FRANKLIN COLLEGE

Education Department
Field School Lesson Plan
Name__Nate Bryan______________________________Lesson Number______3____________
Subject Area__Social Studies ________________________ Grade Level_______8___________
Date___11/14/15__________________________ Start time__8am___ End
time________8:50__________
Cooperating Teachers Signature____Mr. Ferris __________________________
Essential Questions: What does it mean to be United in Regards to the Civil War? What is an
American?
Topic/Concept/Skill:
Analyze the involvement of local, Hoosier soldiers in the Civil War.
Related Standard:
8.1.24 Analyze the causes and effects of events leading to the Civil War, and evaluate the impact
issues such as states rights and slavery had in developing Americas sectional conflict.
8.1.25 Identify the factors and individuals which influenced the outcome of the Civil War and
explain the significance of each.
NCSS:
Standard 1.5. Individuals, Groups and Institutions. Candidates in social studies should possess
the knowledge, capabilities, and dispositions to organize and provide instruction at the
appropriate school level for the study of individuals, groups, and institutions.
Language Arts Standards:
8.W.5 Conduct short research assignments and tasks to build knowledge about the research
process and the topic under study.
8.RN.2.1 Cite the textual evidence that most strongly supports an analysis of what a text says
explicitly as well as inferences drawn from the text.
Background: Students will access prior knowledge about the Civil War.
Main Objective of Instruction:
Students will analyze (Analysis level of Blooms) the role of an Indiana Regiment in the Civil
War and will also evaluate (Evaluation level of Blooms) their level of involvement in major
battles throughout the war by thoroughly completing a 1-2 page research paper about their
Indiana Regiment of choice.
Teacher Materials/Resources:
Computer, projector, Civil War Music, Question Sheet (Attached)
Student Materials:
Pencil, Paper, highlighters/markers, Chromebooks
Anticipatory Set (Introductory Approach):
Ask the students if they have ever been to a Civil War reenactment? Ask if they know of any Civil
War related sites in Indiana? Then show this short video: https://www.youtube.com/watch?
v=E23_Pbkb_WU
Instructional Procedures (Whole Group):
1. Greet Students at the door with a Good Morning.

2. Show a few minutes of this video to show the students that the Civil War was connected to
Indiana and that it continues to be today through reenactments:
https://www.youtube.com/watch?v=E23_Pbkb_WU
3. Then open class by asking the class if any of them have or know of any family members or
other local heroes that were involved in the Civil War. Ask them to share. (Assign
homework prior to this lesson in which the students have to find out if they had any family
members in the Civil War)
4. After they have shared, inform the students that Indiana was very involved in the Civil
War, and that there were Hoosiers fighting at all of the major battles including Gettysburg
and Vicksburg.
5. Inform the class that they will be working individually to research an Indiana Regiment
from the Civil War. Encourage them to find the regiment that their family members were
in, if they know, but if not then just have them choose one. This site will give them basic
information and give them a list to choose from: http://www.nps.gov/civilwar/search-battleunits.htm?
submitted=1&warSideCode=U&stateCode=IN&multiselect=IN&battleUnitName=
6. Other than this site, the students can use any online resources that they want to write a
research paper. Suggested sights are: http://www.civilwarindiana.com/ ,
http://www.indianahistory.org/teachers-students/teacher-resources/classroom-tools/civilwar#.VlyLsXarTIU , http://www.suvcw.org/?page_id=1120 , and
http://www.civilwararchive.com/unionin.htm
7. Pass out MLA paper that is attached to help students with MLA formatting. Also, allow the
use of Purdue OWL.
8. The students will be given the rest of the class period today, and the full period tomorrow
to research and write their papers.
9. It will be due in the beginning of class the day after tomorrow and all papers are expected
to meet criteria that is laid out in the attached rubric.
10.Attached to the paper, the students are expected to turn in a Quick-Write, that is one
paragraph long in which their put themselves in the shoes of a soldier in their regiment.
They are to write about what life was like. This requires them to think logically and
critically about what they researched and to put themselves in that situation.
Provisions for Individual and/or Group Differences:
There is a student with ADD and he often wants to use fidget tools. There are fidgets in the top
right drawer of my desk and make them available to him.
ELL and other students with IEPs who have difficulty with research and writing will be able to do
an alternative assignment in which they focus on the information through a graphic organizer.
Multiple Intelligences: Visual/Spatial learning is confronted by the intro video and ability to
research on their own. Verbal/Linguistic learning is accessed via classroom discussion and
introduction/closing questions.
Musical learning is accessed by the Civil War music that is played as the students enter the room.
Here is the link: http://www.pdmusic.org/civilwar2.html Music can be played at a very low
volume while the class is researching if they like. Classical music is more likely to be effective
during research, so the students will get to choose.
Intrapersonal learning is confronted by the students choosing a regiment and researching on
their own.
Logical intelligence is reached by the quick-write that they must attach to their paper. They must
think critically about what life would have been like and put themselves in that situation.
Homework: Finish research and incorporate it into their papers.
Closure: What did you learn today? Does it make it more interesting to you that you can make
connections that hit close to home? Why or why not? What is the most interesting thing you
found? What do you think it would have been like in your hometown during the war?
Evaluation of Learning: The students research papers will be their evaluation of learning. They
must research on their own and meet the criteria in the rubric.

Indiana Regiment Research Paper Rubric

1. Paper is 1-2 pages long. ___/ 2
2. Paper is professionally written with no grammatical errors. ___/3
3. Paper researches one particular Indiana Regiment during the Civil War in depth.
___/10
4. Paper lists specific battles that the regiment participated in. ___/2
5. Paper discusses at least three individuals and their ranks within the regiment.
___/3
6. Paper includes a Works Cited page in MLA format. ___/5
Total: ___/25
A= 23-25
B= 20-22
C=18-19
D= 15-17
F= 0-15

MLA Formatting- Purdue OWL

Editor, author, or compiler name (if available). Name of
Site. Version number. Name of institution/organization
affiliated with the site (sponsor or publisher), date of
resource creation (if available). Medium of publication.
Date of access.
EXAMPLES:
The Purdue OWL Family of Sites. The Writing Lab and OWL
at Purdue and Purdue U, 2008. Web. 23 Apr. 2008.
Felluga, Dino. Guide to Literary and Critical Theory.
Purdue U, 28 Nov. 2003. Web. 10 May 2006.