Christian Stokes

Curriculum Portfolio
Curriculum Map: Snapshot
Course Instructor School Semester/Yea
r
American History 1 Christian Stokes (text) (text)

Unit Title Concepts & Priority Content Priority Skills Prioritize

Focus Areas Themes Objectives Objectives d Pacing
(NC Essential Standards) (NCES #1/C3 (# of days)
Framework)
1 Discovering America ● Native American Key NCES NCES #1: 9
Europeans coming into Interaction. Objectives: ● AH1.H.1
the new world ● Countries involved ● AH1.H.1.1
in North American C3 Dimension 2:
Exploration. Other NCES to ● D2.His.11.9-12.
● Successfulness or Address:
not successfulness ● AH1.H.1.3
of the first colonies.

2 Colonies ● Establishment of Key NCES NCES #1: 8

How the colonies began the 13 colonies. Objectives: ● AH1.H.1
to emerge and interact ● New England/ ● AH1.H.1.2
with each other ● Introduction of C3 Dimension 2:
Salvery Other NCES to ● D2.His.6.9-12.
● Tobacco/Cotton Address:
Economies ● AH1.H.1.4
3 British controlled ● French/Indian War Key NCES NCES #1: 8
American ● Acts Objectives: ● AH1.H.2
Conflict continues to ● Sons of Liberty ● AH1.H.2.1
build reaching the war ● Trade limitations C3 Dimension 2:
for Independence Other NCES to ● D2.His.4.9-12.
Address:
● AH1.H.2.2
4 War for Independence ● Lexington and Key NCES NCES #1: 8
America fighting for Concord Objectives: ● AH1.H.4
 Independence ● “unalienable ● AH1.H.4.1
rights” C3 Dimension 2:
● Declaration of Other NCES to ● D2.His.7.9-12.
Independence Address:
● AH1.H.4.2
5 New nation ● Continental Key NCES NCES #1: 9
Building a new nation Congress Objectives: ● AH1.H.5
after Independence was ● Articles of ● AH1.H.5.1
won Confederation C3 Dimension 2:
● Constitution Other NCES to ● D2.His.5.9-12.
● Bill of rights Address:
● Federalist/ Anti- ● AH1.H.5.2
Fedderalist
6 Slave Industry ● Plantation lifestyle Key NCES NCES #1: 9
Discussing Slavery in ● Importance of Objectives: ● AH1.H.3
the United States Cotton ● AH1.H.3.4
● Antebellum south C3 Dimension 2:
● Slave trade Other NCES to ● D2.His.8.9-12.
Address:
● (enter full
number)
7 Western Expansion ● Indian Removal Key NCES NCES #1: 9
Exploring the western ● Manifest Destiny Objectives: ● AH1.H.8
frontier ● Mexico/ American ● AH1.H.8.2
War C3 Dimension 2:
● Gold Rush Other NCES to ● D2.His.11.9-12.
Address:
● AH1.H.8.3
8 Sectionalism ● Missouri Key NCES NCES #1: 7
The events that lead up Compromise Objectives: ● AH1.H.7
to the civil war ● Annexation of ● AH1.H.7.3
Texas C3 Dimension 2:
● Compromise of Other NCES to ● D2.His.10.9-12.
1850 Address:

ASU Dept. of History· History Education Program· 2019-2020

 ● Fugitive slave law ●
● Election of 1860
9 Civil War ● States leaving the Key NCES NCES #1: 8
Dividing the new nation Union Objectives: ● AH1.H.6
and fighting for ● Fort Sumter ● AH1.H.6.1
individual ideals ● Bull Run C3 Dimension 2:
● Anaconda plan Other NCES to ● D2.His.13.9-
● Appomattox Address: 12.
courthouse ● AH1.H.6.2
10 Reconstruction ● 13th and 14th Key NCES NCES #1: 7
rebuilding a divided Amendments Objectives: ● AH1.H.7
nation ● Freedman’s Bureau ● AH1.H.7.1
● Racial Violence C3 Dimension 2:
(KKK) Other NCES to ● D2.His.8.9-12.
● Sharecropping Address:
● AH1.H.7.2
Flex Time 6
Final Exam Review 5
Final Exam Administration 5
Loss of Instructional Days 2
Total 90

ASU Dept. of History· History Education Program· 2019-2020

 Unit Map & Lesson Plan Sequence
Course Unit (Learning Segment) / days Instructor (Clinical Dates
Intern)
US History 1 Civil War / 8 Christian Stokes

Unit Objectives (“Students will be able to…”)

-Know- -Do- -Understand –
(content goal) [skill goal] [“big picture” / conceptual / applying]
Students should be able to identify key Students should be able to use Students will understand the causes and
battles and people involved in the Civil War. chronological thinking. effects of he American Civil War
Unit Essential Question Was the Civil War nessisary to end Slavery?
(UEQ) or Learning Objective
(ULO)
Unit Concepts - Themes ● Rights ● Conflict ● Values
● Power ● Division ● Beliefs
● Freedom

