LESSON TITLE:

Name(s): Grade: Date:

8th grade April 15, 2020
Bernadette Kaveh and Alexus Latios Subject Area: Time Duration:
Civil War

I. Overview (Less than 1 minute): Purpose is to guide instruction toward a coherent objective.
Should be a significant and measurable statement of what students will know and be able to do
as a result of the lesson.
Today’s lesson is about women in the Civil War and how it had a lasting impact on their
roles in society. After this lesson, students should be able to understand how women’s roles in
society changed by them entering the battlefield by holding occupations likes nurses and even
soldiers. Students will be able to recognize the social changes that stem from the Civil War and
how it impacted the United States.

1. What are the CA Content Standard(s) AND Common Core Standards addressed?

8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil
War.
CA Content Standard:
Trace the boundaries constituting the North and the South, the geographical differences
between the two regions, and the differences between agrarians and industrialists.
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.
6. Describe critical developments and events in the war, including the major battles,
geographical advantages and obstacles, technological advances, and General Lee’s surrender at
Appomattox. 7. Explain how the war affected combatants, civilians, the physical environment,
and future warfare.
Common Core Standards
3. Write narratives to develop real or imagined experiences or events using effective technique,
well-chosen details, and well-structured event sequences
8. Gather relevant information from multiple print and digital sources, assess the credibility and
accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary and/or informational texts to support analysis, reflection, and
research.

2. What is/are the Essential Question(s) for the day?

1. How was the United States transformed during the Civil War?
2. How did the Civil War open-up opportunities for Women?
 3. How did the actions of influential women affect combatants, civilians, and future
warfare?
4. How did the Civil War generate more opportunities for Women?

3. What materials (e.g...handouts, readings, primary sources, graphic organizer, video,

PowerPoint, etc...) will be used? (Need to bring all materials on day of lesson)

● PowerPoint / Nearpod
● Youtube Videos
● Music

II. Anticipatory Set/aka Opener (About 4 minutes): Purpose is to access prior knowledge,
connect prior knowledge to new knowledge, cue attention toward day’s topic, and/or create
interest. The opener introduces the lesson but should not overwhelm it. A good set seamlessly
flows into instruction.
Summary of Opener:
● Play a song from the Civil War and ask students what they think the musician is trying to
convey when they wrote the song?
● Ask students what comes to mind when they think of the Civil War and Women in the
1800s. (Pose questions to access any knowledge on subject.)

III. Direct Instruction (About 15 minutes): This is an instructional approach to learning driven
by the teacher. The purpose is to get information, usually new material, to students relatively
quickly. While this can take various forms, lecture is the most widely recognized. You will
deliver a PowerPoint lecture in this portion of your lesson.
Summary of Lecture:
1) Women in the Early 1800s
a) Women were defined by a set of ideals “The Cult of True Womanhood”
b) Elizabeth Cady Stanton and Susan B. Anthony to seek reform and establish women’s
rights.
c) During the Civil War, women started seeking work away from home.
2) Women’s Involvement in the Civil War
a) Video
3) Sanitation
a) Nursing was not a professional classification in the 1860
b) The U.S. Sanitary Commission (U.S.S.C) wanted local aid societies (organized by the
Woman’s Central Relief Association) under its wing.
c) Lower-class women (white and black) attended to sick and dying patients early in the
war and were seldom defined as “nurses.”
4) Women Nurses
a) Southern woman can dress wounds or attend operations only in emergencies.
b) Union nurses actively sought out and relished such medical tasks.
 c) Union nurses more willingly encroached on the domain of surgeons, while Confederate
matrons generally accepted the standard division of labor
d) Kate Cumming dismissed charges and insisted that they treated enemy soldiers no
differently from their own.
5) Women Soldiers
a) Women were motivated to join the war effort for various reasons
b) However, women were not allowed to enlist in the war.
i) Women sought ways to conceal their femininity.
6) Women Spies
a) Rebecca Wright was a Quaker schoolmistress who gave General Philip H. Sheridan
information in the Battle of Winchester
b) Nancy Hart served as a guide for General Thomas Jonathan “Stonewall” Jackson
c) Harriet Tubman led several raids against the confederates

1. How are you checking for understanding during lecture? Here you want to ensure that
students comprehend the information and are ready to use it.
Summary of strategy/technique:

Knowledge check points (We will ask students to reflect on what they just learned and
ask them if they have any questions.)
Examples: “What are some of the motives for women contributing to the war effort?”

