IntegratedThematicUnitProject:AndiCooper

IntegratedThematicUnitProject AndiCooper Methods&MaterialsforTeachingMiddleGradesELA/SS November21,2013

IntegratedThematicUnitProject:AndiCooper

Part1: TheCivilWar UnitedStatesHistoryandConflict

IntegratedThematicUnitProject:AndiCooper

A.Introduction/EdTPAContext:TheCivilWar:UnitedStatesHistoryandConflict AbouttheSchoolwhereyouareTeaching 1.Inwhattypeofschooldoyouteach? Middleschool(68):IamteachingatDillardDriveMiddleSchool.Itisatraditionalcalendarmiddle school.Itisinanurbanarea. 2.none 3.MycooperatingteacherwouldlikemetoincludethoughtfulThursdaysintomylessons.Shedoes thesamethingnow.Also,mycooperatingteachergavemymyunitplantopicaccordingtowheresheis inthepacingguide. AbouttheClassfeaturedinthisassessment 1.Whatisthenameofthiscourse? Thenameofthiscourseis8thgradeSocialStudies.Specificallyitiscalled:NorthCarolinaandthe UnitedStates:CreationandDevelopmentofthestateandnation. 2.Whatisthelengthofthecourse. Thecourseis1yearlong 3.Whatistheclassschedule? Theclassis47minuteslongeveryday,5timesaweek. 4.Isthereanyabilitygroupingortrackinginhistory/socialstudies?Ifso,pleasedescribehowitaffects yourclass. No,thereisnoabilitygrouping.ThereisnoAGpullout,etc...,thisonlyexistsfortheLanguageArts classesatDillardDriveMiddleSchool. 5.Identifyanytextbookorinstructionalprogramyouprimarilyuseforhistory/socialstudiesinstruction. Ifatextbook,pleaseprovidethetitle,publisher,anddateofpublication. Thereare3textbooksthatmyCTusesasareferencematerialsfortheclass. #1NorthCarolina:LandofContrasts,ClairmontPress,2009 #2WethePeople:TheCitizenandtheConstitution,CenterforCivicEducation,2009 #3America:HistoryofourNation,PrenticeHall,2007 6.Listotherresources(e.g.,electronicwhiteboard,resourcelibraryinclassroom,onlineresources)you useforhistory/socialstudiesinstructioninthisclass. ASmartBoardislocatedinthisclassroom.Thereare4computersintheclassroomforstudentuse,as wellasalaptopcartthatwecangetfromthemediacenter. AbouttheYoungAdolescentsintheclassfeaturedinthisAssessment 1.GradeLevel: Thegradelevelofthisclassis8th.Theagerangeofstudentsinthisclassrangefrom1314yearsof age. 2.Numberofstudents:Thereareabout140studentsonthisteam. studentsintheclass:26 Males: 13 Females:13 3.Completethechartbelowtosummarizerequiredorneededsupports,accommodationsor modificationsforyourstudentsthatwillaffectyourinstructioninthislearningsegment.Asneeded,

IntegratedThematicUnitProject:AndiCooper

consultwithyourcooperatingteachertocompletethechart.Somerowshavebeencompletedinitalics asexamples.Useasmanyrowsasyouneed. Considerthevarietyoflearnersinyourclasswhomayrequiredifferentstrategies/supportsor accommodations/modificationstoinstructionorassessment(e.g.,studentswithIEPsor504plans, Englishlanguagelearners,strugglingreaders,underperformingstudentsorthosewithgapsinacademic knowledge,and/orgiftedstudentsneedinggreatersupportorchallenge). StudentswithSpecificLearningNeeds IEP/504Plans: Classifications/Needs Example:Learningdisability NumberofStudents Supports,Accommodations, Modifications,PertinentIEP Goals Closemonitoring,copyof PowerPointnotesandfollow up extratime

Autism

OtherLearningNeeds Example:Strugglingreaders

NumberofStudents 5

Supports,Accommodations, Modifications Provideoralexplanationsfor directions,extendedtime,and sentenceframestosupport writtenresponses

