Major Battles of The Civil War
In this lesson, students will explore the major battles of The Civil War and analyze the deciding factors that both Abraham Lincoln and Jefferson Davis faced during The Civil War.
Goals & Objectives
Goal: Student will analyze the major battles of the Civil War and viewpoints of President Abraham Lincoln and Confederate President Jefferson Davis.
Students will evaluate and discuss what the major turning points in The Civil War were
Objective: Students will complete an online simulation using the schools laptops where they serve as an advisor to either Union President Abraham Lincoln or Confederate President Jefferson Davis on major battle decisions. Students will complete a worksheet that describes the major battles. Students will use this worksheet to create an illustrated timeline that discusses the major events of the war.
Students will evaluate and discuss what the major turning points in The Civil War were
Objective: Students will complete an online simulation using the schools laptops where they serve as an advisor to either Union President Abraham Lincoln or Confederate President Jefferson Davis on major battle decisions. Students will complete a worksheet that describes the major battles. Students will use this worksheet to create an illustrated timeline that discusses the major events of the war.
California State Content Standards
8.10.5 Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.
8.10.6 Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee’s surrender at Appomattox.
8.10.6 Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee’s surrender at Appomattox.
Driving Historical Question
What where the major battles of The Civil War?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 minutes
A small slide show will be given on the photographs of The Civil War to hook students into the content knowledge. Students will have completed their journal entries or self-portrait on what American life was like in the Civil War. They should have a good understanding of how war affected individuals. Teacher will ask students what they can remember from the past lessons about what they have learned so far. Now that students understand what the war was like for everyday Americans, they will see what its like through the eyes of the leaders of the Civil War.
Students will be asked, “How would you advise Abraham Lincoln or Jefferson Davis on the battlefield? What decisions would you make based on what we’ve learned so far in the unit.
Students will be asked, “How would you advise Abraham Lincoln or Jefferson Davis on the battlefield? What decisions would you make based on what we’ve learned so far in the unit.
Vocabulary (Content Language Development) ‖ Time: 5
Teacher will go over some vocabulary before the lesson begins. Teacher will describe the word or use it in a sentence.
-Appomattox
-Constituents
-Rations
-Total War
-Appomattox
-Constituents
-Rations
-Total War
Content Delivery (Method of Instruction) ‖ Time: 10 minutes
The lesson will begin with a brief slide show of both Confederate President Jefferson Davis and Union President Abraham Lincoln. The slide show will discuss what the leaders where advocating and how their political constituents, populace, and character may have played into their decision-making. The lesson will continue to discuss the Union and Confederate aims of The Civil War.
After the slide show students will be asked knowing the information that was presented, “How would you advise these presidents?”
The teacher will begin by showing the simulation/game. Students will partner up and share the school computers. Students will be asked to take the role of an advisor to either President Davis, or President Lincoln. Students will decide who takes whose role but will complete activity together. Students will be given a series of military, economic and political problems to deal with. Their first objective is to choose the course of action that they think their President took in real life (his 'approval rating' of you will then stay high).
Their second objective is to correctly answer the factual questions they are given as the game proceeds (there 'factual knowledge' score will then stay high). Students will complete a worksheet listing the major battles. Students will complete worksheet that will help them create an illustrated timeline for homework.
After the slide show students will be asked knowing the information that was presented, “How would you advise these presidents?”
The teacher will begin by showing the simulation/game. Students will partner up and share the school computers. Students will be asked to take the role of an advisor to either President Davis, or President Lincoln. Students will decide who takes whose role but will complete activity together. Students will be given a series of military, economic and political problems to deal with. Their first objective is to choose the course of action that they think their President took in real life (his 'approval rating' of you will then stay high).
Their second objective is to correctly answer the factual questions they are given as the game proceeds (there 'factual knowledge' score will then stay high). Students will complete a worksheet listing the major battles. Students will complete worksheet that will help them create an illustrated timeline for homework.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 40 minutes
Students will complete The American Civil War Simulation Game and guided worksheet in groups.
Students will decide who represents either Abraham Lincoln or Jefferson Davis.
Students will make decisions on what they think is the right answer.
The game will compare and contrast their answers with what happened in real life. Students will critique how decision-making in war isn’t cut and dry.
Students will complete the guided worksheet that is accompanied with the activity.
Students will complete an illustrated timeline that includes five (5) significant battles for homework that night. A rubric will be given to them to help guide them
Students will decide who represents either Abraham Lincoln or Jefferson Davis.
Students will make decisions on what they think is the right answer.
The game will compare and contrast their answers with what happened in real life. Students will critique how decision-making in war isn’t cut and dry.
Students will complete the guided worksheet that is accompanied with the activity.
Students will complete an illustrated timeline that includes five (5) significant battles for homework that night. A rubric will be given to them to help guide them
Lesson Closure ‖ Time: 5 minutes
Teacher will lead a class discussion and asked what the students learned about the decision-making the president has to go through. Teacher will ask the student’s what were some of the factors they had to consider when advising their presidents? What was the difference between your incorrect answers where and what the computer said?
Students will then use the work sheet to make a timeline of what they consider to be the most important battles of The Civil War Students will draw five (5) images that represent the battle to them. Students will complete this for homework.
Students will then use the work sheet to make a timeline of what they consider to be the most important battles of The Civil War Students will draw five (5) images that represent the battle to them. Students will complete this for homework.
Assessments (Formative & Summative)
Progress Monitoring/Formative – Student worksheet that will be completed with their partners during the simulation
Formative – illustrated timeline for homework
Formative – illustrated timeline for homework
Accommodations for English Learners, Striving Readers and Students with Special Needs
English leaners, striving readers and students with special needs will be group heterogeneously.