IV. Guided Practice (The Bulk of Time in a Real Class – However, you will explain in
about 5 to 10 minutes): Purpose is to provide students the space to develop a deeper
understanding of the content and to hone critical thinking skills. The teacher provides the
instructions and the resources for an activity and then allows students to work through (often
collaboratively) the content and concepts to make their own. Teacher serves as a facilitator,
providing support when necessary. This should be a student-centered approach to learning. For
your lesson, the activity should be rooted in primary source analysis. (When you deliver your
lesson, you should display the instructions, primary source documents and give specific
examples of what students will be doing).
Summary of Guided Practice:
Instructions:
● The class is going to divide into groups of two. On a single sheet of paper, the group is
going to answer questions that are posed on the PowerPoint. They must discuss
amongst themselves what they see, what the cartoonist’s message is, and to come up
with their own questions.
● After a certain amount of time (depending how long the groups take) we will sit
around in a circle and answer the questions together. We will have our student’s take
notes on the discussion we are having so they can reference them when doing their
homework.
V. Closure (About 3 minutes): Purpose is to highlight new learning for students. Students
should take an active role in this summary. It reinforces the big takeaways for the day and
answers questions like, “So what? Why did we do this? What is this good for?” This is also a
good time to circle back to the essential question(s) for the day.
Summary of strategy/technique for Closure:
1. The Lasting Impact of Women in the Civil War
a. After the Civil War ended, most women returned to domestic work.
i. U.S had a conservative outlook on women’s employment.
b. However, the war encouraged women to seek advantages outside of the
household
c. Many historians believed the war reignited the Women’s Rights movement.

2. Reflection
a. Based on today’s lesson, how did the Civil War open up opportunities for
women?
b. How did women’s actions affect combatants, civilians, and future warfare?

VI. Independent Practice (About 2 minutes): Purpose is to reinforce content knowledge and
continue to hone skills focused on in day’s lesson. This is done independently. Teacher will
check at the completion of the assignment to assess students’ skill level and understanding.
Sometimes occurs during class if time permits. For your lesson, this will be a homework
assignment.

Summary of Independent Practice:

Students will be asked to create their own political cartoon that reflects on women’s
involvement in the Civil War. Then they must write a description of what is being presented in
the cartoon and what they want their audience to take away from it.

*students will not be graded on artwork only on the summary.

VII. Summative Assessment (Less than 30 seconds): Purpose is to evaluate student

performance of the objectives. Usually performed by students individually with teacher
monitoring integrity.

1. How will the content and the skills be tested at the end of the unit? For this lesson, no need
to create actual assessment, just explain.

We will have an exam that would test the student’s knowledge. We will give them a twenty-
five-question exam with a short response attached. We will ask them questions regarding the
material we covered in class and then we will have them write on a political cartoon. The main
questions our student’s will be graded on is “how is the cartoon relevant to the time period?”,
we will have them analyze and explain what they see, and “What is their takeaway from the
cartoon.”

VIII. Identify 5 Sources Used to Design Lesson: This can be sources that assisted you in content
mastery and/or lesson plan development. (Use Turabian/Chicago Manual of Style)

Hamilton, Gail, 1833-1896. A call to my countrywomen : reprinted from the Atlantic Monthly, of
March, 1863. New York: Printed by G.W. Wood, 1863. On loan from Library Company of
Philadelphia. Rare Am 1863 Hamilton 67725.D.

Hilde, Libra Rose. Worth a Dozen Men: Women and Nursing in the Civil War South. A Nation
Divided: Studies in the Civil War Era. Charlottesville: University of Virginia Press, 2012.
http://search.ebscohost.com.proxy.library.cpp.edu/login.aspx?
direct=true&AuthType=ip,uid&db=e089mna&AN=458280&site=ehost-live&scope=site

Klein, Donna. “Women in the American Civil War.” Recollections Blog, 16 May 2018,
recollections.biz/blog/women-american-civil-war/.

Schultz, Jane E. Women at the Front: Hospital Workers in Civil War America. Civil War America.
Chapel Hill: The University of North Carolina Press, 2004.
http://search.ebscohost.com.proxy.library.cpp.edu/login.aspx?
direct=true&AuthType=ip,uid&db=e089mna&AN=127511&site=ehost-live&scope=site.

Silber, Nina. Daughters of the Union : Northern Women Fight the Civil War. Cambridge, Mass:
Harvard University Press, 2005. http://search.ebscohost.com.proxy.library.cpp.edu/login.aspx?
direct=true&AuthType=ip,uid&db=e000xna&AN=282207&site=ehost-live&scope=site.

Important Note: Depending on your topic, you will either be teaching 8th grade OR 11th grade
history. Be sure your lesson is tailored for the appropriate grade level.