IntegratedThematicUnitProject:AndiCooper

B.OrganizationalPrinciple:Mythemeforthisunitis:Conflict. IbelievethatstudentswillappreciatethethemeofconflictforourunitontheCivilWar.After decadesoftensionbuildingbetweentheNorthernandSouthernpartsoftheUnitedStates,in1861the AmericanCivilWarbegan.Someoftheissuesincludeexpansionintothewest,statesrightsversus federalauthority,andslavery.WiththeelectionofAbrahamLincolntothepresidencyin1860,sevenof theSouthernstatessecededfromtheUnionandformedtheConfederateStatesofAmerica,soonafter thewarbegan,fourotherstatesjoinedthem.Duringthefouryearsthewarwasfought,from 18611865,thereweremanyfamousbattlesfoughtonAmericansoil.Thewarbetweenthestateswas alsothebloodiestoneinAmericanhistorywithover600,000menkilled. NorthCarolinaplaysahugepartintheCivilWar,weheldoneofthemainportsforthe ConfederateArmy(FortFisher&Wilmington).Welostseveralmenfighting.Studentsneedto understandandappreciatethereasonsourcountrywasdivided,whythesouthseceded,andwhywe eventuallywenttowar.Studentswilllearnaboutthemanybattlesduringthewar,thedeathtollofthe war,howravagedourcountrywasbecauseofthewar,etc...Byusingthethemeofconflictstudentswill understandwhytherewastensionbetweenthestatesandwhatthattensionleadto.Bystickingwiththe themeofconflict,studentswillalsounderstandhowthatconflictbetweenthestatesleadtothe disruptionoftheproductionandtradeofgoods.Alsohowconflictleadtotheuntimelydeathof PresidentLincolnin1863. C.Primarysubjectmatterfocus: TheprimaryfocusofmyunitistheAmericanCivilWarfoughtfrom18611865.Byusingthis topicasmyfocusIwillbeabletoincludeinformationabout:whyourcountrywenttowar,thesequence ofeventsofthewarandtheimportantfiguresinthewar,lifeduringthewar,shiftsduringthewar, electionsduringthewar,theendofthewarandlifeafterthewar.SincetheclassthatIwillbestudent teachinginiscalledNorthCarolinaandtheUnitedStates:CreationandDevelopmentofthestateand nationdiscussinghowtheCivilWarimpactedthecreationanddevelopmentofourstateandnation directlycorrelatestothisclass. Rationale: Studentsneedtobeabletounderstandthecauses,battles,andeffectsoftheAmericanCivil War.StudentsshouldbeabletodebatethecausesoftheCivilWar,recognizetheCivilWarleaders, andtimelinetheeventsofthewar. MyunitdirectlyfitsintotheStateStandardsfor8thgradeSocialStudies.Forthisunitwewill befollowingNorthCarolinaEssentialStandards: 8.H.1ApplyhistoricalthinkingtounderstandthecreationanddevelopmentofNorthCarolinaandthe UnitedStates. 8.H.2Understandthewaysinwhichconflict,compromiseandnegotiationhaveshapedNorthCarolina andtheUnitedStates. 8.H.3UnderstandthefactorsthatcontributetochangeandcontinuityinNorthCarolinaandtheUnited

IntegratedThematicUnitProject:AndiCooper

States. 8.G.1UnderstandthegeographicfactorsthatinfluencedNorthCarolinaandtheUnitedStates. 8.C&G.1.AnalyzehowdemocraticidealsshapedgovernmentinNorthCarolinaandtheUnitedStates. MyunitalsofollowstheCommonCoreStateStandards: CCSS.ELALiteracy.RH.68.1Citespecifictextualevidencetosupportanalysisofprimaryand secondarysources. CCSS.ELALiteracy.RH.68.2Determinethecentralideasorinformationofaprimaryorsecondary sourceprovideanaccuratesummaryofthesourcedistinctfrompriorknowledgeoropinions. CCSS.ELALiteracy.RH.68.4Determinethemeaningofwordsandphrasesastheyareusedina text,includingvocabularyspecifictodomainsrelatedtohistory/socialstudies. CCSS.ELALiteracy.RH.68.5Describehowatextpresentsinformation(e.g.,sequentially, comparatively,causally). CCSS.ELALiteracy.RH.68.7Integratevisualinformation(e.g.,incharts,graphs,photographs, videos,ormaps)withotherinformationinprintanddigitaltexts. CCSS.ELALiteracy.RH.68.8Distinguishamongfact,opinion,andreasonedjudgmentinatext. Inmyunitwewillutilizeall21stcenturyskillswehavetheabilityto.Studentswillbeableto researchinformationusingonlinedatabases,watchhistoricalvideosprovidedwithverbalinstructionand usemusictoreflectwhatindividualswerefeelingduringthetimeperiod. D.OrganizingQuestions: 1.WaspreservingslaverytheprimaryreasontheSouthernstatesseceded?Howdidslavery produceadividedAmerica? 2.HowdidsecessionleadtoCivilWar?WhydidtheSouthsecede? 3.WhatweretheadvantagesoftheUnionArmyandConfederateArmy?Disadvantages? 4.Whatweretheeffectsofthewar? E.Goals: Myhopesforthisunitare: SWBAT: effectivelydebatethecausesofwar. discusstheeffectsofwaronanation. betolerantofthedifferencesofpeoplesopinions. usetechnologyandutilize21stcenturylearningskills.