ASU Dept. of History· History Education Program· 2019-2020

Essential Standard(s)
LESSON 1
The beginning of the war (1
days)
Lesson Essential Question
(LEQ) or Learning Objective
(LLO)
Content Standards Skills Standards
● AH1.H.5 Understand how tensions D2.His.12.9-12. Use questions generated
between freedom, equality and power about multiple historical sources to
have shaped the political, economic and pursue further inquiry and investigate
social development of the United States. additional sources.
D2.His.13.9-12. Critique the
appropriateness of the historical sources
used in a secondary interpretation
LESSON 2 LESSON 3 LESSON 4 LESSON 5
The battles of the civil First hand accounts of War coming to an end End of the war. (1 day+
war (2 days) the war (2 day) (1 day) review/ assessment)
LEQ / LLO LEQ / LLO LEQ/ LLO LEQ/ LLO

What were the events that Were casualties worth What was the war like How did the Civil War Should there be
led to war? the momentum shift in for the common soldier? come to an end? repercussions for the
the war? loser of a war?
Social Studies Vocabulary Social Studies Social Studies Social Studies Social Studies
Vocabulary Vocabulary Vocabulary Vocabulary

1. Rebellion 1. Conflict 1. Commitment 1. Emancipation 1. Consequences

2. Succession 2. Infantry 2. Hardship 2. Inauguration 2. Treaty
3. Raid 3. Volunteer 3. Perseverance 3. Surrender 3. Defeat
4. Election 4. Warfare 4. Agreement 4. Victory
5. Inequality 5. Ratification
6. Assasination
7. Equality
History Content: Key Key People Key People /Places / Key People /Places / Key People /
People / Places / Events / /Places / Events Events / Terms Events / Terms Places / Events /
Terms /Terms Terms

1. Union 1. Anaconda Plan 1. Soldiers 1. Sherman’s March to 1. 14th Amendment

2. Confederacy 2. Railroads 2. Field Doctors the Sea 2. John Wilkes Booth
3. Harpers Ferry 3. Bull run I 3. African American 2. Ironclads 3.Ford Theatre
4. John Brown 4. Bull Run II Units 3. Emancipation
4.Rejoining the union
5. Election of 1860 5. Antietam 4. Volunteer Soldiers Proclamation
6. Abraham Lincoln 6. Gettysburg 5. FieldJournals 4. Election of 1864

ASU Dept. of History· History Education Program· 2019-2020

7. Robert E. Lee 7. Vicksburg 6. Rations 5. Appomattox court
8. Ulysses S. Grant 8. Stonewall Jackson house
9. Montgomery, AL 9. Sumter
6. Democrat
10. Richmond, VA 10. Emancipation
11. Jefferson Davis Proclamation 7. republican
12. Washington D.C. 8. 13th Amendment
13. Slavery
14. Hariett Tubman

Unit Assessment Students will take a test at the end of the unit including all of the information that was taught.

Lesson Plan # 1 Secondary History /

Social Studies
Course
American History 1
Lesson Essential Question
(LEQ) or Learning Objective
(LLO)
NC Essential Standard(s)
Lesson Topic / Unit Name Instructor Date(s)
The Beginning of the War? Civil War Christian Stokes
What were the events that led to war?
● Content AH1.H.4 - Analyze how conflict and compromise have shaped politics,
economics and culture in the United States.
● Objective AH1.H.4.1- Analyze the political issues and conflicts that impacted the United
States through Reconstruction and the compromises that resulted
ASU Dept. of History· History Education Program· 2019-2020

