Student Name: Jeff Rost

Course Title; Semester: Educ 314- Fa 11

Title of Lesson: Causes of The Civil War Total Lesson Time: 45 minutes Grade(s): 5 This lesson is lesson 1 of 5 Subject Area: History Learning Goals: Students will identify what a civil war is, what big events lead to the American Civil War, and will understand how modern society might be different without Lincolns Election. Curriculum Standard(s): Iowa CoreHistory3-5 Understand groups and institutions work to meet individual needs and the common good of all Understand the consequences of governmental decisions Learning Objectives and How Assessed: Learning Objective(s) Student will be able to: 1. Analyze the reasons the Union and Confederacy held their respective views on slavery. 2. Identify the differences between the Union and Confederacy views on slavery.

Assessment Plan Formative/Summative 1. Formative: During the first breakdown, students will identify reasons why each side held their respective beliefs on slavery. The students will share their reasons with their group and the class. Summative: The students Summative Assessment is writing an autobiography as a famous person from the Civil War. They will need to include the causes of the Civil War from their chosen individuals perspective. 2. Formative: Students will compose a graphic organizer (attached below) illustrating the causes of the Civil War from the perspectives of the Union and Confederacy. Summative: The autobiography will exemplify their individuals perspe ctive and must include differing viewpoints from the other side.

Materials Needed: Abraham Lincoln Picture Triangular half sheets of paper Markers, crayons, colored pencils, etc for drawings

Top hat

Content Throughout Lesson Procedures

Lesson Procedure Detail/clarification Before the Lesson: 1. Identify students with unique needs 2. Design and deliver pre-assessments 3. Adjust assessments and/or objectives based on preassessment results During the Lesson: 1. Introduction/Anticipatory set/Activate prior knowledge I will start the lesson with the Abe Lincoln picture on the board. I will ask students who they think each person in the picture is and what their role is in the picture. Students will write these observations and predictions down in their notebooks, and then share out to the group. The students will write a caption for the picture and share with the group as well (picture attached below). 1.5 Transition- Ask students if both men in the picture are depicted as equals. I will lead the discussion on how to bridge the inequality between slaves and white landowners. This will lead directly into the discussion on Union and Confederacy differing viewpoints. 2. Chunk 1: I will discuss what a civil war is and what it means. A civil war is a war between two entities in the same nation. I will introduce the division of the country on the legality of slavery. (We just finished our unit on slavery). The North was morally against owning slaves and wanted to impose mandates against it, while the South was in favor of owning slaves and wanted to maintain states rights. I will also explain that roughly 75% of white southerners did not own slaves, and will briefly discuss the political reasons for their decisions. 3. Breakdown 1: Divide class into groups of 4. Within those groups of four, two students will represent the North, while two students

Time

6 mins

8 mins

Students will already be sitting in tables of four. This is the arrangement of the classroom. When mentioned to get in groups, the students know who their group members are. I will walk around from group to group to ensure all

10 mins

represent the South. Each North and South pairing will identify against or for slavery respectively. Students must write their arguments down, 3-5 main points, and present it to the opposite pairing in attempts to persuade them. After students present their arguments to the opposite pairing, I will ask for groups to share their discussions with the entire class. 3.5 Transition- I will ask the groups if any groups were persuaded to join the opposite side. The students should not have been persuaded, since they all had reasons for their decisions. We will process and reflect as a class why students chose the side they did, including viewpoints from students on both sides. This is one of the causes of the war. I will monitor to ensure no rude comments or bullying occurs if a student chooses the side of the south.

groups are on task and ensure there are no questions.

8 mins

4. Chunk 2 I will ask students what questions they would like to ask President Lincoln at that time. Then, I will put on a top hat and play Abraham Lincoln. I will explain what Lincolns political beliefs were and how they differed from the beliefs of those in the South. I will explain that I just won the Presidential Election and the students from the South are unhappy. I will explain that I wanted to make slavery illegal and that the South did not want to make slavery illegal. Ask the students from the South and North to go to opposite sides of the room. I will explain what secession is and explain that the South attempted to make itself its own country because of its differing viewpoints with Lincoln.

