5-E Lesson Plan Template

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1 5-E Lesson Plan Template Lesson Title: Causes of the Civil War Lesson Length: 7-9 days The Teaching Process Lesson Overview This is the first lesson in a large unit on the Civil War. Although the unit in its entirety may seem too extensive and in depth than a scope and sequence may allow, it is created specifically as an end of the year culminating study that is designed to be given in large part after the administration of the State TAKS exam. The reason I chose to design a project of this magnitude and on this subject matter at the end of the year is with the premise that because of the overwhelming and jaunting task of completing all the necessary TEKS by the time of the TAKS, teachers are often forced to rush through the Civil War hitting only the highlights. I find this to be a great tragedy and disservice to our youth considering this is the war that shaped modern America. I hope this unit will rectify that unfortunate shortcoming. TEKS Statements 8.1B apply absolute and relative chronology through the sequencing of significant individuals, events and time periods. 8.7A analyze the impact of tariff policies on sections of the US before the Civil War. 8.7C. analyze the impact of slavery on different sections of the United States. 8.7D. compare the provisions and effects of congressional conflicts and compromises prior to the Civil War including the roles of John C. Calhoun, Henry Clay, and Daniel Webster. 8.10A create thematic maps, graphs, charts, models, and databases representing various aspects of the United States. 8.18B. describe historical conflicts arising over the issue of state s rights, including the Nullification Crisis and the Civil War. 8.19B. evaluate the impact of selected landmark Supreme Court decisions including Dred Scott v. Sandford on life in the United States. 8.31C. transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate. 8.31D. create written, oral and visual presentations of Social Studies information. List of Materials The Adventure Tales of America Text (class set) Computer with projector for PowerPoint and demonstration of software, Timeliner 5.0 software with classroom license Gateways PowerPoint to slide the show Past: An American History Collaborative Funded Class set by of a Timeline USDE template Teaching with American events listed. History Grant All necessary handouts Computer lab/library access (3 days)

2 Instructional Sequence Phase One: Engage the Learner 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 Day 1: Students begin by creating a KWL chart filling in the K portion of what they know. We after a brief discussion we begin with a PowerPoint presentation that includes the devastating statistics and outcome of the Civil War. Slides include the death toll, property damage, human carnage and graphic pictures of fallen soldiers. After reviewing the data the teacher will ask the facilitative questions and generate a class discussion. The overall question being: How did America allow itself to get to this point? Could this conflict have been avoided? Class will then fill in the W or want to know portion of the KWL chart. What do you know about the Civil War? How did America allow itself to get to this point? Could this Conflict have been avoided? Phase Two: Explore the Content

3 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 DAY 2: Students will have an opportunity to write about a conflict they experienced in their own lives. (See handout: A discussion of Human Conflict. ) After about 20 minutes students will be placed in groups of 3-4 students to discuss and share their experiences. After minutes of discussion the teacher will stop and open it back up to a whole class discussion. Each group will share their best story. Teacher will poll to see how many conflicts were resolved peacefully, how many resulted in physical violence, and how many are ongoing or never resolved. Class discussion will shift to conflict resolutions, examining the pro/cons of compromises versus physical confrontation. Students will then answer the question for homework: How is your experience or the experiences of your classmates similar to the conflict that resulted in the Civil War? What are examples of conflicts you have had in your own life? What was the result of the dispute? What are some other possible outcomes of the situation? Why is it better to resolve conflicts peacefully than resulting to violence? How is your experience or the experiences of your classmates similar to the conflict that resulted in the Civil War? Phase Three: Explain

4 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 Day 3: Using Timeliner 5.0 software the teacher will introduce a template of historical events that divided the North and South prior to the Civil War, beginning with colonial sectionalism up to the attack on Fort Sumter. Although the events/issues will be identified, the students will need to summarize each event themselves and give a brief summary to be added into the notes section that is provided within the Timeliner Program. (Have Timeliner program and template loaded on all computers and depending on campus computer availability you may have students work individually, pairs or in groups. Teacher will give an introduction on how to use the Timeliner program. They will be given the first summary as an example and will be required to type it into the program and save it under their name. After students have been briefed on the assignment and how to use the program the teacher will move to a presentation (PowerPoint/lecture) to review the remaining events so students may take notes and prepare to summarize the remaining events on their own. Day 4: Back in the classroom setting the teacher will teach/review the events using a lecture/powerpoint format. The students will be given an outline with note lines to record information. Explanations should be brief since students should already be familiar with the topics from earlier in the year. Students will be given time to organize their notes and summarize each event into a few sentences. Students will be given a rubric to facilitate their expectations once they transfer this information into the Timeliner program. What two sides were involved in the conflict that led to the Civil War? What were the issues that divided them? When did the conflict first begin? What are some ways they attempted to avoid conflict prior to the Civil War? Why did their attempts fail? Phase Four: Elaboration

5 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 Day 5: Students will return to the computer lab/library with their summarized notes and rubric. Students will enter their information into the Timeliner program continuing where they left off. Day 6: Students will return to the lab one last time (30 minutes) to add appropriate graphics to each slide and to print out their timeline/slideshow in a format the teacher prefers. Students will return to the classroom to reconvene in their small groups to discuss and answer the facilitative questions. We will then generate a whole class discussion and explore the answers the groups provided. We will record them on the board/overhead. What two sides were involved in the conflict that led to the Civil War? What were the issues that divided them? When did the conflict first begin? What are some ways they attempted to avoid conflict prior to the Civil War? Why did their attempts fail? Phase Five: Evaluation

6 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. Day 7: After visiting the historical outcome of the conflict between the North/South students will use this knowledge combined with their personal experience/discussion on conflict and with historical evidence to back up their conclusions students will complete an essay. The essay prompt will read: Do you think the Civil War could have been avoided? Why or why not? Explain your reasoning by identifying what some other possible outcomes may have been if other alternatives besides war had been pursued? How could history have been different? Length: 2 pages. Day 8: Students will convene for one last class discussion allowing students to share their stance on the issue. Teacher will poll the class position on whether or not the war could have been avoided and what were some of the evidence they used to support their position. Using the Socratic Method as used in the AVID program the teacher will divide the class into 2 groups in order to debate the issue. After several rounds allowing for points and counterpoints to be explored we will summarize what we have learned by filling in the L portion of our KWL chart to identified all the things we have learned. Assessments for whole unit: 1) Student copy of KWL chart 2) Student handout on personal experience with conflict 3) Homework comparison of personal experiences and the Civil War. 4) Timeliner program completion 5) 2 page essay 6) Participation in class discussion.

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