Zeb Perrin 4-22-11 TE 408 Civil War Lesson Plan
-Life During the Civil War Big Picture/Rationale: This lesson fits in with the organization of the class. The students had just taken a test before they left for Spring Break, and the Civil War was the first unit they would be covering when they got back (this was their first week back). The students were assigned to read Chapter 3 and 4 Wednesday and Thursday night, so they should have an adequate understanding of the material to begin with. As they have an upcoming test this should be a valuable lesson for the students. Students will be able to see what advantages were instrumental during the Civil War, and how Civil War life was drastically different from life today. Essential Questions: 
What roles did civilians play during the Civil War?
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Who had more resources during the Civil War? Why is this important?
Standards: U5.2 Civil War 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 -the political and military leadership of the North and South -the respective advantages and disadvantages, including geographic, demographic, economic and technological (E1.4) (National Geography Standard 15, p. 173) 8 U5.2.5 Construct generalizations about how the war affected combatants, civilians (including the role of women), the physical environment, and the future of warfare, including technological developments. (Nation Geography Standard 14, p. 171)
Objective: I want the students to be able to see how the North had superior resources when compared to the South (regarding the Civil War). Students should understand how advantages can lead to victory/better results. Furthermore, the lesson plan will distinguish how individuals lived during the time, illuminating the critical roles they played and how/why these roles differed. In a sense this lesson can connect to the present, showing how these key aspects are still prevalent today and showing how life was radically different.
-Outline-
Zeb Perrin 4-22-11 TE 408 Civil War Lesson Plan Opening Activity: The lesson will start with a picture/drawing given at the beginning of class (on the projector screen). Students will then have roughly 3-5 minutes to analyze and predict what the picture is conveying. After interpreting the drawing on their own, students will share with their “neighbor.” This will be the opening activity as it will get the students thinking about the material and getting the “creative juices” flowing. Hopefully this political cartoon will engage the students with the upcoming material. Hook: The hook for this lesson will hopefully be with the presentation of the material with the Prezi. Specifically, the picture/drawing should hopefully garner the attention of the students. The style the material is presented in will hopefully engage the students with the material. In particular there are many interesting and fascinating photographs on the Prezi presentation, so (hopefully) this will grab the students’ attention and focus their learning on the material. Main Activity: I will then begin lecturing on life during the Civil War. The Prezi presentation starts with a review of the advantages of the North (compared to the South); this will set the tone for the rest of the lecture. I will lecture on the main advantages of the North (population, industry, etc.), attempting to portray the differences of the North and South. During this portion of the lesson I will prompt the students with questions concerning these advantages (for example; why was industry so important during the Civil War?). Questions like these will help to get the students engaged with the lesson. I will continue along these lines and discuss with the students the economic/home life hardships that occurred during the Civil War. This section will help the students to understand what life was like during the Civil War (both as a nation and individually) and compare/contrast it today (jobs, food, etc.) Even more so, a series of pictures will be presented throughout the lesson so the students can see exactly what life looked like. The lecture will then break into the ‘group activity’ (outlined below). After this, the Prezi will then flow (literally) into a section on opposition to the War (including enlistments declining). This (low numbers of soldiers) allows a good segway into the Emancipation Proclamation. Information will be given concerning this document, which will lead into Monday’s lesson plan (about soldier life). Throughout the lesson, students will be actively involved. After each major point, students will be asked for predictions/ideas about the upcoming concepts. It will be more of a discussion led lecture, then an instructor led lecture.
Zeb Perrin 4-22-11 TE 408 Civil War Lesson Plan Group Activity: Strictly speaking, there isn’t a ‘main’ group activity for this lesson. However, there is a type of group activity implemented in the Prezi presentation. After lecturing through half of the material, a short activity will be given to the students. They will be asked to break into small groups and brainstorm/think about the jobs that children (around their age) would have performed in the Civil War. They will then reconvene as a large group and share answers with the rest of the class. This activity is to get the students thinking about how life was radically different during the Civil War (drawing connections to present-day situations). The second portion of the class period would require students to work through the simulation. Each student is given an informational sheet detailing their aoumount of resources, and the prices of obtaining additional resources. As a group, students would then complete the simulation. Closing Activity: The closing activity isn’t an actual activity, per se. The Prezi will end once we talk about the Emancipation Proclamation. While presenting on this topic, we will prompt the students with questions regarding African American soldiers. This will lead the class into a discussion about soldier life, which will be a perfect lead into the next lesson (on Monday). The students will then be responsible to ‘think’ about life as a woman and a soldier over the weekend. Materials/Supplies:
Projection screen (computer) - to show the Prezi presentation I made with relevant information, pictures, etc.
Civil War Regiment Simulation- Identities for the students.
Simulation/Activity You are in charge of an infantry unit during the Civil War. As such, you are responsible for the soldiers in your regiment and their well-being. However, you have a limited amount of resources at your disposal in order to do so. Your ultimate goal is to develop the healthiest, most productive fighting army you can (in hopes of winning the Civil War) with the resources given. You will begin this activity with no resources (men, food, weapons, etc.) at your disposal, unless noted otherwise. Build your infantry. Group 1: You are a confederate fighting regiment. Being from the South, your economy is suffering and you have inadequate ‘funding’ and resources at your disposal. Your total to spend is $1,000.
Zeb Perrin 4-22-11 TE 408 Civil War Lesson Plan Group 2: You are a member of the Confederacy. You lack resources severely. Your total amount to spend is 2,500. Group 3: You are a member of the Union. You have the best and most abundant resources/funding available. Your total to spend is $6,000. Group 4: You are a member of the Union. As such, you have adequate resources and funding. Your total to spend is $5000. Group 5: You are a member of the Confederacy. You lack basic resources and your funds are falling. You have $2000 to spend. Group 6: You are a member of the Union. You have adequate resources and funding. However, you have been segregated as an African American unit. Therefore, the Union has cut funding to your regiment. You have $3,000 to spend. Rules 1. You must spend the amount of money you have allotted to you, no ‘overspending.’ 2. Each soldier must be housed, fed and equipped properly (weapons, clothing) unless your money runs out.
Costs Recruitment of 10 soldiers-$50 ‘Basic’ clothing for 10 soldiers- $100 10 Rifles- $150 Ammunition for 10 rifles-$100 Food/water for 10 soldiers-$200 1 Tent (fits 5 soldiers)- $150 10 horses-$600 Bayonets for 5 rifles-$50 ‘Extra’ layer of clothing for 10 soldiers- $200
Zeb Perrin 4-22-11 TE 408 Civil War Lesson Plan Extra rations of food for 10 soldiers- $200 Extra ammunition for 10 rifles-$100 1 Cannon- $350 Fort-style housing for 10 soldiers-$700 Blanket roll/knapsacks for 10 soldiers- $50
Assessment: Throughout the lesson, students will be checked for their understanding of the material. Specifically students will engage in formative assessments, with the instructor prompting the students with questions regarding the material. This will allow the instructor to see if the students are getting the essential ideas (and whether or not the material needs to be reexplained). The simulation activity will also be used as an informal assessment. Specifically, I will be able to see whether or not students are ‘getting’ the big picture about resources while walking around and checking in with groups. Lastly, there is a summative assessment which will be given by the teacher in the form of a test. Link to Prezi Presentation http://prezi.com/ea8sy6tufzpo/life-during-the-civil-war/