

◦ Battle of definition. The first battle of the American Civil War,

Speech by U.S. President

◦ Also called Battle of Sharpsburg, (September 17, 1862), a decisive

An executive order issued on

◦ Fought on the morning of April 9, 1865, was one of the last

1. Why was there a change needed? Why not?

2. For or against the secession? Why

3. Did the Emancipation Proclamation benefit you in the

Civil War? Why or why not?

4. How did your position benefit those affected by the

Mastery: 14.4-16 (90-100%)

Teacher Candidate’s Name: Matelyn Yarbrough