1. Title of Unit Grade Level
Civil War 8th Grade
Curriculum Area Time Frame 2 weeks
Georgia History
Stage 1 – Identify Desired Results
Content Standards:
Georgia Performance Standards:
SS8H6
The student will analyze the impact of the Civil War and Reconstruction on Georgia
b. State the importance of key events of the Civil War; include Antietam, Emancipation Proclamation,
Gettysburg, Chickamauga, the Union blockade of Georgia’s coast, Sherman’s Atlanta Campaign, Sherman’s
March to the Sea, and Andersonville
Civil War
c. Analyze the impact of Reconstruction on Georgia and other southern states, emphasizing Freedmen’s Bureau;
sharecropping and tenant farming; Reconstruction plans; 13th, 14th, and 15th amendments to the constitution;
Henry McNeal Turner and black legislators, and the Ku Klux Klan
Understandings
Students will understand that:
*Key events led to angry and resentment in citizens of the United States and led to the
beginning of the Civil War.
*Conflict among a nation led to negative and positive changes.
*The South’s economy changed after the Civil War.
*Differences in military strategies affected the economies of the North and South.
*Advantages of the North led to them winning the Civil War.
*The citizens of the South were concerned that there way of life would change if they did not
win the Civil War.
*Decisions made by certain individuals affect the United States today.
Related Misconceptions:
*Slavery is the only reason that led to the Civil War.
*Distinguish between the Northern and Southern states during the Civil War years.
Essential Questions
Overarching Questions: Topical Questions:
*What might have happened if the South had *Which events of the Civil War made the
won the Civil War? most difference in the result of the war?
*How did the choices of Abraham Lincoln *How did the South’s economy affect their
affect the United States? efforts throughout the Civil War?
*How did the location of certain battles

2. affect the outcome of the battle?
Knowledge and Skills
Knowledge Skills
Students will know: Students will be able to:
*The North won the Civil War. *Locate important battles of the Civil War.
*The reasons why the North was at an *Compare and contrast the economic, social,
advantage over the South at the and political factors that contributed to
beginning of the Civil War. the Civil War.
*The locations of specific battles that were *List and explain causes and effects of the
fought in the Civil War. Civil War.
*The reasons why Southerners felt they had to *Relate the standard, and essential questions
go to war with the North. with the daily objectives, and
* The reasons why Northerners felt they had to assignments.
go to war with the South. *Understand the reasons why the North and
*The new vocabulary terms for the unit. the South entered the Civil War.
*Use the information learned to complete
reflections, participate in discussions, and
answer questions.
*Use technology to create and find
information.

3. Stage 2 – Evidence
Performance Task(s)
TASK 1: (Civil War Newspaper)
Goal: The goal is to create a Civil War newspaper that informs its readers about important facts and
information during this historic event.
Role: You are a Civil War historian of a large war museum. You have been asked to create a Civil War
newspaper that will be published by the museum.
Audience: Your target audience is the visitors and subscribers to the museum.
Situation: The context you find yourself in is to convince the public to visit the Civil War, attend the
museum’s Civil War re-enactments, and contribute funds to the historical museum.
Product Performance and Purpose: You need to design a newspaper that will be appealing to the
public and spark their interest in the Civil War. In groups of three, you will work together to create a
Civil War newspaper. Your group members are able to use print and online resources to research and
create the newspaper. Your group should take notes and develop a list of resources that you are using.
Make sure to include sources for your graphics and photographs, also. Assign specific duties for each
member of your group. At the completion, the newspaper must be typed. Each member should read and
edit each part of the newspaper. Work with your group members and listen to their opinions. Show your
newspaper to family members to get their advice.
Your group members and classmates will review the 5 W questions (Who? What? Where? When? and
Why?), and discuss helpful hints for preparing a quality newspaper.
Other assignments will be assigned to assist your group members with completing the required articles
in the newspaper and with further understanding of the effects of the war. You will complete a map and
graphic organizer identifying the major battles of the Civil War, their dates, their winners, and their
importance. Also, you will locate the battles on a map.
Standards and Criteria for Success: Your product must meet the follow standards included in the
Civil War newspaper rubric. The students will assess themselves by completing the Self-Assessment.
The students will evaluate their team members efforts using the Peer Evaluation rubric

