LESSON PLAN TEMPLATE

Name: Corey Rhinehart Date: 04/24/22

Lesson Title: Causes of Tennessee’s Involvement in the Grade/Level: 12

American Civil War
Curriculum Standards Focus Question/Big Idea/Goal
TN.28 Explain the causes of the Civil War and how geographic Central Focus: Understanding the causes of the American
and political divisions impacted Tennessee’s secession Civil War as well as how political and geographical
influences determined support for secession
Lesson Objective(s)
Students will understand the causes of the American Civil War and how Tennessee was divided amongst geographical and
political lines regarding secession
Cross-curricular connections
Literature: Declaration of Independence and Ordinance, Geography
Literacy/Academic Vocabulary
Slavery, Secession, Plantation, Political Party, States Rights, “Lost Cause of the Confederacy”
Questions for higher order thinking and assessment
What is the “Lost Cause of the Confederacy?
Why did geographical location in the state of Tennessee influence whether or not people supported secession?
Assessment/Evaluation
Informal: Students will read and discuss the Declaration of Independence and Ordinance as well as review provided handout regarding voting splits and
demographics between West/Middle/East Tennessee on the topic of secession.
Formal: Students will complete handout after required reading and discussion complete with review questions from handout
Materials
Pen/Pencil and Paper
Copy of Declaration of Independence and Ordinance
Handout with voting and demographic information
Handout with questions from Declaration of Independence and Ordinance
Bell Ringer/Anticipatory Set
Students will be shown a topographic map of the state of Tennessee and from this will guess whether or not the particular region (West/Middle/East) voted for or
against secession
Instruction
After Anticipatory Set, the class will go over the printed handout that shows the result of the vote for secession by county within the West/Middle/East Tennessee
regions
Class wide discussion will take place regarding why the students believe the geographical locations and topogrohpy affected the voting outcome
Students will then read a copy of the Declaration of Independence and Ordinance and discuss the details of the document
Guided and Independent Practice
Guided: Students will complete handout of voting and demographic splits based off information provided from teacher led classroom discussion
Independent: Students will complete handout independently with questions regarding the Declaration of Independence and Ordinance
Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
Students will individually tell the class one thing that they learned during the lesson or one thing that they found interesting.
Differentiation
Students needing assistance will be given added time to read the Declaration of Independence and Ordinance and will be allowed to work in groups if necessary

LESSON PLAN TEMPLATE

Name: Corey Rhinehart Date: 04/24/22

Lesson Title: Important Battles in the State of Tennessee and Grade/Level: 12

their Importance
Curriculum Standards Focus Question/Big Idea/Goal
TN.29 Describe Tennessee’s role in the Civil War, including: Central Focus: Why were battles such as Shiloh, the
 Sieges of Fort Henry and Fort Donelson Chattanooga Campaign, Nashville, and others so important in
 Battle of Shiloh the Civil War
 Battle of Stones River
 Chattanooga Campaign
 Johnsonville Campaign
 Battle of Franklin
 Battle of Nashville
Lesson Objective(s)
Students will be able to identify the importance of each battle relative to control of the state during the Civil War
Cross-curricular connections
State connections between the material covered and other content areas.
Geography
Literacy/Academic Vocabulary
What opportunities will you provide for students to practice content language/vocabulary and develop fluency ?
Siege, Battle, Campaign, “Gateway to the Deep South”
Questions for higher order thinking and assessment
How did the outcome of these battles influence control over the state of Tennessee throughout the war?
How did control over the state of Tennessee influence the outcome of the American Civil War?
Assessment/Evaluation
Informal: Students will complete provided handout with information provided from presentation and lecture that will be used as notes as well as answer questions
in groups based off information provided through lecture and PowerPoint presentation.
Formal Worksheet with completed group. questions will be turned in at the completion of class
Materials
What do you need for this lesson?
Pencil/Pen
Handout for anticipatory set and guided note taking from the PowerPoint presentation
Group work question handout
Bell Ringer/Anticipatory Set
Students will be shown images of selected battlefield areas during the Civil War and then images of the same location in present time. Students will attempt to
guess the correct location based off the images and a provided word bank.
Instruction
PowerPoint presentation containing information regarding listed battles will be shown in combination with lecture providing more details regarding each battle.
Students will be asked questions throughout presentation and lecture regarding the material in order to create conversations leading to better understanding.
Students will complete a provided handout with information taken from presentation, lecture, and resulting conversation
Guided and Independent Practice
Guided Practice: Students will complete handout with information from PowerPoint, lecture, and additional teacher provided information
Independent Practice: Students will answer the required group questions based off information from PowerPoint and lecture
Closure
Verbalize or demonstrate learning or skill one more time. This may include stating future learning objectives.
Students will write down on the bottom of the group work handout what each group member learned throughout the lesson
Differentiation
PowerPoint presentation can be used in a virtual environment to accommodate virtual learning.
Group Work

LESSON PLAN TEMPLATE

Name: Corey Rhinehart Date: 04/24/22

Lesson Title: Important Tennesseans and Their Contributions Grade/Level: 12

Curriculum Standards Focus Question/Big Idea/Goal
TN.30 Identify the contributions of Tennesseans during the Civil What question(s), big idea(s), and/or goals drive your instruction?
War, including:
 Sam Davis Central Focus: The important figures in the state of Tennessee
  William Driver during the Civil War and how they impacted the outcome of
 David Farragut the states involvement
 Nathan Bedford Forrest
 Isham Harris
 Andrew Johnson
 Sam Watkins
Lesson Objective(s)
Students will come to know important figures in the state of Tennessee during the Civil War and their impact on the conflict.
Cross-curricular connections
Literature, Geography, Politics
Literacy/Academic Vocabulary
Governor, President, Prisoner, Admiral, Politics
Questions for higher order thinking and assessment
What motivated Isham Harris to lead Tennessee into secession?
What was Nathan Bedford Forrest famous for after the completion of the Civil War?
Assessment/Evaluation
Informal: Students will take part in an open classroom discussion about the various individuals listed in the standards. Handwritten notes will be taken regarding
the importance of each one of them.
Formal: Student will answer questions directly from the teacher regarding randomly chosen individuals from the list in the standards.
Materials
What do you need for this lesson?
Pen/Pencil
Handout for not taking containing the names of the individuals
Paper for writing down answers based off the chosen individual
Bell Ringer/Anticipatory Set
Images of each individual in the standard will be shown along with an image of what those individuals are famous for. Students will participate in a class wide
guess as to what the individuals are famous for

Instruction
Students will complete the anticipatory set before being handed the handout for guided note taking. A PowerPoint presentation will be shown with information
about the individuals listed in the standards as well as participate in any class discussion that takes place regarding the individuals. Students will then complete
the classroom assignment of providing detailed descriptions of any individual chosen by the teacher.

Guided and Independent Practice

Guided Practice: Students will take notes and participate with the teacher in classroom discussion
Independent Practice: Students will independently complete the description portion of the lesson

Closure
Students will be chosen to read aloud their descriptive answers to the class when chosen by the teacher. At this time classmates may add additional information if
necessary or appropriate.

Differentiation
Students will be allowed to work with a partner if needed