Ms.

Sabrina Rocha

Learning Experience Plan

Subject: U.S. History Unit: American ivil !ar (o)ic: auses and *++ects Content Standards: Standard 1: History o+ the United States and ,e- .or/ Students -ill use a variety o+ intellectual s/ills to demonstrate their understanding o+ major ideas0 eras0 themes0 develo)ments0 and turning )oints in the history o+ the United States and ,e- .or/. (ime0 ontinuity0 and hange: History as a +ormal study that a))lies research methods Reading0 reconstructing0 and inter)reting events and develo)ments onsidering com)eting inter)retation o+ events. (he onstitution (ested: *1)ansion0 ,ationalism0 and Sectionalism 21%0031%445 11.6.c. on+licting inter)retations o+ the a))ro)riate relationshi) bet-een states and the +ederal government -ere most signi+icantly demonstrated in contrasting )ositions on the e1)ansion o+ slavery. Literacy Standards: Reading: *valuate various e1)lanations +or actions or events and determine -hich e1)lanation best accords -ith te1tual evidence0 ac/no-ledging -here the te1t leaves matters uncertain. 7ntegrate and evaluate multi)le sources o+ in+ormation )resented in diverse +ormats and media 2i.e.0 visually0 8uantitatively0 as -ell orally5 to address a 8uestion or solve a )roblem. !riting: $roduce clear and coherent -riting in -hich the develo)ment0 organi9ation0 and style are a))ro)riate to tas/0 )ur)ose0 and audience. :istening and S)ea/ing: SS.*:A3:iteracy.S:.;310.& 7ntegrate multi)le sources o+ in+ormation )resented in diverse media or +ormats 2e.g.0 visually0 8uantitatively0 orally5 evaluating the credibility and accuracy o+ each source. Grade level: 10th grade "ay#$eriods: 11.1%.&01'

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Ms. Sabrina Rocha

Learning Experience Students -ill:

!tco"es:

Learning Experience Assess"ents: "iscussion: !hat is the American civil -ar= !hat 2in your )rior /no-ledge5 is the causes and e++ects o+ the civil -ar=

*1)lain the signi+icance o+ the American ivil !ar. *1amine the causes and e++ects o+ the civil -ar. 7magine yoursel+ as a soldier or slave during the American ivil !ar 2sensory activity5. Use the gra)hic organi9er to classi+y the moment 2time and )lace50 senses 2touch0 taste0 smells0 sounds0 sight50 thoughts0 emotions and actions o+ slave o+ the South0 <R a soldier o+ the ,orth during the civil -ar +ighting +or social and moral rights. #i$$erentiation Approac%ing Students -ithin this learning level -ill most li/ely have di++iculty inter)reting a soldier>s or slave>s emotions and thoughts during the time o+ the ivil !ar. (his can be due to integrating your o-n thoughts on -hat it -ould be li/e to live during that time in a di++erent )ersona. (he time )eriod also can )lay +actors in the di++iculty +actor.

Students -ill construct a narrative based o++ their )rior and recent /no-ledge o+ the civil -ar. (hey -ill use the hel) o+ their gra)hic organi9er to imagine the sensory descri)tion0 thoughts0 emotions and actions o+ a slave or solider during the ivil !ar.

n&le'el Students -ithin this learning level -ill most li/ely have a little less di++iculty inter)reting a soldier>s or slave>s emotions and thoughts during the time o+ the ivil !ar. (hey -ill most li/ely have a hard time organi9ing their thoughts into a narrative story.

(eyond Students -ithin this learning level -ill most li/ely -ill have little di++iculty in inter)reting the emotions and thoughts o+ either )ersona. (hey -ill have little trouble in organi9ing their thoughts to +orm a narrative story.

