Lesson Plan

Name:
Anna Trull
Grade: 8th Georgia Studies
Lesson
The Civil War Begins
Date: Thursday 2/19/15
Title:
CCGPS Standard(s):
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgia.
1.
State the importance of key events of the Civil War; include Antietam, the Emancipation Proclamation,
Gettysburg, Chickamauga, the Union blockade of Georgias coast, Shermans Atlanta Campaign, Shermans
March to the Sea, and Andersonville.
ELACC8SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 8 topics and texts, building on others ideas and expressing their own
clearly.
ELACC6-8RH2: Determine the central ideas or information of a primary or secondary source

Learning - Focus
Essential
Question(s)
1-3 BIG ideas!
How can these
questions be used
to guide your
instruction?
Central
Focus/Lesson
Objective(s)
Objectives are
measurable and
aligned with the
standard.

Academic
Language
What is the key
language demand?
What Academic
Language will you
teach or develop?
What is the key

Strategies
1. What was the significance of the attacks on Fort Pulaski and Fort Sumter and the
battles of Bull Run and Antietam? How did they impact the South and the United
States as a whole?
2. How do analyzing primary documents and photographs help us to better
understand the Civil War?
3. What were the terms of the Emancipation Proclamation and what were its
implications?

Central Focus: Georgias role in the Civil War and the impact the war had on both the
state and the nation.
Objectives:
1. Students will be able to explain the significance of the attacks on Fort Pulaski and
Fort Sumter as well as the battles of Bull Run and Antietam.
2. Students will understand the impact these battles had on the South and the United
States and will also be able to analyze their devastation through primary photographs.
3. Students will be able to state the meaning of the Emancipation Proclamation and
explain its impact on both the South and the North.
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding (support) depending on the needs of the students.) )
Students will be writing about primary source documents in the form of photographs
in order to develop understanding of the Civil War battles.
Language Functions (Identify the purpose for which the language is being used, with

vocabulary and/or
symbols? What
opportunities will
you provide for
students to practice
content
language/vocabular
y and develop
fluency?

attention to goal and audience- the one verb from the standard; ex. demonstrate.)
Students will be writing about the primary source photographs in order to engage in
historical inquiry
Language Vocabulary (Identify key words specific to the content area derived from
the standard- ex. drama, prose, structural elements, verse, rhythm, meter, characters,
settings, descriptions, dialogue, stage directions.)
Emancipation, proclamation, draw, retreat, surrender, counterattack,
bombardment,

Assessment/
Evaluation
Every standard
listed above must
be assessed and
included. Formative
and summative
assessments should
be considered while
planning. Questions
to consider while
planning:
How will students
exhibit an
understanding of the
lessons objectives?
How will you
observe and/or
provide feedback?
What evidence will
you collect to
demonstrate
students
understanding/mast
ery of the lessons
objective(s)?

Assessment Plan for IEP Goals (Before lesson, as formative & summative):
N/A
Assessment Plan for Learning Objectives (Before lesson, as formative &
summative):
Formative:
Photo Analysis Worksheets: Look at individual student responses to gauge their
understanding of the lesson. Are students able to apply their knowledge and
understanding of the battles in order to analyze the picture?
Observation of small group discussion and work: Are students able to see the
devastation caused by the battles? Are students able to recognize the benefits of
examining primary source photographs? Are students able to effectively collaborate
with their group members in order to derive meaning and understanding from the
photographs?
Small group photo presentations: Are students able to accurately present what is
going on in the picture? Are they able to apply their prior knowledge of the battles to
the analysis of the picture? Which student seems to be talking the most? Which
student seems to not understand what is going on?
3,2,1 Ticket out the door: Look at individual student responses to gauge their
understanding of the lesson.
Summative:
The summative assessment will be implemented at the end of this unit and will be
allowed time to work on it today in class. Students will be creating a Civil War
Newspaper that includes their knowledge and understanding of the causes and events
of the Civil War. They will express their knowledge through creative means and the use
of primary and secondary sources. (see attached guidelines and rubric)
Evidence of student progress and mastery (complete after lesson has been
implemented):

Materials
What resources
can be used to
engage students?

