Living History - Civil War
After researching antebellum North Carolina and the role of North Carolina in the Civil War, students will write, edit, publish, and produce their own plays.
A lesson plan for grade 8 English Language Arts and Social Studies
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Related topics
- Learn more about English language arts and social studies.
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Learning outcomes
The students will be able to define each of the vocabulary words. The words are as follows:
Antebellum, Civil War, Reconstruction, blockade, slave, plantation, Unionist, Confederate, Emancipation Proclamation, secede, treason, mustering, draft laws, habeas corpus, deserters, insurrection, “Watch and Wait”, states’ rights, “Loyal Government”, “Bummers”, Freedmen’s Bureau, military districts, carpetbaggers, Union League, Ku Klux Klan, Fourteenth Amendment
In teams of four to five, the students will research the vocabulary words. The students will then write a brief skit using ten to fifteen of the vocabulary words.
After researching and writing their play, each team edits, publishes, produces, and performs.
Teacher planning
Time required for lesson
6 Hours
Materials/resources
- North Carolina textbook The American Journey
- North Carolina textbook North Carolina: The History of an American State
- Index cards
- Poster paper
- Magic markers
- Computer paper
- Pens/pencils
- Word Processors
- Camcorder
- Video tape
Technology resources
- Access to the Internet
- PowerPoint
- Microsoft Works
- Sufficient computer time for students to do Internet and multimedia research.
- Computer
Pre-activities
Background Information for the Teacher:
- Introduce period prior to the Civil War in the United States. (antebellum)
- Introduce antebellum North Carolina explaining that we can learn about many aspects of antebellum North Carolina by researching books, magazines, videos, and the Internet.
- Pronounce each vocabulary word, then ask students to share with the class the vocabulary words they already know.
Review Information
- Review North Carolina regions, with an emphasis on the influence of geography on the economic, social, and political development of North Carolina.
- Review the history and status of minorities and women during the antebellum period.
- Review the possible causes and events that led to the Civil War and Reconstruction in North Carolina.
Activity Set Up
Suggested Jobs: researcher, editor, computer expert, typist, camera person, and design specialist.
Activities
Background Information for the Teacher
- Review material listed in the pre-activities section.
- Define antebellum (period prior to the Civil War).
- Split class into groups of four to five.
- Set the guidelines for the project and skit starters.
Project Guidelines
- Each team must keep a record of their research and progress.
- A team database of information must be updated daily.
- Each team must submit an outline of team jobs and job responsibilities.
- Areas of responsibility must be switched around everyday.
- Plays are to be no longer than ten minutes and must include ten to fifteen vocabulary words.
Suggested Jobs: researcher, editor, computer expert, typist, camera person, and design specialist.
Assessment
Plays can be graded on:
- Historical accuracy
- Realistic scenarios
- Use of artistic expression
- Coherent and interesting speech patterns from the period.
Supplemental information
Play Guidelines:
Write a seven to ten minute play containing ten to fifteen of the vocabulary words. Before a play can be taped a revised hard copy must be submitted for approval.
The following scenarios are some suggestions for story starters:
- Man with distaste in his voice, reads the news paper to his wife.
- Solders in the war talking to one another in hushed tones.
- Field hands working in the field, talk with excited but low voices.
- Free people of color talking after church services.
- Plantation owners gathered together for a social event, debate the state of the Union.
- Methodist minister preaching to his congregation.
- Ladies talking of politics and emancipation of slaves, worry in their voices.
Related websites
The United States Civil War Center
http://www.cwc.lsu.edu
Comments
Depending on amount of in-class research and post play discussion, time required to complete this lesson plan is five to six class periods.
North Carolina Curriculum Alignment
Social Studies (2003)
Grade 8
- Goal 4: The learner will examine the causes, course, and character of the Civil War and Reconstruction, and their impact on North Carolina and the nation.
- Objective 4.01: Identify and analyze the significance of the causes of secession from the Union, and compare reactions in North Carolina to reactions in other regions of the nation.
- Objective 4.02: Describe the political and military developments of the Civil War and analyze their effect on the outcome of the war.
- Objective 4.05: Analyze the political, economic, and social impact of Reconstruction on the state and identify the reasons why Reconstruction came to an end.
English Language Arts (2004)
Grade 8
- Goal 1: The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.
- Objective 1.01: Narrate a personal account which:
- creates a coherent, organizing structure appropriate to purpose, audience, and context.
- establishes a point of view and sharpens focus.
- uses remembered feelings.
- selects details that best illuminate the topic.
- connects events to self/society.
- Objective 1.02: Analyze expressive materials that are read, heard, and viewed by:
- monitoring comprehension for understanding of what is read, heard, and/or viewed.
- reviewing the characteristics of expressive works.
- determining the importance of literary effects on the reader/viewer/listener.
- making connections between works, self and related topics.
- drawing inferences.
- generating a learning log or journal.
- maintaining an annotated list of works that are read or viewed, including personal reactions.
- taking an active role in and/or leading formal/informal book/media talks.
- Objective 1.03: Interact in group activities and/or seminars in which the student:
- shares personal reactions to questions raised.
- gives reasons and cites examples from text in support of expressed opinions.
- clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion.
- Objective 1.01: Narrate a personal account which:
- Goal 2: The learner will use and evaluate information from a variety of sources.
- Objective 2.02: Use multiple sources of print and non-print information to explore and create research products in both written and presentational forms by:
- determining purpose, audience, and context.
- understnaing the focus.
- recognizing and/or choosing a relevant topic.
- recognizing and/or selecting presentational format (e.g., video, essay, interactive technology) appropriate to audience.
- evaluating information for extraneous detail, inconsistencies, relevant facts, and organization.
- researching and organizing information to achieve purpose.
- using notes and/or memory aids to structure information.
- supporting ideas with examples, definitions, analogies, and direct references to primary and secondary sources.
- noting and/or citing sources used.
- recognizing the use of and/or employing graphics such as charts, diagrams,and graphs to enhance the communication of information.
- Objective 2.02: Use multiple sources of print and non-print information to explore and create research products in both written and presentational forms by:
