U.S. History: Civil War- A HOUSE DIVIDED: THE CIVIL WAR HOME FRONT IN TENNESSEE

In this lesson students will analyze print sources such as book excerpts and soldier letters as well as photographs of battlefields, forts, and railroads. Students will make inferences about the short-term and long-term consequences of the Civil War in Tennessee. Students will express their learning in a letter or journal entry. 

Standards & Objectives

Academic standards
5.11
Explain the significance and outcome of the major battles and identify their location on a map or visual representation, including:
5.5
Evaluate each candidate in the campaign of 1860 and analyze how that campaign reflected the sectional turmoil of the country.
CCSS.ELA-Literacy.L.8.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a...
CCSS.ELA-Literacy.RI.8.6
Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
CCSS.ELA-Literacy.RI.8.8
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and...
CCSS.ELA-Literacy.RI.8.9
Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact...
CCSS.ELA-Literacy.SL.8.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts,...
CCSS.ELA-Literacy.SL.8.3
Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and...
CCSS.ELA-Literacy.SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen...
CCSS.ELA-Literacy.SL.8.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 8 Language...
CCSS.ELA-Literacy.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-Literacy.W.5.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)...
CCSS.ELA-Literacy.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.5.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific...
CCSS.ELA-Literacy.W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.W.8.1
Write arguments to support claims with clear reasons and relevant evidence
CCSS.ELA-Literacy.W.8.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis...
CCSS.ELA-Literacy.W.8.3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event...
CCSS.ELA-Literacy.W.8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific...
CCSS.ELA-Literacy.W.8.7
Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional...
CCSS.ELA-Literacy.W.8.8
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each...
GLE 0501.3.1
Write for a variety of purposes and to different audiences.
GLE 0501.3.2
Write in various modes and genres, including narration, literary response, personal expression, description, and imaginative.
GLE 0501.3.3
Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing.
GLE 0501.4.1
Conduct research to access and present information.
GLE 0801.2.7
Participate in work teams and group discussions.
GLE 0801.3.3
Organize ideas into an essay with an introduction, developing paragraphs, conclusion, and appropriate transitions.
GLE 0801.4.2
Gather relevant information from a variety of print and electronic sources, as well as from direct observation, interviews, and surveys.
GLE 0801.4.3
Make distinctions about the credibility, reliability, consistency, strengths, and limitations of resources, including information gathered from websites.
GLE 0801.5.5
Explore the concept of premises, including false premises.
SPI 0501.1.15
Recognize and use grade appropriate vocabulary within context.
SPI 0501.3.10
Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
SPI 0801.1.19
Recognize and use grade appropriate and/or content specific vocabulary.
SPI 0801.1.2
Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, perfect tenses, verb phrases) within context.
SPI 0801.2.4
Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).
SPI 0801.2.7
Select the most appropriate strategies for participating productively in a team (e.g., gain the floor in orderly ways, meet or set deadlines for completing each...
SPI 0801.2.8
Identify the functions and responsibilities of individuals within an organized group (i.e., reporter, recorder, information gatherer, leader, timekeeper).
SPI 0801.3.11
Identify individual written selections as technical, narrative, persuasive, and/or descriptive in mode.
SPI 0801.3.5
Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
SPI 0801.3.8
Select vivid words to strengthen a description (adjective or adverb) within a writing sample or passage.
SPI 0801.3.9
Select illustrations, explanations, anecdotes, descriptions and/or facts to support key ideas.
SPI 0801.4.2
Identify levels of reliability among resources (e.g., eyewitness account, newspaper account, supermarket tabloid account, Internet source).
SPI 0801.8.14
Identify the authors purpose for writing.
TSS.ELA.5.W.PDW.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
TSS.ELA.5.W.RBPK.9
Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade 5 standards for reading.
TSS.ELA.5.W.RW.10
Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote writing fluency.
TSS.ELA.5.W.TTP.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
TSS.ELA.5.W.TTP.3
Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.
TSS.ELA.8.L.KL.3
When writing and speaking, adjust style and tone to a variety of contexts; when reading or listening, analyze stylistic choices to determine context.
TSS.ELA.8.L.VAU.6
Acquire and accurately use grade-appropriate general academic and domainspecific words and phrases; develop vocabulary knowledge when considering a word or...
TSS.ELA.8.RI.CS.6
Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
TSS.ELA.8.RI.IKI.8
Delineate and evaluate the rgument and specific claims in a text, assessing whether evidence is relevant and sufficient to support the claims and the...
TSS.ELA.8.RL.CS.6
Analyze how similarities and differences in the points of view of the audience and the characters create effects such as suspense, humor, or dramatic irony.
TSS.ELA.8.SL.CC.1
Prepare for collaborative discussions on 8th grade level topics and texts; engage effectively with varied partners, building on others' ideas and...
TSS.ELA.8.SL.CC.3
Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence; identify...
TSS.ELA.8.SL.PKI.4
Present claims and findings in a focused, coherent manner with relevant evidence; sound, valid reasoning, and well-chosen details; use appropriate eye...
TSS.ELA.8.SL.PKI.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
TSS.ELA.8.W.PDW.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
TSS.ELA.8.W.RBPK.7
Conduct research to answer a question (including a self-generated question), drawing on multiple sources and generating additional related, focused...
TSS.ELA.8.W.RBPK.8
Use search terms effectively; integrate relevant and credible information from print and digital sources; quote or paraphrase the data and conclusions of...
TSS.ELA.8.W.TTP.1
Write arguments to support claims with clear reasons and relevant evidence.
TSS.ELA.8.W.TTP.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of...
TSS.ELA.8.W.TTP.3
Write narratives (fiction and nonfiction) to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and...
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Learning objectives: 

Social Studies—The learner will:

  • Analyze a photograph, book excerpt, and handwritten document.
  • Draw conclusions based on his or her analysis of the source.
  • Synthesize information to create a letter or diary entry from a civilian describing the Tennessee home front.

Language Arts—The learner will:

  • Select vivid words for a writing passage.
  • Make inferences and draw appropriate conclusions from text.
  • Select illustrations, explanations, anecdotes, descriptions and/or facts to support opinions and inferences.
Essential and guiding questions: 

What would it have been like to be a civilian in Tennessee during the Civil War?

Lesson Variations

Blooms taxonomy level: 
Applying
Extension suggestions: 

Incorporate literature into the lesson. Select passages from a work of fiction such as The Tall Woman by Wilma Dykeman. Read the passage aloud but stop before the climax. Ask the students to write their own climaxes to the scene based on their analyses of the primary sources. Read their versions and compare them to the book. Discuss.
Ask the students to repeat the diary activity from the perspective of a former slave. Have students compare their diary entries with interviews conducted with former slaves as part of the Federal Writers project. Interviews with subjects from Tennessee can be found in Born in Slavery: Slave Narratives from the Federal Writers' Project, 1936-1938 by searching for “Tennessee” as the keyword.

Helpful Hints

There is a list of materials on the document, there are lists for resources at different libraries.