4. Performance Task(s) Rubric(s)
Civil War Newspaper Rubric
Group Members: ______________________________________________________

5. 3
2
0-1
Your Score (30)
Title
Title present with
a clear connection
to text.
Title present
without a
connection to text.
No title
Slavery Story
The story uses
accurate historical
information and
portrays an
understanding of
slavery.
Contains
inaccurate
historical
information or
understanding of
slavery.
Story inaccurate
or not present.
African American
Soldiers Article
The story uses
accurate historical
information and
portrays an
understanding of
why African
Americans were
used on the
chosen side.
Contains
inaccurate
historical
information or
understanding of
why African
Americans were
used on the
chosen side.
Story inaccurate
or not present.
Soldier’s Article
The story uses
accurate historical
information and
portrays an
understanding of
the soldier’s
plight.
Contains
inaccurate
historical
information or

6. Stage 3: Plan Learning Experiences
Week 1 Activities:
Monday –
Opening: Introduce the Unit by leading a class discussion with the question: Have you ever had an
argument with a friend or family member over an extremely important issue? When each one felt their
view was right and was not going to change their mind. The students will explain how the argument
affected their friendship. A discussion will begin on the Civil War. The students will be informed that
this is how the war began. People of the same nation had opposing views and each side felt their side
was right. This opposition led to the Civil War. Sometimes, family members or friends were on
opposing sides.
Work Period: Introduce the Objectives and the Essential Questions for the Unit
Distribute the Civil War Pre-Test
Check the Pre-Test as a class
Closing: Students will construct and complete the K & the W of a K-W-L Chart. It will be used to
assess the student’s prior knowledge.
____________________________________________________________________________________________________
Tuesday
Opening: The teacher will introduce the chapter by sharing the differences of the North and South that
caused conflict between the two and led to the Civil War. The students will view the Civil War podcast.
Students will take notes.
Work Period: Students will read relevant Chapter 12, Section 1, pages 251-256, from Georgia:
American Experience textbook to support the reasons that led to the Civil War. Students will take notes
from the Section.
Alternative Activity – Students in need of modifications will be given a copy of the notes.
Closing:
The students will complete “Exit Tickets” in their Journals.
Today I learned _________________
I really understand _________________
I do not understand or need additional help with _________________
The students will define Section 1 Key Terms, People and Places – to be completed at home.
__________________________________________________________________________________________________________
Wednesday –
Opening: Using the Lecture notes, the students will complete a Graphic Organizer comparing and
contrasting the resources, population, and the military of the North and South at the beginning of the
Civil War.

7. Work Period: Civil War Newspaper Project details, and rubric will be distributed and discussed as a
class. Student questions will be answered and due dates will be assigned. Samples of newspapers
created by teacher or former students will be displayed and examined. The teacher will explain to the
class that the students will be given research time in class and time to work on the project in class,
however, they will need to work at home also. Cooperative learning groups of 3-4 students will be given
the project details so they are able to work on the project over the next couple of weeks as the material
for the project is covered in class.
Closing: Creative Writing prompt will be placed in the student’s journals.
What are some benefits of the North winning the Civil War?
________________________________________________________________________________________________________
Thursday –
Opening: Groups will be given pre-built newspaper templates. Students are given the opportunity to use
the templates or make their own.
Work Period and Closing: Students will go to the Computer Lab to work on the Newspaper project.
The teacher will assist the students with identifying appropriate methods to search using the Internet
(i.e., search engines, search words, Boolean logic, etc.) Also, the teacher and the students will identify
appropriate resources, such as the Internet, encyclopedia, Galileo, newspapers, and personal interviews.
______________________________________________________________________________
Friday –
Opening: Teacher will lecture and present information on Political Cartoons. Students will view the
Political Cartoon podcast. The teacher will share different cartoons with the students. The students
will learn the relevance and aspects of the different cartoons.
Work Period: To show their comprehension, the students will complete the Cartoon Analysis
Worksheet. The students will choose a theme and create a sample political cartoon for their group
projects.
Closing: Students will share their cartoons.
Week 2 Activities:
Monday –
Opening: Students will be given a quiz on the battles, people, and events of the Civil War. Chapter 12
Quiz (short answer format)
Alternate Activity – Modifications can be made for resource students. The quiz could be multiple choice
or made with less questions.
Work Period: The teacher will share with the students Notes on Creating a Newspaper. The Notes
contain “5 W Questions,” “Tips on Reporting,” and “Newspaper Layout.” A transparency will display
the material.