Activity
Pre-Lesson
How do you prepare students for content
& skills acquisition, or use students’ prior
knowledge? How do you open this new
lesson?
Acquisition
How will students acquire new content or
skills? Is the acquisition teacher or
student-centered?
[Explain lesson goals by emphasizing
LEQ/LLO]
Extending & Refining I
(group)
How will students practice new content
and skills by working with classmates?
How does this activity promote historical
thinking skills and using
primary/secondary sources?
Adjustments
What adjustments will you make if
students struggle or progress too quickly
● Skill: AH1.H.1.3- Analyze cause-and-effect relationships and multiple causation.
Details (Setting, steps, prompts)
Because this lesson will start the unit
on the Civil War class will begin with a
bellringer:
Ask students to recall everything they
may know about the Civil War, and fill
out a K-W-L chart.
The teacher will lecture the students
about the beginning of the Civil War.
Students will be placed in groups of 3-4
and each group will be given a blank
timeline. On the timeline students will
identify 5 key events that they feel led
to the beginning of the civil war.
The teacher will be walking around the
room monitoring the progress of the
groups, if a group has collectively
ASU Dept. of History· History Education Program· 2019-2020
Purpose-Rationale Time
Students will begin to recall events or 10 minutes
people that they have heard of or
talked about associated with the civil
war. This will allow students to be
able to form similarities with things
that they have previously heard
about with new information presented
in class.
Students will fill out a K-W-L chart.
This means they will create 3 columns
that correspond with the letters K-W-
L, or Know, Want to Learn, and
Learned related to the unit at hand.
Lecturing will be used to provide the 15 minutes
initial content for the lesson. The
instructor will be using a presentation
to guide the lecture with key
speaking notes and events that are
important to the timeline of the Civil
War.
Students should be taking notes on
the presentation while the teacher is
speaking.
This task allows students to 30 minutes
collaborate and discuss the events
that are important enough to be
considered a cause of the civil war.
Students will be able to debate and
present their own reasoning and
evidence for choosing the key events
that they chose to represent their
timeline.
This continues to challenge students
to come up with multiple events and
gives the groups that may be a little
(before advancing further)?
Extending & Refining II
(individual)
How do students (and teacher) know if
they are mastering the content and/or
skills for this lesson? [Formal, informal
assessments to measure learning]
Closure
How do students put it all together for
today’s lesson? The closure activity helps
tie this lesson to the overall unit. Re-
emphasize LEQ/LLO, UEQ/ULO, and “big
picture” understanding
Assessments
Materials & Supplies
Sources & Notes
Where did you research content for
today’s lesson? Where did you find
decided on their 5 events and have behind to catch up
evidence backing up their decision,
challenge the group to come up with 2
more events.
If groups need assistance, give the
students hints about events that were
discussed in lecture.
Students will read the “South Carolina Because they will be reading an 20 minutes
Ordinance of Secession” and actual document, this exercise will
participate in a teaching strategy called familiarize students with the actual
“save the last word for me” reason that the South Carolina
political leaders decided to leave the
After complete the questions will be
discussed out loud with the class. union.
In the teaching strategy “save the
last word for me”, students will all
read the same piece ( South Carolina
Ordinance of Secession) and write
down a sentence or two that really
stand out. After the students have
finished reading they will each
explain why they chose the pieces
that they did.
As a closing assignment, give students This will tie directly into the LEQ 5 minutes
the question: asking about inevitability and get
Was any key event or person students to look at the other side of
the beginning of the civil war.
attempting to prevent the war from
happening?
Formative - Informal Summative - Formal
Exit ticket measures understanding of the none for this lesson
events leading up to the civil war and their
impact on the war.
● Computers ● Paper ● PowerPoint/ other
● Printer ● Word processor presentation software
Sources (Chicago Manual of Style) Notes to self
● South Carolina Ordinance of ● Make sure to keep students on track
ASU Dept. of History· History Education Program· 2019-2020
helpful information, primary & secondary Secessions during discussion.
sources, and lesson plan ideas?
“The South Secedes.” ushistory.org. ● keep the lecture to under 15 minutes.
Independence Hall Association. Accessed
February 17, 2020.
https://www.ushistory.org/us/32e.asp.
● “Bleeding Kansas (Article).” Khan
Academy. Khan Academy.
https://www.khanacademy.org/humanities/us
-history/civil-war-era/sectional-tension-
1850s/a/bleeding-kansas.
● “John Brown's Harpers Ferry Raid.”
American Battlefield Trust.
https://www.battlefields.org/learn/topics/john
-browns-harpers-ferry-raid.
● “K-W-L (Know, Want to Know,
Learned).” NEA. http://www.nea.org/tools/k-
w-l-know-want-to-know-learned.html.
● “States Meet to Form Confederacy.”
History.com. A&E Television Networks,
February 9, 2010.
https://www.history.com/this-day-in-
history/states-meet-to-form-confederacy.
● “The Dred Scott Decision.”
ushistory.org. Independence Hall
Association.
https://www.ushistory.org/us/32a.asp.
● “The Election of 1860.” ushistory.org.
Independence Hall Association.
https://www.ushistory.org/us/32d.asp.
● “The Kansas-Nebraska Act and Party
Realignment (Article).” Khan Academy.
Khan Academy.
https://www.khanacademy.org/humanities/us
-history/civil-war-era/sectional-tension-

ASU Dept. of History· History Education Program· 2019-2020

 1850s/a/the-kansas-nebraska-act.

Content Notes

Beginning of the War:

Kansas- Nebraska Act: https://www.khanacademy.org/humanities/us-history/civil-war-era/sectional-tension-1850s/a/the-kansas-

nebraska-act
● Passed in 1854
● Repealed the Missouri Compromise
● Slavery decided by popular sovereignty in Kansas meaning that citizens vote on the issue
● Sparked violence between pro and anti slavary citizens

Bleeding Kansas: https://www.khanacademy.org/humanities/us-history/civil-war-era/sectional-tension-1850s/a/bleeding-kansas

● Pro and anti slavary activist began to infiltrate Kansas’ border to vote on slavery
● Border Ruffians: proslavry Missourians who crossed the border into Kansas
● John Brown in Kansas, Brown and the “Free Soilers” a group of anti slavery abolishionist, lead an attack near Lawernce Kansas,
posing as “Northern Army” Men.
● Caning of Charles Sumner. Sumner made a comment about proslavery, and was caned on the Senate floor