5. Breakdown 2: One student from the South and the North will partner together to create an illustration depicting their view of the start of the Civil War. This illustration must include both viewpoints on slavery. Students will share out their joined picture with rest of the class.

Based on students readiness during the 9 mins previous slavery unit, as well as their comprehension during the first breakdown, I will pair students ahead of time. I will group students based on readiness- one student that gets it and another student who might be

struggling. 6. Closure- Exit card- Students will answer the question What if Abraham Lincoln was not elected President? 4 mins

After the lesson: 1. Evaluate the lessons success with students. What evidence do you have that the lesson was successful? What worked and what didnt, and why? 2. Record advice on lesson changes for yourself for when you do this lesson in future years.

Student Name: Jeff Rost

Course Title; Semester: Educ 314- Fa 11

Title of Lesson: Influential People of the American Civil War Total Lesson Time: 45 minutes Grade(s): 5 This lesson is lesson 2 of 5 Subject Area: History Learning Goals:
Students will identify four influential people that made a societal or cultural impact during the American Civil War, and will consider how modern society might be different without these four individuals.

Curriculum Standard(s): Iowa CoreHistory3-5 Understand groups and institutions work to meet individual needs and the common good of all. Understand that specific individuals had a great impact on history. Learning Objectives and How Assessed: Learning Objective(s) Student will be able to: 1. Analyze how specific individuals affected society during the American Civil War. 2. Evaluate how modern society might be different without the contributions of the specific individuals from the American Civil War. Assessment Plan Formative/Summative 1. Formative: Breakdown 2 is the acrostic poem. The acrostic poem will include the individuals name and what contributions they made to society during the American Civil War. During closure, I will have a short quiz. Summative: During the autobiography project, students will include their individuals contributions and effects during the time period. 2. Formative: The quiz will include 4 matching questions regarding contributions and two essay questions regarding the impact on modern society. Summative: During the autobiography project, students will explain how one individual was crucial to the time period and how modern society might be different with that persons absence. Materials Needed: Pictures of 4 Influential People (attached to the end of this lesson) Quiz Markers, crayons, colored pencils, big sheets of paper, etc for acrostic poem

Content Throughout Lesson Procedures Ulysses S. Grant, Jefferson Davis, Clara Barton, Dorothea Dix American Red Cross Lesson Procedure Before the Lesson: 4. Identify students with unique needs 5. Design and deliver pre-assessments 6. Adjust assessments and/or objectives based on preassessment results During the Lesson: 7. Introduction/Anticipatory set/Activate prior knowledge I will start the lesson by showing pictures (attached) of the four individuals. I will ask students what they think the individuals roles in the American Civil War were and why. I will lead the conversation with helpful hints. 7.5 Transition- I just showed pictures of Dix and Barton. This will lead directly into the discussion on why nurses were important during the American Civil War. 8. Chunk 1: I will discuss Dix and her contributions (Superintendent of Army Nurses, directed volunteer nurse movement). I will stress the importance of the Army Nurses and volunteer nurses. I will also discuss Barton and her contributions (medical supplies and the American Red Cross). I will explain why females held the roles that they did. I will ask if any students have ever been hurt, if they were helped by a nurse, and what their experience was. 9. Breakdown 1: Divide class into groups of 4. Within those groups of four, students will develop a list of supplies that may be important to include in a soldier care package. Halfway through the breakdown, I will ask students to share with one another what supplies they need every day, and will ask them to discuss if a soldier would need the same things. At the end of the breakdown, groups will share their care package list, and I will explain that I will compile their lists, type them, and send them home to ask for donated supplies for our class to send to current soldiers serving overseas. 7 mins Detail/clarification Time

I will show the pictures on the smart board, one 4 mins picture at a time, and will call on students as they raise their hand to share.

Students will already be sitting in tables of four. This is the arrangement of the classroom. When mentioned to get in groups, the students know who their group members are. I will walk around from group to group to ensure all groups are on task and ensure there are no questions.

