Stage 6 | Modern History Unit of Learning

STAGE: Stage 6 Modern History

YEAR GROUP: Year 11 DURATION: Term 2 / 7 Weeks / 25 lessons/ 25 hours

DEPTH STUDY: Investigating Modern History –

The Nature of modern History: An integrated unit that explores Abraham Lincoln, the ‘Great Emancipator’?

The content focus of the unit of learning will consider selected elements of the following areas:

The investigation of Historic Sites and Sources

The construction of Modern Histories

The Representation and Commemoration of the Past

TEACHER:CLASS:

Unit Overview: Using President Abraham Lincoln and the American Civil War as a case study, students investigate problems relating to the contestability of the past, focusing on sources available to historians. Furthermore, students will explore ways in which the past is represented and commemorated and the methods and issues associated with constructing accounts about the past. The unit also allows for students to reflect on the importance of preserving a historical site (Gettysburgs). The Historical concepts and skills content is to be integrated as appropriate.

Historical Concepts and Skills:

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Analysis and use of sources

Explain the meaning and value of sources for an historical inquiry (ACHMH007, ACHMH009) Analyse sources to identify and account for the different perspectives of individuals and groups in the past (ACHMH010) Analyse and synthesise evidence from different types of sources to develop reasoned claims (ACHMH008) Identify and analyse problems relating to sources in the investigation of the past (ACHMH011)

Historical interpretation

Analyse the extent and nature of continuity and change over time (ACHMH001) Identify and analyse the varying causes and effects of events and developments in order to construct historical arguments (ACHMH001) Form judgements about historical significance, recognising that significance may be attributed for different purposes Analyse and evaluate contested interpretations and representations of the past (ACHMH011, ACHMH012)

Historical investigation and research

Frame questions to guide historical inquiry and develop a coherent research plan (ACHMH004) Use evidence from a range of sources to inform investigation and research (ACHMH005) Acknowledge sources appropriately (ACHMH015)

Explanation and communication Develop texts, particularly historical accounts and arguments, supported by relevant evidence from sources (ACHMH013) Communicate historical understanding, using historical knowledge, concepts and terms, in forms appropriate to purpose and audience (ACHMH014)

Outcomes (Mandatary and Life Skills as required):

MH11-6 Analyses & Interprets different types of sources for evidence to support an historical account or argument

MH11-7 Discusses and evaluates differing interpretations and representations of the past

MH11-9 Communicates historical understandings, using historical knowledge, concepts and terms, in appropriate and well-structured forms

Mh11-10 Discusses contemporary methods and issues involved in

Learning Across the Curriculum:

Cross-Curriculum Priorities

Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability

General Capabilities:

Critical and creative thinking Ethical understanding Information and communication technology capability

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the investigation of modern history Intercultural understanding Literacy Numeracy Personal and social capability

Other Learning Areas Across the Curriculum Areas:

Civics and citizenship Difference and diversity Work and enterprise

Suggested Thinking Skills/Learning Outcomes linked to Blooms Taxonomy (related to NSW Syllabus)

DIFFERENTIATED Teaching, Learning & Assessment Activities

(including explicit literacy teaching & suggested resources)

ADJUSTMENTS (student specific – identify students using initials)

Reg

✓

Overview of topic:

Explain Evaluate

[MH11-9]

MH11-10]

Diagnostic assessment – what do students already know (Kahoot).

Why is this topic (Civil War) controversial today? Discussion of Confederate statues http://www.telegraph.co.uk/news/0/robert-e-lee-confederate-hero-heart-charlottesville-unrest-statues/ and link to Australia Day/Invasion Day debate in Australia. Could also discuss the graffiti of Captain Cook statue in Hyde Park . DIFFENTIATION – Flexible Grouping: Random groups of 3 using https://flipquiz.me/grouper http://www.smh.com.au/federal-politics/political-news/vandalism-of-hyde-park-statues-is-a-deeply-disturbing-act-of-stalinism-says-malcolm-turnbull-20170826-gy4vmn.html

Focus question: Should we rename streets, parks, buildings etc? http://www.learnaboutwarmemorials.org/uploads/publications/103.pdf

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Lincoln as the Great Emancipator:

Analysis Justify Evaluate

[MH11-6]

[MH11-9]

Begin by analysing/discussing the quote by Lincoln – “I am naturally anti-slavery. If slavery is not wrong, nothing is wrong”.

