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ELL SHELTERED CONTENT-AREA UNIT

Name:

Date: November 7, 2011 – November 23, 2011

Title of Unit: The Civil War

Unit Description: This unit will include the events leading up to the Civil War, events during the Civil War and the events after the Civil War, such as Reconstruction. The unit will require students to consider how these events impacted history and society. Students will look closely at the causes of the Civil War and understand that there were many political, social and economic causes of the Civil War. Students will use a variety of sources: text, political cartoons, diaries and letters, maps, charts and graphs in order to more closely examine and analyze the Civil War.

1. Content-Area Enduring Understandings

Content-Area Enduring Understandings Content-Area Essential QuestionsAmerican national character has been shaped by unique political, economic and social forces. (USI.36 Summarize the critical developments leading to the Civil War)

Was the Civil War inevitable?What would make brothers fight brothers; fathers to fight their sons?

Prejudice has had a significant impact on the roles of race, class and ethnicity throughout US History. (USI.41 Explain the policies and consequences of Reconstruction)

How was the Civil War like an onion?

Was Reconstruction a failure or a success?

2. Unit Learning Outcomes – Content

In the table below, add or delete cells as necessary

Students will understand, explain and analyze the social, economic and political causes of the Civil War.

Assessment – How will you and the student know that she or he has met the learning outcome? What will she or he do to demonstrate content-area understanding/mastery?

Beginner: Students will complete a sense web (done by bulleting) after viewing various political cartoons from events leading up to the Civil War.

Early Intermediate: Students will complete graphic organizers (partially filled in) after viewing various political cartoons from events leading up to the Civil War.

Intermediate: Students will complete a partially created political cartoon and will supplement the cartoon with text and caption after viewing various political cartoons from events leading up to the Civil War.

Transitioning: Students will create his/her own political cartoon, with text and caption after viewing various political cartons from events leading up to the Civil War.

FEP:

Students will demonstrate their understanding that slavery did not end with the Civil War and understand the effect Reconstruction had on society.


Beginner: Students will create a timeline by matching photos to important dates/captions of the events of

Reconstruction.

Early Intermediate: Students will complete a timeline of the various events of Reconstruction by adding bulleted text to photos and by added photos to bulleted text on the timeline of events of Reconstruction.

Intermediate: Students will complete a timeline of the various events of Reconstruction by adding full sentence text to photos and adding photos to full sentence text on the timeline of events of Reconstruction.

Transitioning: Students will create a timeline of the various events of Reconstruction by including both pictures and text.

Students will learn and identify different perspective during the Civil War period by analyzing different perspectives and by taking choosing a perspective to write papers and create various projects on.


Beginner: Students will create a small photo album that includes photos based upon a perspective (North/South, white/black, male/female).

Early Intermediate: Students will create a small photo album that includes photos and a bulleted caption of the photo based upon a perspective. (North/South, white/black, male/female).

Intermediate: Students will create a short diary or letter from a photo based upon a perspective. (North/South, white/black, male/female).

Transitioning: Students will create his/her own diary or letter based upon a perspective chosen by the student (North/South, white/black, male/female).

3. Unit Learning Outcomes – Academic Language

Students demonstrate their comprehension of text headings by verbalizing and writing questions, thoughts and conclusions through classroom lessons, Do-Now and Ticket to Leave activities.

Beginner: Students will identify and comprehend important pictures, maps and graphs within a text.

Early Intermediate: Students will bullet the main ideas by looking at a text.

Intermediate: Students will identify and draw conclusions based upon the headings and main ideas of a text in writing and verbally.

Transitioning: Students will explain the relationship between the main ideas and headings of a text in writing and verbally.

Students will demonstrate their understanding of perspective by within a text, speech, political cartoon, etc.

Beginner: Students will group together photos of people, places, etc. that fall under the same perspective to be used in debate.

Early Intermediate: Students will compare and contrast different perspectives by bulleting, to be used in debate.

Intermediate: Students will create graphic organizers listing pros/cons of each perspective, to be used in debate.

Transitioning: Students will indentify perspective by choosing a side to be on and debating an issue.

Students will recognize and use key vocabulary words and terms relating to the Civil War.