7 mins

6.5

Transition- I will explain that we will be learning about two important men of the Civil War. 7 mins

10. Chunk 2 I will discuss Grant and his contributions (military commander during the American Civil War and 18 th president). I will explain military duties and how he achieved his position. I will also discuss Davis and his contributions (statesman and President of the Confederacy). I will explain Davis background, and how he achieved his position. 11. Breakdown 2: Acrostic Poem. Students will remain in their same groups from the first breakdown. They will develop an acrostic poem on one of the four individuals that the group chooses. Ill encourage groups to ensu re each individual is represented at least once. The acrostic poem will include a few contributions the individual made during the years of the war. The poem should also include the significance of those contributions. Students will share out their joined acrostic poem with rest of the class. 12. Closure- I will give students a short quiz (attached) over todays material. Students have already been taught structure of an acrostic poem in a writing lesson.

13 mins

Some students might need extra time. I will need to account for this throughout my day.

7 mins

After the lesson: 3. Evaluate the lessons success with students. What evidence do you have that the lesson was successful? What worked and what didnt, and why? 4. Record advice on lesson changes for yourself for when you do this lesson in future years. References: Picture of Dorothea Dix:

Picture of Clara Barton:

Picture of Ulysses S. Grant:

Picture of Jefferson Davis:

(Cont. on next page)

Quiz: Who Am I Quiz? Each statement describes one of the four individuals we studied today. Read the question and write the name of the individual being described. 1. I was a U.S. Senator from Mississippi who initially argued against secession, but I eventually was elected as President of the Confederacy once the South seceded. ____________________ 2. During the Civil War, I was named Superintendent of Army nurses, helped establish a volunteer nurse program, and promised to treat all wounded soldiers equally. __________________ 3. I was also a Civil War nurse. I worked on establishing mobile units to ensure soldiers were treated with adequate medical supplies. I went on to start a chapter of the Red Cross in the United States. 4. I was the military commander during the American Civil War. My accomplishments during the Civil War helped me become the 18 th President of the United States. Short Answer Question 5. How might the world be different today without the work of Ulysses S. Grant, Jefferson Davis, Dorothea Dix, or Clara Barton? Write a 4-5 sentence paragraph about one of those four people. Reflection on Student Learning:

Student Name: Jeff Rost

Course Title; Semester: Educ 314- Fa 11

Title of Lesson: Important Battles of the American Civil War Total Lesson Time: 45 minutes Grade(s): 5 This lesson is lesson 3 of 5 Subject Area: History Learning Goals: Students will identify four major battles that influenced the course of the American Civil War and will consider how those battles affected the outcome of the War. Curriculum Standard(s): Iowa CoreHistory3-5: Understand problems, issues, and dilemmas of life in the past and their causes. Iowa Core History3-5: Understand processes important to reconstructing and interpreting the past. Learning Objectives and How Assessed: Learning Objective(s) Student will be able to: 1. Analyze how specific battles affected the outcome of the American Civil War. 2. Create a display detailing battles of the American Civil War and how important events have shaped their lives as students, respectively.

Assessment Plan Formative/Summative 1. Formative: Breakdown 1 is the song about two battles. The song will include the important details of the first two battles learned. During closure, I will have a short quiz. Summative: During the autobiography project, students will include the battles and their effects during the time period. 2. Formative: Students will write a narrative detailing an important event in their lives, including how that individual event has changed their lives as a whole. This will be related to the individual battles impact on the Civil War. Summative: During the autobiography project, students will explain how the battles were crucial to the war as a whole by including details about these battles in relation to a timeline.

Materials Needed: The Civil War Rap, available at educationalrap.com or iTunes Markers, crayons, colored pencils, big sheets of paper, notecards Song lyrics for The Civil War Rap

