Name of Project: Subject/Course: Teacher(s): Grade Level ... · each battle (optional) Presentation Rubric SS Findery Group Presentation: Groups present their battles to the class

SOURCE: Buck Institute for EducationADAPTED: EDUC 3620, Principles of Curriculum Development, Vanderbilt University and McKissack Middle Prep

PROJECT DESIGN: OVERVIEW

Name of Project: Divisions in Society: Then and Now Duration: 5 weeks

Subject/Course: ELA/Social Studies Teacher(s): Jennifer Graybill Grade Level: 8th

Other subject areas to be included, if any: Design Team: Rachel Horres, Megan Janicki

Significant Content (CCSS and/or others)

Civil War Social Studies: Explain the roles of leaders during the Civil War, including Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Stonewall Jackson

and soldiers on both sides of the war, including Tennesseans David Farragut, Nathan Bedford Forrest, and William Brownlow. (C, E, H, P)

Trace the critical developments and events in the war, including geographical advantages and economic advantages of both sides, technological advances and the location and significance of the following:

•Anaconda Plan • First Battle of Bull Run • Fort Henry and Fort Donelson • Shiloh • Antietam • Stones River • Fredericksburg • Chancellorsville • Gettysburg • Vicksburg • Chickamauga • Lookout Mountain • Franklin • Nashville • Sherman’s “March to the Sea” • Appomattox Court House

ELA Standards

RI.8.9: Describe how one author’s interpretation of a topic can be different from another author’s depending on how the facts are interpreted. (R)

RI.8.2: Compose an objective summary RL.8.6: Analyze how the differing points of view of the characters vs. the audience/reader create various effects (e.g. dramatic

irony, suspense, humor); support your analysis with examples. (R) RL.8.4: Analyze why authors choose to include particular analogies and allusions in text. (R)


21st Century Competencies (to be taught and assessed)

Collaboration Creativity and Innovation

Communication Other: Technology literacy

Critical Thinking and Problem Solving Civil literacies

Project Summary (include student role, issue, problem or challenge, action taken, and purpose/beneficiary)

In Social Studies, students will explore various points of view from the Civil War to better understand why it happened and what causes divisions and conflicts in society. In addition to developing empathy for both sides through perspective taking activities and reading primary documents, students will understand the role geography, economy, and technology had in creating the division between the North and the South and how these differences influenced the outcome of the war. Students will explore how the divisions present during the Civil War are still present in today’s society by analyzing the multiple perspectives surrounding the events in Ferguson. Students will explore create maps with Findery to both locate and contextualize the Civil War and the events in Ferguson. In ELA, students will read Stonewall’s Gold in order to gain empathy and perspective on the civil war conflict and historical era. Throughout the unit, students will participate in several point of view and empathy exercises and regularly discuss how conflicts can be resolved in different ways. To capture thoughts and feelings in relation to conflicts in their own lives, students will keep a journal that will also serve as an assessment tool at the end of the unit. The students will ultimately be responsible for creating a presentation on conflict resolution, debate the events in Ferguson based on various points of view, and participate in a fishbowl discussion connecting the division in Stonewall’s Gold to those in the Civil War.

Driving Question

What divides us? What are ways to overcome differences and dividing issues?

Entry Event

Societal Divisions Gallery walk: The teacher posts pictures, media/news clips, maps, etc. of strife in Ferguson juxtaposed with Civil War pictures. Students walk around the room and write down the different types of divisions they see in each picture as well as if any of the divisions appear to be resolving. Other historical divisions can be included, such as photographs from the Civil Rights Movement. Divisions and Resolutions Class Chart: After the gallery walk, come together as a class to discuss what students wrote down. The teacher will capture student thoughts about the divisions or resolutions that students share on a class chart. Students may also want to include other divisions from their personal experiences and how they have overcome/not overcome those divisions. This chart should stay up for the entire unit, and students can add observations as they explore the Civil War and Stonewall’s Gold.

Final Products Overall: Conflict Resolution Presentation: student show what they have learned about conflict, resolution, mediation, and perspective taking though a video, song/rap, play, painting, poem, game, etc. Individual: journal: throughout the unit, students will keep a journal to capture their reactions and point of view. Sometimes guiding questions will be provided, other times writing may be open ended. The journal will serve to connect the ELA and SS classes as well as to assess students’ critical thinking and changes in perspective throughout the unit.

