Unit Title ‖ Lesson Title
The Civil War: The War in Pictures
Goals & Objectives
Students will learn how to use primary sources to study historic events.
Students will be able to tell why photographs are a primary source.
Students will be able to list at least two pieces of information about an historic event from each photograph.
California State Content Standards
8.10.5 Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E.Lee) and soldiers on both sides of the war,
including those of black soldiers and regiments.
Common Core Literacy Standards
CCSS.ELA-LITERACY.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., in charts,graphs, photographs, videos, or maps) with
other information in print and digital texts.
Driving Historical Question:
What did the new art of photography add to our understanding of the Civil War?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 mins.
The students will be asked the following bell work question: "When you look at old photographs of your parents and grandparents, what details do you notice (hair, clothing, facial expressions, etc.)? They will briefly discuss their answer with their neighbor and then be asked to share with the class. The purpose of this exercise is to tap into their prior knowledge and make them aware of what can be ascertained from studying vintage historical photographs.
Vocabulary (Content Language Development) ‖ Time: 5 mins
Primary document
Daguerreotype
Tintype
Matthew Brady
Vocabulary will be introduced during direct instruction and definitions will be recorded by the students on their interactive Civil war worksheets.
Content Delivery (Direct Instruction) ‖ Time: 12 Mins.
The teacher will begin this part of the lesson by asking the students: "When we are studying an historical event or period and we use a written document, what do we call it?" This will be followed up by asking them whether a photograph is also a primary document and why. Next will be a brief overview of the then new art of photography and the ways it was used to document the life and death of soldiers and leaders on both sides of the conflict. The students will be asked what can be learned about the war by careful examination of old photographs.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 18 mins.
Students will consider what clues can be found by studying the details found in images of the combatants in the Civil War. They will work in two person groups and take turns reading the guided questions to each other. They will assume the role of "detective" and look closely at three Civil War photographs to find clues about the fighting men and battlefield conditions. They will discuss their answers to the guided questions found underneath each photograph. The students will write their findings underneath the questions in the assessment worksheet. At the conclusion of their group session, they will be engaged in whole class discussion to present and defend their findings.
Lesson Closure ‖ Time: 5 mins.
The teacher will ask the students to consider the following question: "Why do you think it has been U.S. policy since the Civil War to not allow pictures of dead American soldiers to be released?" This will be followed by whole class discussion where the students will share their opinions.
Assessments (Formative & Summative)
At the conclusion of the lesson, the assessment worksheet containing the student's responses to the critical thinking guided questions will be collected.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Vocabulary is limited in this lesson due to the nature of photographic images, and the questions are answered in a two-person group to maximize comprehension. Groups, particularly ones with an English Learner, are closely monitored by the teacher. The students take turns reading the critical thinking questions to each other and this acts to further strengthen comprehension for all students, but particularly Striving Readers and English Learners.
Resources (Books, Websites, Handouts, Materials)
Interactive worksheet containing vocabulary, background information, and photographs
Assessment worksheet containing critical thinking questions
Magnifying glass
The Civil War: The War in Pictures
Goals & Objectives
Students will learn how to use primary sources to study historic events.
Students will be able to tell why photographs are a primary source.
Students will be able to list at least two pieces of information about an historic event from each photograph.
California State Content Standards
8.10.5 Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E.Lee) and soldiers on both sides of the war,
including those of black soldiers and regiments.
Common Core Literacy Standards
CCSS.ELA-LITERACY.RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RH.6-8.7: Integrate visual information (e.g., in charts,graphs, photographs, videos, or maps) with
other information in print and digital texts.
Driving Historical Question:
What did the new art of photography add to our understanding of the Civil War?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 mins.
The students will be asked the following bell work question: "When you look at old photographs of your parents and grandparents, what details do you notice (hair, clothing, facial expressions, etc.)? They will briefly discuss their answer with their neighbor and then be asked to share with the class. The purpose of this exercise is to tap into their prior knowledge and make them aware of what can be ascertained from studying vintage historical photographs.
Vocabulary (Content Language Development) ‖ Time: 5 mins
Primary document
Daguerreotype
Tintype
Matthew Brady
Vocabulary will be introduced during direct instruction and definitions will be recorded by the students on their interactive Civil war worksheets.
Content Delivery (Direct Instruction) ‖ Time: 12 Mins.
The teacher will begin this part of the lesson by asking the students: "When we are studying an historical event or period and we use a written document, what do we call it?" This will be followed up by asking them whether a photograph is also a primary document and why. Next will be a brief overview of the then new art of photography and the ways it was used to document the life and death of soldiers and leaders on both sides of the conflict. The students will be asked what can be learned about the war by careful examination of old photographs.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 18 mins.
Students will consider what clues can be found by studying the details found in images of the combatants in the Civil War. They will work in two person groups and take turns reading the guided questions to each other. They will assume the role of "detective" and look closely at three Civil War photographs to find clues about the fighting men and battlefield conditions. They will discuss their answers to the guided questions found underneath each photograph. The students will write their findings underneath the questions in the assessment worksheet. At the conclusion of their group session, they will be engaged in whole class discussion to present and defend their findings.
Lesson Closure ‖ Time: 5 mins.
The teacher will ask the students to consider the following question: "Why do you think it has been U.S. policy since the Civil War to not allow pictures of dead American soldiers to be released?" This will be followed by whole class discussion where the students will share their opinions.
Assessments (Formative & Summative)
At the conclusion of the lesson, the assessment worksheet containing the student's responses to the critical thinking guided questions will be collected.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Vocabulary is limited in this lesson due to the nature of photographic images, and the questions are answered in a two-person group to maximize comprehension. Groups, particularly ones with an English Learner, are closely monitored by the teacher. The students take turns reading the critical thinking questions to each other and this acts to further strengthen comprehension for all students, but particularly Striving Readers and English Learners.
Resources (Books, Websites, Handouts, Materials)
Interactive worksheet containing vocabulary, background information, and photographs
Assessment worksheet containing critical thinking questions
Magnifying glass