5-E Lesson Plan Template

Transcription

1 5-E Lesson Plan Template Lesson Title: The American Civil War: a Journey to the Past- How did the Civil War impact the daily lives of women and children, soldiers, military/political leaders, and slaves Lesson Length: 7-8 Class periods The Teaching Process Lesson Overview Students will be expected to review the Civil War and its effects on the lives of those involved including: soldiers, political leaders, slaves, and women and children. By examining the various daily activities and objects surrounding the participants, students will have hands-on opportunities to engage, explore, explain, elaborate and evaluate how the Civil War shaped society. TEKS Statements 8.1 ABC, 8.6 A, 8.7 ABCD, 8.8 ABC, 8.11 ABC, 8.12 ABC, 8.13 ABC, 8.18 B, 8.19 B, 8.22 ABC, 8.23 AB, 8.24 ABCDE, 8.28 ABCD, 8.29 ABC, 8.30 ABCDEFGH, 8.31 ABCD, 8.32 AB List of Materials: Items related to Military Leaders and Soldiers of the battlefield- Civil War Navy Revolver Replica, haversack, wood comb, bone toothbrush, tooth powder in tin, hand made lard/soap, pocket mirror, sewing kit w/canvas, combo knife, fork, and spoon, travelers writing chest, tin cup, tin plates, Civil War Canteen, CSA Bugle, Songs of the CSA- Infantry Bugle Calls, wood lantern, Civil War US Infantry Officer Replica Doll, Robert E. Lee Civil War Doll, CS Infantry Officer Doll, Illustrated Catalog of Civil War Military Goods, Photographs and personal letters of soldiers. CD of civil war music, examples of games (i.e. card games), recreational activities. The following books: True Tales of The South At War (Poe, 1995), Personal Memoirs of U.S. Grant (Grant, 1885) Items related to Slavery- Actual photo of slave children from New Orleans, Afro- American Spirituals, work songs, and ballads, Negro work songs & calls, Steal Awaymusic of the underground railroad, Slavery and the Making of America (4 DVD s and companion book), the following books: Twelve years a Slave (Northup,1854), Send Em South (Kay,2000), Voices From Slavery (Yetman, 1970)

2 Items related to Women and Children- Cup/ball game, school house chalk board set, game of graces, clay marbles w/suede pouch, Battenberg lace parasol, and sandalwood ladies hand fan. Books related to women and children: Confederate Paper Dolls, Fashions of the Old South, Civil War Hospital Sketches (Alcott, 1863) Instructional Sequence Phase One: Engage the Learner Lesson length: 1 class period The activities mentally engage students with an event or question. Engagement activities capture students interest and help them to make connections with what they know and can do. The teacher provides an orientation to the unit and assesses prior knowledge of the subject. Captures student interest Taps into what students know or think about a topic Raises questions and encourages responses KWL: The students will participate in class discussions about what they know, would like to know and learn about daily life as a soldier, political leader, slave, and women and children during the American Civil War. (See Attached KWL*** chart as reference) Teacher will: play background music from civil war era (CD- Song of the Civil War, Columbia 1991) set theme by showing and displaying selected artifacts (see list above). Provide KWL chart and generate questions to learn what students know. Upon completion of KWL, teacher may choose to review various key players of the Civil War, (i.e. President Lincoln). See attached list for names and bibliographic websites. Student will: participate in background knowledge through KWL and have students choose a role player they would be interested in following through the civil war. Facilitative Questions (to be used to derive KWL responses) 1. What issues were driving men to join the military (Union or Confederate)? 2. How did the feelings and attitudes of the nation influence the decisions made by President Lincoln and Jefferson Davis? How did these same attitudes affect the various leaders of southern states and their decision to secede? 3. How do you think the slaves felt about the impending Civil War? Do you think they believed they could influence the outcome of the war? 4. What do you think daily life was like for women and children left behind by the men who joined the military?

3 ***Graphic Organizers for Comparison: KWL Chart Phase Two: Explore the Content Lesson length: 2 class periods (minimum) The activities include hands-on experiences in which students explore the content further. Students receive little explanation and few terms at this point, because they are to define the problem or phenomenon in their own words. The purpose of this stage is for students to acquire a common set of experiences. Students must spend significant time during this stage talking about their experiences, both to articulate their own understanding and to understand another s viewpoint. Hands-on/minds-on activities prior to technical explanations Focus is on student observation and interaction with materials and each other (In computer lab) Students will visit various given websites (website navigation attached) on civil war journals. Students will generate list on interesting comments or observations from journals. Websites will navigate students to review soldier s personal letters sent home, journals of political leaders, slave narratives, and journals of women and children. Student generated list is then used to create a Venn Diagram.*** Working in pairs, students will compare and contrast letters from two different sources, (i.e. slave narratives/political leaders). Venn Diagrams will be displayed for peer review. Student will: read authentic journals written during the civil war and form foundation of life during the civil war as suggested through journals. Facilitative Questions: Teacher may choose to write responses on overhead/board, or have students complete a daily journal. What types of letters do you think the soldiers sent home? Do you think their personal journals were different from their letters? How do you think the soldier s letters compared to political leaders? How do you think the letters from soldiers and political leaders differed from slave narratives? What would be the main difference? How did the delivery of mail impact the feelings at home? ***Graphic Organizers for Comparison: Venn Diagram