Social Studies: Ferguson Debate and prep materials


Final Journal Prompt: How did your understandings of the divisions and resolutions in the Civil War, Ferguson, and Stonewall’s Gold impact the mediation strategies you developed in your final product? Go back and reread your journal entries throughout this unit. How has your perspective of conflict and resolution changed?

Team: Findery map with Ferguson events, Civil War events and battles, and Stonewall’s Gold events

ELA: Essay and Fishbowl Discussion

Public Audience 5th and 6th grade McKissack Students

Resources Needed On-site people, facilities: teacher, classroom

Equipment: laptops

Materials: Stonewall’s Gold: A Novel of the Civil War, non-fiction articles, primary sources, media clips

Community Resources: guest speaker on non-violent mediation (if available)

Internet Resources Class websites:

Edmodo.com class page and student accounts to be used for virtual class discussions as well as posting links to website for students to access for researching CW leaders, battles and Ferguson

Teacher’s Guide for Stonewalls Gold

http://images.macmillan.com/media/teachersguides/9780312254223TG.pdf Secondary Sources:

Tennessee History Encyclopedia: https://tennesseeencyclopedia.net/ Primary document Websites:

Library of Congress Primary Document Sets: http://www.civilwar.org/education/history/primarysources/

Civil War Trust: http://www.civilwar.org/education/history/primarysources/

Library of Congress Civil War newspapers: http://www.loc.gov/search/?q=civil+war&fa=original-format%3Anewspaper

Reflection Methods (Individual, Team,

Journals Class divisions/resolutions chart

http://images.macmillan.com/media/teachersguides/9780312254223TG.pdf

https://tennesseeencyclopedia.net/

http://www.civilwar.org/education/history/primarysources/

http://www.civilwar.org/education/history/primarysources/

http://www.loc.gov/search/?q=civil+war&fa=original-format%3Anewspaper


and/or Whole Class (such as Journal, Whole Class Discussion, or Survey))

Class discussions

Notes Considerations

Ferguson: Throughout the unit, frame Ferguson as how the divisions during the Civil War are still present today. During class

activities, like the entry event, Circle of Viewpoints, and the Ferguson background research, push students to make

connections between the complexities of the conflicts in both historical events. Due to the sensitive nature of the racial issues

surrounding the events in Ferguson, this topic may be somewhat controversial. Keeping parents and administration in the

conversation may be a way to create a safe space and avoid tension between the home and classroom. When discussing the

events in Ferguson, make sure to create a respectful environment where all students are willing to share their opinions and

value the opinions of others.

Stonewall’s Gold: Due to the length of this book (250 pages), the teacher may want to start the book before the unit begins and

use this unit as a culminating activity. Also, because the activities and guiding question are sufficiently open, if the teacher

chooses to use another historical fiction or short story, she/he has the option to do so.

Donors Choose: If Ms. Graybill needs help securing funds for Stonewall’s Gold, Donor’s Choose is an excellent option. The

requirement to send thank you notes to donors could be embedded into the end unit as a means of reflection.

ELA/SS Balance: Due to the limited number of SS classes per week, some of the primary document readings can take place

during the ELA block.

Group Management Tips: The majority of this unit consists of group and partner work, and due to the sensitive nature of divisions and various perspectives, for group conversations to be effective, it is important to ensure that all group members are engaged and contribute to the discussion. Here are a few tips to ensure that group work goes smoothly:

Assign roles so that group members have a clear sense of their responsibility (leader, timer, recorder, reporter) When working with a laptop, have a 5-10 minute rule so that everyone has a chance to type. Give clear instructions about what good group discussion looks like. Have a group model respectful discussion so all students

know what the expectations are. Give students sentence starters that focus on “I” statements: "I agree with ___ because___" or "From my perspective, I

respectfully disagree because ____" Time discussions to create a sense of urgency. Give students a handout that requires them to write ideas down. This ensures that students are held accountable for what they

discuss. Have students share out one thing their group discussed as a way of holding groups accountable. Have a group member tally each time a member contributes to discussion. This way you can see if anyone is overpowering the

discussion or not participating.


PROJECT DESIGN: STUDENT LEARNING GUIDE

Project: Divisions in Society: Then and Now

Driving Question: What divides us? What are ways to overcome differences and dividing issues?

