FRIT 7090: Summer 7090 2012

Stephanie Wohl Teaching with Primary Sources FRIT 7090 Summer 2012 Civil War Google Site

FRIT 7090: Summer 7090 2012

TITLE

OF

UNIT

CIVIL WAR
AND THE

GRADE LEVEL

EFFECT ON GEORGIA

5 5 WEEKS/SESSIONS
TH

Stage 1- Desired Results

Georgia Performance Standards Standard: SS5H1 The student will explain the causes, major events, and consequences of the Civil War. Discuss how the issues of states rights and slavery increased tensions between the North and South. Identify major battles and campaigns: Shermans March to the Sea Describe the effects of war on the North and South. ELACC5SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. STANDARDS FOR THE 21st-CENTURY LEARNER GOALS Standard 1. Inquire, think critically, and gain knowledge. 3. Share knowledge and participate ethically and productively as members of our democratic society. Skills Indicators 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects and make the real world connection for using this process in own life. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.8 Demonstrate mastery of technology tools to access information and pursue inquiry. 1.1.9 Collaborate with others to broaden and deepen understanding Benchmarks 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 2.2.4 Demonstrate personal productivity by completing products to express learning. Responsibilities Indicators 1.3.1 Respect copyright/intellectual property rights of creators and producers. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.5 Use information technology responsibly. Self-Assessment Strategies Indicators

FRIT 7090: Summer 7090 2012 1.4.1 Monitor own information seeking processes for effectiveness and progress, and adapt as necessary. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 1.4.4 Seek appropriate help when needed. CONNECTION TO COMMON CORE STANDARDS Students will research to build and present knowledge. 7. Conduct short research projects that build knowledge through investigation of different aspects of a topic 8. Gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Understandings: Explanation: What do you know of the Civil War? How did the Civil War affect Georgia? Interpretation: How did conflict and cooperation, or lack of cooperation, affect the relationship between the North and the South? Application: How can we use this knowledge of past conflict, cooperation and negotiation in our lives today? How can we use the knowledge weve acquired to overcome prejudices? Perspective: What are the different points of view between the Northern and Southern States? Empathy: What would it be like to be a soldier in the 1800s? What would it be like to be an African American soldier in Georgia in the 1800s? Self-Knowledge: What do you, the student, know about the Civil War in Georgia? Can you actively self-assess and self-regulate while working in a group situation? Can you use technology ethically and responsibly? Related Misconceptions: Northern and Southern states were accepting of one anothers ideas and beliefs. The Civil War was all about States Rights Civil War was all about slavery Essential Questions:

FRIT 7090: Summer 7090 2012 Overarching Questions: What were the motivating factors for the Civil war? What were the positive and negative consequences of the Civil War? Student Knowledge Key vocabulary terms: abolitionist, antebellum, armory, arsenal, artillery, battery, bayonet, border states, brigade, brogan, caisson, caliber, campaign, carbine, casemate, casualty, colors, commutation, company, confederacy, Contrabands, Copperhead, Corps, coup de main, defensive, democratic party, dysentery, emancipation, Federal, feint, flank, foraging, goober pea, haversack, infantry, kepi, litter, long roll, Mason Dixon Line, militia, mortar, musket, offensive, picket, popular, sovereignty, private, reconstruction, regiment, republican party, secession, siege, slavery, states rights, surrender, Union, Yankee Key Facts about the Civil War, 13th, 14th, 15th Amendments Topical Questions: What are the defining moments of the Civil War? Was the Civil War worth fighting? Why? What impact did the Civil War have on Georgia? Student Skills Use research skills to find out about the Civil War and its impact on Georgia Use computer skills to complete presentation Express their findings orally and in writing Use information from provided Web 2.0 tools to create

Stage 2- Assessment Evidence

Students will be pre-assessed by answering questions during the first lesson. Questions will reveal pre-existing knowledge of Civil War. (Facet 1: Understanding: Explanation) Students will engage in metacognition and effectively self-regulate using the Student Self-Evaluation. (Facet 6: Self-Knowledge) Students will be assessed through the teacher created rubric. This rubric provides evidence that students will effectively interpret

FRIT 7090: Summer 7090 2012 relevant information, apply knowledge and place facts in context (Facet 2: Interpretation, Facet 3: Application, Facet 4: Perspective) Students will be assessed informally through observation and discussion. Students will be given the pre-assessment questions again as a post-test to evaluate what knowledge has been gained. (Facet: 1 Understanding) Students will be given a vocabulary quiz over key terms discussed throughout the unit. (Facet 3: Application)

