Digital Unit Plan Template

Unit Title: Civil War Name: Diane Del Toro

Content Area: U.S History Grade Level: 8th
CA Content Standard(s)/Common Core Standard(s):
8.10Studentsanalyzethemultiplecauses,keyevents,andcomplexconsequencesoftheCivilWar.

8.10.2.TracetheboundariesconstitutingtheNorthandtheSouth,thegeographicaldifferencesbetweenthetworegions,andthe
differencesbetweenagrariansandindustrialists.
8.10.4.DiscussAbrahamLincolnspresidencyandhissignificantwritingsandspeechesandtheirrelationshiptotheDeclarationof
Independence,suchashisHouseDividedspeech(1858),GettysburgAddress(1863),EmancipationProclamation(1863),and
inauguraladdresses(1861and1865).
8.10.7.Explainhowthewaraffectedcombatants,civilians,thephysicalenvironment,andfuturewarfare.

Big Ideas/Unit Goals:

Unit Goals
1. Student will identify causes and effects of the Civil War.
2. Student will be able to give examples of the home life of civilians at the home front during the War.
3. Students will be able to identify the impact the Emancipation Proclamation and the passing the 13th amendment
had.
4. Students will be able to describe the day to day life of Union and Confederate soldiers.
5. Students will have knowledge of the Generals leading the armies

Big Ideas
1.What events led towards the secession of the South? How did the citizens of these states feel when
Lincoln was inaugurated?
2.How did the war affect the people who lived in this time period?
3.How were people of color treated in the Union Army?
4. How did the war escalate with the passing of the Emancipation Proclamation? What did it do? And what
did the South think it did?

Unit Summary:

Inthisunit,wewilldoresearchoneventsthatledtowardstheCivilWar,thepeopleinvolvedandwhyanation
becamedivided,aswellastheaftereffectswhenthewarended.Asaclass,wewillreadhistoricaldocumentssuchas
theEmancipationProclamation,GettysburgAddress,andTheHouseDividedSpeech.Wewillfocusontheleaders
ofthearmies,researchtheabolitionist,understandthehistoryofNorthernandSouthernstatesandtheir
geographicaldifferences.Aswellasthepeoplewhohelpedinspirethemovementtofreeslaves.Thisunitwillcover
muchinformationwhichiswhyitwillbenecessaryforstudentstokeepajournalthatwillbecollectattheendofthe
unit.Asaclass,wewilldiscusshowthiseventhelpedmoldthenationtowhatitistodayandwasasteppingstone
towardsthemovementinequalrightsforall.Inthisunitstudentswillworkingroups,teams,andsometimes
independently.Willbeactivelyengagedinclassandbeparticipantinclassactivitiesandgroupprojects.It's
necessaryforallstudentstocomplyinordertomakethisunitfunandeducational.Theunitwillendwithgroup
projectsandthepresentingofthemtotheclasstohelpassesstheirunderstandingoftheunit.

Assessment Plan:
Entry-Level:
Brain Storm- What do we know about the
civil war?
Kahoot! -Will use to trigger prior
knowledge to help create more
informative discussions.
Formative:
Quizlet: flashcards on battle and content
vocabulary.
Quizzes: Check for progress and
understanding of material covered.
Timeline- Students will create a timeline
Summative:
Exam: Final Unit Exam to test proficiency
Project: Students will create own Prezi
presentation on a battle fought in the
Civil War.
Short Essay: Students will write a short
 with a partner on events covered in class essay on a topic question of their
and ones they believe are important to choosing. Will demonstrate knowledge of
add. unit based on support and evidence used.

Post Card: Students will create own

postcards using KEYNOTE on their iPad,
will help keep them engaged and an
opportunity to do own research.

Journal: Students will write daily in

journals responding to analytical
questions, class discussion questions, as
well as reflections on what they have
learned for the unit. Can also express any
concerns or questions they may have but
didnt feel comfortable voicing.

Student Learning Acceptable Evidence Lesson Activities: Students go through Prezi presentation as a
Objective: (Assessments): class and listen to Lincolns speech. Students then discuss what
As a class students Students are able to
will read and annotate answer all four
they think it means. They begin annotation on a modified version
the emancipation questions on the of the Emancipation Proclamation in groups. Class then reviews
proclamation, then worksheets. Dont as a whole what they learned and review content vocabulary.
analyze the document have to be completely After this, students, work on Emancipation Worksheet in pairs .
and critically think accurate, need to
about some guided show attempt to
questions. grapple with new
information.
Lesson 2 (Webercise/ iPad Lesson)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: Students are able to
Students will be able answer at least twelve
to discuss the effect out of sixteen of their
Guided Research Work Sheet, students will go on their own and
the Civil War had on guided questions and search for the answers to questions I have created for them by
the people. use the suggested using suggested links and or recommendation I provided for
links. Create their them.
post cards on keynote
and use support from
findings to make it Create a post card using keynote by pretending to be someone
more realistic with the who lived during the war. Use grading rubric and directions for
time period. support.
Lesson 3 (Graphic Organizer)
Student Learning Acceptable Evidence: Lesson Activities:
Objective: Timeline has 8-10 Timeline- create a timeline with a partner and do research on their own. Must follow
Students will be able events and students guidelines, sample, and rubric.
to do online research description of event
and describe and show a clear Daily Journal- Analysis questions
discuss major events understanding.
in the Civil War. Answer questions with
support on their Daily
Journal.
Unit Resources:

Primary Source Documents

Gettysburg Address- http://www.ushistory.org/documents/gettysburg.htm
Students will have the time to read this document to better understand the effects the war had. Need
practice reading primary source documents.

Emancipation Proclamation- http://www.ushistory.org/documents/emancipation.htm Will be a part of al

lesson activity and students will need to reference this document,

13th Amendment
https://www.archives.gov/historical-docs/13th-amendment Important for students to have an idea as to
how the thirteenth amendment was added and what it specifically says because later in history it
continued to be interpreted,

Inaugural Address- https://www.loc.gov/teachers/newsevents/events/lincoln/pdf/avalonFirst.pdf First

speech Lincoln gave as a President, will help student better understand his position at the time and then
discuss how it was perceived.
Clips

https://youtu.be/QmZjTlf7UKE- Introduces two famous Generals who fought on opposing sides.

https://youtu.be/rY9zHNOjGrs Quick preview to the Civil War, great wait to learn about a few points in the
Civil War

Useful Websites:

Khanh Academy great website for reviewing the Civil War, gives images, videos, and detailed
descriptions of events that took place.