Final Product(s) Presentations, Performances,

Products, and/or Services

Learning Outcomes Content & 21st century

competencies needed by students to successfully

complete products

Formative Assessments To check for

learning and ensure students are on

track

Learning Experiences Provided by teacher, other staff, experts; includes scaffolds, materials, lessons

aligned to learning outcomes and formative assessments

All

Divides Us/Brings Us Together Class List: At the beginning of the unit, students make a class list of what divides people and what brings them together. As the unit progresses, students will add things based on their understanding of Stonewall’s Gold and the Civil War. This list can be made on poster paper and hung somewhere in the classroom. Guest speaker (from TSU program?) about conflict resolution /peer mediation/ non-violence. Students ask the speaker questions.

(individual and team) Individual: Journals Group: Ferguson Debate Individual/Group: Conflict-Resolution presentation Class Findery Map

Trace the critical developments and events in the war, including geographical advantages and economic advantages of both sides, technological advances and the location and significance Economic Literacy Technology

Assignment Rubric that ensure

students completed all components

SS Mapping assignments/class Findery project: Students work in groups of 2-4. Each group researches 1-2 battles and maps the battles onto the class Findery map. In their post, students should include one picture, details about the geographic and economic advantages/disadvantages for both sides, and the outcome and consequences of the battle Students submit their top 3 choices for the battle they want to research. Teacher assigns battles with the hopes of giving students a battle on their list. Resource: Give students the link to the Tennessee History Encyclopedia ( https://tennesseeencyclopedia.net/) to begin their research.

https://tennesseeencyclopedia.net/


Trace the critical developments and events in the war, including geographical advantages and economic advantages of both sides, technological advances and the location and significance.

Collaboration and Communication

Quiz on location and details about

each battle (optional)

Presentation Rubric

SS Findery Group Presentation: Groups present their battles to the class using the class Findery map. During presentations, students take notes and plot the battles on a blank map. Students also must develop one question to ask each presenting group.

RI.8.9: Describe how one author’s interpretation of a topic can be different from another author’s depending on how the facts are interpreted

Graded worksheet Class discussion

SS

Primary Article Perspective Analysis: Students read two primary articles, one from the North and one from the South, that describe a battle in the Civil War. As they read, students underline facts that the articles present. In groups or as a class, students discuss how the authors interpret the facts and the event differently and analyze how the divisions between the two sides led to the different perspectives.

Explain the roles of leaders during the Civil War, including Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Stonewall Jackson and soldiers on both sides of the war, including Tennesseans David Farragut, Nathan Bedford Forrest, and William Brownlow. Technology/Information Literacy Critical Thinking

Discussion Rubric

Graded worksheet for leader research

SS Individual Mini Research: Students research/read a primary source from one leader’s perspective. During the research, students identify: what their role was in the war/their contributions, what they believed about the war/their unique perspective on the war. (If primary sources cannot be found, secondary sources may be used instead.) Sample primary documents (found at Civil War Trust website)

Rober E Lee: General Robert E. Lee’s “Lost Order” No. 191 http://www.civilwar.org/education/history/primarysources/lostorder.html

Ulysses S. Grant: Ulysses S. Grant on Meeting the President http://www.civilwar.org/education/history/primarysources/us-grant.html Group Discussion: After students have thoroughly researched their leader, they will get in groups and dialog about guiding questions from the perspective of their person. Thus, the student steps into the shoes of the leader they researched. As their discussion develops, students identify what divides each

http://www.civilwar.org/education/history/primarysources/lostorder.html

http://www.civilwar.org/education/history/primarysources/us-grant.html


leader and how this division played out in the war (was it overcome, etc)

RI.8.9: Describe how one author’s interpretation of a topic can be different from another author’s depending on how the facts are interpreted Collaboration and Communication

SS While in their Leader groups, students read a primary source from the Civil War. After their reading, they discuss how each leader would interpret the article differently. Journal Entry: How can different perspectives lead to conflict? Why is it important to try and see other peoples’ points of view when mediating conflict? How can people interpret the same event differently?

Collaboration and communication, critical thinking, information literacy Problem solving Reasoning, Problem Solving Civic Literacy Creativity RI.8.9: Describe how one author’s interpretation of a topic can be different from another author’s depending on how the facts are interpreted

Discussion Rubric Informal Class discussion Exit Tickets Worksheets for Research

SS Ferguson Debate: In the context of the Ferguson tragedy, what should conflict-resolution look like within a community?

Objective: Students will understand and be able to represent multiple points of view as well as gain insight into divisions and conflicts. Students will apply this by identifying what divides the stakeholders in Ferguson

For the debate, each team will take on the perspective of a different stakeholder (law enforcement, neighborhood, church, school, national) and argue for how the conflict should be resolved.

