GETTING READY FOR INSTRUCTION

Unit: 11 Lesson: 03 Suggested Duration: 3 days Events of the Civil War Lesson Synopsis: In this lesson, students create a timeline to explain significant events of the Civil War. Students identify points of view from the historical context surrounding the Civil War to explain the causes and effects of sectionalism and the Civil War on the United States. TEKS: 8.1 History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: 8.1A Identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects. Readiness Standard 8.1B Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods. Supporting Standard 8.1C Explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War. Supporting Standard 8.8 History. The student understands individuals, issues, and events of the Civil War. The student is expected to: 8.8B Explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln. Readiness Standard Skills TEKS: 8.29 Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to 8.29B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. 8.29D Identify points of view from the historical context surrounding an event and the frame of reference which influenced the participants. 8.30 Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to 8.30C Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. 8.30D Create written, oral, and visual presentations of social studies information. GETTING READY FOR INSTRUCTION Performance Indicator(s): Create a timeline with the significant events of the Civil War and provide a brief explanation for each of the events. Choose one event and write an eyewitness account reflecting point of view and historical context. (8.8B; 8.29B, 8.29D; 8.30C, 8.30D) 4J;5G Key Understandings and Guiding Questions: Events occur within a historical context and reflect the beliefs and values of the time. What are the major eras and events in U.S. history through 1877? How are absolute and relative chronology used to sequence significant individuals, events, and time periods? What are the significant dates in U.S. history through 1877? What were the issues surrounding significant events of the Civil War? Vocabulary of Instruction: sectionalism compromise Refer to section for materials. nullification emancipation states rights nationalism 2012, TESCCC 05/15/13 page 1 of 5

Attachments: Handout: Act It Out Instructions (1 per group) Handout: Civil War Timeline (1 per student) Resources and References: None identified Advance Preparation: 1. Become familiar with content and procedures for the lesson. 2. Refer to the Instructional Focus Document for specific content to include in the lesson. 3. Select appropriate sections of the textbook and other classroom materials that support the learning for this lesson. 4. Preview available resources and websites according to district guidelines. 5. Prepare materials and handouts as needed. Background Information: Events of the Civil War: April 1861 -- Attack on Fort Sumter: When President Lincoln planned to send supplies to Fort Sumter, he alerted the state in advance, in an attempt to avoid hostilities. South Carolina, however, feared a trick; the commander of the fort, Robert Anderson, was asked to surrender immediately. Anderson offered to surrender, but only after he had exhausted his supplies. His offer was rejected, and on April 12, the Civil War began with shots fired on the fort. Fort Sumter eventually was surrendered to South Carolina. September 1862 Antietam: On September 17, Confederate forces under General Lee were caught by General McClellan near Sharpsburg, Maryland. This battle proved to be the bloodiest day of the war; 2,108 Union soldiers were killed and 9,549 wounded -- 2,700 Confederates were killed and 9,029 wounded. The battle had no clear winner, but because General Lee withdrew to Virginia, McClellan was considered the victor. The battle convinced the British and French -- who were contemplating official recognition of the Confederacy -- to reserve action, and gave Lincoln the opportunity to announce his Preliminary Emancipation Proclamation (September 22), which would free all slaves in areas rebelling against the United States, effective January 1, 1863. January 1863 -- Emancipation Proclamation: In an effort to placate the slave-holding border states, Lincoln resisted the demands of radical Republicans for complete abolition. Yet some Union generals, such as General B. F. Butler, declared slaves escaping to their lines "contraband of war," not to be returned to their masters. Other generals decreed that the slaves of men rebelling against the Union were to be considered free. Congress, too, had been moving toward abolition. In 1861, Congress had passed an act stating that all slaves employed against the Union were to be considered free. In 1862, another act stated that all slaves of men who supported the Confederacy were to be considered free. Lincoln, aware of the public's growing support of abolition, issued the Emancipation Proclamation on January 1, 1863, declaring that all slaves in areas still in rebellion were, in the eyes of the federal government, free. May 1863 -- The Vicksburg Campaign. Union General Grant won several victories around Vicksburg, Mississippi, the fortified city considered essential to the Union's plans to regain control of the Mississippi River. On May 22, Grant began a siege of the city. After six weeks, Confederate General John Pemberton surrendered, giving up the city and 30,000 men. The capture of Port Hudson, Louisiana, shortly thereafter placed the entire Mississippi River in Union hands. The Confederacy was split in two. June-July 1863 -- The Gettysburg Campaign: Confederate General Lee decided to take the war to the enemy. On June 13, he defeated Union forces at Winchester, Virginia, and continued north to Pennsylvania. General Hooker, who had been planning to attack Richmond, was instead forced to follow Lee. Hooker, never comfortable with his commander, General Halleck, resigned on June 28, and General George Meade replaced him as commander of the Army of the Potomac. On July 1, a chance encounter between Union and Confederate forces began the Battle of Gettysburg. In the fighting that followed, Meade had greater numbers and better defensive positions. He won the battle, but failed to follow Lee as he retreated back to Virginia. Militarily, the Battle of Gettysburg was the high-water mark of the Confederacy; it is also significant because it ended Confederate hopes of formal recognition by foreign governments. On November 19, President Lincoln dedicated a portion of the Gettysburg battlefield as a national cemetery, and delivered his memorable 2012, TESCCC 05/16/13 page 2 of 5