Beginner: Students will be able to recognize and use vocabulary words and terms either by bulleting or in picture form appropriately with the assistance of the vocabulary tent sheet, word wall, and help of the instructor and classmates.

Early Intermediate: Students will identify and use vocabulary words and terms appropriately and accurately in lesson activities, Do-Now and Ticket to Leave, with the assistance of the vocabulary tent sheet, word wall and with help of the instructor and classmates.

Intermediate: Students will identify and use vocabulary words and terms appropriately and accurately in lesson activities, Do-Now and Ticket to Leave, with the assistance of the vocab tent sheet, word wall and other aids.

Transitioning: Students will indentify and use vocabulary words and terms appropriately and accurately in lesson activities, Do-Now and Ticket to Leave.

Number of Lessons in Unit: ____8____

(You will submit 5 lessons. You may have more lessons in the unit. If there are lessons that are part of your unit, but you will not include in this unit, please add a sentence or two to describe what students learned in the missing lesson. For example, if you are including lessons 1, 3, 5, 6, 7, include a brief description of lessons 2 and 4.)

Lesson 1: This will be an introduction to the Civil War unit. The students and instructor will spend time looking at the text, going over important vocabulary and academic language. The Civil War unit can be particularly difficult with both vocabulary and academic language so this class period will be imperative to both ELLs and mainstream students. Students will begin creating vocabulary sheets for personal use throughout the unit. Word walls and word splashes will be created to help facilitate this. The text will be highlighted and glossed to ensure a solid base for the unit.

Lesson 2: In this lesson students will begin to look at the events leading up to the Civil War. Students will work in groups and create various graphic organizers based on the events and causes leading up to the Civil War. This scaffolds the previous lesson and the focus on academic language and content area language. Students will use this prior knowledge in order to create graphic organizers that include important language that is essential to

understanding the Civil War. Students will then go one more step by beginning to integrate primary sources. Students will be given a DBQ (Document Based Question) packet that will include questions regarding various different primary and secondary sources. This will be due in one week, after primary sources have been gone over completely in class.

Lesson 6: This is a two-part lesson that will look at important battles, figures and aspects of the Civil War. The focus has been on the events leading up to the Civil War and this will focus on what actually happened. The first part of the lesson will include the first half of the Civil War. The second part of the lesson will include the wrap up of the war, Lincoln’s assassination and the aftermath of the Civil War. Students will look at Reconstruction, Jim Crow Laws and Amendments 13-15 as a scaffold to the next lesson which is a debate on state’s rights which will tie in events leading up to the Civil War through the end of the war and Reconstruction.

Civil War Unit November 2011

Sun Mon Tue Wed Thu Fri Sat

1 2 3 4 5

6 7Lesson 1: Pre-teach vocab, review text, create word wall, word splash

8Lesson 2: DBQ and graphic organizers on causes/events leading to Civil War

9Lesson 3: DocsTeach: Using National Archives to understand primary sources

10Lesson 4: Through Who’s Eyes? Part 1 of 2, looking at political cartoons

11Lesson 4: Through Who’s Eyes?

Part 2 of 2, wrapping up on political cartoons and visual literacy

12

13 14Lesson 5: Can We Fix

15Lesson 6: Part 1 of 2

16Lesson 6: Part 2 of 2

17Lesson 7: The Great

18Lesson 7: The Great

19

It? Looking at Declaration of Independence and Constitution. Was the Civil War inevitable?

Looking at start of Civil War, important figures and key battles/ events

Looking at wrap up of Civil War and focusing on Reconstruction and Jim Crow Laws.

Debate. Part 1 of 2. Preparing for debate on state’s rights from events leading up to Civil War through war and Reconstruction

Debate Part 2 of 2, Participate in debate on state’s rights from events leading up to Civil War through war and Reconstruction

20 21Lesson 8: Where Do you Stand? Review for exam and lesson on different issues of Civil War and Reconstruction

22EXAM

23½ DAYWrap up Civil War lesson, go over any questions from exam or unanswered questions

24OFF

25OFF

26

27 28 29 30

Lesson # 3: Docs Teach (50-minute class period)

EU: American national character has been shaped by unique political, economic and social forces. Content-Area LO: Students will understand, explain and analyze the social, economic and political causes of the Civil War.