Dred Scott: https://www.ushistory.org/us/32a.asp

● Scott was the slave of an Army surgeon, John Emerson
● Scott was moved from Missouri to Illinois and what is now Minnisota.
● Because of the Missouri compromise, the land that became Minnesota was free
● Scottt sued for his freedom, being that he had been moved to a free state for years.
● The court case Scott vs Sanford was rulled in favor of Sanford, declaring that any ban on slavery was a violation of the 5th
admnendment

Raid on Harpers Ferry: https://www.battlefields.org/learn/topics/john-browns-harpers-ferry-raid

● October 17, 1859
● John Brown and companions led a raid on a federal armory in West Virginia.
● A unit of United States Marines, led by Robert E. Lee, was dispatched to the Armory to seize John Brown and put an end to the
raid.
● Brown was tried and convicted on charges of Treason, Murder, Slave Inserection, and sented to Death.
● Brown was Hanged on December 2, 1859.
● This event, and the hanging of John Brown, sparked abolitionists across the region.

ASU Dept. of History· History Education Program· 2019-2020

Election of 1860: https://www.ushistory.org/us/32d.asp
● Abraham Lincoln ran as a Republican
● Brekenridge ran as a southern Democrat
● The Constitutional Union party representative was John Bell
● Northern Democrat was Stephen Douglas
● Democrats could not unify, resulting in splitting up the votes
● LIcoln won with only receiving 40% of the vote, because the other 3 candidates took votes from each other, breaking up the
remaining 60%

South Carolina succeeds from the union: https://www.ushistory.org/us/32e.asp

● South Carolina writes the Ordinance of Secession December 20, 1860
● South Carolina submits the Ordinance of Secession December 24, 1860

Founding of the Confederation: https://www.history.com/this-day-in-history/states-meet-to-form-confederacy

● Representatives from Alabama, South Carolina, Mississippi, Louisiana, Florida, Georgia met in Montgomery, AL
● Confederation founded on February 9, 1961
● Jefferson Davis named president of the confederacy

ASU Dept. of History· History Education Program· 2019-2020

Lesson Plan # 2 Secondary History / Social Studies
Course Lesson Topic / Unit Name Instructor Date(s)
American History I The Battles of the Civil War
Lesson Essential Question Were casualties worth the momentum shift in the war?
(LEQ) or Learning Objective
(LLO)
NC Essential Standard(s) ● AH1.H.4.1Analyze the political issues and conflicts that impacted the United States
through Reconstruction and the compromises that resulted
● AH1.H.4 Analyze how conflict and compromise have shaped politics, economics and
culture in the United States.
● Skill: D2.His.12.9-12. Use questions generated about multiple historical sources to
pursue further inquiry and investigate additional sources
Activity Details (Setting, steps, prompts) Purpose-Rationale Time
Pre-Lesson Students will come in the class and This gets the students thinking about 10 minutes
How do you prepare students for content answer a bellringer on the questions: how many conflicts actually occurred
& skills acquisition, or use students’ prior
“What makes certain battles more during the Civil War and identifies the
knowledge? How do you open this new significance of the battles.
lesson? significant than other battles?”
After they have answered the question,
an outloud class discussion will take
place.
Acquisition The teacher will provide a small lecture The information provided in lecture 20 minutes
How will students acquire new content or on the battles for context to set up the will be short and important to
skills? Is acquisition teacher or student- second half of class. understand before learning about the
centered? battles of the war.
[Explain lesson goals by emphasizing
LEQ/LLO] Lecture should be geared toward
preparing students to learn about the