IntegratedThematicUnitProject:AndiCooper

F.GeneralUnitObjectives: SWBAT: 1.cogDevelopcriticalthinkingskills. 2.cogUnderstandthedifferencesbetweentheNorthernandSouthernStatesduringthis timeperiod. 3.cogDemonstratecomprehensionofthecausesofwar. 4.affWorkscooperativelywithpeers. 5.affValuehis/herownopinion,perspective,andquestions. 6.affRespondtotheliterature,photographs,maps,music,andartifactsofthe timeperiod. 7.perWriteawellorganizedletter. 8.perParticipateinclassroomactivities. 9.perPresentmaterialorally. CommonCoreAnchorStandardsforELA/SSatthemiddlegradeslevel: CCSS.ELALiteracy.RH.68.1Citespecifictextualevidencetosupportanalysisofprimaryand secondarysources. CCSS.ELALiteracy.RH.68.2Determinethecentralideasorinformationofaprimaryorsecondary sourceprovideanaccuratesummaryofthesourcedistinctfrompriorknowledgeoropinions. G.PossibleUnitMaterials&SupplementaryTexts: VideoclipsfromTheHistoryChannelandthePBSspecialTheCivilWarafilmbyKen Burns* PrimarySourcedocumentsfromdocteach.org* FlagsusedduringtheCivilWar(photographs)* CivilWarSlanginformation CivilWarerastoriesandjournalentriesfrompeopleduringthetimeperiod* Photographsofsoldiersuniforms* pens/pencils/coloredpencils/markers* mapoftheUSdividedduringtheCivilWar* LibraryofCongressArchives* GlossaryofCivilWarTerms* MusicoftheCivilWar* computers/laptopcart* TheGettysburgAddress* Otherinfluentialspeechesgivenbyimportantpersons* H.PossibleActivities/InstructionalStrategies: HavestudentswritealettertoafamilymemberasasoldieroneithertheConfederateorUnion

IntegratedThematicUnitProject:AndiCooper

side. Everydaywillincludeabellringeractivity. Havestudentsanalyzemusicofthetimeperiod. Havestudentsjigsawafterlearningaboutspecificspeeches. Researchprimarydocumentsfromthetimeperiodwithlearningstations. Watchvideoclipsandparticipateinclassroomdiscussion. ResearchmapsoftheUSbefore,during,andafterthewar. Researchtheeffectsofthewarontheland,thepopulation,theeconomy,consumergoods, transportation,etc... I.UnitMap/NarrativeOverview: Day1:Onday1Iwillintroducestudentstotheideaofwar.Iwillaskthemhowtheyfeelaboutwar, whattheyknowaboutwar,whatwarstheyrememberlearningabout,howthosewarsaffectedour nation,askthemhowtheyfeelwhentheynoticetensionintheirlives,howthatturnsintoconflictand howthatescalates,etc...HereIwillintroducestudentstotheAmericanCivilWar,aka,thewar betweenthestates.WewillbeginworkonaKWLchartthatwewillkeepinournotebooksfor continuouswork. Day2:Todaywewilldiscussthecausesofthewar.Wewilllookatprimarydocumentssuchas speechesbyAbrahamLincolnandothersduringthetimeperiod.Aswearelookingatthesedocuments wewilldiscusshowtheinformationinthemleadtoconflictinAmerica.Wewillwatchvideoclipsof selected,relevantvideos. Day3.TodaywefocusonthesecessionoftheSouthernStatesandhowthisleadtowar.Wewill discussthefirstbattlesduringthewar.Wewilllookatmaps,moreprimarydocuments(forexample: battlerecords),andbeginlookingatsoldiersletters. Day4.TodaystudentswillchooseatrandomwhetherornottheareaConfederatesoldieroraUnion soldier.Wewillwritelettersasoursoldier.Ifnotfinishedduringclass,studentsmustfinishfor homework.Wewillwatchmorevideoclipsanddiscusswhatwesee. Day5:Todayfocusesonmoreofthebattlesduringthewarandcreatingatimelineondipity.comof whatwehavelearnedsofar.WewillcontinuefillingoutourKWLcharts. Day6:Thisweekwebeginourlearningstations.OnedayoneIwillexplainwhatislocatedateach station.Studentswillhave3daystocompletetheirstations.Therewillbe6stationsandstudentsare expectedtocomplete2stationsaday.Studentswillbegrouped,andsincetheyaregroupedtheyare responsibleforallmemberoftheirgroupfinishing. Day7:Continuedworkatourstations.Acheckwilltakeplaceofwherestudentsareintheirprogress. Day8:Todayisthefinaldayforstationactivity.Ifstudentshavenotfinishedtheywillbegivenmaterials totakehomeforhomework.

