Lesson plan1

Name of Lesson: Civil War Era Crossroads of our Being

Grade Level: 9-12 Subject: Social Studies Prepared by: Tina Bale Overview and Purpose: Working in collaborative teams, students will use a variety of sources to prepare multimedia presentations about historical events. Choices for topic will be provided, to encourage student engagement. Groups

will be based on topic choice and teacher selection, to support collaboration. Educational Standards (State/CA) Historical Understanding Understands and knows to analyze chronological relationships/patterns ( 1) Understands Historical Perspectives (2-5, 8, 11, 13, 14)

United States History Era 5 Civil War and Reconstruction (17, 18, 27, 62, 66, 67) Language Arts Standard Writing (1, 2, 4)

Life Skills Working with others (1-5)

Technology (State/National) Creativity and Innovation (1) Communication and Collaboration (2) Research and Information Fluency (3) Critical Thinking (4) Problem Solving (5) Decision Making (6) Technology operations and concepts (7) Objectives: Historical Analysis Students will locate, identify and collect resources Investigation of data with group will facilitate collaboration and analysis Students will discover events that lead to conflict and change Students will interpret the impact of events during the civil war era They will synthesize data and demonstrate knowledge by creating group presentations Students will evaluate group members with anonymous assessments Improved collaboration will lead to more positive classroom environment

Lesson plan2 Objectives: Technology Skills Students will acquire skills on software applications (word and power point) They will broaden their technology and research skills Students will demonstrate these skills with the creation of group presentations They will manipulate data by copying and pasting historical documents and photographs Students will improve teamwork by competing in an online game about the civil war Students will improve digital literacy skills Group assignment will lead to improved technology skills for individual students

Materials Needed: Computer lab for students System requirements for computers: minimum 64 bit operating system Internet access: high speed (required for online game) Projector to demonstrate how to copy and paste in word and use presentation software Example of completed project on similar topic (power point presentation) Computer lab assistant to help students learn software and conduct research Hand out with instructions and guidelines for computer use Guiding questions for each major topic with list of corresponding websites Reader bundles on computers with websites for research Assessment rubric for group evaluations Form for students to provide feedback to teacher on learning and questions

Other Resources: (Websites) Civil war at the Smithsonian: http://civilwar.si.edu/smithsonian.html Film Civil War: Ken Burns: http://www.pbs.org/civilwar/ Information all topics civil war: http://www.history.com/topics/american-civil-war Civil war center: http://www.cwc.lsu.edu/ Smithsonian Associates: http://civilwarstudies.org/start.shtm Slave narratives:http://xroads.virginia.edu/~HYPER/wpa/wpahome.html National archives: http://www.archives.gov/education/lessons/civil-war-reconstruction.html Civil war.com http://www.civilwar.com/ National geographic underground railroad: http://education.nationalgeographic.com/education/multimedia/interactive/the-undergroundrailroad/?ar_a=1 Website civil war on ipad:http://www.history.com/topics/american-civil-war/interactives/civilwar-today New online presentation tool (interactive software)civil war: could be another extension activity http://www.neok12.com/pictures/American-Civil-War.htm

Lesson plan3 Background Information Civil War Era (1861-1865) and Reconstruction period (1865-1875) 1. The American Civil War had an impact on the society, the economy, the role of women in society, the powers of the President and government, and many other aspects 2. Between 1861 and 1865, Americans made war on each other and killed each other in great numbers. What began as a bitter dispute over Union and States' Rights, ended as a struggle over the meaning of freedom in America. At Gettysburg in 1863, Abraham Lincoln said perhaps more than he knew. The war was about a "new birth of freedom. (Burns, 2002) 3. Why to analyze the civil war, summarized by the late author and historian Shelby Foote: Any understanding of this nation has to be based on an understanding of the Civil War. I believed that firmly. It defined us. The Revolution did what it did. Our involvement with the European wars, beginning with the First World War, did what it did. But the Civil War defined us what we are, and it opened to us what we became, good and bad things. And it is very necessary, if you are going to understand the American character in the twentieth century, to learn about this enormous catastrophe of the nineteenth century. It was the crossroads of our being, and it was a hell of a crossroads (Foote, 1990).

