Lesson Plan Summary
Long Road to Gettysburg by Jim Murphy
Essential Question: How did people communicate during the Civil War?
Prepared by Robin Ferrell, Librarian
McClain 7th Grade Academy
Tulsa Public Schools
Oklahoma C3 Standards for Social Studies:
Content Standard 3.3: Commemorate Celebrate Freedom Week by recognizing the sacrifices and contributions to American freedom by veterans and by reciting the social contract selection from the Declaration of Independence: We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. – That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed.
Content Standard 5.4C: Identify and summarize the consequences of the major turning points of the Civil War including the Battle of Gettysburg as inspiration for the Gettysburg Address and how Lincoln’s speech clarified the Union’s motivations for winning the war,
Common Core State Standards
- Creative Responses to texts
- Analyze artwork for significant elements
- Analyze texts for main idea and detail, cause/effect relationships, predictions, and conclusions.
- Analyze relationships between characters, setting, and plot.
- Identify figurative language devices.
- Recognize common prefixes and suffices.
- Interpret headings and other text features to increase information.
- Comprehension and collaboration
- Presentation skills
- Respectful audience behavior
- Explain causes of the Civil War
- Identify key leaders and events of the Civil War
- Identify effects of the Civil War on our nation
- Introduce the Civil War by giving students a few minutes in small groups to brainstorm an answer to the following question: “How can you communicate to a friend or family member today? What would you do?” Write answers on one side of the T-chart on the chart paper under the heading: “Communication Today.”
- Then change the question: “How would you communicate to a friend or family member if you lived during the Civil War in 1860 – 1865? What would you do?” Record answers on the other side of the T-chart under the heading: “Communication During the Civil War.”
- Show students the photograph of Abraham Lincoln. Compare this to the present day picture of the current U.S. President, web addresses listed above in materials. Create a Venn diagram to compare and contrast the two photographs.
- Here are some suggested activities to use while reading certain chapters of the book Long Road to Gettysburg by Jim Murphy:
- After reading chapters 1& 2 have students number off in class 1s or 2s. Students who are number one will write a descriptive letter from Lt. John Dooley of the Confederate States Army in chapter one, and students who are number two will write a descriptive letter from Corporal Thomas Galway of the United States Army. Each letter is to his parents about the long march in each respective chapter mentioning key leaders and the effects. Students will “write arguments to support claims with clear reasons and relevant evidence.” p.42 CCSS.
- After reading chapters 3, 4, & 5 select the other side of the war and “write a narrative to develop real or imagined experiences using effective technique, relevant descriptive details and well- structured event sequences in explaining any one day of the battle.” p. 43 CCSS.
- After reading The Gettysburg Address on page 105 of The Long Road to Gettysburg, “gather relevant information from multiple print and digital sources using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.” P. 44 CCSS.
Select a lesson plan from the Library of Congress addressing the Civil War. Lessons are found at http://www.loc.gov/teachers/classroommaterials/lessons/#topic160
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