)rap%ic *represent +no,ledge- organi.ers ,ill be a'ailable $or eac% st!dent to co"plete based on t%e doc!"ents/ 0%e grap%ic organi.ers are a'ailable $or eac% learning le'el, b!t are re1!ired to approac%ing and on&le'el st!dents2 optional $or beyond learning le'el st!dents/

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Ms. Sabrina Rocha

Materials34eso!rces

Proced!res3Strategies Sponge Acti'ity: 2activity that -ill be done as students enter the room to get them into the mindset o+ the conce)t to be learned5 Students -ill -rite in their noteboo/ or journal +or the ?"o ,o-@ assessment. 7n this assessment students -ill -or/ in small grou)s to list -ords and )hrases that are related or de+ine the historical event that is the ?American ivil !ar.@ Anticipatory Set: 2+ocus 8uestion2s5 that -ill be used to get students thin/ing about the day>s lesson5 !hat -ere some o+ the causes and e++ects o+ this -ar= !hat -as the ,orth>s advantages= "isadvantages= !hat -as the South>s advantages= "isadvantages= !hat are their )erce)tions on the -ar= 7n their o)inion0 -as the South or north right in their social and )olitical endeavors +or or against slavery= Acti'ating Prior 5no,ledge: 2-hat in+ormation -ill be shared -ith#among students to connect to )rior /no-ledge#e1)erience5 (he students -ill be as/ed to recall -hat they have learned +rom their )revious U.S. history classes on the signi+icance o+ this civil -ar.

!hite Aoard # Alac/ Aoard # Smart3board # Alan/ $a)er Sheet $re9i # $$(

Multimedia sources 2.ou(ube0 etc5. Gra)hic <rgani9er

Ao-l # Hat +illed -ith sli)s o+ )a)er -ith students names

#irect 6nstr!ction: 2in)ut0 modeling0 chec/ +or understanding5 1. A+ter com)leting the ?"o ,o-@ assessment0 students -ill be as/ed to share their ideas orally or -ritten do-n the board. !hat are their )erce)tions or o)inions on the American civil -ar= !hat are /ey conce)ts or )hrases that student>s can relate to the civil -ar= &. (his -ill then lead to a discussion and $re9i or )o-er)oint )resentation on the American civil -ar. '. (he )resentation -ill cover the basic )rinci)les0 +acts0 main )oints and /ey conce)ts o+ the a++ects and causes o+ the civil -ar. !hat -ere the advantages and disadvantages o+ both the ,orth and south during this con+lict= B. (he teacher and students -ill then transition into a teacher3 students activity. (his activity -ill allo- the teacher give the students time to brain3storm. (o create mental )ictures by +acilitating their thin/ing about the sounds0 smells0 tastes0 and visual details associated -ith the American civil -ar. (hrough various multimedia sources0 the teacher -ill give the students to +ill out a gra)hic organi9er based o++ their o-n assessment o+ the sources. 6. A+ter com)leting their gra)hic organi9er0 students -ill come together into a semi3circle to do a grou) activity 2e1it sli)5 to assess their learning o+ the lesson. (his -ill hel) students to recall the in+ormation they used +rom the lesson.

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Ms. Sabrina Rocha

Gra)hic organi9er

)!ided Practice: 2ho- students -ill demonstrate their gras) o+ ne- learning5 Students -ill be given a gra)hic ?narrative@ organi9er to +ill and com)lete based on the in+ormation they learned +rom the )resentation o+ the American civil -ar 2this gra)hic organi9er -ill be a hel)ing guide to the home-or/ students -ill be doing that night5. Clos!re: 2action#statement by teacher designed to bring lesson )resentation to an
a))ro)riate close5

*1it Sli): All students -ithin the classroom -ill get into a semicircle and -ill be randomly selected 2students names in a bo-l5 to say a single +act about the American -ar based o++ the day>s lesson. 6ndependent Practice: 2-hat students -ill do to rein+orce learning o+ the
lesson5

Home-or/ sli) 2instruction on assignment5 C student>s gra)hic organi9er

Home-or/: Students -ill -rite a & )age narrative story based o++ their )erce)tion o+ the civil -ar. Students -ill )icture themselves as a slave o+ the South or a solider o+ the ,orth and tell us 2using sensory descri)tions: smell0 taste0 sounds0 sight and touch5. (hey -ill also e1)lain their emotions0 thoughts0 and actions as a slave or a soldier during that time. 7+ you -ere in their shoes0 -hat and ho- -ould you +eel=

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Ms. Sabrina Rocha

9:arrati'e 3 Story; )rap%ic rgani.er

SMA Jacobs, 2002 <