"Gettysburg Address." April 1865 -- Surrender at Appomattox Courthouse: General Lee's troops were soon surrounded, and on April 7, Grant called upon Lee to surrender. On April 9, the two commanders met at Appomattox Courthouse, and agreed on the terms of surrender. Lee's men were sent home on parole -- soldiers with their horses, and officers with their side arms. All other equipment was surrendered. April 1865 -- The Assassination of President Lincoln. On April 14, as President Lincoln was watching a performance of "Our American Cousin" at Ford's Theater in Washington, D.C., he was shot by John Wilkes Booth, an actor from Maryland obsessed with avenging the Confederate defeat. Lincoln died the next morning. Booth escaped to Virginia. Eleven days later, cornered in a burning barn, Booth was fatally shot by a Union soldier. Nine other people were involved in the assassination; four were hanged, four imprisoned, and one acquitted. Text Courtesy of: Morris, R. P. (2012). Timeline of the civil war. Retrieved from http://memory.loc.gov/ammem/cwphtml/tl1865.html GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page. All originally authored lessons can be saved in the My CSCOPE Tab within the My Content area. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE Point of view review 1. Distribute the lyrics for Dixie s Land to one half of the class. Distribute the lyrics for Union Dixie to the other half of the class. 2. Students read the lyrics. 3. Post the lyrics for both songs for the whole class. 4. Facilitate a discussion with students about the difference in lyrics. Possible questions to consider: Which lines might motivate troops? Which lines represent a sense of nationalism? Whose point of view is presented in each song? How do you know? Which lines in the songs are representative of the causes of the Civil War? 5. Review the causes of the Civil War. NOTE: 1 Day = 50 minutes Suggested Day 1 10 minutes Dixie s Land lyrics Union Dixie lyrics engage students in discussion about point of view and the causes of the Civil War. TEKS: 8.8B, 29D Engage students in visualizing the troop experience with singing the songs to help facilitate a connection to the point of view of the North and the South. Background for song lyrics: The North and South used music to rally the troops, march, and entertain the troops during the Civil War. The songs often resembled music from the opponents as many songs were familiar to both sides. During battle, fighting stopped for the occasional serenade or concert. The Confederate States of America did not have an official national anthem, but Dixie is the anthem that was sung in the South. The Union Dixie is the North s version of the same song. Dixie s Land is the song that we know today as Dixie. 2012, TESCCC 05/16/13 page 3 of 5