Analyses of how America’s national story has represented Abraham Lincoln. Students do this through an analysis of the Lincoln Memorial as a historical source. What view of Lincoln is it helping to construct?

Things to consider about the memorial: size, location, symbolism etc.

https://www.youtube.com/watch?v=2qmvoxGCpD8 You Tube video introducing the Lincoln Memorial (1 min 12 seconds)

https://www.youtube.com/watch?v=oQPCclkvOEY Fun Facts about the Lincoln Memorial – You Tube video (2min 27 seconds).

Explore the purpose of monuments/memorials.

What else has been named after Lincoln? For example, schools, businesses etc. what does this tell us about his legacy?

Discussion: What does the title ‘The Great Emancipator’ mean? DIFFERENTITION – Flexible Grouping: students work in pairs and for 2 minutes to discuss and then work with another pair to compare their definitions. Whole class feedback follows.

Plenary: Washing Line activity. Individually students make a decision about whether Lincoln deserves the name, the ‘Great Emancipator’. They do this on a continuum which should remain up for the during of the topic. Students will evaluate their washing line position at the end of each lesson. If they move their position, they must have a justification.

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Explain formative assessment task & requirements of their Research & Learning Journal (RESEARCH JOURNAL IS TO BE SUBMITTED AT CERTAIN TIMES AS PART OF FORMATIVE/CONTINUOUS ASSESSMENT).

‘History is nothing but a construction’. Discuss this view in reference to Abraham Lincoln and his title of the great emancipator.

DIFFERENTIATION by Product: ‘History is nothing but a construction’. Discuss this view in reference to Abraham Lincoln and his title of the great emancipator.

Students can present their response in one of the following ways:

1500 extended response 5 minute video documentary Pages for a chapter about the representation and commemoration of

Abraham Lincoln in a school textbook (1500 words, not including any source or captions used).

Contextual background - Slavery in America (A6):

Illustrate Summarise

Diagnostic Assessment using Padlet: What do students remember from their Year 9 Movement of Peoples unit? https://padlet.com/

DIFFERENTIATION: Jigsaw Activity – Market Place Each group has a different topic (transportation, auctions, plantation life, punishments, resistance) and completes the following activities/rounds:

Round 1) In groups, students have 8 minutes to read their information cards and convert it into pictures. They can use as many pictures as they want but only up to 10 words (the title of their event counts in the word limit).

Round 2) 1 person stays with their pictures to ‘teach’ other people it. The rest of the group have 7 minutes to go around other groups and make notes.

Round 3) Return to original group and they have 8 minutes to share the information they have learnt. All members to add to their notes. Students are to

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be encouraged to think about the most effective way to share their knowledge with their other team members.

Round 4) Answer ‘test’ questions.

Plenary: Exit Card

Contextual Background - The growth of the Abolition movement (A6):

Analyses Compare Combine

[MH11-6]

Starter: Review exit card responses from last lesson.

DIFFERENTIATION: Jigsaw activity – Base groups: Quakers Granville Sharp Olaudah Equiano Women & Women’s Groups William Wilberforce

Lincolns view of slavery:

Explain Analyse Synthesise

[MH11-6]

What and who influenced the young Abraham Lincoln?

Source Analysis: Through an analyses of a range of sources (primary & secondary), students explore Lincoln’s position on slavery before he became President. They should focus on how and why his position on slavery actually made him the preferred presidential choice amongst the Republican Party despite his lack of experience in public office. This can be done by done via a silent conversation (DIFFERENTIATION of Process).

Read Lincoln’s speech on slavery and the American Dream (1858) at the following website https://www.gilderlehrman.org/content/lincoln-speech-slavery-and-american-dream-1858 (transcript also on the website). Students are put into groups of 3 and given the discussion questions on a sheet of A3 paper. Each student answers one question at a time. After three minutes (round 1), students pass their question onto the next person (round 2) to develop the answer. After 2 minutes’ students pass their question on again and the third person gets 1 minute to add to the response (round 3).