ASU Dept. of History· History Education Program· 2019-2020


Extending & Refining I
(group)
How will students practice new content
and skills by working with classmates?
How does this activity promote historical
thinking skills and using
primary/secondary sources?
Adjustments
What adjustments will you make if
students struggle or progress too quickly
(before advancing further)?
Extending & Refining II
(individual)
How do students (and teacher) know if
they are mastering the content and/or
skills for this lesson? [Formal, informal
assessments to measure learning]
Closure
How do students put it all together for
today’s lesson? The closure activity helps
tie this lesson to the overall unit. Re-
emphasize LEQ/LLO, UEQ/ULO, and “big
picture” understanding
Assessments
DAY 2
Activity
Students will be put in groups of 2-3
and create an informational poster for
a gallery walk. The poster will be on a
battle of the Civil War assigned by the
teacher.
The Poster will contain the following
components:
● An image (hand drawn/or
printed)
● When/ Where the battle
happened
● Who was “victorious”
● Casualties
● Significance of the battle
Assist students with finding information
on their battle. Make sure that they are
using accurate and reliable sources for
their information.
Have students access the youtube
channel American Battlefield Trust and
or other sources(must be approved by
the teacher)watch the video that
corresponds with their own battlefield.
Have students make any changes to
their poster that they feel necessary
after watching the video.
Formative - Informal
(Explain how formative assessment
measures progress)
Details (Setting, steps, prompts)
ASU Dept. of History· History Education Program· 2019-2020
battles and their outcomes.
Having students research the 45 minutes
information themselves can help
facilitate their own learning on the
topic. The students have the
opportunity to find and use correct
sources to provide accurate
information regarding the assigned
battle. So in addition to learning
about the battle, students are
learning how to conduct research for
themselves.
This is to ensure that students are
looking in the right place for their
content.
Having students get information for 10 minutes
multiple sources allows for students
to compare and contrast the
information presented in each setting
and decide what is the most accurate
and important information.
This makes sure that they have time 5 minutes
to look over their posters and ensure
that the information is accurate.
Summative - Formal
(Explain how summative assessment measures
actual learning)
Purpose-Rationale Time
Pre-Lesson
How do you prepare students for content
& skills acquisition, or use students’ prior
knowledge? How do you open this new
lesson?
Acquisition
How will students acquire new content or
skills? Is acquisition teacher or student-
centered?
[Explain lesson goals by emphasizing
LEQ/LLO]
Extending & Refining I
(group)
How will students practice new content
and skills by working with classmates?
How does this activity promote historical
thinking skills and using
primary/secondary sources?
Adjustments
What adjustments will you make if
students struggle or progress too quickly
(before advancing further)?
Extending & Refining II
(individual)
How do students (and teacher) know if
they are mastering the content and/or
skills for this lesson? [Formal, informal
assessments to measure learning]
Students will finish anything they were
working on with their poster and hang
it on the wall around the classroom.
Students will walk around the room and
look at the other posters that were
made. While viewing the posters
students will take notes on each poster.
Again, answering the questions:
● When/ Where the battle
happened?
● Who was “victorious”?
● Casualties?
● Significance of the battle?
After completing the gallery walk
students will get back together in their
groups and make an argument for
which battle is the most significant of
the Civil War.
Have students really think about the
posters around the room and compare
the information presented.
The teacher will stand at the front of
the classroom and ask the students
which battle they felt was most
significant. The teacher will list the
battles in order of how they appear on
posters around the room, students will
raise their hand when the teacher calls
the name of the battle they feel is more
significant to the war. Teacher can call
on students to elaborate if necessary.
ASU Dept. of History· History Education Program· 2019-2020
(Explain the logic behind each 10 minutes
activity. Why are students doing this
activity? How does the activity align
to the content and skill standards
and/or LEQ/LLO? Do this for each
activity row)
This allows the students to get the 45 minutes
information on other battles from
posters similar to the ones they would
have created. This activity also gives
students the chance to see how other
students designed and created their
posters.
This is to really determine the 20 minutes
importance of each battle and what
each victory or defeat meant for the
two sides of the war.
This allows students to view other 10 minutes
opinions on the significance of the
battle, and expand learning about the
impacts.
 Closure
How do students put it all together for
today’s lesson? The closure activity helps
tie this lesson to the overall unit. Re-
emphasize LEQ/LLO, UEQ/ULO, and “big
picture” understanding
Assessments
Materials & Supplies
Sources & Notes
Where did you research content for
today’s lesson? Where did you find
helpful information, primary & secondary
sources, and lesson plan ideas?
Content Notes:
Fort Sumter:
● Attack “started” the Civil War
Students will identify one fact or piece This is just to ensure that students 5 minutes
of information that they found are retaining some information
interesting about a battle that the related to the
student was not assigned and write a
short description of it to turn in for an
exit ticket.
Formative - Informal Summative - Formal
The poster assignment will allow students to (Explain how summative assessment measures
create posters on their assigned battlefield actual learning)
while conducting their own research and
sifting through the available sources to
include the most important information to
present.
● Poster paper ● Computers ● White board
● Markers ● Wifi ● Projector
● Tape
Sources (Chicago Manual of Style) Notes to self
● crashcourse. “CrashCourse.” YouTube. ● Make sure students are staying on task, when
YouTube. students are able to work with others and use
the internet, it can get a little chaotic.
https://www.youtube.com/channel/UCX6b17 ● Make sure that learning is staying objective.
PVsYBQ0ip5gyeme-Q.
● “American Battlefield Trust.” YouTube.
YouTube.
https://www.youtube.com/user/CWPTbattlefi
elds.
● “Learn.” American Battlefield Trust.
https://www.battlefields.org/learn/civil-
war/battles.
ASU Dept. of History· History Education Program· 2019-2020
 ● Confederate forces in Charleston fired on the federal armory on Fort Sumter
● The Bombardment forced the soldiers on the fort to surrender and evacuate the next day

Bull Run:
● First *battle* of the Civil War
● Battle happened in Northern Virginia
● Confederate troops forced the federal troops to move back towards Washington