Content Throughout Lesson Procedures Battle at Fort Sumter First Battle of Bull Run Battle of Gettysburg Battle and Surrender at Appomattox Lesson Procedure Before the Lesson: 7. Identify students with unique needs 8. Design and deliver pre-assessments 9. Adjust assessments and/or objectives based on preassessment results During the Lesson: 13. Introduction/Anticipatory set/Activate prior knowledge I will start the lesson by playing The Civil War rap from educationalrap.com or the iTunes store. I will distribute copies of the song lyrics for students to follow along. 13.5 Transition- I just played the Civil War Rap. I will ask students if they remember hearing about the upcoming battles well be discussing. This will lead directly into the discussion on important battles of the Civil War. I will ask students what names they recognized in the rap from our previous lessons. 14. Chunk 1: I will discuss the Battle at Fort Sumter, including its significance to the start of the American Civil War. I will explain that the south had just seceded and demanded that the Army abandon their ports near South Carolina. I will discuss with students that the Union did not do as the South ordered, so the Confederacy took action in the form of military attacks. I will explain that this battle started the Civil War. Further, I will explain the First Battle of Bull Run, and its significance in being the first major land battle of the Civil War. I will explain that the Union was seeking an early end to the war, so they made plans to storm Richmond, Virginia. We will discuss how this battle influenced the upcoming battles of the war. 15. Breakdown 1: Divide class into groups of 4. Within those groups of four, students will create a song about the first two battles we just discussed. I will instruct students to include dates, those involved, and how each battle individually affected the Civil Detail/clarification Time

I will have already downloaded the song to play in class. Special arrangements may be made for students with a hearing impairment.

3 mins

2 mins

7 mins

Students will already be sitting in tables of four, with each table including at least one talker. This is the arrangement of the classroom. When mentioned to get in groups, the students know who their group members are. I will walk around from group to group to ensure all 8 mins groups are on task and ensure there are no questions.

War. 9.5 Transition- I will ask the groups to share out their songs to the whole class. I will explain that the Civil War rap also included the Battle of Gettysburg, and how important that battle was to the war. 4 mins

16. Chunk 2 I will discuss explain the Battle of Gettysburg, and its significance in the Civil War. I will include details about the several day-long battle, including the Unions main army line withdrawing and how the Civil War might have ended differently if the Confederacy decided to pursue advancing and attacking the Union. Further, I will discuss the Battle and surrender at Appomattox. I will explain to students that the Confederacy gave up Richmond, Virginia, and were cut off by the Union as they retreated to meet forces in North Carolina. I will discuss Robert E. Lees surrender to Ulysses S. Grant, and that it brought an official end to the American Civil War. 17. Breakdown 2: Students will be partnered up by me based on readiness and understanding of the content. I will have made this pairing during breakdown one. I will discuss with students that one event can change the outcome of a larger happening, such as each battle changed the Civil War. I will ask students to individually write about an important event in their lives, including how it changed them holistically. Once this task is complete, I will instruct students to explain their important event to their partner, so that their partner can share with the rest of the class what his/her partner shared as their important event. Students will share their partners event, and I will discuss with students the impact one event can have on a larger scale. 18. Closure- I will hand students note cards and ask them to complete two parts. I will ask them to write down the four battles of the Civil War we learned today. I will then ask them to choose one and explain its importance to the war as a whole.

7 mins

Students will be paired ahead of time by me.

10 mins

Dependent upon time, 4 mins some students might need extra time. I will need to account for this throughout my day. I may remove the first part of the closure to account for time.

After the lesson: 1. Evaluate the lessons success with students. What evidence do you have that the lesson was successful? What worked and what didnt, and w hy? 2. Record advice on lesson changes for yourself for when you do this lesson in future years.

Student Name: Jeff Rost

Course Title; Semester: Educ 314- Fa 11

Title of Lesson: Important Political Events of the American Civil War Total Lesson Time: 45 minutes Grade(s): 5 This lesson is lesson 4 of 5 Subject Area: History Learning Goals: Students will identify two main political events that had a societal or cultural impact during the American Civil War, and will consider how modern society might be different without these two pieces. Curriculum Standard(s): Iowa CoreHistory3-5 Understand differences in life today compared to the past. Understand that belief systems affect government policies and laws. Learning Objectives and How Assessed: Learning Objective(s) Student will be able to: 1. Analyze how specific political documents affected the outcome of the American Civil War. 2. Evaluate how modern society might be different without the political documents from the American Civil War. Assessment Plan Formative/Summative 1. Formative: Breakdown 1 is the primary document analysis. Students will review certain quotes from the document, and will explain what they mean and why they are important to modern society. Summative: During the autobiography project, students will include their how this political document affected them as a person living during the Civil War. 2. Formative: Students will evaluate rules and policies at their school or in their classroom and will compose a speech outlining their concerns and their reason for desired change. Summative: During the autobiography project, students will explain how these documents changed the time of the Civil War and how modern society has been affected by these documents. Materials Needed: Markers, crayons, colored pencils, paper, notecards, quotes from the Emancipation Proclamation, Gettysburg address clip from YouTube, Gettysburg Address transcripts.

