Dee's+Lesson+Plan

Career Switcher Homework Social Studies Lesson Planning for Mapping the Famous Battles of the Civil War Kenneth Dee Mills

**// Background: //** The following lesson plan was developed using the Virginia Department of Education (VDOE) “__History and Social Science Standards of Learning Curriculum Framework for 2008__”. In particular, the framework and focus of the lesson plan is taken from the: - Curriculum Guide/History and Social Studies/Sixth Grade - York County School Division - United States History to 1877 Blueprint Summary Table - Sixth Grade History and Social Science; United States History Pacing Guide o Third Quarter o Westward Expansion and the Civil War/Geography § Unit Eight: Civil War and Reconstruction § Content Components/Essential Knowledge and Skills · Major Battles and Events · Influence of location/topography on critical Developments · SOLs (USI.1f/g; USI.2d; USI.9c/e)

**// Format: //** This daily lesson plan is formatted to follow previous lesson plans that address USI.9a-d SOLs and begins the two week suggested time frame for USI.9e, Major Battles and Events (2 weeks). **// Lesson Title: //** Mapping the Famous Battles of the Civil War **// Teacher: //** Kenneth D. Mills **// Subject Area: //** Social Studies (History) **// Grade Level: //** K-6 **// Unit Title: //** Major Battles and Events of the Civil War - Review previous lessons regarding major battles of the Civil War. - Example: “Today we will be reviewing the importance of the battles previously discussed in class and determining how the commanding generals used maps to achieve their objectives.” - Flow the previous lessons into the objectives of today by asking questions as to the how these battles were established and fought using the tools of mapping. o “We will be developing our own maps today in an effort to understand how maps were made during the Civil War.” o “We will also be using the computers to review computer generated animations of the actual order of battle for the Battle of Fredericksburg.”
 * // Standards: //**

**// Anticipatory Set: //**** Good idea-just tie together with questions that establish relevancy to the lesson. ** - As the students enter class I will hand them each a Google Earth picture of their home address and ask them to review the photo for accuracy and identify key features in the photo. - After they have had a chance to review the photos I will direct their attention to an overhead projection displaying the Google Earth photo of current day Fredericksburg with an overlay of the first day of battle during the Civil War. - Before moving to a quick discussion of the overhead, I will do a quick review of the lessons learned from the previous class in which we focused on the major battles of the Civil War. **// Objective/Goals: //**** develop an understanding is not measurable. Use Bloom’s verbs. ** - Students will identify skills?? Students will develop and an understanding of the skills of early map makers and the map makers importance during the Civil War. **Students will recognize the importance of geography/topography to battlefiled commanders during the Civil War.** o “The keys to the victories or defeats obtained by commanders during the battles we discussed were a product of their understanding the “Lay of the Land” or the geography surrounding the area of battle.” - The students will determine importance of accuracy of maps? develop an understanding of the importance of maps, geography, and topography to battlefield commanders during the Civil War. o “In order to understand the battlefield the commanders first had to have good maps in which to develop their order of battle and plan their advances and if necessary, their retreats.” - The students will describe strategies used by commanders…. gain an understanding of how Civil War commanders used maps to locate and maneuver their forces prior to and during a battle by actually developing their own maps. o “Today you will be developing your own maps by first reviewing a demonstration of the process/tools of map making then practicing process yourselves.” - t he student will develop maps… - The instructional process for the lesson plan is actually a mixture of presentation, demonstration and then practical application. First, I’ll provide a 10-minute PowerPoint presentation on map making using the data I’ve gained through researching the following sites: neat web sites o [] o [] - For the demonstration portion of the map making lesson, I’ll hand out the instructions to the class and then select two students to come forward and demonstrate map making by using an overhead projector, a rough sketch of the school overlaid on a transparency, a measuring tape and dry erase markers. Make sure you tell other students to take notes - Finally, for the practical application I’ll have the computer keyed to the website, “Mapping the Civil War, The Battle of Fredericksburg, Animated Map ” where I will use the animation to demonstrate the how mapping influenced the order and outcome of the battle. o [] ”.
 * // Instruction Input: //**