8. Closing: Working alone, students will use the Notes on Creating a Newspaper to create samples of
catchy headline titles.
__________________________________________________________________________________________________________
Tuesday –
Opening and Work Period: With a partner, given a blank map of the United States in 1861, the students
will begin a Map Activity. The pair will create a chart identifying the location, date, winner, and
outcome of major battles in the Civil War. On the blank outline map, the pairs will locate the Civil War
battles on the map.
Closing: Class will lead a class discussion by answering the Essential Question: How did the location
of certain battles affect the outcome of the battle?
Students will revisit the K-W-L Chart started at the beginning of the Unit. The students will complete
the L portion of the chart.
______________________________________________________________________________
Wednesday –
Opening and Work Period: Groups will go to the computer lab and complete final revisions on their
newspapers.
Closing: The teacher will conference with each group to ensure comprehension, completion, and
evaluation of the project.
_________________________________________________________________________________________________________
Thursday –
Opening and Work Period: Each group will exchange their newspaper with another group to evaluate
and give feedback according to the Civil War Newspaper Rubric.
Closing: Each group will be able to come back together to edit and revise their newspapers according to
feedback made. They will be able to reflect on the task and indicate where help is needed. Complete
for homework.
__________________________________________________________________________________________________________
Friday –
Opening and Work Period: Students will give feedback on Civil War Newspaper project. The students
will complete Self-Assessments and Peer Evaluations of their group members using the rubrics provided
by the teacher.
Closing: Groups will present newspapers to their classmates.

9. Student Self-Assessment and Reflection
Self-Assessments and Reflections - At the end of the Performance Task, the Graphic Organizer, and
the Chart the students complete self –assessments summarizing their efforts and learning of the projects.
Self-Reflection:
What did you do best in this project? What do you think you need to work on more?
Write one sentence explaining what you learned from the project.
What was the most interesting part of this project? What was the worst part?
Peer Evaluation Rubric:
Project Title __________________________________________
Group Members _____________________________________________

10. 4
3
2
1
On Task
Consistently
stays focused
on the task
and what
needs to be
done.
Focuses on
the task and
what needs to
be done most
of the time.
Focuses on
the task and
what needs to
be done
some of the
time.
Rarely
focuses on
the task and
what needs to
be done. Lets
others do the
work.
Attitude
Always has a
positive
attitude about
the task.
Rarely is
critical of the
project or the
work of
others. Has a
positive
attitude about
the task.
Occasionally
is critical of
the project or
the work of
other
members of
the group.
Usually has a
positive
attitude about
the task.
Often is
critical of the
project or the
work of other

11. Resources:
www.georgiaoas.org/ - Georgia Online Assessment System/Test
www.gpb.org/georgiastories/ - Georgia Stories videos
www.archives.gov/education/lessons/.../cartoon_analysis_worksheet.pdf - National Archives
Used for Political Cartoons information
http://www.georgiaencyclopedia.org/nge/Home.jsp - Civil War battles information
http://www.historyplace.com/civilwar/ - Civil War battles
http://www.cagle.com/
Georgia History textbook:
Klein, Patricia. (2005). Georgia in the american experience. Evanston, IL: McDougal Littell.
Chapters 1-3
http://www.classzone.com - Notes, activities, and quizzes from the textbook

