Civil War Thematic Lesson - Wikispacesdifferentiatedinstruction-inclusion.wikispaces.com/file/view/diff... · field trip or a book report on the Civil War. ... Civil War Part 3

Civil WarThematic

Lesson

Lesson OverviewCivil War Part 1

Students will be given a pre-assessment to find out what is their prior knowledge of theCivil War.

Students will be exposed to images of the Civil War and asked to discuss these imagesand what they mean.

Students will be given the option for their culminating project of either an individualizedfield trip or a book report on the Civil War.

Students will begin instruction at the beginning of the Civil War.

Civil War Part 2Students will learn about the Civil War from the perspective of the North. Those

students with more prior knowledge of the Civil War will be put in groups withstudents with less knowledge and utilized as group leaders in the projects.

Students will learn about the Civil War from the perspective of the South.Students will learn about key women and African Americans during the Civil War.Students will learn about how the war ends.

Civil War Part 3Students will watch part Ken Burns’ documentary on the Civil War.Students will work on analyzing artifacts from Arlington Cemetery.Students will work on analyzing political cartoons from the Civil War era.Student will be review Lincoln’s assassination and Reconstruction.Students will watch the images from the Civil War shown at the beginning of the unit

and once again discuss the images and how their represent history.

Who are the characters in this cartoon?

Who is holding the dog?

What does the dog represent?

What do each of the mallets represent?

What is the artist trying to tell us?

Subject: Social Studies Grade: Middle School Teacher: M. Meck

Date (s): 0/00 # of days: 2

Theme: Civil War and the South

Standard(s):

Standards Civil War – Sociology, History, Political Science, Geography, Psychology, Economics.

Objective(s):

1. Students demonstrate their understanding of specific northern Generals and Battles by answering

questions and sharing the information with their group.

2. Students will use think, pair, share techniques to teach the group about their General and Battle.

3. Students will demonstrate a deep understanding of Union Generals and Battles through a final report

due in 2 days synthesizing each group members individual activity along with adding final group

questions.

Pre-Assessment Activity (what the students already know): Name an interesting fact about your General/War.

Anticipatory Set: (0 minutes) Q/A – Why did the south loose the war???

Instruction:

(10 minutes)

• A n t i cipatory set and Pre-Assessment.

(100 minutes)

• Have students’ pair up into groups. Each person in the group should represent a different General and

respective battle. Have each person in the group share about his or her battle and the corresponding

General. Have the group prepare a group paper answering questions provided by the teacher and

individual insights on the war, the battles, generals, victories, etc.

(10 minutes)

• R e v i ew project.

Check for understanding (How will you gain feedback as to whether students understand?):

a. Review, homework.

Independent Practice (What will students do on their own):

b. Homework – Finished project due the following day.

Text Activities (What activities from the

textbook will you use):

c. Chapter(s) on Civil War

Materials (What materials or instructional resources will you

use to deliver the lesson?):

d. Book

e. A r t icles on battles and Generals.

f . Q u e s tions for students to answer.

Modifications/Accommodations:

1. Graphic organizer with battle information

2. Leveled readers

Assessment (What activity will students do to

demonstrate mastery of the skill?):

• Q/A

• H o m ework/Project

Culminating Project/Activity (What project will students ultimately complete that would allow them to apply the

skills they have learned?):

• Choose 1 of the following: Individualized field trip or Book report. Due in 5 weeks.

• T e s t in 5 weeks.

Civil War Daily Lesson Plan

Southern Wins and their Generals Assignment

Step 1: Students will be assigned one of the following…

1. 7 Days War – Lee

2. C hattanooga – Longstreet

3. Harpers Ferry – Stonewall Jackson

4. A ntitem – Stuart

Step 2: Please read all information provided about your General and Battle.

Step 3: Answer the following questions about your General and Battle…

1. W ho is your General?

2. W hat he a good General?

3. W hat were his strengths/weaknesses?

4. W hat was your battle?

5. H ow did your General fight in that battle?

6. W hat were his strengths and weaknesses during that battle?

7. H ow was this a victory for the North?

8. H ow was this campaign significant to the war?

Step 4: Share your information with your group.