- PowerPoint presentation giving a general overview of the processes used by the Union and Confederate generals to map the battlefields of the Civil War. I will use the presentation to build on the actual process we will use to develop our own maps by focusing on the tools, techniques, similarities/differences in map making styles. During the presentation I will continually engage students with questions regarding the difficulties of fighting a battle without a map, the advantages of fighting a battle with a map, and use examples of previously discussed battles to demonstrate how outcomes could have been much different had the use of maps been more involved. (10-minutes) list your discussion points on the lesson plan - The demonstration portion of the class will involve the use of two student volunteers who will demonstrate a brief and rough process of mapping techniques (20-minutes). <span style="font-size: 14pt; font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msolist: Ignore; msofareastfontfamily: 'Courier New';">o Select two students to demonstrate <span style="font-size: 14pt; font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msolist: Ignore; msofareastfontfamily: 'Courier New';">o Place the transparency of the school on the overhead projector <span style="font-size: 14pt; font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msolist: Ignore; msofareastfontfamily: 'Courier New';">o Provide the students with the tools outlined in the handout and have them pace off distances in steps and then calculate their paces to inches while I provide the instructions. <span style="font-size: 14pt; font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msolist: Ignore; msofareastfontfamily: 'Courier New';">o Using the transparency and the newly calculated measurements, determine the distances between locations on the school map. - After the map making process demonstration, have the students return to their seats and return to the computer/overhead for the practical application phase of the lesson (15-minutes). <span style="font-size: 14pt; font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msolist: Ignore; msofareastfontfamily: 'Courier New';">o Show the animation of the Battle of Fredericksburg and pause during the different phases of the battle to discuss the use of maps, topography, and various strategies used by both the Union and Confederacy to gain the advantage.
 * // Modeling: //**

- Place the previously manufactured transparency of the Battle of Culp’s Hill fought during the Battle of Gettysburg on the transparency and using a dry marker, ask selected individuals in the class to identify key features of the map including: <span style="font-size: 14pt; font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msolist: Ignore; msofareastfontfamily: 'Courier New';">o Compass headings <span style="font-size: 14pt; font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msolist: Ignore; msofareastfontfamily: 'Courier New';">o Key topographical features like elevation, forestation, water, structures. <span style="font-size: 14pt; font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msolist: Ignore; msofareastfontfamily: 'Courier New';">o Opposing forces and their direction of travel <span style="font-size: 14pt; font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msolist: Ignore; msofareastfontfamily: 'Courier New';">o Identify other possible strategies using geography and topography <span style="font-size: 14pt; font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msolist: Ignore; msofareastfontfamily: 'Courier New';">o [] - For the first part of closure I’ll asked selected students how much they knew about mapping and maps prior to the lesson and what they learned in the past 45 minutes. I’ll structure the questions to focus on: <span style="font-size: 14pt; font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msolist: Ignore; msofareastfontfamily: 'Courier New';">o Prior to GPS, how did the student think maps were developed? <span style="font-size: 14pt; font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msolist: Ignore; msofareastfontfamily: 'Courier New';">o What sort of strategies did the student believe generals of the Civil War (or any war) used to prepare for battle? <span style="font-size: 14pt; font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msolist: Ignore; msofareastfontfamily: 'Courier New';">o Is the student capable of reading a topographical map after the lesson? <span style="font-size: 14pt; font-family: 'Courier New'; mso-fareast-font-family: 'Courier New'; msolist: Ignore; msofareastfontfamily: 'Courier New';">o Is the student capable of reading a common compass?
 * // Guided Practice: Will students have the same maps at their desks?I’d like to see all working on maps at their desks with followup questions. //**
 * // Closure: Using a KWL chart at the beginning of class may help ties all of this together. Ask at the beginning of the lesson after you’ve given their home maps what do you know about mapping? What do you want to know and then for closure go over what they have learned tieing in the implications to military strategy, etc. //**

- I will ask the students to use Google Maps or MapQuest and input their addresses as well as those of the school’s and compute the driving directions from their homes to school. The results of their efforts will be used to open the discussion for the next classroom session on major Civil War battles and the use of geography and topography.
 * // Independent Practice: Not sure how their school’s maps or driving directions relates to the Civil War. //**