Discussion Questions:

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1. How does Lincoln attempt to destroy the arguments of those who defended slavery and claimed that it was “a very good thing”?

2. Why does Lincoln consider the American system far superior to most other governments?

3. Explain the benefits Lincoln outlines, and add your own, when citizens are provided with equal opportunity.

The causes & outbreak of the Civil War in 1861 (A6):

Examine Interpret Consider Judge Identify Arrange

[MH11-6]

[MH11-7]

[MH11-9]

STARTER: Analysis of the poem entitled “Bury Me in a Free Land” by Frances Ellen Watkins Harper (1825-1911) from ‘An Anthology of Verse by American Negroes, 1968. The poem can be found at https://www.in.gov/history/3100.htm .

Half the class write about the message of Verse 1 on a yellow Post-it note and the other half write about the message of Verse 2 on a pink Post-it note. Students then stick the post-it note on the whiteboard for class discussion. Students are encouraged to find evidence from the source to support their response. Could give students the following sentence starters to help:

The message in verse … of the ‘Bury Me in a Free Land’ poem is … Evidence from the poem to support this point is …

DIFFERENTIATION: Some students to be encouraged to add a second point and could therefore use the following sentence starters to build upon their first point:

Furthermore, verse … also suggests that … Evidence from the poem to suggest this is …

Class discussion follows using the Post-it note responses. Students to reflect on how the poem challenges or supports the view of Abraham Lincoln as the ‘Great Emancipator’.

Students watch and make notes (scaffold provided) from ‘The Civil War’ 7

episode 1: The Cause 1861 https://online.clickview.com.au/libraries/videos/a2591255-0e35-8900-ff38-6f32895d7e6d/the-civil-war-ep-01-the-cause-1861 (47.42 mins)

Homework: Create time line showing key events of the Civil War.

Key battles of the American Civil War E.g. Battle of Gettysburg:

Identify Explain the value Appraise Observe

Evaluate Research Justify

[MH11-6]

[MH11-7]

[MH11-9]

[MH11-10]

GETTYSBURG SITE STUDY: STARTER: Watch a scene from the film ‘Gettysburg’ (1993). Complete

activity 8.1a in Key Features of Modern History 1 (Fifth Edition), page 114: Explain whether you think such representations of the Civil War are valid as sources of historical information. Discuss how a historian could use them. HOMEWORK: Students read pages 64-65 of Key Features of Modern History 1 (fifth edition) and complete activities 5.2 (Understanding & Using Sources)

Battle of Gettysburg animated map https://www.civilwar.org/learn/maps/gettysburg-animated-map

Could watch and make notes from docu-drama ‘Blood & Fury: America’s Civil War’ episode 4: The Battle of Gettysburg (July 1863). http://online.clickview.com.au/libraries/categories/f0aee05f-c756-7b2d-8a74-dd9a651eeb16/videos/d7fe0957-511d-5c96-d09c-774b1b9b872d/blood-and-fury-america-s-civil-war-4-6-the-battle-of-gettysburg-july-1863 (41:48 mins)

Virtual site visit: Gettysburg http://virtual-tour.civilwar.org/?s=pano69&_ga=2.96624479.195325320.1520326604-674112123.1520326604

Archaeology at Gettysburg: Students research archaeology at the historical site using the websites below and others.

https://archive.archaeology.org/9809/newsbriefs/gettysburg.html

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https://www.nps.gov/gett/learn/news/archeological-survey-at-little-round-top.htm

https://www.civilwar.org/learn/collections/battlefield-archaeology

https://www.world-archaeology.com/travel/gettysburg/

Students respond to the following questions wither through creating a written or oral product:

1) Explain how archaeology is helping our understanding of Gettysburg as a historical site?

2) Why is it important to preserve the site of the Battle of Gettysburg?

