Sabrina Nemerow

Civil War Unit Map

Lesson 1: Introducing the Civil War
Students will look at artwork and pictures from the time of the Civil War. We will discuss these images
and draw our own conclusions from them. Later in the unit we will reflect on these assumptions and
discuss them further with new evidence.
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 information.
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;
Lesson 2: Reasons behind the war
Students will look at maps and other historical artifacts to determine what the cause of the war was.
Students will then recreate a map of their choice and explain it to the class.
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;
c) identifying on a map the states that seceded from the Union and those that
remained in the Union;
e) using maps to explain critical developments in the war, including major
battles;
Skills
USI.1 The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to
e) evaluate and discuss issues orally and in writing;
f) analyze and interpret maps to explain relationships among landforms, water
features, climatic characteristics, and historical events;
Lesson 3: Music from the war (Discussing different perspectives)
Students will listen to different music and anthems from each side during the Civil War. They will
analyze, compare, and contrast the lyrics. After doing this, the students will work in groups to write their
own songs, raps, or poems from the perspective of one of the three groups (Union soldiers, Confederate
soldiers, or Slaves). I will also do a read aloud of The Drinking Gourd by Jeanette Winter. This story
helps explain the song of the same name.

Sabrina Nemerow
Civil War Unit Map
Music History and Cultural Context
5.9 The student will compare and contrast the relationships between music and other
fields of knowledge.
5.10 The student will describe the roles of music and musicians in society.
Communication: Speaking, Listening, Media Literacy
5.2 The student will use effective verbal and nonverbal communication skills to deliver
planned oral presentations.
Writing
5.7 The student will write for a variety of purposes: to describe, to inform, to entertain, to
explain, and to persuade.
c) Organize information to convey a central idea.
i) Include supporting details that elaborate the main idea.
Research
5.9 The student will find, evaluate, and select appropriate resources for a research
product.
b) Collect information from multiple resources including online, print, and
media.
c) Use technology as a tool to research, organize, evaluate, and communicate
information.
f) Give credit to sources used in research.
Civil War: 1861 to 1865
USI.9 The student will demonstrate knowledge of the causes, major events, and effects of
the Civil War by
f) describing the effects of war from the perspectives of Union and Confederate
soldiers (including African American soldiers), women, and enslaved African
Americans.
Skills
USI.1 The student will demonstrate skills for historical and geographical analysis and
responsible citizenship, including the ability to
d) interpret ideas and events from different historical perspectives;
e) evaluate and discuss issues orally and in writing;
h) interpret patriotic slogans and excerpts from notable speeches and documents;
Lesson 4: Field Trip and Civil War Reenactment
Students will learn about life during the Civil War. They will hear stories from both Confederate and
Union soldiers. They will observe a reenactment of some major battles/events. Once we return back to the
classroom, students will be asked to choose from the important events/battles and create their own
reenactment. To do this, they will need to research, create their own costumes, and write their own
dialogue.

Sabrina Nemerow
Civil War Unit Map
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
Lesson 5: Important figures of the Civil War
Students will be asked to pick one historical figure (Abraham Lincoln, Jefferson Davis, Ulysses S. Grant,
Robert E. Lee, Thomas Stonewall Jackson, and Frederick Douglass) to research. They will look up
achievements of these individuals as well as other identifying information. Once they have researched the
individual they chose, the students will create a social media profile (Facebook, Instagram, Twitter, etc.)
for the historical figure they have chosen.
Civil War: 1861 to 1865
USI.9 The student will demonstrate knowledge of the causes, major events, and effects of
the Civil War by
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;
f) describing the effects of war from the perspectives of Union and Confederate
soldiers (including African American soldiers), women, and enslaved African
Americans.