8
th
Grade Unit Module
Topic: The Civil War
Objectives:
8th grade students will understand what life was like during The Civil War through
the analysis and interpretation of primary and secondary sources, as well as
through individual and group work.
Standards:
SS.8.A.1.5: Identify, within both primary and secondary sources, the author,
audience, format, and purpose of significant historical documents.
SS.912.A.2.1: Review causes and consequences of the Civil War.
SS.8.A.1.7: View historic events through the eyes of those who were there as
shown in their art, writings, music, and artifacts.
[Link].6-8.2: Determine the central ideas or information of a
primary or secondary source; provide an accurate summary of the source distinct
from prior knowledge or opinions.
By Corey Sipinick
SSE-4932 Dr. Scott Waring
Lesson Module Day One: Life in the Civil War Web Quest
Daily Objective:
Students will:
Learn what life was like for those alive during
the Civil War.
Evaluate and analyze primary and secondary
sources.
Analyze the perspectives of various people from
the Civil War.
Materials:
Computer
Internet Access
Pen or Pencil
Paper
Procedures:
1. Students will access the lesson module on Weebly
from the computers in the media center. They will
click the tab for Lesson One.
2. On the Lesson One tab they will see a link for the
Life in the Civil War Web Quest.
3. They will follow the directions on the Web Quest
which will lead them on an adventure through life
during the Civil War.
4. During the last five minutes of class, students will be
asked to complete an exit slip. They will have to
answer the question: Would you have liked living
during the Civil War? Why or why not?
ESOL Modifications:
Students with beginner level English proficiency will
be allowed to use an ESOL counselor to help them
with the assignment.
Students with medium to high level English
proficiency will be allowed to use a translating
dictionary as needed.
Evaluation/Assessment:
Students will be evaluated through their participation
and completion of the Life in the Civil War Web
Quest.
Students will receive a grade for their completed exit
slip.
Lesson Module Day Two: What Was in Lincolns Pockets?
Daily Objective:
Students will:
Learn to evaluate and analyze primary sources.
Learn what happened during Lincolns
assassination.
Provide opinion and feedback to theories
presented in Lincolns assassination.
Materials:
Computer
Internet Access
Sources Framework Sheet
Primary Source Analysis Sheets
Photos of Items in Lincolns Pockets
Pen or Pencil
Procedures:
1. Students will be randomly divided into groups of
four.
2. Each group will be given an envelope containing
images of the contents of Abraham Lincolns
pockets on the night of his assassination.
3. Each group will analyze and evaluate the
contents of the envelope using the Sources
Framework provided on the Weebly to help them
assess each image.
4. Each member of the group will individually fill
out a Primary Source Analysis Tool. They may
work in groups to complete it, but each student
must turn one in to receive credit for todays
lesson.
5. After students have completed their evaluations,
the teacher will discuss the contents of Lincolns
pockets with the class a whole.
6. Use the following questions to guide the
discussion:
What clues do you see to suggest why
this group of items might be significant?
What questions might you have about
these items?
Tell participants that these items were in
Lincoln's pockets on the night he was
assassinated. Invite them to study the
images again and consider what questions
they have in light of the new information.
What particular items did you see that
provide evidence of Lincoln's daily
activities and of his life?
What story did these items tell you?
What makes these artifacts significant
today?
What items might be in the pockets of the
current President? Explain your choices.
ESOL Modifications:
ESOL students will be accommodated during this
lesson by working in groups. This will allow
them to work with their peers without becoming
overwhelmed.
ESOL students will be permitted to use a
translating dictionary as needed.
Evaluation/Assessment:
Students will be assessed by their completion of
the primary source analysis tool. This will be
turned in for todays grade.
Lesson Module Day Three: Letters to Your Loved Ones
Daily Objective:
Students will:
Learn about the effects the Civil War had on
civilians, families and soldiers.
Interpret events during the Civil War through the
use of multiple perspectives.
Analyze and interpret concepts and ideas present
during the Civil War.
Materials:
Computer
Internet Access
Pen or Pencil
Letter Template
Paper
Procedures:
1. When class begins, the teacher will tell students
that they will be embodying a character from the
Civil War. At random students will be assigned
one of the following characters: Slave, Union
Soldier, Confederate Soldier, Child, Women.
2. Students will have to write letters to their loved
ones as if they were the character they were
assigned.
3. Students will then be taken to the media center,
where they will be given twenty minutes to
research their roles.
4. They will then write the letters to their loved ones
based on the information they researched.
Students will be required to use the Letter
Template provided on the Weebly. Each letter
must be a minimum of one page long.
ESOL Modifications:
Students with beginner level English proficiency
will be allowed to use an ESOL counselor to help
them with the assignment.
Students with medium to high level English
proficiency will be allowed to use a translating
dictionary.
Evaluation/Assessment:
Students will be evaluated by their understanding
of multiple perspectives and ability to explain
these multiple perspectives.
Students will gain points for the completion of
their letter.
Lesson Module Day Four: Modernizing the Emancipation Proclamation
Daily Objective:
Students will:
Learn about the goals and achievements of the
Emancipation Proclamation.
Identify aspects of a text that reveal an author's
point of view or purpose.
Determine the meaning of words and phrases
as they are used in a text.
Materials:
Copy of The Emancipation Proclamation
Video of The Emancipation Proclamation
Document Analysis Sheet
Large Poster Paper
Markers
Computer
Internet Access
Procedures:
1. At the beginning of class, students will divided
into groups of four.
2. Then as a class, we will read along while
listening to a reading of The Emancipation
Proclamation.
3. Then, in their groups, students will be given a
portion of the Emancipation Proclamation. Their
goal will be to rewrite their portion so that it
sounds like it was written today. Students will be
given copies of the Emancipation Proclamation,
as well as large poster paper and markers to
complete the assignment..
4. Students may use a document analysis sheet to
help them evaluate their specified portion.
5. After students have completely modernized their
portion, the teacher will put all of the posters
together and will read the new version aloud.
ESOL Modifications:
Students with beginner level English proficiency
will be allowed to use an ESOL counselor to help
them with the assignment.
Students with medium to high level English
proficiency will be allowed to use a translating
dictionary.
Evaluation/Assessment:
1. Students will be assessed through their
participation in the activity.
2. Students will gain points for turning in a
completed exit slip that answers the following
three questions:
o What was Lincoln's goal with this
speech? Was that goal accomplished?
o Who was this speech written for?
o What emotions does Lincoln evoke
through his word choice?
Lesson Module Day Five: Civil War Raps
Daily Objective:
Students will:
Sum up the information they learned throughout
the week.
Students will use music as a memory tool to
increase their understanding of the weeks lessons.
Materials:
Large Poster Paper
Markers
Scotch Tape
Computer
Internet Access
Procedures:
1. When class begins, students will be divided into
groups of four.
2. In their groups, they will be given a large poster
paper and markers.
3. They will then be assigned one of the following
topics: Abraham Lincoln, Union Soldiers,
Confederate Soldiers, The Underground Railroad,
Secession, and Slavery.
4. They will then write a rap about the assigned topic
using all of the information they have learned
from all of the weeks lessons, while also
incorporating any prior knowledge.
5. Before class has ended, students will complete an
exit slip that answers the question: What was the
most important outcome of the Civil War? Why?
ESOL Modifications:
Students with beginner level English proficiency
will be allowed to use an ESOL counselor to help
them with the assignment.
Students with medium to high level English
proficiency will be allowed to use a translating
dictionary.
If an ESOL student is uncomfortable performing
in front of the class, they will be permitted to sit it
out.
Evaluation/Assessment:
Students will be evaluated by their ability to recall
the information they learned throughout the
weeks lessons.
Students will be given points for the completion
and presentation of their raps.
Students will also complete an exit slip answering
the question: What was the most important
outcome of the Civil War? Why?
Extra Resources:
The History Place: A Nation Divided: A Timeline of the Civil War
[Link]
[Link]: The American Civil War
[Link]
[Link]: The Civil War
[Link]
Civil War Photos
[Link]
Exploring the Perspectives of the Civil War
[Link]