IntegratedThematicUnitProject:AndiCooper

Day9:Studentswilllookatmusicfromthetimeperiod.Wewillbegincomposingourownsongsand studentswillhavethechancetosharetheirsongswiththeclass. Day10:Todaywrapsupourunit.WewillcompleteworkonourKWLchartthatwehavebeen workingonforthepastweekandahalf.Studentswilltakeashort25questionquiztodaythatfocuses onimportantaspectsofwhatwehavecovered.

IntegratedThematicUnitProject:AndiCooper

PartII: TheDailyLessonPlans TheCivilWar UnitedStatesHistoryandConflict

AndiCooper,ECI430/435 TheCivilWar

IntegratedThematicUnitProject:AndiCooper

Context:ThisunitbeginsthediscussionoftheAmericanCivilWar.Thislessonbeginstheintroduction intotheCivilWarandwhateventstookplacethatleadtoconflictandwar. PlanNumber:1of10 PrimaryInstructionalObjectiveandCommonCoreStateStandard: 8.H.1ApplyhistoricalthinkingtounderstandthecreationanddevelopmentofNorthCarolinaandthe UnitedStates. 8.H.2Understandthewaysinwhichconflict,compromiseandnegotiationhaveshapedNorthCarolina andtheUnitedStates. SWBAT: 1.cogDevelopcriticalthinkingskills. 1.1Analyzethecausesofconflict. 2.cogUnderstandthedifferencesbetweentheNorthernandSouthernStatesduringthis timeperiod. 2.1Identifythedifferencesbetweenthestates. 5.affValuehis/herownopinion,perspective,andquestions. 5.1Respondtothediscussiononwar. Materials/TechnologyResourcesRequired: PowerPointLectureonwhatwaris https://docs.google.com/a/ncsu.edu/presentation/d/1QeLhmfaQYkVV2TrdXUoDZHqWM1P9P0i7A SODzpD4Z8/edit?usp=sharing KWLChart Leadingquestionstoaskstudents Time:47minutes InstructionalProcedures/Steps: 1.Greatstudentsfortheday.HavebellringeruponPowerPoint.Whatiswar? 2.Discussbellringerquestion. 3.PassoutKWLchartandexplaintostudentsthatwewillbeusingthischartforthenext2weeks. 4.Openupclassroomforanopendiscussion,useleadingquestions.Havestudentsbeginfillingouttheir KWLchartasthedaycontinues. 5.EndthedaybyremindingstudentsthatwewillcontinueourunitontheCivilWarforthenext2 weeksandtoholdontotheirKWLcharts. Evaluation: Asstudentsparticipateinthediscussiononwhatwaris,Iknowthattheyareengaged.Iwillalsousethe KWLchartasameansforevaluationonthedayslesson. Accommodations: AdditionaltimewillbegiventothosewhoneeditforcompletingtheKWLchart.Iwillwalkaroundthe roomtocheckstudentsprogress.

IntegratedThematicUnitProject:AndiCooper

Name:____________________________

KWLChart

IntegratedThematicUnitProject:AndiCooper

WhatdoIknow?