Content Throughout Lesson Procedures Emancipation Proclamation Gettysburg Address Lesson Procedure Before the Lesson: 10. Identify students with unique needs 11. Design and deliver pre-assessments 12. Adjust assessments and/or objectives based on preassessment results During the Lesson: 19. Introduction/Anticipatory set/Activate prior knowledge I will start the lesson by asking students if they have ever felt mistreated. I will ask them to write the situation down, and how they reacted to it, or wish they had reacted to it. 19.5 Transition- I will ask for several volunteer students to share what they wrote. I will identify themes, and explain that often times slaves were mistreated and were not allowed to voice their discontent. 20. Chunk 1: I will discuss the Emancipation Proclamation, and what Lincolns intent was in issuing this executive order . I will show quotes of the proclamation, and explain to students what they mean in student friendly terms. I will explain to students that while this was an executive order, Lincoln wanted this to be a starting point at which states would declare slaves to be free as they were able. I will also discuss with students that Lincoln did this to gain more support for the Union, both in the United States and abroad, such as in Europe. 21. Breakdown 1: Students will reunite with their partners from lesson three. I will present them with three quotes from the Emancipation Proclamation (attached at end of lesson). Individually, they must form their opinions about the chosen quotes. Then, they will share their opinions with their partners, including why these quotes were significant and what they mean. Students will then share out during the transition. Detail/clarification Time

I will give students notecards to write their thoughts on.

4 mins

2 mins

7 mins

Students will reunite with their partners from lesson three for this 8 mins breakdown. They will discuss the quotes, and present each others views on the quotes.

12.5

Transition- I will ask pairs to share out their partners opinions and perceived meaning of the quotes. I will then explain the importance of not only identifying important aspects in society, but being able to voice them appropriately, as in the Gettysburg Address.

2 mins

22. Chunk 2 I will introduce the Gettysburg Address. I will explain its intended purpose to students, including the meaning of the speech as connected to the Battle of Gettysburg learned in lesson three. I will play the clip of Sam Waterston reading the Gettysburg Address from YouTube, with transcripts printed for students to read. 23. Breakdown 2: Students will be paired in groups based on readiness and understanding of the concept. Students with low readiness will be paired with students of mid-readiness and high readiness. I will make these four student groups during the first breakdown. I will instruct the students to decide a school rule or policy (posted in the room) that they believe is unfair or needs changed. I will ask students to write a speech to the administration seeking a policy change, including their reasoning and how their proposed policy is fairer than the current policy or rule. Students will share out their speech, explaining why they outlined the desired change. 24. Closure- I will give students a notecard and ask them the question: Why is the Gettysburg Address still important today? After the lesson: 5. Evaluate the lessons success with students. What evidence do you have that the lesson was successful? What worked and what didnt, and why? 6. Record advice on lesson changes for yourself for when you do this lesson in future years. Emancipation Proclamation Quotes: Emancipation Proclamation Quotes: 1. I do order and declare that all persons held as slaves within said designated States, and parts of States, are, and henceforward shall be free; and that the Executive government of the United States, including the military and naval authorities thereof, will recognize and maintain

7 mins

12 mins

Some students might need extra time. I will need to account for this throughout my day.

3 mins

the freedom of said persons. 2. And I hereby enjoin upon the people so declared to be free to abstain from all violence, unless in necessary selfdefense; and I recommend to them that, in all cases when allowed, they labor faithfully for reasonable wages.

