Constructive Learning: Adoption Level

5-8 Lesson

Sequence and Significance of Civil War Events

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Grade Level


Classroom Configuration

  • Small group, using classroom computers or mobile laptops as rotating stations
  • Whole group instruction, using a projector and / or interactive white board

Arizona State Content Standards

  • Social Studies
    Strand 1: American History
    Concept 1: Research Skills for History
    PO 3: Sequence recounts of historical events and people using the concepts of before and after.
    Concept 6: Civil War & Reconstruction
    PO 2: Identify the reasons why the following were important events of the Civil War:
    firing on Ft. Sumter
    major battles
    delivery of the Emancipation Proclamation
    surrender at Appomattox

    Arizona Common Core State Standards: ELA
    Key Ideas and Details
    Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
    Text Types and Purposes*
    Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    Production and Distribution of Writing
    7.W.4 and 6-8.WHST.4
    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

    Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
    Research to Build and Present Knowledge
    Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
    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
    Comprehension and Collaboration
    Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly.
    Key Ideas and Details
    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.
    Identify key steps in a text's description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
    Craft and Structure
     Describe how a text presents information (e.g., sequentially, comparatively, and/or causally).
    Key Ideas and Details
    Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
    Craft and Structure
    Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

    Arizona Educational Technology Standards (2009)
    Strand 2: Communication and Collaboration
    Concept 1: Effective Communications and Digital Interactions
    PO 1: Collaborate and communicate with peers, experts, or others employing a variety of digital tools to share findings and/or publish.
    Strand 3: Research and Information Literacy
    Concept 1: Planning
    PO 1: Predict the most effective keywords and phrases for use in information searches.
    PO 2: Determine which information source will provide the desired data.
    Concept 2: Processing
    PO 4: Synthesize research information to create new understanding or develop new ideas.


    1. The student will construct a timeline of significant events from the Civil War using a digital timeline tool that includes source citations.
    2. The student will choose one event to analyze.
    3. The student will create a mind map to show causes and effects related to the event.
    4. The student will present their mind map to the class and answer students' questions related to map.


    1. Students will work in groups of 3.
    2. Students will use resources including textbook and/or web search tools to find the dates of the following Civil War events:
      1. Firing on Fort Sumter
      2. Major battles at Bull Run, Antietam, Vicksburg, Gettysburg
      3. Enactment of the Emancipation Proclamation
      4. Sherman's March
      5. Surrender at Appomattox
    3. Students will review and practice strategies for effective online searching, including keywords to use and determining credibility of a site.
    4. Students will gather information from text to support their timeline.
    5. Each group will create a timeline using Time Line Maker.
    6. Each group will be assigned one event to analyze by creating a mind map with software or an online mind mapping tool, to show causes and effects of the event related to the Civil War. Sources used must be cited in proper form.
    7. Each group will present their mind map to the class and answer questions from the students.


    1. Textbook
    2. Computers
    3. Internet
    4. Time Line Maker
    5. Inspiration software or online mind map tool (MindMeister)
    6. Projector for project sharing


    1. Groups will consult with each other to compare and correct their timelines.
    Each group will assess their mind map with a rubric provided by the teacher.

Technology Integration Matrix





Goal Directed