Content-Area Lesson Objective(s): Students will look at various primary source documents (charts, photos, maps, passages, etc.) on DocsTeach (National Archives) and explain different perspectives and how this relates to the causes of the Civil War.

Language Learning Outcome: Students will understand perspective within a text, speech, political cartoon, etc.

Massachusetts Frameworks

USI.36 Summarize the critical developments leading to the Civil War. (H)A. the Missouri Compromise (1820) A. the South Carolina Nullification Crisis (1832-1833) B. the Wilmot Proviso (1846) C. the Compromise of 1850 D. the publication of Harriet Beecher Stowe’s Uncle Tom’s Cabin (1851-1852)E. the Kansas-Nebraska Act (1854) F. the Dred Scott Supreme Court case (1857) G. the Lincoln-Douglas debates (1858) H. John Brown’s raid on Harper’s Ferry (1859) I. the election of Abraham Lincoln (1860)

USI.41 Explain the policies and consequences of Reconstruction. (H, C)A. Presidential and Congressional Reconstruction A. the impeachment of President Johnson B. the 13th, 14th, and 15th Amendments C. the opposition of Southern whites to Reconstruction D. the accomplishments and failures of Radical Reconstruction E. the presidential election of 1876 and the end of ReconstructionF. the rise of Jim Crow laws G. the Supreme Court case, Plessy v. Ferguson (1896)

ELPBO Frameworks

Listening and Speaking (S)S.3: Academic InteractionBeginner-Early Intermediate: Identify main idea of a story that is heard, identify whom to consult for assistance, retell steps of a process in logical order.Early Intermediate to Intermediate: Participate in reaching consensus in group, Participate orally in class activities, using appropriate words, phrases and expressions, explain the thinking process used in academic content areas.

Intermediate to Transitioning: Distinguish irrelevant information, elaborate on and extend other people’s ideas using extended discourse.

Reading (R) R.1.14: Read, understand, and spell previously learned specific, technical, and/or abstract works and phrases of grade-level, academic content.

R.6 Research: Differentiate between primary and secondary source materials. Evaluate relevant information gained from a variety of sources

Writing (W)W.2: Writing a Story, write a story with a clear theme and adequate detail. Write a story of script with an explicit or implicit theme. Use elements of writing that contribute to mood or tone.

Lesson Assessment: Complete the following table.

Content Language FEP* Students will identify, categorize and

analyze perspective and how perspective and differences caused the Civil War.

Students will fill out the SOAPS primary source sheet in full, complete sentences with little to no use of the Civil War Timeline graphic organizer or a vocabulary sheet

Transitioning Students will identify, categorize and analyze perspective and how perspective and differences caused the Civil War. Students will support a conclusion by stating the facts or logical reasoning.

Students will fill out the SOAPS primary source sheet in full, complete sentences with some use of the Civil War Timeline graphic organizer or a vocabulary sheet

Intermediate Students will identify and categorize perspective and also begin to analyze perspective. Students will describe how two things within a given academic content are alike or different.

Students will fill out the SOAPS primary source sheet in full, complete sentences with the assistance of the Civil War Timeline graphic organizer and vocabulary sheet.

Early Intermediate

Students will understand/categorize different perspective such as North and South, Slave and Free by viewing primary sources. Identify important information about academic content, using prior knowledge and/or visual cues as needed.

Students will fill out the SOAPS primary source sheet by bulleting/writing sentence fragments with the assistance of the Civil War Timeline graphic organizer or a vocabulary sheet, the instructor and peers.

Beginner Students will understand/categorize different perspective such as North and South, Slave and Free by viewing primary sources. Identify important information about academic content,

Students will fill out the SOAPS primary source sheet by bulleting and with the assistance of the Civil War Timeline graphic organizer and a vocabulary sheet, the instructor and

using prior knowledge and/or visual cues as needed.

peers.

