Title: Should Confederate monuments be removed (what

can be done to fix them)?

Grade: 11th through 12th grade
Name: Josh Parrish
Overall Goal: The goal of this lesson is for the students to find solutions to a real world issue
that is argued everyday. The students will individually or in groups research the issue more in
depth regarding their position on the situation and attempt to draw conclusions from their
research. I believe this lesson will be engaging because at this age the students will begin to
form their own political opinions and will be able to debate and solve a real world problem.
After analyzing the topic the student will create a presentation of their own that provides a
solution the the question should confederate monuments be removed or how can they be
fixed. This question and lesson is relient to all audiences as it tackles a serious question of
racism. This lesson has the potential to bring a community together in a positive way. In the
end, after students argue solutions and defend their own I hope the students are able to see
that there might be mixed feelings about each solution, but identify how one another can
improve each others solution. This will allow the students to form a solution that reflects both
sides of the argument.

Standards Learning Objective Assessment

USH. 1.3 - Identify and The students will be able to display The students will be
tell the significance of what they have discovered about the assessed on their
controversies issue as well as implement a solution culminating activity
pertaining to slavery, to preserving history while displaying what they have
abolitionism, and social combating racism learned and a practical
reform movements. solution.
(Government, The students will be able to do
Economics) valuable research while using
reliable sources
USH. 1.4 - Describe
causes and lasting The students will be able to work
effects of the Civil War together to create a research project
and Reconstruction as
well as the political The students will be able to present
controversies their solution to the topic and defend
surrounding this time their argument for what they believe
such as Andrew is right that indiana university’s
Johnson’s basketball program is the biggest
impeachment, the joke in the state
Black Codes, and the
Compromise of 1877.
(Government,
 Economics)

Key Terms & Definitions:

● Civil War: A war fought in the United States between the North (Union Army) and the
South (Confederate Army). The war was fought over the enslavement of African
Americans.
● Confederate Army: The Southern states the fought the Northern states to preserve
slavery
● Monuments: A structure create to commemorate a person or event

Lesson Introduction (Hook, Grabber):

DAY 1. To begin the lesson the students will participate in answering a series of
agree/disagree questions just to get the day started.

(Prior to the Edpuzzle the students will already have learned about who the confederates
were in previous classes.)

From this, as a transition the students will be introduced the the topic through a Edpuzzle
video.

I chose an Edpuzzle video because I wanted to also have a visual grabber. This is
Because it allows the students to see the driving questions first hand. Seeing this and
answering the questions will allow the students to think critically about the situation.
When the students watch the video I want them to each promote confederate monuments
and have a goal of preserving history or finding alternatives, or being against them and
having a drive to stand up for what they believe and find solutions to the issue to make
things right. This grabber engages student based on appeal to emotion. It can create a
connection to a serious real-world issue.

Lesson Main:

DAY 1. After the grabber, I will walk the students through structured research using this
Nearpod. While doing this, the students will be guided through Three different articles
(Article one, Article two, Article Three). The objective of this activity is for the students to
be able be introduced to research that looks at both sides of the story and offers
valuable information.

After reviewing the articles as a class, the first day will come to a conclusion by ending
with a class discussions and debriefing of the articles.

DAY 2.

To begin the second say, the students will spend the first ten to fifteen doing their own
research on the topic and their beliefs on the topic.

After that the students will participate in a think-pair-share activity. In this the students
will be able to express their ideas to other students and receive thought and feedback
from their partner.

After think-pair-share, the students will engage in a production task.

The students will each create a one minute video of their choice explaining the
perspective they are taking on the topic. This is very engaging as it allows the students
to use technology in the classroom and is also efficient. This assignment will be due by
the end of the day and will take up the rest of the class period.

Lesson Ending: DAY 3&4

TO ENSURE THE STUDENTS HAVE ENOUGH TIME TO COMPLETE THEIR PROJECTS

THEY WILL HAVE THE THIRD DAY TO DO SO.

THIS IS BECAUSE I WANT THE STUDENTS TO MAXIMIZE THEIR RESEARCH AND

KNOWLEDGE ON THE ISSUE.

For a final assignment the lesson will end with a culminating activity.
The third day will begin by allowing the students to form groups of at most three people
with the same feelings on the topic.

Once they have gotten into groups, for the culminating activity, the students will begin
planning and designing a solution. They will be given free reign to create what they want,
to form a solution whether it be a powerpoint, poster, video, ect. The objective of this
activity is for the students to critically think about the issue and create a real world
solution.

This lesson will allow the students to implement the articles they learned on the previous
day and their own additional research. This provides students with the chance to present
their possible solutions to the question. They will be presenting to their peers and if
possible to someone with more power on the situation. This activity also allows the
students to defend their solution. This is because they will present their solution and
then be asked question from students with an opposing view pointing they must answer
logically. The activity does not require collaboration but collaboration will be promoted
Some students prefer to work on their own and I respect that.