Antietam:
● Near Sharpsburg, Maryland
● Union Assault on Confederate troops
● Ended in a draw but confederates forced to retreat
● Lincolns “Emancipation Proclamation” came 5 days later
Appomattox Court House:
● Lee’s goal was to attain more supplies but failed when Union troops reached the supplies first
● The Confederate Army was trapped, forced to surrender.
● The Battle sparked similar events across the south eventually ending the civil war

Bentonville
● After Shermons march to the sea, the group needed to get back to Virginia
● On the way North, the group met a band of confederate soldiers
● This would end up being Sherman's last battle of the war, resulting in a confederate surrender

Chancellorsville:
● Attack designed to pry Confederate troops from Northern Virginia
● After fending off original attacks, Lee sent another group towards the Federal troops in Jackson’s company
● This Battle resulted in a Confederate victory, often seen as Lee’s most successful battle
● “Stonewall” Jackson was injured by friendly fire and eventually died 8 days later

Fredericksburg:
● Both sides attempting to get across the Rappahannock river
● Confederates were able to delay Union crossing the river
● Resulted in a Confederate Victory

Gettysburg:
● Lee’s second invasion of the North
● The attack lasted 3 days with reinforcements coming each day, the union soldiers eventually held off confederate troops
● Bloodiest Battle in American Military history

Anaconda Plan:
● Union General Winfred Scott’s plan to defeat the Confederates during the Civil War

ASU Dept. of History· History Education Program· 2019-2020

 ● Basically to act like an anaconda and put a blockade around the south to prevent supplies getting in and out
Lesson Plan # 3
Course
American History 1
Lesson Essential Question
(LEQ) or Learning Objective
(LLO)
NC Essential Standard(s)
Secondary History / Social Studies
Lesson Topic / Unit Name Instructor Date(s)
First hand accounts of the war/ Civil
War
What was the war like for the common soldier?
● AH1.H.7.3 Explain the impact of wars on American society and culture through
ASU Dept. of History· History Education Program· 2019-2020
 Reconstruction
● AH1.H.7 Understand the impact of war on American politics, economics, society and
culture
● D2.His.11.9-12. Critique the usefulness of historical sources for a specific historical
inquiry based on their maker, date, place of origin, intended audience, and purpose.
Activity Details (Setting, steps, prompts) Purpose-Rationale Time
Pre-Lesson Students will come into the room and Students will begin to think about 5 minutes
How do you prepare students for content complete a bell ringer with the this question to prepare for the
& skills acquisition, or use students’ prior question: lesson. Beginning to think about
knowledge? How do you open this new the kinds of things soldiers and
lesson?
civilians experienced during the
What would it be like to be a young
Civil War, will allow students to
soldier, being forced to enlist in the
compare their assumption to the
Civil War?
reality of living during the Civil
War.

Acquisition Students will be given different There will be 6 different sets of 25 minutes
first hand accounts and pictures accounts passed out randomly
How will students acquire around the room. This way, the
new content or skills? Is of soldiers in the civil war to read groups will create themselves by
acquisition teacher or over and look at. the accounts being placed in the
student-centered? groups of people around the room.
[Explain lesson goals by Pvt. Alexander Hunter, Company A, 17th
emphasizing LEQ/LLO] Virginia Infantry

Charles Carleton Coffin, Army

Correspondent

Lt. Thomas H. Evans, 12th U.S. Infantry

Union Major R. R. Dawes, 6th' Wisconsin

William Child, Major and Surgeon with the

5th Regiment New Hampshire Volunteers

Robert Kellogg, 14th Connecticut Volunteer

Infantry

ASU Dept. of History· History Education Program· 2019-2020

Extending & Refining I
(group)
How will students practice new content
and skills by working with classmates?
How does this activity promote historical
thinking skills and using
primary/secondary sources?
Adjustments
What adjustments will you make if
students struggle or progress too quickly
(before advancing further)?
Students will be in groups depending Students are answering the 40 minutes
on the packet of primary sources that questions to point out specific
they received and together will answer things and interesting pieces of the
questions about the groups packet: sources.
When was the source recorded?
Where was the source recorded?
How old are the people in the source?
What does the source describe/show?
Are there any words, phrases, or
images that you are not familiar with?
Why did the author feel the need to
record this?
If students are struggling with
interpreting the sources, give specific
hints about how to view the sources,
like thinking about their clothes, or the
way they address things in their
journals.

Extending & Refining II
(individual)
How do students (and teachers) know if
they are mastering the content and/or
skills for this lesson? [Formal, informal
assessments to measure learning]
Closure
How do students put it all together for
today’s lesson? The closure activity helps
tie this lesson to the overall unit. Re-
emphasize LEQ/LLO, UEQ/ULO, and “big
picture” understanding
Have students write a paragraph to
compare their previous thoughts to life
during the Civil War to what they have
just read and analyzed and pick out
major differences.
Students will summarize their
paragraph with one sentence to submit
for an exit ticket.
This is where the learning takes 15 minutes
place, when students can compare
their previous thoughts and
misconceptions to what they have
learned and point out the
differences.
This allows the teacher to see what 5 minutes
students are learning directly after
the lesson.