*Fully English Proficient

Materials: 1. http://docsteach.org/documents/524509/detail?mode=browse&menu=closed&era[]=civil-war-and-reconstruction&page=6 (Photo for Do-Now activity)2. I think, I see, I wonder – hand out of what activity looks like on board3. Causes of the Civil War Timeline Graphic Organizer4. SOAPS activity sheet – each student will have 2 (one for each primary source)5. Primary source documents from The National Archives DocsTeach6. Vocabulary terms on folders to “tent”

Content-Area TermsUnionConfederacy Republican/Whig PartyBorder States AntebellumPopular sovereignty SOAPS – explain acronym of activity sheet, may be confusing to some ELLs

Academic LanguageAbolition, abolitionist Compromise Conflict SlaverySecession Industry/industrialAgriculture/agricultural Territory

Lesson Sequence

Approximate time

Agenda Item

Brief description

1 minute Introduction Recap with the class what happened in class yesterday and briefly describe the lesson for today.

10 minutes Do-Now! Students will participate in “I think, I see, I wonder” activity by writing down

10 minutes Review Group discussion/review of previous class lecture, students will refer to “Cause of the Civil War” Timeline Graphic Organizer, focusing on pertinent vocabulary and academic language, especially to convey the idea of perspective

20 minutes SOAPS Students will work in small groups (3-4) analyze primary source documents

http://docsteach.org/documents/524509/detail?mode=browse&menu=closed&era%5B%5D=civil-war-and-reconstruction&page=6

http://docsteach.org/documents/524509/detail?mode=browse&menu=closed&era%5B%5D=civil-war-and-reconstruction&page=6

from The National Archives and fill out the SOAPS5 minutes Ticket to

LeaveStudents will think again about the Do-Now “I think, I see, I wonder” activity by changing writing if their opinion changed from what they initially wrote at the beginning of class or if they learned something new from what they wrote by looking at the National Archives documents.

1 minute Closing Close the class by recapping the activity and explaining what students will be learning in the next class.

Homework Persona/perspective activity. Students will create a photo album of 5 photos, either by drawing photos freehand or collecting them from The National Archives website. Students are expected to write captions for their photo album demonstrating what perspective they are creating their album from. Students are expected to use vocabulary and academic language in the captions of the photo album. Students who do not want draw photos and do not have access to a computer will be given extra primary sources from class.Beginner ELLs will collect mostly photos for the album and make bullets for captions. Intermediate ELLs will collect photos and make sentences for captions. Transitioning and FEP will collect photos and write small paragraphs for captions demonstrating perspective.

Lesson Checklist – Check all that apply to your lesson. (These should be evident from your lesson description and from the materials attached for each lesson.)

The instructor posts and reviews objectives (content-area and language) with students at the beginning and at the end of the lesson.

X

The teacher provides context for the new learning, including its importance, relevance, and how it relates to previous learning.

X

The instructor builds on ELLs’ background knowledge and builds background knowledge.

X

The instructor teaches vocabulary prior to the lesson and refers to new vocabulary within the lesson.

X

The instructor assesses content learning APART from language. X

Complex content-area thinking skills are present in the lesson. X

The lesson includes time for ELLs to practice these skills (and vocabulary) in meaningful circumstances.

X

ELLs are engaged in planned, complex, academic conversations about the content area.

X

The development of content-area English language proficiency is supported.The instructor makes content materials understandable. (Check each strategy used.)Appropriate Reading Level Glossed Words OutlinesBooks on Tape Highlighted Text Explanations in Margins

Other: The instructor presents in a way that is understandable to ELLs.

Realia Other Visuals Graphic Organizers Think –Pair-ShareSimplifiedLanguage

Native language Attention to Vocabulary

Other Comprehension

Checks

1.

Photograph from The National Archives DocsTeach Infantry camp. 71st. N.Y. Inf. at Camp Douglas 1861 Records of the Office of the Chief Signal Officer Archival Research Catalog (ARC) Use for Do-Now Activity, I think, I see, I wonder

2. I See-I Think-I Wonder Exercise Worksheet

What do I see?

What do I think about that?

What does it make me wonder about?

4. SOAPS Activity Sheet

Name:___________________

S= Subject of the photo What is the photo describing or relating?

O=Occasion: What is the occasion? When and where was the photo taken?

How might this affect the meaning of the source?

A= Audience: Who is the audience? For whom was the photo taken?

It is taken to appeal to a certain audience?

P=Purpose: What is its purpose? What was the photographer trying to accomplish by taking this photo?

S=Speaker: Who is the speaker? Who is the photographer?

What do you know about the photographer?

What is the photographer’s point of view?