Student Name: Jeff Rost

Course Title; Semester: Educ 314- Fa 11

Title of Lesson: Constitutional Amendments of the American Civil War Total Lesson Time: 45 minutes Grade(s): 5 This lesson is lesson 5 of 5 Subject Area: History Learning Goals: Students will identify three main Constitutional Amendments that had a societal or cultural impact following the American Civil War, and will consider how modern society might be different without these two amendments. Curriculum Standard(s): Iowa CoreHistory3-5 Understand groups and institutions work to meet individual needs and the common good of all. Understand major historical events and developments that involved interaction among various groups. Learning Objectives and How Assessed: Learning Objective(s) Student will be able to: 1. Analyze how the American Civil War led to three Constitutional Amendments following the war. 2. Evaluate how modern society might be different without the Constitutional Amendments from the American Civil War. Assessment Plan Formative/Summative 1. Formative: Breakdown 2 is the acrostic poem. The acrostic poem will include the individuals name and what contributions they made to society during the American Civil War. During closure, I will have a short quiz. Summative: During the autobiography project, students will include their individuals contributions and effects during the time period. 2. Formative: The quiz will include 4 matching questions regarding contributions and two essay questions regarding the impact on modern society. Summative: During the autobiography project, students will explain how one individual was crucial to the time period and how modern society might be different with that persons absence. Materials Needed: Markers, crayons, colored pencils, paper, notecards, large poster paper, transcript of the 13 th-15 th Constitutional Amendments, and front page newspaper outline.

Content Throughout Lesson Procedures 13 th Amendment to the Constitution 14 th Amendment to the Constitution 15 th Amendment to the Constitution Lesson Procedure Before the Lesson: 13. Identify students with unique needs 14. Design and deliver pre-assessments 15. Adjust assessments and/or objectives based on preassessment results During the Lesson: 25. Introduction/Anticipatory set/Activate prior knowledge I will ask students if there has been a time when they were forced to work or participate in an activity that they were not paid or thanked for. 25.5 Transition- I will explain that slaves were often not thanked or paid for their labor, and will explain that three Constitutional Amendments were developed following the American Civil War. 26. Chunk 1: I will display the text of the 13 th amendment to the Constitution. I will explain that it was adopted in December of 1865, and that it abolished slavery and involuntary servitude, except when it is delivered as punishment for a crime. 27. Breakdown 1: I will pair students in groups of 4, decided upon during day four lessons second breakdown. I will ensure there is at least one talker and one creative individual in each group. I will ask the groups to develop the front page of the newspaper as if they were breaking the news that the 13 th Amendment had been passed. I will ask them to create a headline, a picture, a and caption. Students will be grouped based on readiness and understanding of concept from the fourth lessons second breakdown. . Detail/clarification Time

I will ask students to verbally share their thoughts.

3 mins 2 mins

5 mins

7 mins

15.5

Transition- I will ask groups to share out their headlines, picture, and caption, noting similarities and differences among the groups and leading into what rights are afforded to the citizens of society.

3 mins

28. Chunk 2 I will introduce the 14 th and 15 th Amendments to the Constitution. I will explain that the fourteenth amendment outlines a definition of citizenship, the right to due process, and the right to equal protection. I will explain what these amendments mean to the rights afforded to the students in modern society. 29. Breakdown 2: Students will return to their groups of four from their first breakdown. I will give students one to two pieces of large poster paper, as well as markers, scissors, and other craft supplies. I will ask students to create a timeline of the events of the Civil War, including the major battles learned, the political documents introduced, and the Constitutional Amendments. I will also ask students to visually display the causes of the Civil War in a portion of their timeline, and I will also ask the students to write the influential people on the timeline, including how the affected the outcome of the war. Students will share out their timelines, noting similarities and differences in each others wor . 30. Closure- I will give students a notecard and ask them to write two things. I will ask them to write down the most interesting fact they learned from the unit on the American Civil War. Secondly, I will ask them to write how the Civil War continues to affect them today. After the lesson: 7. Evaluate the lessons success with students. What evidence do you have that the lesson was successful? What worked and what didnt, and why? 8. Record advice on lesson changes for yourself for when you do this lesson in future years.

6 mins

14 mins

Some students might need extra time. I will need to account for this throughout my day.

5 mins