Identify key changes that have occurred to at site of the Battle of Gettysburg since the battle to the present day. DIFFERENTAITION BY PRODUCT: Students can write a descriptive paragraph, create a written timeline, visual timeline or a Prezi. To create a timeline students could use an online app https://elearningindustry.com/top-10-free-timeline-creation-tools-for-teachers

The role of slaves during the Civil War (A6):

Identify Analyse Explain Evaluate Assess

[MH11-6]

[MH11-7]

[MH11-10]

Flipped Classroom: students watch The Civil War – Episode 5: Forever Free 1862 about Lincoln’s decision to emancipate slaves. http://online.clickview.com.au/libraries/videos/d0e797f0-c9c5-08f4-8bf9-f1fd92114790/the-civil-war-ep-05-forever-free-1862 (51.03 mins)

Watch clip from Glory (1989) – scenes showing the role of Black Soldiers https://online.clickview.com.au/exchange/videos/31168/glory

https://www.archives.gov/education/lessons/blacks-civil-war

How accurate is the film in its portrayal of the role of the black soldiers in the 54th Massachusetts Infantry Regiment http://digital.lib.lehigh.edu/trial/reel_new/films/list/0_10_9_22

Focus Questions:

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1. Why were black soldiers allowed to fight with the Union army?2. How significant was the contribution of black soldiers?

3. To what extent were black soldiers treated equally to their white Union infantrymen?

The role of Lincoln:

Analyse Locate Identify Interpret Compare

[MH11-6]

[MH11-7]

[MH11-9]

Emancipation Proclamation – students analyse the message, purpose and techniques used by Lincoln in the address. What did it actually mean for slavery?

Students work in groups to locate sources that have different views of the Emancipation Proclamation. Students are to evaluate the interpretation and create a presentation to deliver to the class. As a class, a success criteria should be created (prompts from teacher) and this is to be used to peer assess the presentations as they are delivered. Teacher could use Frederick Douglass’ comments about the Emancipation Proclamation to model to students how to evaluate an interpretation. Frederick Douglass’ comments can be found at https://www.in.gov/history/3100.htm

Lincoln – The Great Emancipator?

Examine Compare Analyse Synthesise Decide Explain Justify/Support

[MH11-6]

Students study a collection of sources too complete “On the one hand… on the other hand’ sheet about why Lincoln can be called the ‘Great Emancipator’ and why others have a contrasting interpretation. Can be done through a Jigsaw Activity (Differentiation by Content, Process & Product):

1) Base groups of 4 students.2) Each expert (1-4) group analysis a particular source (interpretation of

Lincoln). Students explore the perspective and reasons for it. Students consider the usefulness of the source.

3) Each expert reports back to their base group and “teaches” them their allocated source material. The group synthesises the information and creates a group presentation of their conclusions about why there are different perspectives of Abraham Lincoln. They should also compare the different sources as evidence 9link back to Assessment Task 1 from

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[MH11-7]

[MH11-9]

Term 1)4) Groups present their conclusions to the class.

PEEL paragraph - Students write a PEEL paragraph in response to the following question: Using evidence from sources, explain why some contemporaries held the view that Lincoln was not the ‘Great Emancipator’. Scaffold writing a PEEL paragraph using 4 colours.

The value of historical film:

Identify Discuss Examine Debate Evaluate

[MH11-6]

[MH11-7]

[MH11-10]

Show trailers of historical films about Abraham Lincoln. Students identify how each one represents Lincoln.

Discussion about the value of film as history. Does it matter that a large section of the population learns ‘history’ through films? Use extracts from Robert Rosenstone’s article ‘The Historical Film as Reel History’ as a stimulus http://www.culturahistorica.es/rosenstone/historical_film.pdf

Historical Film: The accuracy of the film ‘Lincoln’:

Analyse

[MH11-6]

[MH11-7]

[MH11-10]

Critical analysis of the film ‘Lincoln’. Students are to complete their film analysis table as they watch https://www.theguardian.com/film/filmblog/2013/jan/23/lincoln-jaw-war-vampires

https://online.clickview.com.au/libraries/videos/80186f63-1dd5-c906-5e3a-95ce23ad955d/lincoln-m-hd- (2:23:50)

Lincoln’s assassination & how Lincoln’s assassination. Complete activities (8.5 Profile Tasks) on page 131 of Key Features of Modern History 1 (fifth edition) textbook.