Step 5: As a group, provide a final report which should include the individual reports

shared with your group members, a separate cover page, and document answering the

following questions…

1. W ho was the strongest Union General, why?

2. W hat were his strengths/weaknesses?

3. W hat was the most significant Union battle, why?

4. W hat was the worst battle, why?

5. S hould the Union have won the war?

6. H ow did the Union win the war?

You will have 2 days in class to complete this assignment. This assignment is due following

the 2 in class days.

Rubric :

A A ll questions are answered. All group members participated. Report includes unique

insights and creativity.

B A ll questions are answered. High group participation.

C 90%+ of all questions are answered. High group participation.

D 70%+ of all questions are answered. Group participation.

F A nything less than the following.


Date (s): 0/00 # of days: 2 Theme: Civil War and the Constitution

Standard(s): Standards Civil War – Sociology, History, Political Science, Geography, Psychology, Economics.

Objective(s):• Students will take notes on and demonstrate an understanding of key women and African Americans in the war.• Students will demonstrate they know who Clara Barton is and their significance.• Students will demonstrate they know who Frederick Douglas is and their significance.• Students will demonstrate an understanding of the role African American troops during the civil war for both the North andthe South.

Pre-Assessment Activity (what the students already know): Q/A – What happened in April 1865?

Anticipatory Set: (0 minutes) Q/A – What happened in April 1865

Instruction: (5 minutes)• Anticipatory set and Pre-Assessment.(20 minutes)• Have students read quotes from Clara Barton and discuss what type of person she is. Lecture on her life and contributions upto the Red Cross.(60 minutes)• Have students read out loud Douglass’s 4th of July speech and discuss the type of person he is. Lecture on his significance toLincoln, the Civil War and the abolitionist movement. Discuss/read the 14th, 15th and 16th Amendments, Douglass’s influenceon creating those Amendments and the change in society because of those Amendments. Discuss the role that Douglass’s sonsplayed in the war.(30 minutes)• Play a clip from Glory. Discuss/lecture on the role of African American troops in The Civil War. Discuss the role they playedin the North and the 24th Mass. Discuss the role the played in the south and the official “OK” to use “Colored Troops” byDavis in 1864.(5 minutes)• Review notes with class.

Check for understanding (How will you gain feedback as to whether students understand?):• Review, homework.

Independent Practice (What will students do on their own):• Homework – Read biographical sketch of Douglass and reflect on his achievements. Have students write a pretend “17th”Amendment that would have been passed shortly after the 16th Amendment that might have made life better for AfricanAmericans in society.

Text Activities (What activities from the textbook will you use):• Chapter(s) on Civil War

Materials (What materials or instructional resources will you use to deliver the lesson?):• Book• Article on Douglass

Modifications/Accommodations:• Extended time.• Articles on reading level.• Notes on presentation provided.

Assessment (What activity will students do to demonstrate mastery of the skill?):• Q/A• Homework

Culminating Project/Activity (What project will students ultimately complete that would allow them to apply the skills theyhave learned?):• Choose 1 of the following: Individualized field trip or Book report. Due in 5 weeks.• Test in 5 weeks.




Theme: Civil War Review

Standard(s):


Objective(s):

1. Students will demonstrate what they know through a review of the Civil War.

Pre-Assessment Activity (what the students already know): None.

Anticipatory Set: (0 minutes) Q/A – Test time! JK – What do you need to know for the test?

Instruction:

(60 minutes)

1. Students will be put in to groups. Students will be given a list of names or items and they

must correctly identify to what those items belong to.


• Q/A during lecture/discussion


• H o m ework – Study for Test. Culminating project due tomorrow.



• Chapter(s) on Civil War

Materials (What materials or instructional

resources will you use to deliver the lesson?):

• Book

Modifications/Accommodations:

• Additional time.

• Notes to help with group work.