WhatdoIwanttofindout?

WhatdidIlearn?

AndiCooper,ECI430/435 TheCivilWar Context:TodayfocusesonthecausesoftheCivilWar.Studentswillreviewprimarydocumentsfrom thetimeperiodaswellaswatchselectedvideoclips.

IntegratedThematicUnitProject:AndiCooper

PlanNumber:2of10 PrimaryInstructionalObjectiveandCommonCoreStateStandard: 8.H.1ApplyhistoricalthinkingtounderstandthecreationanddevelopmentofNorthCarolinaandthe UnitedStates. CCSS.ELALiteracy.RH.68.5Describehowatextpresentsinformation(e.g.,sequentially, comparatively,causally). CCSS.ELALiteracy.RH.68.7Integratevisualinformation(e.g.,incharts,graphs,photographs, videos,ormaps)withotherinformationinprintanddigitaltexts. SWBAT: 3.cogDemonstratecomprehensionofthecausesofwar. 3.1Inferthereasonforconflict. 6.affRespondthetheliterature,photographs,maps,music,andartifactsofthe timeperiod. 6.1Participateinclassroomdiscussionandactivities. Materials/TechnologyResourcesRequired: DredScottvideoclipfoundhere:http://video.pbs.org/video/2298073069/ DredScottcasefoundhere:http://www.pbs.org/wgbh/aia/part4/4h2933t.html LincolnsHouseDividedspeechfoundhere:http://www.pbs.org/wgbh/aia/part4/4h2934t.html VideoclipofHouseDividedspeechashomeworkfoundhere: http://www.history.com/videos/gilderlehrmanhousedivided#gilderlehrmanhousedivided Time:47minutes InstructionalProcedures/Steps: Step1:TobegintodayslessonwewillwatchavideoclipontheDredScottDecision. Step2:Afterwewatchtheclipwewillreviewahistoricaldocumentonthecase.Wewillcontinuetofill outourKWLcharts. Step3:AfterreviewingthisdocumentwewillgointoLincolnsHouseDividedspeechfrom1858. Step4:TellstudentstowatchthevideocliponLincolnsHouseDividedspeech.Theyneedtojot downnotesforahomeworkgradefortomorrow. Evaluation: IwillusethecompletionoftheKWLchartalongwiththevideocliphomeworknotesasanassessment fortodayslesson. Accommodations: Thosewhoneedadditionaltimeorhelpwillbegivenit.Ifastudentdoesnothaveinternetaccessin ordertoaccessthevideotheywillbegiventimeduringtheirlunchorafterschooltowatchthevideo.

IntegratedThematicUnitProject:AndiCooper

AndiCooper,ECI430/435 TheCivilWar Context:TodayslessonfocusesonthesuccessionoftheSouthernStatesandtheformationofthe Confederates. PlanNumber:3of10

IntegratedThematicUnitProject:AndiCooper

PrimaryInstructionalObjectiveandCommonCoreStateStandard: CCSS.ELALiteracy.RH.68.5Describehowatextpresentsinformation(e.g.,sequentially, comparatively,causally). CCSS.ELALiteracy.RH.68.7Integratevisualinformation(e.g.,incharts,graphs,photographs, videos,ormaps)withotherinformationinprintanddigitaltexts. SWBAT: 2.cogUnderstandthedifferencesbetweentheNorthernandSouthernStatesduringthistime period. 2.1CompareandContrastthereasonstheNorthandSouthsplit. 8.perParticipateinclassroomactivities. 8.1WritetheirreactionstotheHouseDividedspeech. Materials/TechnologyResourcesRequired: PowerPointfortodayslesson https://docs.google.com/a/ncsu.edu/presentation/d/1QeLhmfaQYkVV2TrdXUoDZHqWM1P9P0i7A SODzpD4Z8/edit?usp=sharing Imagesofbattle MapoftheU.S.whenthesplithappenedonpowerpoint BattleofBullRunvideoclipfoundhere: http://www.civilwar.org/battlefields/firstmanassas/firstmanassasmaps/bullrunanimatedmap/ Primarysourcedocuments(soldiersletters)foundhere: http://www.civilwararchive.com/LETTERS/elkins.htm#july21andhere: http://www.civilwararchive.com/LETTERS/ranger.htm#02251862 Time:47minutes InstructionalProcedures/Steps: Step1.Bellringeractivity.WritedownyourreactiontotheHouseDividedspeechandvideoclip. Reviewstudentsanswers. Step2.BeginPowerPointonthesuccessionoftheSouthernStates.BefillingoutthoseKWLcharts. Step3:Showstudentsprimarysourcedocumentsofbattlerecords,maps,ect...WatchBattleofBull Runvideoclip Step4:Handoutsoldierslettersforstudentstoreadashomework. Evaluation: IfstudentsareparticipatingintheclassroomdiscussionthenIknowtheyarepayingattentiontothe lesson.Iwillalsousetheirreadingofthesoldierslettersasahomeworkgrade. Accommodations: Anyadditionaltimeorhelpwillbegivenifneeded.