4. The reconstruction period involved many changes, and the civil war was a catalyst for these
changes. The abolitionist movement didnt stop with the Civil War, it was just the beginning. The womens right movement gained momentum following the Emancipation Proclamation in 1862. The creation of the Trans-continental railroad spurred the industrial revolution, following the civil war. Verification: Steps to check for student understanding 1. Gather feedback from students at the end of each class period 2. Monitor student groups during class by circulating and asking questions 3. Secure two college students (male and female) as classroom aide/intern to assist with helping and monitoring. They will also serve as a positive role model 4. Provide opportunities for group meetings to discuss any issues or communication break downs 5. Give quiz on topic questions following research to check learning progress 6. Have students write in class individual essays after all groups have completed presentations Activity: This is a jigsaw activity that will take about two weeks to complete (10 class periods) Students will choose one of the following topics: American Civil War: 1861-1865 (Topic 1) Civil Rights Movement: Civil Rights Act 1866 (Topic 2) Womens Right Movement: Emancipation Proclamation 1862 (Topic 3) Transcontinental Railroad: (1863-1869) (Topic 4)

Lesson plan4 Classroom will be separated into four different groups, based on individual topic choice. Adjustments will be made if groups are uneven. Teacher will also consider individual skill levels, leadership and other variables when selecting groups. Students will be required to list topic choice in order of preference (1-4). This will be used to create even groups, or modify groups. Once groups are defined, they will have an entire class period to come up with facts and important historical events on their topic. This will be taken into consideration when teacher creates guiding questions for their research. The primary reason to incorporate student feedback before designing questions is to improve their engagement. Ive found this does actually help. What also helps is getting written student feedback, in case they are too embarrassed to ask a question in front of their classmates. Questions to give students before they start their research, as food for thought If they chose the Civil war: What was the cause of the Civil war? Which states left the union? What was Abraham Lincolns response? What did he say at the Gettysburg address? I would include facts on the most famous battles, how many lives were lost, etc. Students could research how African American soldiers were treated before and after the war. Did they have equal rights following the war? Each website contains specific information and students can evaluate the cause/effect of important events. If they chose the Civil Rights Movement: What was the Civil Rights Act of 1866? And who were the KKK? Perhaps some thought provoking questions on each topic such as: what do you think of the quote by the African American Civil Rights leader Frederick Douglas: Justification of privilege is the engine that drives prejudice? How does this comment relate to the civil rights act and/or to the womens rights movement? Synthesis of knowledge will facilitate gaining an awareness of historical and present day disparities (cause/effect). If they chose the Womens Movement: What was the Emancipation Proclamation of 1862? Who were Susan B. Anthony and Elizabeth Cady Stanton? I might include facts/statistics on current economic status of women in the U.S. and other countries so they can connect historical understanding and current events (cause/effect). They can watch Ken Burns PBS special Not for ourselves Alone and examine the struggles of women. When did women finally get to vote? Do women have equal rights today? They could be given the same quote listed above, and assess if this applies to everyone. If they chose the Transcontinental R.R. topic: Who were the laborers hired for construction work? When they built hospitals to care for injured laborers was everyone allowed admittance? What were the laborers paid (Americans, Indians, Chinese) did they earn the same pay? What was the industrial revolution? How did the completion of the railroad contribute to this? On this same topic, I would ask who were the Big Four Railroad TycoonsHuntington, Hopkins, Stanford and Crocker.

Lesson plan5 Project Activities/Timeline: 1. Students will do group research and collect data for at least two class periods. 2. At least two class periods will be devoted to students copying and pasting images and facts they want to use for their power point presentation. Student assistants and teacher will help them in using Zotero to create their Bibliographies. 3. At least two class periods will be devoted to discussion and organizing information for their power point presentations. They will receive assistance from teacher and student aides. 4. Teacher will provide example of Power Point presentation on topic from this time period. 5. The students will have three class periods to create their group power point presentation. 6. Upon completion, groups will give a 10-15 minute presentation to the entire class. 7. Group members will evaluate each other based on assessment rubrics provided by teacher, with an additional category to provide their own critique/feedback. Class members will evaluate group presentations based on assessment rubric provided by teacher. 8. When all groups have given their presentation, they will compete in a fun online game about the Civil War era (involving time lines and all topics covered in group presentation). 9. A week after the presentations, students will be given an individual essay assignment on their choice of the four topics, which they will have three days to complete. They can work on it in class for one period, and finish it at home. Engagement & Reinforcement Activity: Label the Civil War Timeline Online game: http://www.neok12.com/diagram/American-Civil-War-01.htm ---Students with highest score will receive extra points for their group--Notes: o o o Students will be provided with expectations for communication and group participation. They should receive regular feedback while they are interacting and completing the project. And finally, the synthesis of knowledge should include connecting the past and present.

Assessment Rubric: Included below

Lesson plan6

Evaluation Individual and Group o Technology Applications

o

Possible Points 75 75 75

Participation: Consistent

o Individual Research: Critical Analysis o Individual Essay Historical Analysis Word Processing Skills

50 25

o Power Point Presentation: Problem Solving & Creativity

Group Participation Manipulating Data Critical Evaluation Presentation connects past and present Education & Culture Propose Real World Solution Total Possible Points

100 100 100 100 100 100 900

Lesson plan7

References

The Civil War. The war | PBS. (n.d.). Retrieved October 26, 2012, from http://www.pbs.org/civilwar/war/ Teaching the Civil War with technology. Ideas for teaching the Civil War. (n.d.). Retrieved October 26, 2012, from http://www.teachthecivilwar.com/