5. Abraham Lincoln President, United States, and Cabinet

ca. 1860 - 1865Records of the Office of the Chief Signal OfficerArchival Research Catalog (ARC)

Broadside Titled, “Wanted! 200 Negroes”

11/4/1862War Department Collection of Confederate RecordsArchival Research Catalog (ARC)

Carver Hospital, Washington, D.C. Interior view


Camp scene, ladies in camp


Circular Entitled Colored Soldiers! Equal State Rights! And Monthly Pay with White Men!

12/15/1863 Records of the Adjutant General’s OfficeArchival Research Catalog (ARC)

Circular No. 8 Regarding Requirements for Female Nursing Applicants

7/14/1862Records of the Office of the Judge Advocate General (Army)Archival Research Catalog (ARC)

A bill to prohibit the importation of slaves

1/12/1807Records of the U.S. SenateArchival Research Catalog (ARC)

Map of the Louisiana Purchase Territory

1803-1819

Records of the Bureau of Land Management

Archival Research Catalog (ARC) ID: 594889

This map of the United States highlights in red the territory included in the Louisiana Purchase. Bought from France in 1803, the 820,000 square miles would be split eventually among the 16 states whose borders are outlined in black.

http://arcweb.archives.gov/arc/action/ExternalIdSearch?id=594889

Wilmot Proviso

8/8/1846Records of the U.S. House of RepresentativesArchival Research Catalog (ARC) ID: 2127333

Representative David Wilmot introduced this amendment in 1846 during a debate over a bill to fund the Mexican War. It prohibited slavery in any territory acquired from Mexico. Wilmot hoped to use Congress’s constitutional power of the purse to prevent the diffusion of slavery during the nation’s westward expansion. This amendment passed in the House but failed in the Senate. The Wilmot Proviso was reintroduced several more times in subsequent years, but was never enacted.


Overseer Artayou Carrier whipped me. I was two months in bed sore from the whipping. My master come after I was whipped; he discharged the overseer. The very words of poor Peter, taken as he sat for his picture. Baton Rouge, Louisiana

4/2/1863

Records of the War Department General and Special Staffs

Archival Research Catalog (ARC) ID: 533232

This 1863 photograph of “Peter,” a former slave displaying scars from his overseer’s whippings, was widely reproduced as evidence of slavery’s cruelty. The image was sometimes paired with a photo or drawing of “Peter” after his enlistment in the U.S. Army. “Peter” was sometimes identified as “Gordon.”


6.

Vocabulary Tent Example (to be created in part by student)

Union – north

Confederacy – south

Popular sovereignty – power is in the people, the people rule, people living in a territory should be free of Federal (government) interference

Territory – land, for Civil War – land out west that people wanted to settled

Abolition – to do away with or get rid of

Abolitionist – people who wanted to do away with or get rid of slavery, supported the abolition of slavery.

Compromise – to make an agreement, settle differences of two sides

Conflict – to have a disagreement

Slavery – a person who is property of another person and is not free

Secede, Succession – to withdraw from, the act of withdrawing from

Lesson # 4: Through Who’s Eyes? (Two Part Lesson) Part 1: Students will examine political cartoons with instructor to learn and understand the essential parts of a political cartoon. Part 2: Students will work in groups to examine political cartoons on their own and begin to create their own.

EU: Prejudice has had a significant impact on the roles of race, class and ethnicity throughout US History.

Content-Area LO: Students will learn and identify different perspective during the Civil War period.

Content-Area Lesson Objective(s): Students will examine political cartoons and find perspective within these cartoons to better understand the causes of the Civil War. Students will then choose a perspective and create a political cartoon based on that perspective.


