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Mason Elementary Lesson Planning Template

Name: Sabrina Nemerow

Content/Grade Level: The Civil War/5th grade
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;
b) explaining how the issues of states rights and slavery increased
sectional tensions;
d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S.
Grant, Robert E. Lee, Thomas Stonewall Jackson, and Frederick
Douglass in events leading to and during the war;
Performance and Production (there is no fifth-grade standard so Im using the
standards for sixth grade)
6.1 The student will build trust, cooperation, confidence, concentration, and
listening skills through theatre exercises and team-building activities.
6.2 The student will describe the use of concentration, discipline, and
imagination necessary for theatrical performance
Students will:
K/U: know and understand that there were reasons behind the Civil War.
They will see how people lived and fought during the Civil War era. They
will both watch and participate in Civil War reenactments to give the
students a better understanding of how battles were won by either side.
D: will perform their own reenactments based on important events of the
Civil War.
rt/ - Field Trip Info (no actual technology needed for this lesson)
Today we are taking a trip back in time. We will be travelling to 1861 to see
how the soldiers lived and fought. We will even have a chance to participate in
these simulations and battle reenactments! This will prepare us for our own
reenactments that we will be performing for the class, so be sure to take some
Detailed Steps

- Whatever props
the students need
- Computers/books
for research

1. Travel to the site for the field trip.

2. At the site the students will be able to watch and participate in reenactments of
both battles and normal life.
3. *Once we return to the class*
4. I hope you historians had fun today because we are going to perform our own
reenactments! Our reenactments will be based off important events or battles that
happened during the Civil War. You may work in groups of 2-3 people for this
assignment. Your jobs will be to collaborate with your group members to write a
script based off your historical event. The class will have an option to guess
which scene your group is portraying. You may create appropriate props and
costumes for extra points but it is not required.
List of events to choose from:
1. April 12, 1861- Southern forces fire upon Fort Sumter, South Carolina.
The Civil War has formally begun.
2. July 21, 1861- The Battle of Bull Run (or First Manassas)
3. February 16, 1862- Surrender of Fort Donelson, Tennessee
4. September 17, 1862- The Battle of Antietam (or Sharpsburg), Maryland
5. January 1, 1863- The Emancipation Proclamation goes into effect.
6. July 10-11, 1863- Union naval and land forces attack Confederate
defenses near Charleston, South Carolina. Among the Union troops is the
54th Massachusetts Colored Infantry, the first African American regiment
of volunteers to see combat.
7. November 19, 1863- President Abraham Lincoln delivers the Gettysburg
8. February 17, 1864- First Successful Submarine Attack of the Civil War.
9. April 9, 1865- Battle of Appomattox Court House and Surrender,
Appomattox Court House, Virginia., Lee signs the document of
surrender. On April 12, the Army of Northern Virginia formally
surrenders and is disbanded.
10. April 14, 1865- President Abraham Lincoln is assassinated
Assessment/Assignments (formative and summative)
The reenactment and its accuracy
Student choice
Accommodations and Modifications:
Can read from a script
*Rubric on the next page

Name: ____________________

Project Reenactment RUBRIC

Civil War Reenactment




Needs Improvement

Scenery, & Props
(Optional for
extra credit)

Relevant to the story and

greatly adds to the impact of
the performance and project.
(3 points)

Mostly relevant to the story

and adds to the impact of
the performance and project
(2 points)

Participation &

All group members

participate fully and all have
an equal impact on the
performance and project. All
members use time efficiently.
(15 points)

All group members

participate and most have
an equal impact on the
performance and project.
Most members use time
(14-10 points)
Script is somewhat creative,
interesting, and for the most
part clearly written. Mostly
uses appropriate grammar,
sentence structure and
vocabulary (14-10 points)
Performance keeps the
audience's attention but are
not as well rehearsed. They
are easily heard for the
most part.
(14-10 points)
Group members
demonstrate much
knowledge of the topic and
communicate most of the
main points. (29-20 points)

Somewhat relevant to the

story and adds to the impact
of the performance and
project at times.
(1 point)
Group member participation
varies and only some have an
impact on the performance
and project. Some members
use time efficiently while
others are off task.
(10-6 points)
Script is functional but
somewhat confusing. Uses
inconsistent grammar,
sentence structure, and
vocabulary. (10-6 points)

Not relevant to the story and

does not add to the impact of the
performance and project or is
distracting at times.
(0 points)
Group members do not
participate fully and have an
unequal impact on the
performance and project.
(5-0 points)

Performance is only
somewhat developed and
organized, and mostly keeps
the audience's attention.
Performers show limited
rehearsal. (10-6 points)
Group members demonstrate
some knowledge of the topic
and communicate some of the
main points.
(20-10 points)

Performance lacks development

and organization and staging.
Performers show a lack of
rehearsal and are difficult to
hear and understand.
(5-0 points)
Group members demonstrate
little to no knowledge of the
topic and communicate few to
none of the main points.
(10-0 points)

Grammar &

Quality of

Content Accuracy

Script is creative, compelling,

and clearly written.
Consistently uses appropriate
grammar, sentence structure,
and vocabulary.
(15 points)
Performance is highly
developed and organized, and
keeps the audience's full
attention. Performers are
well-rehearsed and are easily
heard. (15 points)
Group members clearly
demonstrate knowledge of
the topic and communicate
all main points.
(30 points)

Script is bland and confusing.

Uses poor vocabulary choices
and does not follow appropriate
grammar and sentence structure.
(5-0 points)