At the very end as the teacher will review the topic as a whole. I think it is important for
the students to know they have the right to their own opinion and they will be informed of
that. If having a higher representative is not possible I will inform the students that I am
going to try and find someone to contact and send I will send them their proposals.
The class will then be dismissed.

Outstanding 90%- Good 80%- Average 70%- Acceptable/Po

CATEGORY 100% 89% 79% or 0-69%

Discover valuable Student can accurately Student can Student can Student appears to
information/ answer all questions accurately accurately answer have insufficient
related to facts in the answer most about 75% of knowledge about
solutions to the presentation and questions questions related the facts or
driving question processes used to related to facts to facts in the processes used in
create the in the presentation and the presentation.
presentation. presentation processes used
and processes to create the
used to create presentation.
the
presentation.

Participation Used time well during Used time well Used some of the Did not use class
each class period. during each time well during time to focus on
Focused on getting the class period. each class period. the project OR
project done. Never Usually There was some often distracted
distracted others. focused on focus on getting others.
getting the the project done
project done but occasionally
and never distracted others.
distracted
others.

Accurate facts to At least 7 accurate 5-6 accurate 3-4 accurate facts Less than 3
defend solution facts are displayed on facts are are displayed on accurate facts are
the poster. displayed on the poster. displayed on the
the poster. poster.
 Presentation/Attracti The presentation is The The presentation The presentation is
veness exceptionally attractive presentation is is acceptably distractingly messy
in terms of design, attractive in attractive though or very poorly
layout, and neatness. terms of it may be a bit designed. It is not
design, layout messy. attractive.
and neatness.

Resources / Artifacts:
Rubric- http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2794693
Article One - https://www.washingtonpost.com/opinions/i-detest-our-confederate-monuments-
but-they-should-remain/2017/08/18/13d25fe8-843c-11e7-902a-
2a9f2d808496_story.html?noredirect=on&utm_term=.4eaf798dd26c
Article Two - https://www.usatoday.com/story/opinion/2017/08/21/keep-confederate-monuments-
but-dont-whitewash-their-horrific-history-ellis-cose-column/584267001/
Article Three - https://www.nytimes.com/2017/08/15/opinion/confederate-monuments-white-
supremacy-charlottesville.html
EdPuzzle- https://edpuzzle.com/media/5cbb74e7ed524440ae0362bb
Nearpod- https://share.nearpod.com/ojX65i972V

Differentiation:
1. Differentiation for ability levels
When it comes to high and low ability students, for the activities the students will be grouped
together by similar opinion which allows the students to know what each other hope for out of
the assignment. Since the students will be in groups they will be able to help and learn from one
another no matter what ability the students are at.
● Gender, race, culture, and/or sexual identity
Everyone is entitled to their own opinion no matter what their gender, race, culture or sexual
identity so this should not be a problem. Students are expected to respect one another and their
opinions.
3. Differentiation for languages
When students are giving their presentations and they speak a different language it would be a
priority of mind to find a translator. When it comes to research the students will be able to use
whatever language setting they need. For the nearpod the language can be changed and or
translated. For the Edpuzzle, subtitles could be added or the language setting on the computer
can be changed to a different language.
4. Differentiation for access & resources
● Computers, Internet connection, and/or Wifi access
As I stated earlier the students can present their solution in anyway therefore technology is not
necessary. But, most likely the school will provide technology and the students will be able to
use the computer lab ect. If students need more time they are able to stay after school in the
library where computers are often located, a partners house, or the local library.

Anticipated Difficulties:
Day 1
One potential difficulty for the first day is students not understanding why were are doing this
lesson. Therefore I will be ready to dive into the history of the confederates and the news
related to monuments
Day 2
On the second day one issue may be that the students do not know what side they want to
take yet so i will be available to talk with each students about it.
Day 3 and 4
A difficulty with the culminating activity could be students not working well together
therefore, I will talk them through it and help guide them or allow them to work on their own
(But groups will be encouraged).

Reference:
Article One - https://www.washingtonpost.com/opinions/i-detest-our-confederate-monuments-
but-they-should-remain/2017/08/18/13d25fe8-843c-11e7-902a-
2a9f2d808496_story.html?noredirect=on&utm_term=.4eaf798dd26c
Article Two - https://www.usatoday.com/story/opinion/2017/08/21/keep-confederate-monuments-
but-dont-whitewash-their-horrific-history-ellis-cose-column/584267001/
Article Three - https://www.nytimes.com/2017/08/15/opinion/confederate-monuments-white-
supremacy-charlottesville.html