Instructional Procedures EXPLORE Events of the Civil War Act it Out 1. Post a map of the United States for the class to see. (Before each Act It Out, students identify the location of their event on this map.) 2. Divide the students into 7 groups. 3. Distribute the Handout: Act It Out Instructions (1 per group). 4. Assign an event to each group. The events are: Firing on Ft. Sumter Battle of Antietam Battle of Gettysburg Siege of Vicksburg Announcement of the Emancipation Proclamation Assassination of Abraham Lincoln Lee s Surrender at Appomattox Courthouse 5. Students research the answers to the questions in the Handout: Act It Out Instructions. 6. The group creates an Act It Out (a short skit approximately 3-5 minutes) to demonstrate the answers to the questions about the event. Suggested Day 1 (continued) 40 minutes Suggested Day 2 15 minutes Large map of the United States 7 index cards (one for each group) tape Attachments: Handout: Act It Out Instructions (1 per group) Handout: Civil War Timeline (1 per student) explain the significant events of the Civil War. TEKS: 8.1ABC, 8.8B, 8.29D While groups are researching and preparing for the skit, encourage higher order thinking by encouraging students to think about multiple perspectives on the event point of view of the North, South, slave, free blacks, politicians on both sides, planters, industrialists, etc. 7. Groups perform the Act It Out skits. Before each performance, the group identifies the location of their event on the map of the United States that was posted at the beginning of the EXPLORE activity. (Students write the event on an index card to post on a large wall map, write the event on a large projected map with a dry erase marker, etc.) 8. Students in the audience record notes about each Act It Out skit on the Handout: Civil War Timeline (1 per student). 9. Facilitate a discussion with students about the events. Use the map to refer to each event as it is reviewed. Possible questions to consider: Which events were significant to the North? Which events were significant to the South? What were the issues surrounding significant events of the Civil War? EXPLAIN Connecting Events 1. Briefly review all of the major events with the whole class. 2. Post the following sentence stems for making a transition statement to connect events in chronological order. Suggested Day 2 (continued) 15 minutes All students review the events independently. Based on their writing assignment, the teacher is able to assess for mastery. 2012, TESCCC 05/16/13 page 4 of 5

Instructional Procedures (1 st event) is connected to what happened at (2 nd event) because. The (2 nd event) is connected to the (3 rd event) because etc. 3. Students may use their timelines and notes from the previous day to complete this independent writing activity. ELABORATE American History Scrapbook 1. Students add Sectionalism and Civil War to their Timeline (same timeline from previous lessons). 2. In the timeline, students list causes and effects of Sectionalism and Civil War. 3. Students write song lyrics to describe the important issues, events, and people related to Sectionalism and the Civil War. (Students may choose a popular song melody and simply change the words of the song to reflect their understanding of the Civil War and Sectionalism.) 4. Volunteers share their song lyrics with a partner. Suggested Day 2 (continued) 20 minutes Suggested Day 3 10 minutes Timeline American History Scrapbook enrich student thinking about Sectionalism and the events of the Civil War by facilitating a review of major concepts by writing song lyrics. If available, play Civil War music while students are creating the page in the scrapbook. TEKS: 8.1AB Students create a scrapbook page for their American History scrapbook to add to the portfolio of their learning about Sectionalism and the Civil War. EVALUATE Performance Indicator Eyewitness Account Create a timeline with the significant events of the Civil War and provide a brief explanation for each of the events. Choose one event and write an eyewitness account reflecting point of view and historical context. (8.8B; 8.29B, 8.29D; 8.30C, 8.30D) 4J;5G Suggested Day 3 (continued) 40 minutes The purpose of this evaluation is to create an eyewitness account of a major event during the Civil War to identify the role of the point of view and historical context in understanding events in history. TEKS: 8.8B; 8.29B, 8.29D; 8.30C, 8.30D Students can add details to the timeline they created in the Explore part of the lesson. To strengthen the point of view and historical context aspect of the eyewitness account, students can choose a role to offer a particular point of view on the event they choose to write about. Suggested roles: Northern industrialist, Southern plantation owner, Northern politician, Southern politician, soldier from the North or South, slave, free black civilian, etc. 2012, TESCCC 05/16/13 page 5 of 5