• Q/A

• Group work

Culminating Project/Activity (What project will students ultimately complete that would allow them

to apply the skills they have learned?):







Theme: Civil War comes to an end

Standard(s):


Objective(s):

1. Students will watch a video on the war.

Pre-Assessment Activity (what the students already know): Review what learned last week.

Anticipatory Set: (0 minutes) Q/A – Review.

Instruction:

(5 minutes)

• A n t i cipatory set and Pre-Assessment.

(170 minutes)

• E pisode 7, 8, 9 – Turning Point.

(5 minutes)

• R e f lect on video.


a. Q/A after movie.


b. Homework – Reflect on video



c. Chapter(s) on Civil War

Materials (What materials or instructional

resources will you use to deliver the lesson?):

d. Book

e. F ilm

Closure (How will you close the lesson?):

1. B ullet points for video reflection.

2. Verbal video reflection with Q/A.



• Q/A

• H o m ework

Culminating Project/Activity (What project will students ultimately complete that would allow them

to apply the skills they have learned?):



Differentiated InstructionGardner’s Multiple IntelligencesVisual/Spatial

•Viewing picture slide show.

•Viewing documentaries/films.

Naturalist

•Culminating project, field trip.

•Walking around Arlington Cemetery, Civil War trails, etc.

Bodily/Kinesthetic

•Culminating project, field trip.

•Walking around Arlington Cemetery, Civil War trails, etc.

Musical

•Hearing music from the time period.

Interpersonal

•Group work.

•Analyzing why the North and the South won certain battles.

Intrapersonal

•Using intuition to analyze artifacts from Arlington Cemetery.

•Understanding and empathizing with actions of key players during the Civil War.

•Culminating project, book report

Linguistic

•Reading text from the Civil War time period.

•Analyzing artifacts from Arlington Cemetery.


Logical/Mathematical

•Analyzing the strategy used by the Generals of the North and South

•Analyzing artifacts from Arlington Cemetery


Differentiated Instruction•Pre-Assessment to identify prior knowledge.

•Use of heterogeneous groups to complete some class work.

•Open-ended questions for students to answer individuallyallowing the instructor to assess based on readiness/ability.

•Culminating project equaling the same value as an examletting students choose an area of interest.

Cooperative Learning• Virtual field trip of artifacts at Arlington Cemetery -

Heterogeneous Flexible Groupings.• Analyzing the successes and strategies of the North

and their Generals - Heterogeneous FlexibleGroupings.

• Analyzing the successes and strategies of the Southand their Generals - Heterogeneous FlexibleGroupings.

Individual InstructionCulminating Project

Students will choose one of the following projects-• Book Report - Students will pick an appropriate

book on the civil war. They will read the bookand turn in an appropriate book report basedon ability.

• Individualized Field Trip - Students will pick anappropriate place with Civil War ties to visit.Students will then report back on their visit.

Individual Assignments• Students will be given reading assignments

based on ability.• Students will be asked to complete homework

and class work based on individual ability.• Appropriate accommodations and

modifications will be made for the students.

AssessmentsDaily Assessments

Exit ticketsQuestion and AnswersDaily Warm-upsHomework Assignments

Culminating Assessments(Students must pick one)

Book report on appropriate Civil War book.

Individual Field trip (Student visits Civil War memorial and reports back on their visit)

Summative AssessmentsUnit Test (Appropriate modifications/accommodations given)

Technology• Video - Students will watch videos and

movies about the Civil War, including, Glory.

• Slide Show - Students will watch aslide show of images from the Civil War era atthe beginning and end of the unit.

• Computer - Students will be able toresearch Arlington Cemetary’s virtual artifactsfrom “Arlington House.” The students will beable to examine the artifacts on the computerand answer questions about the artifacts.

• Camera - Still or video camera isrequired for the field trip option. Students willtake pictures of their experience on the trip.

Documents

Civil War Thematic Lesson - Wikispacesdifferentiatedinstruction-inclusion.wikispaces.com/file/view/diff... · field trip or a book report on the Civil War. ... Civil War Part 3