Inquiry Based Lesson Plan

Teachers: Allison Reestman Subject: Social Studies 7th Grade - Civil War

Standard:

Arizona Social Studies Standards for Seventh Grade

Strand 1, Concept 1, PO 3: Construct timelines of the historical era being studied
Strand 1, Concept 6, PO 2: Determine the significance of the following events of the Civil War:
A. Firing on Fort Sumter
B. Major battles Bull Run, Antietam, Vicksburg, Gettysburg
C. Enactment of the Emancipation Proclamation
D. Shermans March
E. Surrender at Appomattox
Strand 1, Concept 6, PO 5: Describe the impact of various events and movements that influenced
Reconstruction:
a. Lincolns Assassination
b. Klu Klux Klan and the development of Jim Crow Laws
c. Freedmen's Bureau
d. Civil War Constitutional amendments
e. industrialization
Arizona ISTE Standards for Students
3. Knowledge Constructor: Students critically curate a variety of resources using digital tools to
construct knowledge, produced creative artifacts, and make meaningful learning experiences for
themselves and others. Students:
A. Planned employ research strategies to locate information and other resources for their
intellect or creative pursuits.
B. Students evaluate the accuracy, perspective, credibility, and relevance of information,
media, data or other sources.
C. Students curate information from digital sources using a variety of tools and methods to
create collections of artifacts that demonstrates meaningful conclusions.

Objective (Explicit):

Decipher reliable internet or book sources to create their events list.

Name major Civil War events and explain how they were important in contributing to the end of the war.
Name major Reconstruction events and explain how they impacted the post-war era.
Explain each event and who benefited from that event to see who won the overall ideal Civil War, not just the
fighting.

Evidence of Mastery (Measurable): Students exit tickets must outline one event talked about or researched in class for
the American Civil War and Reconstruction and decide who they felt really won the Civil War. Must use 2 facts
learned in class. in order for me to know that this goal has been met I would like to see of the class provide a well
written and fact based exit ticket so I know they understood the questions and the concepts from class.

Sub-objectives, SWBAT (Sequenced from basic to complex):

Understand 10 events that will be made into the class period movie.
Identify which event they would like to make their scene about.
Discuss and conclude in small groups and as a class to narrow down Civil War/Reconstruction events into the
10 most important and most interesting.
Key vocabulary: Materials/Technology Resources to be used:

Secession from the Union: withdrawing from the Computers

United States of America Civil War books
Emancipation: the act of legally being set free; Printed primary source documents
liberation Pen
Siege: military operation where one group surrounds a Paper
town, bowat, city etc. and cut off supplies in order for
those inside to surrender
Reconstruction:
Engage (Make content and learning relevant to real life and connect to student interest): As a class we will have
already looked into the basic outline of the Civil War. Now we must go more in depth. On the whiteboard when they
walk in have written Who really won the Civil War? Give students about 3-5 minutes to respond to the questions on
a half sheet of paper. This activity will be done to allow them to start thinking about

Explore Teacher Will: Provide resources such as Student Will: Explore resources about the American
computers, books, primary sources etc. for the Civil War and Reconstruction and pick 5 events
about 10 students to be able to research they find interesting. They must write why they
minutes chose the event both factually and personally.

Co-Teaching Strategy/Differentiation: Only allow some websites to be looked at in order for students
to be more directed and focused. Allow additional resources for students - rewordify.com

Explain Teacher Will: Walk around the room and ask Student Will: Get into groups and they will all talk
meaningful questions to groups as they discuss. about their events. Each group of about 4 must take
about 15 Try to encourage them to think deeper about their 20 events and narrow it down into just 5 events
minutes their reasoning factually and personally for total with reasoning behind why each event is
choosing each event. important.

Co-Teaching Strategy/Differentiation: layout (template) for them to follow, outline for what I want
them to look for or present their ideas; structure groups appropriately - more successful students with
weaker students; provide more specific feedback; some work in partners or smaller groups. All of these
would be done to make sure all students succeed.

Elaborate Teacher Will: Facilitate a class discussion in Student Will: Share out their group's ideas and why
order to solidify the 10 events that will be each one was chosen. Then as a class they will all
about 20 placed into each class periods movie. As the decide on which events they want in their final
minutes teacher I will help the discussion but it will be movie. Students must be respectful of each other's
student based. The teacher's job is as a mediator ideas and opinions in order to decide on a final 10
more than a leader. events for the movie. When giving rational for an
event they must state: the event, the importance of
that event in the timeline of Civil War and
Reconstruction, and which side benefited from that
event.

Co-Teaching Strategy/Differentiation: layout (template) for them to follow, outline for what I want
them to look for or present their ideas - one for ways to word their counter arguments to an event they
may not feel is as important. Choose students to talk randomly so that all students are able to have a
voice, not just the loudest kids. All of this would be done to increase students success and allow all
students to be able to speak appropriately.
Evaluate: On the back of the sheet of paper from the engaging part of the lesson, ask Now who do you think won the
Civil War? Could you say that we are still fighting the Civil War today? Use information you have learned from
today's class to support your answer. Give students about 3-5 minutes to respond before turning the paper in.