4 Phase Three: Explain Lesson length: 1-2 class periods After students have explored the content students and/or the teacher can provide technical explanations and terms for what is being studied. The teacher may present the content via lecture, demonstration, reading, or multi-media. Students then use the information to describe what they have experienced, and they begin to examine mentally how this explanation fits with what they already know. Emphasis is on student rather than teacher explanation Students connect explanations to evidence Teacher encourages students to explain observations in their own words before connecting experiences to knowledge Using Think, Pair, Share **, students will discuss and respond to facilitative questions (see below) posed by teacher. Student pairs will write responses on provided handout. Written extension: Independently students will choose a role (slave, soldier, political/military leader, or woman/child) and write a journal entry based on the following information: The War has taken a new turn as thousands of lives are claimed in The Battle of Gettysburg. Teacher will: Arrange four different learning centers (slavery, soldiers and the battlefield, women and children on the home front, and Military and Political leaders) for students to rotate through. Students will be able to explain to their peers about information on various groups and their viewpoints of life during the civil war. Period music will be played in each learning center as students are working (Negro Work Songs and Calls- Library of Congress 1999, Songs of the Civil War- Columbia 1991, Infantry Bugle Calls, and Songs of the CSA Volume 1- Bobby Horton). Students will: compare and contrast the various groups and how their life was affected by the civil war. Written extension will provide opportunity for students to reflect personally on the war. Facilitative Questions How did the different groups (e.g. slaves) react and/or feel about the civil war? In each group students will complete I wonder. How did your opinion develop as you learned about the various groups and the impact upon their daily lives? Did your opinion change or stay the same? Explain.

5 **Cooperative Learning: Think, Pair, Share Phase Four: Elaboration Lesson length: 1 class period This stage allows students to elaborate on their understanding of the content. Students are given opportunities to further explore and explain content. Interaction between the students is essential during the elaboration stage. By discussing their ideas with others, students construct a deeper understanding of the content. Multiple or varied opportunities for students to apply newly learned content Students utilize newly learned content in different context, Students will be divided into groups**, rotate through stations, and discuss and record the following issues: 1. The war has ended, how will my life be different from before the war? 2. Managing a plantation without slaves. 3. My farm/plantation was destroyed, how do I earn a living now? 4. What jobs are provided for freed slaves? Teacher will: create stations of each group (military/political leaders, slaves, soldiers, and women/children) with background music, artifacts, and pictures related to each groups. Students will: elaborate and discover how their life has progressed during the war and what the impact of the Civil War has done to shape their role in society. Facilitative Questions How did sectionalism contribute to the war? How have decisions made by political/military leaders affected the outcome of the war? Are there industries more suitable for a specific environment? For example, can cotton production succeed in the Northern states? Why or Why not? **Cooperative learning through assigned ability groups Materials needed: Trunk artifacts, 4 CD players/cd s, students should have pen/paper per group

6 Phase Five: Evaluation Lesson length: 1-2 class periods This stage is designed for the students to continue to elaborate on their understanding and to evaluate what they know. Evaluation of student understanding should take place throughout all phases of the instructional model. The evaluation stage is where the teacher determines the extent to which students have developed a meaningful understanding of the concept. Students demonstrate an understanding of cited TEKS and performance standards Methods for evaluating student progress toward objectives are evident throughout the lesson Evaluation assists teachers in diagnosing what students know as well as what they do not know. Students will create a portfolio The American Civil war as seen through the eyes of a. Student can choose one of the following: soldier, slave, women/children, and military/political leaders. Portfolio will include: Cover page Introductory Page Daily life during the war as a Compare/Contrast artifacts from Civil War Era and Modern Times Closing paragraph: What I learned about the American Civil War. Teacher will: provide a rubric * (attached) for students to follow in order to incorporate as much information as needed on portfolio. Teacher will provide all artifacts and research materials (e.g. library books) from era in which students can incorporate towards their portfolio. Students will: demonstrate how various roles were affected during the civil war. Facilitative questions: How was your knowledge and understanding of the Civil War shaped by this lesson? What aspects of the role players were you most interested in discovering more about? Were there characters that did not influence or interest you in learning more about? Explain which group you believe had more press/academic coverage than others and what do you think may have influenced that? * Rubrics for Providing Feedback

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