IntegratedThematicUnitProject:AndiCooper

AndiCooper,ECI430/435 TheCivilWar Context:Todayslessonfocusesonlifeduringthewar.Wewillreviewletterswrittenbysoldiers duringtheCivilWarandthenstudentswillhaveachancetobeeitheraConfederateoraUnionsoldier writingaletterhome. PlanNumber:4of10

IntegratedThematicUnitProject:AndiCooper

PrimaryInstructionalObjectiveandCommonCoreStateStandard: 8.H.1ApplyhistoricalthinkingtounderstandthecreationanddevelopmentofNorthCarolinaandthe UnitedStates. 8.H.2Understandthewaysinwhichconflict,compromiseandnegotiationhaveshapedNorthCarolina andtheUnitedStates. CCSS.ELALiteracy.RH.68.4Determinethemeaningofwordsandphrasesastheyareusedina text,includingvocabularyspecifictodomainsrelatedtohistory/socialstudies. SWBAT: 1.cogDevelopcriticalthinkingskills. 1.2Applyknowledgeofwarlifeintheirwriting. 7.perWriteawellorganizedletter. 7.1ConstructaletterwrittenfromtheperspectiveofeitheraUnionorConfederate soldier. 8.perParticipateinclassroomactivities. 8.1Workindependentlyconstructingtheirletters. 9.perPresentmaterialorally. 9.1Presenttheirwrittenletterstotheirpeersforfeedback. Materials/TechnologyResourcesRequired: Primarysourcedocuments(soldiersletters)foundhere: http://www.civilwararchive.com/LETTERS/elkins.htm#july21andhere: http://www.civilwararchive.com/LETTERS/ranger.htm#02251862 Time:47minutes InstructionalProcedures/Steps: Step1:Askstudentstopullouttheletterstheyshouldhavereadforhomeworkthenightbefore. Step2:GoaroundtheroomandaskstudentswhethertheydliketobeaUnionsoldierora Confederatesoldier. Step3:Leadstudentsinwritingtheirownletterhometofamilymembers.Theymustdescribewhatthey areseeing,iftheyarewell,whattheyhavedonesofar,howtheyarefeeling,etc... Step4:Havestudentssharetheirletterswiththeirpeersandtheclassasawhole. Evaluation: WhilestudentsarewritingtheirlettershomeIwillbewalkingaroundtheclassroomassessingtheir progress.Thosewhodonotfinishinclassmustfinishforhomework. Accommodations: Anyadditionaltimeorhelpwillbegivenifneeded.

IntegratedThematicUnitProject:AndiCooper

IntegratedThematicUnitProject:AndiCooper

PartIII: Evaluation TheCivilWar UnitedStatesHistoryandConflict

BriefEvaluationPhilosophyStatement: Myevaluationphilosophyiscenteredarounddifferentiatedevaluationstrategies.Ifeelthatthisis thebestwaytoassessstudentlearningandretention.Iknowthatallstudentsdonotlearnatthesame paceorthesamelevel.Inmyfutureclassroom,Iwillusedifferentmeasuresofassessmentformy studentsforthisexactreason.Iforone,amonewhohasverybadanxietywhenitcomestotakinga testinclass.Ididbetterwhenmyteacherallowedmetotaketestsinmyownspace.SinceIfeelthat differentiatedinstructionworkswellforstudents,differentiatedevaluationwillideallyworkwellaswell.