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it helped construct his legacy:

Research Describe Explain Examine Conclude Compare/contrast

[MH11-6]

[MH11-7]

Focus question: How did Lincoln’s assassination help construct our interpretation of Lincoln? DIFFERENTIATION by Content: Extension task: Students could complete a double bubble comparing how Lincoln’s assassination affected the construction of our history about his presidency with that of the assassination of JFK (double-bubble for similarities and differences could be created). Example of double-bubble activity on ITC Think Drive http://app.itcthinkdrive.com.au/

Could analyse the poem by F.B Sanborn entitled ‘Abraham Lincoln’ and discuss the perspective and account for it. Poem an be found at http://scholarlyediting.org/2013/editions/nas.18650429.4.html . F. B. Sanborn was a reformer and supporter of abolition.

Students to analyse the usefulness and reliability of the source as evidence.

DIFFERENTIATION by content – Extension Task: Students to find other poems that support and refute Sanborn’s interpretation of Abraham Lincoln. DIFFERENTIATION – complete a double bubble comparison exercise.

Contemporary historiography and the construction of Lincoln’s legacy:

Consider Discuss Analyse Synthesise Evaluate Explain

[MH11-6]

[MH11-7]

Contemporary historiography: How and why John Hay and John Nicolay constructed the view of Lincoln we know today: “the sage father figure; the military genius; the greatest American orator; the brilliant political tactician” https://www.smithsonianmag.com/history/history-how-we-came-to-revere-abraham-lincoln-180949447/

Students construct a PEEL paragraph explaining the construction of the orthodox view of Lincoln and his legacy.

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[MH11-9]

Modern historiography and the construction of Lincoln’s legacy:

Consider Discuss Analyse Synthesise Evaluate Explain

[MH11-6]

[MH11-7]

[MH11-9]

Modern Historiography: Historians interpretations about Abraham Lincoln. Examples include:

James M. McPherson Kenneth A Bernard

http://www.mrlincolnandthefounders.org/historians/

Introduce students to idea of orthodox history Vs revisionist history.

Link to History Extension:1) How has the history of Lincoln’s presidency been constructed over time?2) What are some of the key historical debates regarding Lincoln?3) What factors have led to changing interpretations and debate about the

Lincoln?

(Ref, HTANSW, History Extension Resource Book.

Lincoln’s Legacy - representation/commemoration:

Identify Explore Research Analyse Discuss Decide

[MH11-6]

[MH11-7]

Students identify areas around the world where there are statues/memorials dedicated to Abraham Lincoln.

Discussion over the inclusion of Lincoln in Martin Luther King Jnr’s ‘I Have a Dream’ speech https://www.nps.gov/liho/learn/historyculture/legacy.htm

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[MH11-10]

Debate – The Great Emancipator?

Debate Examine Analyse Establish an argument Synthesise Support Conclude

[MH11-6]

[MH11-7]

[MH11-9]

[MH11-10]

Class debate:

Proposition – This house proposes that Abraham Lincoln does not deserve the title the Great Emancipator.

Plenary: Students decide their final position on the washing line about the extent to which they feel Lincoln deserves the title ‘The Great Emancipator’.

History is nothing but a construction:

Examine Apply Appraise Give reasons Recommend

[MH11-9]

SHOWCASE (celebration of student learning): Peer assessment of formative assessment task: ‘History is nothing but a construction’. Discuss this view in reference to Abraham Lincoln and his title of the great emancipator. 2 stars and a wish.

Students can present their response in one of the following ways: 1500 extended response 5 minute video documentary Pages for a chapter about the representation and commemoration of

Abraham Lincoln in a school textbook (1500 words, not including any source or captions used).

Copyright is owned by AISNSW.

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Teaching and Learning Program EvaluationProgram or Unit Title: ______________________________________________________________________ Class: _____________________ Teacher: ____________________________________________

Element Evaluation

Program

Was the program well-structure and coherent?

To what extent did the program engage all students in the class?

Did the program assist all students to achieve the learning

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outcomes?

What improvements could be made?

Resources

Were the resources used appropriately in terms of age level, variety and the ability to engage the students?

What improvements could be made?

Assessment

Did the program incorporate a range of quality, valid assessment tasks?

Reflect and comment on the level of student achievement in this program.

What improvements could be made to assist students to achieve the outcomes?

Date Commenced: _________________________________ Date Completed: ___________________________________ Signature: _________________________________________________

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