Formative - Informal Summative - Formal

Assessments N/A N/A

DAY 2

ASU Dept. of History· History Education Program· 2019-2020

 Activity
Pre-Lesson
How do you prepare students for content
& skills acquisition, or use students’ prior
knowledge? How do you open this new
lesson?
Acquisition
How will students acquire new content or
skills? Is acquisition teacher or student-
centered?
[Explain lesson goals by emphasizing
LEQ/LLO]
Extending & Refining I
(group)
How will students practice new content
and skills by working with classmates?
How does this activity promote historical
thinking skills and using
primary/secondary sources?
Adjustments
What adjustments will you make if
students struggle or progress too quickly
(before advancing further)?
Extending & Refining II
(individual)
How do students (and teacher) know if
they are mastering the content and/or
skills for this lesson? [Formal, informal
assessments to measure learning]
Closure
How do students put it all together for
today’s lesson? The closure activity helps
Details (Setting, steps, prompts)
As students come in the class and sit
down, there is no bell ringer today.
When the students are all seated the
teacher will come around the room and
each student will blindly pick a
significant character from the civil war
Students will create a parody facebook
page for their significant Civil War
person. Students can customize the
page however they like but the pages
must contain an accurate bio and
pictures.
Together students can friend each
other with their characters, make group
posts with locations, and create
content to post on their individual
pages like events.
Students will finish their assignment
with a final post about their characters
thoughts at the end of the war.
Students will complete an exit ticket to
answer the question “What is
something interesting that you learn
ASU Dept. of History· History Education Program· 2019-2020
Purpose-Rationale Time
The activity for today will take most 5 minutes
of the class period if not all, so we will
need to begin with the activity
immediately.
Students will make the page to show 40 minutes
their understanding about the
character and the events that took
place in the Civil War.
This activity will also help the
students with researching because
they are certainly not expected to
know each detail about each key
person in the war, but this activity
encourages students to find
interesting facts about their
characters.
Having students interact with the 35 minutes
other characters also helps build their
understanding of the war and the
events that took place in the war.
Students will use this final post to 5 minutes
summarize their character’s role in
the war and
Students will complete the exit ticket 5 minutes
to provide evidence that they looked
in depth into their characters and
 tie this lesson to the overall unit. Re-
emphasize LEQ/LLO, UEQ/ULO, and “big
picture” understanding
Assessments
Materials & Supplies
Sources & Notes
Where did you research content for
today’s lesson? Where did you find
helpful information, primary & secondary
sources, and lesson plan ideas?
Content Notes:
about your character, and why did you found interesting information that
find it interesting?” stuck with them through the project.
Formative - Informal Summative - Formal
The Facebook activity would apply here. N/A
Students will use their information and
sources on important people in the Civil War
to create parody Facebook accounts. This
activity challenges the students research
skill and their ability to piece together
sources to personify these characters.
● Access to the Internet ● Wifi ● Paper Pencil
● Computer/phone
Sources (Chicago Manual of Style) Notes to self
● “Antietam: Letters and Diaries of Soldiers and ●
Civilians.” National Parks Service. U.S.
Department of the Interior. Accessed
https://www.nps.gov/anti/learn/education/cla
ssrooms/antietam-letters-and-diaries-of-
soldiers-and-civilians.htm.
● “Civil War Photos.” National Archives and
Records Administration. National Archives
and Records Administration. Accessed
https://www.archives.gov/research/military/ci
vil-war/photos.
● “Officer Selection.” Civil War Leadership.
http://civil-war-
officers.leadr.msu.edu/2015/04/15/officer-
selection-2/.
● “Who Fought?” American Battlefield Trust,
June 12, 2018.
https://www.battlefields.org/learn/articles/wh
o-fought.
ASU Dept. of History· History Education Program· 2019-2020
The content notes for these lessons are relatively small, because most of the information used in these lessons are being researched
and discovered by the students.

Soldiers in the Civil War:

“Brother against Brother tragedy”
● Union Soldiers:
○ Mostly young men born in North America
○ Ranges of soldiers was from 18-40, but some as young as 12 served as drummers and other non-fighting positions
○ Soldiers were pulled from many occupations, farming was the most represented. Others included hairdressers, college
professors, and students.
○ Some of the Army was made up of non-American soldiers, maybe as much as a quarter of Union troops
○ Women even dressed up as men and fought in the war
● Confederate Soldiers:
○ Most soldiers were young, under their 30s
○ About half of the Confederate Army were farmers, very few own slaves however
○ Unlike the North, Southern occupations that contributed to the war were more agriculture and skill based such as
blacksmiths, carpenters, and clerks.
○ There were a number of Non-Americans that served for the south, but not near the amount that served for the north.