IntegratedThematicUnitProject:AndiCooper

Withoutsomeformofevaluationstudents,parents,andteachershavenowayofknowinghow welltheirstudentsaredoing.IknowthatIgetfrustratedwhenIdonthaveagradeonactivities.Evenif studentsarentgettingnumberorlettergrades,bysimplytellingthemthattheyarecorrectanddoing well,theyareevaluatedinanacceptablemanner.Iseethisastheprocessoflearning.Studentsdonot comeintotheclassroomknowingeverything,althoughImsuresomestudentsfeelthattheydo.Since learningisaprocesstheabilitytoassessstudentsandevaluatetheirlearningisalsoaprocess.Students willgrowthroughouttheyearandwhiletheygrowtheirknowledgewillincreaseandevaluationscan growwiththestudent,fromverybasicassessmentstomoreformalassessments. ListofEvaluationStrategies: ThetypesofassessmentsthatIwillbeusingwillvarywiththeassignmentsthatIhavemy studentscomplete.Iwilluseavarietyofformativeassessmentthroughoutmyunit.TheonesthatIwill useareengagingintheclassroomdiscussion,respondingtothebellringersoftheday,completingtheir KWLcharts,writingtheirletters,watchingvideoclipsashomework,completingtheirworkattheir stations,etc...Iwillalsousesummativeassessments.AttheendofmyunitIplanonhavingstudents takea25questionquiz(withmultiplechoice,true/false,andshortanswerquestions)onthekeypartsof theunit.Iwillalsousetheirfinalworkattheirstationsasaprojectgrade,aswellasthecompletionof theirKWLcharts.

IntegratedThematicUnitProject:AndiCooper

PartIV: WorksCitedList&ReflectiveAddendum TheCivilWar UnitedStatesHistoryandConflict

WorksCited: TheCivilWar.(n.d.).pbs.org.RetrievedNovember9,2013from, http://www.pbs.org/civilwar/ 10ThingsYouDon'tKnowAbout:PresidentialAssassinations.(2013).TheHistoryChannel website.RetrievedNovember9,2013,from, http://www.history.com/videos/gilderlehrmanhousedivided#10thingsyoudontknowab outpresidentialassassinations

IntegratedThematicUnitProject:AndiCooper

Lincoln,Abraham.LincolnsHouseDividedSpeech.(n.d.).pbs.org.RetrievedNovember9, 2013from,http://www.pbs.org/wgbh/aia/part4/4h2934t.html DredScottcase:theSupremeCourtdecision.(n.d.).pbs.org.RetrievedNovember9,2013from, http://www.pbs.org/wgbh/aia/part4/4h2933t.html Elkins,Joseph.ConfederateLetters.(1861).RetrievedNovember9,2013from, http://www.civilwararchive.com/LETTERS/elkins.htm#july21 Ranger,Frederick.UnionLetters.(1862).RetrievedNovember9,2013from, http://www.civilwararchive.com/LETTERS/ranger.htm#02251862 SavingAmericasCivilWarBattlefields.CivilWarTrust(n.d.).RetrievedNovember9,2013 from, http://www.civilwar.org/battlefields/firstmanassas/firstmanassasmaps/bullrunanimatedmap/ TheDredScottDecision.(01/08/2013).RetrievedNovember9,2013from, http://video.pbs.org/video/2298073069/ DredScottcase:theSupremeCourtdecision.(n.d.).RetrievedNovember9,2013from, http://www.pbs.org/wgbh/aia/part4/4h2933t.html http://www.dipity.com/ CivilWarPrimarySources.(n.d.).RetrievedNovember9,2013from, http://www.civilwar.org/education/history/primarysources/ Musicofthe1860s.(n.d.).RetrievedNovember9,2013from, http://www.civilwar.org/education/history/onthehomefront/culture/music/music.html

ReflectiveAddendum: DearReader, AsIwasdecidingonathemeformyunitIdecidedwhatthemeIwouldlikemyformerteachers tofocuson.ThatishowIcameupwiththethemeofconflict.I,personally,enjoylearningabout conflictsamongpeopleandculturesandIthoughtthiswouldbeanexcellentthemeformyunitonthe CivilWar.TheprocessthatIwentthroughwasalongone.Therewasalotofbackandforth conversationsbetweenmyselfandmycooperatingteacher.Mycooperatingteacher,Ms.Cummens, toldmetodoaunitontheCivilWar,sincethisiswhatIwillmostlikelybeteachingduringmyfulltime 5weeks.

