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Mason Elementary Lesson Planning Template (optional)

Name: Sabrina Nemerow

Content/Grade Level: The Civil War/5th grade
Art History and Cultural Context
5.12 The student will examine the influence of historic events on works of art.
Analysis, Evaluation, and Critique
5.19 The student will analyze an artists point of view based on contextual
Civil War: 1861 to 1865
USI.9 The student will demonstrate knowledge of the causes, major events, and
effects of the Civil War by
a) describing the cultural, economic, and constitutional issues that
divided the nation;
Students will:
K/U: know and understand that different photographs/works or
art/propaganda can represent different perspectives and viewpoints.
Additionally, students will understand that history has a big impact on the
artwork that comes from the period.
D: look at different works of art/photographs/propaganda from various
viewpoints and draw their own conclusions as to what it says about the Civil
War era.
Smart board projector
Laptop/computer with digital images - Union
Recruitment Handbill; Recruitment handbill for African American troops, about
Rescue%21_%28May_1861%29.jpg - Confederate recruiting poster (1861) from
Virginia, urging men to join the Confederate cause and fight off the U.S. Army,
which it refers to as a "brutal and desperate foe". - Confederate noncommissioned officer, Sgt.
Andrew Martin Chandler (left), and his named slave, Silas Chandler (right). Born
into slavery, Silas "was one of thousands of slaves who served as [body servants]
during the war," writes Coddington. -

- Projector
- Different
pictures/works of
- Pencil/paper to
write their feelings

Defiance: Inviting a Shot Before Petersburg - The Domestic Blockade - The Soldier's Grave
Today we will be starting the Civil War. Before we start to discuss anything, we
are going to look at artistic artifacts that come from this period. During our
discussion, I want you historians to try and guess the mood of the image. I want
you to draw your own conclusions about who these people are and what they are
doing or saying.
Detailed Steps
1. Show each image. Before describing it, give the students a chance to discuss each
image in groups.
2. After they have had time to consider the image, have them write about their
opinions. This can be in the form of a comic strip, a diary entry, a letter, etc.
a. Just try to get the students thinking about the time the images take place. They
will come back to these images during the fifth lesson and decide if their
opinions have changed.
Assessment/Assignments (formative and summative)
Listening to their discussions
Observing how they write about the image they chose
Students can pick how they want to describe the image
Accommodations and Modifications:
Students will be given a copy of the image they wish to discuss