Intro to Ferguson: Step Inside: with Ferguson video to identify all of the different perspectives involved in the event (make sure to include objects like the gun, clothing, tree, street, etc.)

Journal: Write a poem/rap/narrative/short story from the perspective used during the Step Inside activity.

Ferguson Background information: Students read articles from different newspapers and perspectives about the events in Ferguson. Based on their readings, students analyze what divides the community, law enforcement, and the nation during this event in history. Students also analyze how stakeholders handled the conflict. If time permits, analyzing how different cities responded could be an interesting addition. Students make connections to the divisions during the Civil War and those


present in today’s society.

Journal: Students develop solutions to the conflict in Ferguson.

Journal: How do the events in Ferguson make you feel? What is your immediate reaction? Put yourself into the shoes of a Ferguson student. How do you think you would be feeling? How would you react?

Ferguson debate prep: Students learn the formal structure of a debate. Groups prepare their arguments for the debate using information from articles. Students use peer and teacher feedback to revise and polish their arguments.

ELA Character Relationship Tracker: While reading Stonewall’s Gold, students will keep track of what divides characters (North/South, black/white, beliefs about slavery etc) as well as how/if characters overcome their differences. Students will also keep track of how characters are similar. This will emphasize how even though there are things that divide us, there are also things that bring us together.

Communication and Inquiry skills

ELA Edmodo Class Posts: To develop discussion skills, can practice asking and answering questions virtually. One day, students post a question concerning their reading of Stonewall’s Gold on the Class Wall and then the next day, students respond to 2-3 questions that were posted the day before. This can be done at the beginning or end of class.

RL.8.4: Analyze why authors choose to include particular analogies and allusions in text. (R) Critical Thinking

Tracker Rubric

Quiz over FL analysis (optional)

ELA

Students will learn what an allusion is and analyze how the author uses allusions and analogies to recreate the historical setting of the novel.

Figurative Language Tracker: As students read they will keep track of all of the different figurative language that the author uses. Part of their tracker will include a column where they analyze the PURPOSE of the device.

Critical thinking: analyze why the author employs a literary device Collaboration and Communication: Students have

Group discussion Rubric

ELA Jigsaw: each group receives a different example of an analogy or allusion and analyzes why the author includes it. Then, groups mix up and each member has to explain their individual quote and it purpose to the group.


to explain their groups’ findings in a clear and coherent manner

If the teacher feels confident in students’ ability to find their own example, she/he may have students choose from the text instead of assigning examples.

RL.8.6: Analyze how the differing points of view of the characters vs. the audience/reader create various effects (e.g. dramatic irony, suspense, humor); support your analysis with examples. (R)

Journal response rubric Oral responses in class Written responses to questions

ELA Circle of Viewpoints: Students will analyze the perspective of different characters as well by using the Circle of Viewpoints activity. Students or the teacher will choose an event/conflict and then list all of the characters that are present/effected by the event. They will then step into that character’s shoes to explain what that character is thinking and what that character wonders or has questions about. Journal: After this activity, students will do an individual COV in their journal. They will choose an even/conflict from their own lives and analyze the different perspectives of each person involved.

RL.8.6: Analyze how the differing points of view of the characters vs. the audience/reader create various effects (e.g. dramatic irony, suspense, humor); support your analysis with examples. (R)

Exit Ticket Journal response rubric

ELA COV Extension: Students will review irony, humor, and suspense. Using the various perspectives developed in the COV, students will then add the perspective of the reader! Students will identify how the characters’ points of vew are different/similar to the reader’s point of view and analyze the effect of this difference. Journal: Students will then go back to their own personal COV and analyze the result of all of the different perspectives. What type of feeling did the various perspectives create?

Communication Critical Thinking

Discussion Rubric Graded preparation

ELA Fishbowl Group Discussion: Students will participate in a fishbowl discussion where there are 4 students in the middle and the rest of the class on the outside. Students in the middle discuss a topic and students on the outside listen and take notes; on the teacher’s instruction or on their own, students rotate from the outside to the inside until everyone has had a chance to participate in the discussion. Students will practice communication skills and bring questions to guide discussion. Students will focus on how Stonewall’s Gold presents the Civil War. Guiding Questions for Discussion:

To what extent do the conflicts/resolutions and character divisions in


Stonewall’s Gold accurately reflect those present during the Civil War? What liberties does Mrazeck take in the representation of the Civil

War? Why does he do this? How do the perspectives of different characters enhance your

understanding of Civil War? Students should prepare for this discussion by completing the reading, annotating the text, developing open questions, answer the questions independently and identifying evidence to use during the discussion.