IntegratedThematicUnitProject:AndiCooper

InmyunitIseealotofstrengths.IthinkmystudentswillenjoythehandsonactivitiesthatI haveplanned,andIbelievetheywillenjoyresearchingtheprimarydocumentsthatIhavefound.I especiallythinktheywillenjoylookingatthemusicofthetimeperiod.Mycooperatingteachernow playsmusicinjustabouteveryclasswhilethestudentsareworking.Ithinkmystudentswillenjoy listeningtoanddissectingthemusicofthetimeperiod. Istillhavequiteabitofconcernswithmyunit.ThefirsthugeconcernIhaveisifIwillevenget toteachanyofit.MycooperatingteacherissofarbehindtheothersinhergradelevelthatImnotsure wherewewillbeinthepacingguidewhenIactuallystartfulltimeteaching.TheotherconcernIhaveis thatmydayswilltakealotlongerthanIanticipate.Mycooperatingteacherhasalreadytoldmethaton myfirstweekitwillprobablytakemorelike23weekstocomplete.IfIhadhadmoretimeinorderto completethisunitIwouldhavedrawnoutthedaysformorelike5weeksinsteadof2.Ihaveafeeling thatthisunitwouldtakeup5weeksintherealclassroom. SomelimitationsthatIencounteredalongthewayweregettingmycooperatingteacherto decideonatopicforme.CrystaltoldmethatthestudentteacherwhohadMs.Cummenslastyearwas toldtodotheCivilWarbutendedupteachingsomethingcompletelydifferent.Mybiggestfearisthat IllhavetoteachsomethingthatIamnotpreparedtoteach.IfIweretoimplementthisunitintomyown classroomIwouldspendagreatdealoftimefocusingonAbrahamLincolnandhismanyspeecheshe made.IfeellikeIcouldspendanentireweekjustonhim.IdlovetodelveintoGettysburgand everythingthatgoeswithitaswell.Icanseespendingagreatdealoftimestudyingit. ThethingsthatIwillpaycloseattentiontoarethethingsthatreallyinterestmystudents.I,for one,thinkthatthemusicportionandtheletterswrittenbythesoldierswillbeofthegreatestinterestto them.IdontbelievethatIwillspendagreatdealoftimeworryingabouthowthequizattheendofthe unitgoes.IthinkthatifmystudentsareengagedeverydayoftheunitthenIhaveaccomplishedalot.I reallyenjoyresearchingprimarydocumentsandfindingthingsfromthetimeperiod.IthinkthatifIshow howexcitedIamaboutthematerialthenitwilltransfertomystudents,Ihopeitwillatleast.LastlyI thinkmystudentswillenjoythevideoclipsthatIhavefound.Rightnowmycooperatingteacherdoes flippedclasses,andherstudentsreallydontwatchthevideosthatshemakes,butIthinkthatthe studentswillenjoythevideoclipsofthewaralot. Onascaleof0to4Iwouldratethisunitatprobablya2.5,maybea3.Thereissomuchmore thatIwouldlovetoinclude.Inowunderstandhowteachersfeelconfinedintheirtimelimits.AlsoIrate itatwhatIdidbecauseIknowthattherecanbeimprovements,andIknowthatmoreexperienced teachershavedonebetterjobs,andIfeelthatmyunitswillgetbetterwiththemoreexperiencethatI have. IfIweretodescribethisprojecttofuturestudentsIwouldfirstinformthemofhowmuchwork goesintoit.Iwishwehadhadmoretimeinclasstoworkonthisandaskquestions.Iwouldalsotell themtousetheirpeers.Iknowthatthoseinmyclasshavetalkedsomuchaboutthis.Wehavegiven tonsofpeerfeedbackthroughouttheweeksandithashelpedsomuch.Iwishwehadntdonesomuch otherbusyworkinclassbutspentmoretimeactuallywritinglessonplansandteachingourpeers.I wishwehadfocusedmoreofourclasstimeondoingthingsthatactuallydealtwithlessonplanning, etc... Overall,Ireallyenjoyeddoingthisproject.EventhoughIfeellikeweshouldhavebeenableto havemoreclasstimetoactuallyworkonthingsthatpertainedtounitplanningIfeelthatthiswentvery smooth.IjusthopeIamabletoactuallyusesomeofthethingsthatIhaveplanned. Sincerely,

IntegratedThematicUnitProject:AndiCooper

AndiCooper