EOssy+Lesson+5

Name:__Elizabeth Ossy___

Unit Plan EOssy | EOssy Lesson 1| EOssy Lesson 2 | EOssy Lesson 3 | EOssy Lesson 4 | EOssy Lesson 5

How were people affected by the Civil War? How did it change the country? || Segment #1 (Artifact: link to real world, website, book, picture, etc.) || An example of a journal and personal letter will be read to the class. []
 * Lesson Title: ||  ||
 * Subject Area: || Social Studies ||
 * Grade Level: || Eighth ||
 * Unit Title: || Civil War ||
 * GLCEs/ HSCE: || 8 – U5.2.5 Construct generalizations about how the war affected combatants, civilians (including the role of women), the physical environment, and the future ||
 * METS-S/NETS-T || TECH: NETS 3C Evaluate and select information sources and digital tools based on the appropriateness to specific tasks ||
 * Essential Questions: || How did people live during the Civil War?
 * Objectives: || Students will use the internet to find one primary source from a Civil War participant (Online, in a book) and write a summary to show clear understanding; they will have to cite their one example in the summary to receive credit. ||
 * Tools and Resources: || Internet example, Books, rubric ||
 * Rationale: || The Civil War affected people differently students need to understand how this changed the country. Being able to see the event through written detail of a person that was alive then should help them understand. ||
 * || Sequence of Activities:  ||
 * Anticipatory Questions/Activity: || How would you be able to only write to friends and family by mail? Imagine a time without internet or phones, the only way to correspond was by snail mail and sometimes it took weeks to send a letter. ||
 * Body of Lesson Plan:

[]

These are found on credible sources. They are both personal writings of people during the Civil War. They will be read to class and discussed. 1. How do these make you feel? 2. Do you think you could have lived during a time when the only way to communicate was by letters? Especially when your family was at war? 3. How are their lives different then ours? || (Factual information/Vocab Includes sample feedback loop) || __Vocab.__
 * Segment #2
 * Habeas corpus** - a legal order for an inquiry to determine whether a person has been lawfully imprisoned. //Lincoln suspended this right because of people thinking that copperheads were interfering with the war effort.//
 * Draft** - the selection of persons for required military services. //how the confederate Army gained more soldiers.//
 * Bounty** - money given as a reward, such as to encourage enlistment in the army. //The union army used bounties to get more soldiers.//
 * Greenback** - a piece of U.S. paper money first issued by the North during the Civil War. //Because of the color//
 * Inflation** - a continuous rise in the price of goods and services. //This caused hardship for many of the people in the North. They could not make enough money to catch up with the rising prices.//

Many women served as spies or nurses. The hardships because of money were high in both the North and South. Armies lost many men and could not find enough volunteers to compensate. || (Includes multiple intelligence strategy: Hands-on, small groups, reteaching strategy) || In class the students will assigned a job: solider, wife of solider, doctor, General, child or solider, etc. They will have to write a letter or journal entry. They have to include 1. what is new in their lives. 2. How the war is affecting them? 3. What are their feelings about what is happening?
 * Segment #3

They will turn this in for in-class credit and will have a chance to share with the class. || (Detailed directions on how to complete activity) || The students will have to write a one page summary on a primary source they find on the internet. They will need to check facts from the letter, narrative, journal, etc that they find. They will need to follow the rubric and jing video to help them complete the assignment. [] Use the Library of Congress to find more Primary Sources
 * Segment #4

[|Directions on how to find a Primary Source]

- Rubric: ||