Technology (if teacher chooses to have students type their essays) Critical Thinking Collaboration (peer editing)

Writing Rubric Artistic Element Rubric

ELA

Students will write an essay where they analyze what divides two characters while also identifying what characters have in common. Students will also analyze why or why not these characters overcome their division. Feedback: Students will turn in rough draft which the teacher will evaluate and give feedback. Students could also use class time to peer edit to improve each other’s papers.

Communication Creativity Collaboration Technology

Rough draft of product Presentation Rubric

ALL

Conflict Resolution Presentation: Students work individually or in groups of 2-4.

Purpose: student show what they have learned about conflict, resolution, mediation, and perspective taking

Components: o Group (2-4) or individual o Short presentation that discusses the multiple perspectives

involved in a conflict and resolution strategies o Medium: video, song/rap, play, painting, poem, game, etc.

Feedback: Students will turn in rough draft which the teacher will evaluate and give feedback. Students could also use class time to peer edit to improve each other’s papers. Students should also practice in groups to receive feedback from their peers on presentation skills.



Sample Discussion Rubric:

4 3 2 1

Listens to others

Actively and genuinely seeks the perspective of other group members throughout the entire discussion

Consistently builds on others’ ideas by listening carefully and fully understanding main points

Relates positively and respectfully to the rest of the team at all times in a way that creates a positive vibe to the group discussion

Fishbowl Discussion: The “Outside” worksheet demonstrates a thorough and deep understanding of the main points of each group’s discussion

Seeks the perspective of other students throughout most of the discussion

Often builds on others’ ideas and tries by listening carefully and mostly understanding main points

Relates respectfully to all team members at all times

Fishbowl Discussion: The “Outside” worksheet demonstrates understanding of the main points of each group’s discussion

Sometimes seeks the perspective of other students throughout the discussion

Sometimes builds on others’ ideas and sometimes listens carefully and understands main points

Relates respectfully to all team members most of the time

Fishbowl Discussion: The “Outside” worksheet demonstrates some understanding of the main points of each group’s discussion

Rarely seeks the perspective of other students throughout the discussion

Never builds on others’ ideas and tries to keep the discussion from dropping

Does not relate respectfully to the rest of the team

Fishbowl Discussion: The “Outside” worksheet demonstrates little understanding of the main points of each group’s discussion

Participation Always offers ideas and thoughts enthusiastically

Offers accurate and thoughtful ideas that deepen the analysis and push the group to a higher level understanding

All ideas are backed up with evidence from the text—paraphrased or cited

Speaks confidently with voice so all students can hear 100% of the time

Usually offers ideas and thoughts willingly

Offers accurate and relevant ideas that contribute to the group discussion

Most ideas are backed up with evidence from the text-- paraphrased or cited

Speaks confidently with voice so all students can hear 85% of the time

When asked by other group members, student is willing to share their ideas reluctantly

Offers ideas to the group, yet ideas are not always accurate and may not contribute to the discussion

Some ideas are backed up with evidence from the poem

Speaks confidently with voice so all students can hear 70%

Does not share ideas with the group

Offers no ideas OR offers ideas that are irrelevant or inaccurate

No ideas are backed up with evidence from the poem

Speaks confidently with voice so all students can hear less than 50% of the time

Prepared Discussion reflects a thorough and thoughtful understanding of the assigned pages

Comes to discussion with 2-3 pieces of evidence underlined and thoughtfully annotated with margin notes

Discussion reflects understanding of the assigned pages

Comes to discussion with 2 pieces of evidence underlined and annotated with margin notes

Discussion reflects a basic understanding of the assigned pages

Comes to discussion with 1-2 pieces of evidence underlined. Some evidence may not be annotated with margin notes

Discussion reflects an unclear understanding of the assigned pages

Some pages are missing annotations or the underlined evidence is not marked with margin notes

Conduct Stays on task 100% of the time Is redirected 1 time Is redirected 2 times Is redirected more than 2 times

Documents

Name of Project: Subject/Course: Teacher(s): Grade Level ... · each battle (optional) Presentation Rubric SS Findery Group Presentation: Groups present their battles to the class