12. Appendices
Name __________________________
Date __________________________
Civil War Pre-Test
1. List the two opposing sides of the Civil War.
_______________________ ______________________
2. Name one reason the Civil War began.
______________________________________________
3. Name at least one battle during the war.
______________________________________________
4. Name one commander during the war.
_______________________________________________
5. Name one of the presidents during the war.
_______________________________________________
6. What is the Emancipation Proclamation?
______________________________________________
7. What side won the war?
_______________________________________________
8. What was the location of the famous surrender at the end of the war?
_______________________________________________

13. Chapter 12 Quiz
Sections 1-3
Complete the chart
North or South President Capital
Confederacy
Union
1. In what year did the Civil War begin?
2. Where were the first shots of the Civil War fired?
3. What was the first major battle of the Civil War?
4. After which battle did the President give a speech at the cemetery to honor
soldiers that fought during the battle?
5. Why was the war referred to as a “rich man’s war, but a poor’s man fight”?
6. Why was there a need for a draft?
7. Complete the sentence
The Emancipation Proclamation made all slaves in the ____________ states
“______________________.”
8. Why was the President able to do what he did?

14. 9. Why were the slaves in the North different?
10. Who were the 54th Massachusetts Volunteers? (Not only soldiers) Why
were they significant?
Notes on Creating a Newspaper
People who read newspapers usually scan headlines, and images. Then, they read the articles that
interest them first. So, a newspaper and its articles must get the readers' attention quickly. Each
article should include the five W questions: Who?, What?, Where?, When?, and Why? Including
a quote or two lends authenticity to the article.
Tips on Reporting –
Audience
Keep in mind who will be reading your newspaper. Is your newspaper appealing to your
audience?
Accuracy
Be sure the facts are correct.
Research
Complete any background research on the story topic and check the facts to be sure they are
accurate.
Images
Think about the images you want to use in your newspaper ahead of time. Make sure your
images are of good quality, will draw attention, and convey the story.
Writing
Make sure to answer the five Ws. Ensure that your newspaper is appealing to others and grabs
reader’s attention. Have your family and friends read the newspaper when finished.
Newspaper Layout –
Headline News: Top priority articles are near the front (1-2 pages). These are typically of high
interest to your entire audience of readers.
Feature Articles: Stories about topics or events that are of interest to a certain group of readers.
They are usually grouped into sections.
Pictures or graphics: The image should always appear with the story being told. A caption can be
included but is not mandatory.

15. Cartoon Analysis Worksheet
Visuals Words (not all cartoons include words)
1. List the objects or people you see in the 1. Identify the cartoon caption and/or title.
cartoon.
2. Locate three words or phrases used by the
cartoonist to identify objects or people
within the cartoon.
3. Record any important dates or numbers
that appear in the cartoon.
Visuals Words
2. Which of the objects on your list are 4. Which words or phrases in the cartoon
symbols? appear to be the most significant? Why do
3. What do you think each symbol means? you think so?
5. List adjectives that describe the emotions
portrayed in the cartoon.
A. Describe the action taking place in the cartoon.
B. Explain how the words in the cartoon clarify the symbols.
C. Explain the message of the cartoon.
D. What special interest groups would agree/disagree with the cartoon's message? Why?

16. Name ______________________________
K-W-L Chart
What I Know About What I Want to Know What I Learned About
The Civil War About The Civil War The Civil War
(list at least 5 items with an
explanation)

17. Name ______________________________
Graphic Organizer
Compare and contrast the North and South at the beginning of the Civil War. Complete the
following chart by filling in the population, military, economies, and resources of the North and
South entering into the war.
North South
Population
Military
Economy
Resources