Civil War PowerPoint (slides 24-33)

Animated maps from CivilWar.org
Promethean board
ELMO document camera
Ben and the Emancipation Proclamation by Pat Sherman
Primary document: photos from the attacks and battles (attached)
Photo Analysis worksheet (attached)
Newspaper Project guidelines and rubric (attached)

Introduction to
Lesson/
Activating
Thinking
How will you
introduce the
lesson? What is the
hook for the lesson
to tap into prior
knowledge and
develop students
interests? This
should tie directly
into the lessons
objective and
standard.
***Use knowledge
of students
academic, social,
and cultural
characteristics.

Hook:

Body of Lesson/
Teaching
Strategies
What will you have
the students do after
you introduce the
lesson to learn the
standards?

Body:

1.
Display the book Ben and the Emancipation Proclamation. (Make sure
the title is covered)
2.
Have students predict what the story will be about from only the picture
on the front. Then show students the title and have them predict what the story
will be about.
3.
Read aloud Ben and the Emancipation Proclamation
4.
Read the authors note in the back of the book that explains the true
story of Benjamin C. Holmes.
5.
Gauge student reactions. Ask students how they felt about the book.
What did they enjoy the most? What did they enjoy the least? Most importantly,
what did they learn?
Introduction:
1.
Class discussion with aid of PowerPoint: Discuss the Battle of Fort
Sumter, The Battle of Bull Run, the attack on Fort Pulaski, the Battle of
Antietam, and the Emancipation Proclamation. Discuss the significance of each
battle. Discuss the reason for the Emancipation Proclamation and its
implications. Make sure to also discuss Georgias role in the aforementioned
events.
2.
Throughout the discussion, show students the animated maps of the
battles that are embedded within the PowerPoint.
1.
Students will choose the photograph that corresponds with the battle
they chose to research the night before.
2.
Students will then get into small groups with the people that have the
same photograph as them.
3.
Students will use the photograph analysis worksheet (see attachment)
to analyze their photograph while collaborating and discussing with their group
members.
4.
Come back together as a whole group and have students present their
photos, using the ELMO document camera. Have the students share with the
class their observations and predictions. Encourage classmates to ask
questions and to make other observations.
5.
If time permits, students will then work individually on the Newspaper
project (see attachment for details)

Closure/
Summarizing
Strategies:
How will the
students prove they
know and
understand the
standard(s)? How
will you review the
standards and close
the lesson?

Closure:
1. Give each student a sticky note
2. Ask students to write their name on the back of the sticky note.
3.
Ask students to write down three things they learned that day
4.
Ask students to write down two things they want to know more about
5.
Ask students to write down one thing they are still confused about
6.
Collect sticky notes and review each sticky note before next lesson.

Modifications/
Differentiations
for Students
Individual Needs
How will you
modify or
differentiate the
experiences in your
lesson to meet
students individual
needs?

Differentiation Category: Why does the student need

modifications/accommodations?
In this class, there is only one student who needs modifications/accommodations in
order to allow him the same equal learning opportunities as other students and
consequently allowing for maximum learning and achievement. This student has
ADHD and has trouble concentrating in class and focusing on assigned work.
Modification(s)/Accommodation(s):
The modifications for this student for this lesson are as follows:

Balance between whole group, discussion, small group work, and

individual work.

The student will be seated closer to the teacher.

Will allow student extended time within his group to analyze the
photograph

Will allow student extended time to finish his photo analysis worksheet

Will continually remind student to focus with simple taps on the shoulder
and occasional eye contact.

PowerPoint notes will be printed out for the student and uploaded on
the school website
Rationale: Why is this modification/accommodation appropriate?
The above modifications/accommodations for this student are appropriate because
they allow the student more time to work on assignments and less opportunity to
become distracted. They also ensure that the student is receiving appropriate
education that allows him an equal chance for success and achievement.
General Differentiation:

Encourages thinking at higher levels of Bloom's taxonomy.

Makes use of a variety of instructional delivery methods to address

different learning styles.

The activity targets visual learners.

Use of small groups

Encourages the use of prior knowledge and understanding