Stage 3: Plan Learning Experiences

Week 1: Session 1 1. Begin with an entry questions. What do you know about the Civil War? How many states were involved? What were the reasons for the conflict? H, pre-test 2. Students will be instructed by the library media specialist to go to the prepared Google site and read over the front page. Are there any questions about the coming weeks? What do they want to know about the Civil War? What do they hope to learn? H, W, T 3. The LMS will lead a large group discussion on the Civil War. Essential Questions will be asked: What might have lead to the Civil War? What were some of the defining moments? What was Georgias role in the conflict? What about Macon? H, W, E 4. Introduce key vocabulary terms needed for the various learning activities. E 5. Students will be given a K-W-L chart to complete for the next session. The chart can also be found on the Google site. W, E, T Week 2: Session 2 1.LMS will review last weeks previous session and discuss K-W-L charts with students. R, E2 (Teacher will collect charts to look for misunderstandings.) 2. Students will be instructed to go to the Google site and watch the video tutorial creating a Glogster. R, E 3.LMS will discuss the assignment with the students. The assignment can also be found on the Google site. W, E, T 4. LMS will direct students to link on Google site where they can practice their key terms using interactive flashcards and take practice quizzes. E,

FRIT 7090: Summer 7090 2012 E2, O 5. Students will be asked to begin their research project. W, T, O Week 3: Session 3 1. As a large group, the LMS will lead a class discussion using the web 2.0 tool storify to analyze primary source documents. The LMS will demonstrate how to use the LOC primary source resource tool to analyze, observe and question what you know, see and think in relation to the documents. R 2. Students will then do small group compare and contrast discussion activity using primary source documents on storify. W, T, O 3.Students will be given class time to work on their Glogster presentations. Students will continue to use their self-evaluations to keep them on track. W, R, E2, T, O Week 4: Session 4 1. Students will be given a vocabulary quiz to assess their understanding of key terms defined during discussions, research and readings. W, R, E2 2. Students will be given this session to finish up their Glogster presentations so they are ready to present for the next class. SelfEvaluations must be completed and ready to turn in. E, R, E2 3. Students that have completed their presentation may begin the extended lessons found on the Google site. T Week 5: Session 5 1. Students will present their Glogster to the class. The teacher will collect self-evaluations. The pre-test questions will be asked again to re-evaluate what the students have learned. W, R, E, T Extended Learning Activities: Activity 1 1. Go to the site https://sites.google.com/site/effectsofcivilwar/home 2. You will read the books Moses: When Harriet Tubman led her people to freedom by Carole Weatherford and Sweet Clara and the Freedom Quilt by Deborah Hopkinson. Then, you will create a character trading card using one of the characters from one of the books. Your card must have a picture of your character or historical figure, basic information (which book, age, gender, etc.) and descriptive details such as qualities that you notice in your person. Are they brave? A leader? Strong mentally but maybe not physically? E, T

FRIT 7090: Summer 7090 2012 Activity 2 1. Using the Popplet under the Web 2.0 link, you and a partner will choose two documents to analyze. You and your partner will find connections and recognize cause and effect relationships between these two documents. You will create a your own Popplet showing the cause and effect relationship in diagram form. You will present your Popplet to the class. W, O, E, T You will find both of these activities on the Google site. Notes to the Instructor The LMS will meet with the 4th grade students for one 60-minute session weekly. The Civil War UbD learning activities are used in conjunction with the Georgia Performance Standards, Common Core Curriculum and 21st Century Standards. The bold letters that appear after each activity all have a purpose. The set of letters code WHERETO and are as follows: W- Where are we headed? What? Why? H- Hook E- Equip students with key ideas R- Rethink and Revise E2- Evaluate T- Tailored/Personalized for the individual O- Organized for effective learning

FRIT 7090: Summer 7090 2012

References Core Knowledge Foundation. (2012). Common Core State Standards. Retrieved from http://www.coreknowledge.org/. http://www.georgiaencyclopedia.org/nge/Home.jsp http://www.glogster.com/swohl/sherman-s-march-to-the-sea/g6lfdt4r2ei8d1ppf6o6q2a0 http://www.archives.gov/research/african-americans/freedmens-bureau/ http://www.pbs.org/wgbh/amex/reconstruction/states/sf_timeline.html http://quizlet.com/12752616/civil-war-flash-cards/ Hopkinson, D. (1993). Sweet Clara and the freedom quilt. New York, NY: Random House, Inc. Weatherford, C. B., & Nelson, K. (2006). Moses: When Harriet Tubman led her people to freedom. New York, NY: Jump At The Sun.

FRIT 7090: Summer 7090 2012