Officers in the Civil War:

Union:
● Union soldiers elected many of the officers and the governor appointed the rest
● This was seen as unprofessional by professional soldiers
● Some were still in favor of the election because they could elect senators and governors but not their officers
Confederacy:
● In the confederate army, the system was much of the same. The volunteer companies elected their officers.
● The governor appointed the officers that were not elected.
● Typically men with military training and experience were elected or appointed.

ASU Dept. of History· History Education Program· 2019-2020

Christian Stokes
HIS 3626

Unit assessments

Bell Ringer: Lesson 1, KWL chart.

Assignment: Create a KWL about the Civil War unit.

Know Want to learn Learned

I know that the Civil War
was a conflict fought
between the Union
(Northern States) and the
Confederate (Southern
States). I know that
Abraham Lincoln was the
President during the time,
and I can name a few battles
and their outcomes.
I want to learn more about
the battles and their
individual impact on the
war. I also would like to
learn more about how my
area was affected by the
Civil War.

ASU Dept. of History· History Education Program· 2019-2020

Graphic Organizer: Lesson 2, Major Battles

Assignment: Answer questions about different Civil War battles using posters around the room

When/Where Who won

The Battle of The Battle of
Gettysburg happened Gettysburg was a
in Pennsylvania July Union Victory.
1-3, 1863.

GETTYSBURG

There was a total of The Battle forced Lee’s

51,112 casualties. army to retreat back into
Virginia, giving the Union
The Union suffered an advantage. 4 months
23,049, while the later, President Lincoln
Confederates suffered used the ceremony to give
28,063. his Gettysburg Address
Casualties Significanc
e
ASU Dept. of History· History Education Program· 2019-2020
Exit Ticket: Lesson 4, Ending of the War.

Assignment: If you could point to a single event as being the end of the Civil War, which event would
you chose? Be sure to provide evidence as to why you chose that specific event.

I think the treaty signed at Appomattox courthouse signed the treaty. This treaty was signed immediately
after the confederate defeat. There may have been battles after the treaty was signed but the official ending
of the civil war was the treaty signing at Appomattox courthouse.

Test Questions:

1. Matching: Match each description to the person,

a. Abraham Lincoln(b) a. Abolitionist, known for raid on Harpers

b. Robert E. Lee(f) Ferry.
c. Ulysses S. Grant(c) b. President of the Union during the Civil War
d. Jefferson Davis(d) c. General of the Union Army
e. “Stonewall” Jackson(e) d. President of the Confederacy
f. John Brown(a) e. Confederate General, Died of gunshot wounds .
inflicted by his own men
. f. General of the Confederate Army

2. What was the name of General Scott’s military tactic?

a. Cobra Plan
b. Anaconda Plan
c. Snake Plan
d. Blockade Plan

ASU Dept. of History· History Education Program· 2019-2020

 3. The first state to succeed from the Union was
a. North Carolina
b. Mississippi
c. Tennessee
d. South Carolina

4. The first battle on the Civil War was at Vicksburg T/F

5. The 13th Amendment made slavery illegal T/F

Rubric:

Lesson 3: Facebook Characters project

Detail Accuracy Amount of post

5 points Student has a great All of the student’s Student has posted
deal of detail and post are historically at or above the
organization in their accurate and the required amount of
post. sources are post for this project.
provided.
4 points Student has some Most of the Student has posted
detail in their post student’s post are under the required
but could include historically accurate amount of times but
more and some and sources are great than half the
organization. provided. amount of required
posts.
3 points Student has very Very few posts were Student has posted
little detail in their historically accurate less than half the

ASU Dept. of History· History Education Program· 2019-2020

 post and no and little to no amount of required
organization. sources were posts.
provided.

DBQ:

Assignment: Answer DBQ’s on the 13th Amendment and emancipation Proclamation

13th Amendment:

Section 1.
Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been
duly convicted, shall exist within the United States, or any place subject to their jurisdiction.

Emancipation Proclamation:

"That on the first day of January, in the year of our Lord one thousand eight hundred and sixty-three, all
persons held as slaves within any State or designated part of a State, the people whereof shall then be in
rebellion against the United States, shall be then, thenceforward, and forever free; and the Executive
Government of the United States, including the military and naval authority thereof, will recognize and

ASU Dept. of History· History Education Program· 2019-2020

maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in
any efforts they may make for their actual freedom.”

1. In what ways are the documents similar, how are the documents different?
2. What were the documents intented to do? Which document better executed its intention? Why? (Use historical context to
back answer)

Sources:
“13th Amendment to the U.S. Constitution: Abolition of Slavery (1865).” Our Documents - 13th Amendment to the U.S. Constitution:
Abolition of Slavery (1865).
https://www.ourdocuments.gov/doc.php?flash=false&doc=40.

“Officer Selection.” Civil War Leadership. http://civil-war-officers.leadr.msu.edu/2015/04/15/officer-selection-2/.

“Learn.” American Battlefield Trust. https://www.battlefields.org/learn/civil-war/battles.

ASU Dept. of History· History Education Program· 2019-2020