Civil War Key Figures

Grade 8 | Duration: 60 Minutes | Class Size: 30

Unit: Civil War Perspectives Unveiled

Lesson 3: Key Figures of the Civil War: Who Were They?

International Baccalaureate Alignment

IB MYP Individuals and Societies Criterion A: Knowing and Understanding

Demonstrate knowledge and understanding of subject-specific content and concepts through descriptions, explanations, and examples.
Explore causes and consequences of historical events and contexts.

Approaches to Learning (ATL)

Research: Information Literacy Skills – Finding, interpreting, judging, and creating information.
Communication: Collaboration skills – Collaborate effectively to build consensus and solve problems.
Social: Developing cultural understanding and respect.

Learning Objectives

By the end of this lesson, students will be able to:

Identify and describe key figures of the Civil War—Abraham Lincoln, Frederick Douglass, and Harriet Tubman.
Explain these figures’ contributions and perspectives on the Civil War with a focus on their impact on Louisiana and the broader United States.
Collaborate in small groups to research and share culturally relevant historical information.
Reflect on how these figures' legacies relate to themes of ownership, growth, and joy within both historical and contemporary contexts.

Louisiana State Standards Alignment

US.8.2: Analyze key political, social, and economic developments of the Civil War era.
US.8.3: Evaluate contributions of significant individuals whose actions impacted the Civil War and Reconstruction.
CCSS.ELA-LITERACY.RI.8.1: Cite textual evidence to support analysis of historical texts.

Materials Needed

Research packets (printed summaries and mini-biographies) on Lincoln, Douglass, Tubman with local Louisiana context.
Colored markers, poster paper or digital shared document (Google Slides or Jamboard).
Projector or interactive whiteboard.
Exit tickets (exit slips with reflection prompts).
Laptops or tablets (optional but recommended for digital research).

Lesson Procedure

1. Engaging Opener (10 minutes)

Think-Pair-Share Prompt: Pose the question “Who comes to mind when you think about the Civil War? Why?”
Student pairs discuss briefly.
Facilitator incorporates responses onto the board, introducing Lincoln, Douglass, and Tubman as pivotal yet sometimes overlooked heroes—especially emphasizing Tubman’s strong connection to Louisiana’s own history of resistance and resilience.
Show a short, culturally relevant visual clip or slideshow (3 minutes) highlighting each figure with New Orleans-inspired imagery or quotes.

2. Guided Research and Group Work (25 minutes)

Divide students into three groups. Assign each group one figure: Abraham Lincoln, Frederick Douglass, or Harriet Tubman.
Provide each group with research packets containing primary source excerpts, brief biographies, and Louisiana context facts (e.g., Tubman’s relation to local Underground Railroad, Douglass’ speeches influencing the Gulf South).
Each group answers these questions:
- Who was this person?
- What was their role or perspective during the Civil War?
- How did their actions impact the war and people in Louisiana?
Students collaboratively create a brief presentation on poster paper or digital slides highlighting these points, including at least one key quote or image that resonates locally.
Teacher circulates, guiding research and ensuring comprehension for ELL and IEP students using tailored prompts and vocabulary support.

3. Group Presentations and Class Discussion (15 minutes)

Each group presents their findings for about 3–4 minutes.
Following presentations, facilitate a whole-class discussion connecting how these figures exemplified the themes of ownership (agency in their actions), growth (social change they inspired), and joy (hope and resilience) —values closely held by the school community.
Discuss how understanding multiple perspectives deepens historical empathy and critical thinking, key IB learner profile traits.

4. Independent Reflection / Exit Ticket (10 minutes)

Distribute exit tickets asking students to:
- Write one new fact they learned about their assigned figure.
- Reflect on how this figure’s story connects to something in their own community or personal experience (inviting culturally relevant thinking, e.g., family history, community activism).
- Identify one question they still have about the Civil War perspectives they want to explore further.
Collect exit tickets to assess understanding and inform upcoming lessons.

Differentiation Strategies

Provide sentence starters and key vocabulary lists for ELLs and students with IEPs.
Allow choice of oral or written exit tickets.
Use visual supports and graphic organizers during research and presentations.
Offer enriched primary sources with scaffolding for higher-level learners.

Assessment and Reflection

Formative assessment through observation of group interactions and presentations.
Exit tickets assessed for content understanding and personal connection reflection.
Teacher reflective notes on student engagement and comprehension to adjust future lessons.

Homework / Extension (Optional)

Students choose another lesser-known Civil War figure from Louisiana or the South to research and prepare a 2-minute “Did You Know?” presentation for the next class.
Encourage connecting the past figure’s values to present-day community roles in New Orleans, fostering Ownership and Growth.

Closing Thought

This lesson invites students not only to know history but to see its living presence in their lives and communities. Through collaborative discovery and reflective inquiry, they embody the school's core values—building ownership of their learning, growing in empathy and understanding, and finding joy in uncovering the rich tapestry of the Civil War era.

Teaching Instructions