USI.36 Summarize the critical developments leading to the Civil War. (H)J. the Missouri Compromise (1820) K. the South Carolina Nullification Crisis (1832-1833) L. the Wilmot Proviso (1846) M. the Compromise of 1850 N. the publication of Harriet Beecher Stowe’s Uncle Tom’s Cabin (1851-1852)O. the Kansas-Nebraska Act (1854) P. the Dred Scott Supreme Court case (1857) Q. the Lincoln-Douglas debates (1858) R. John Brown’s raid on Harper’s Ferry (1859) S. the election of Abraham Lincoln (1860)

USI.41 Explain the policies and consequences of Reconstruction. (H, C)H. Presidential and Congressional Reconstruction I. the impeachment of President Johnson J. the 13th, 14th, and 15th Amendments K. the opposition of Southern whites to Reconstruction L. the accomplishments and failures of Radical Reconstruction M. the presidential election of 1876 and the end of ReconstructionN. the rise of Jim Crow laws O. the Supreme Court case, Plessy v. Ferguson (1896)

ELPBO Frameworks

Listening and Speaking (S)

S.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social and academic purposes.S.3 Academic Interaction: Students will comprehend and communicate orally, using spoken English to participate in academic settings.S.4 Presentation: Students will present information orally and participate in performances in English that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed.

Reading (R) R.1 Vocabulary and Syntax in Print: Students will acquire English vocabulary and apply knowledge of correct syntax to comprehend written text. R.6 Research: Students will gather information in English from a variety of sources, analyze and evaluate the quality of the information obtained, and use it to answer their own and others’ questions.

Writing (W)W.1 Prewriting: Students will plan for writing in English by building on prior knowledge, generating words, and organizing ideas for a particular audience and purpose. (ELA 4, 20, 23; FL 7) W.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. (ELA 19; FL 1) W. 5 Media: Students will use, analyze, and produce a variety of media in English, including audio, television, Internet, and emerging technologies. (ELA 26, 27; FL 6, 7)


Content Language FEP* 1. Students will identify, categorize

and analyze perspective and how perspective and differences caused the Civil War. 2. Students will recognize and analyze all pieces to a political cartoon.

1. Students will fill out the Political Cartoon analysis sheet in full, complete sentences with little to no use of the Civil War Timeline graphic organizer or a vocabulary sheet2. During the carousel group work, students will take a leadership role and will point out, write a few sentences and lead discussion on the important parts of the political cartoon.

Transitioning 1. Students will identify, categorize and analyze perspective and how perspective and differences caused the Civil War. Students will support a conclusion by stating the facts or logical reasoning. 2. Students will recognize and analyze almost all pieces to a political cartoon with little to no help from

1. Students will fill out the Political Cartoon analysis sheet in full, complete sentences with some use of the Civil War Timeline graphic organizer or a vocabulary sheet2. During the carousel group work, students will take a leadership role and will point out and write a sentence of the important parts of

instructor and/or group mates. the political cartoon and explain in a few sentences the cartoon.

Intermediate 1. Students will identify and categorize perspective and also begin to analyze perspective. Students will describe how two things within a given academic content are alike or different. 2. Students will recognize and analyze most pieces to a political cartoon with help from instructor and/or group mates.

1. Students will fill out the Political Cartoon analysis sheet in full, complete sentences with the assistance of the Civil War Timeline graphic organizer and vocabulary sheet.2. During the carousel group work, students will point out and bullet important parts of the political cartoon and explain in a sentence or two about the cartoon with help from the instructor and group mates.

Early Intermediate

1. Students will understand/categorize different perspective such as North and South, Slave and Free by viewing primary sources. Identify important information about academic content, using prior knowledge and/or visual cues as needed.2. Students will recognize and analyze some of the pieces to a political cartoon with help from instructor and group mates.

1. Students will fill out the Political Cartoon analysis sheet by bulleting/writing sentence fragments with the assistance of the Civil War Timeline graphic organizer or a vocabulary sheet, the instructor and peers.2. During the carousel group work, students will point out and bullet important parts of the political cartoon and say a few words about the cartoon with help from the instructor and group mates.

Beginner 1. Students will understand/categorize different perspective such as North and South, Slave and Free by viewing primary sources. Identify important information about academic content, using prior knowledge and/or visual cues as needed.2. Students will understand 1-2 pieces of a political cartoon with help from instructor, group mates, and ESOL teacher if necessary. Students can also use a senses web in order to create the cartoon.

1. Students will fill out the Political Cartoon analysis sheet by bulleting and with the assistance of the Civil War Timeline graphic organizer and a vocabulary sheet, the instructor and peers. 2. During the carousel group work, students will point out important parts of the political cartoon and say a few words about the cartoon with assistance from instructor or group mates.


Materials: 1. Do-Now and Ticket to Leave: AWL – looking at word families, root words, prefixes, and suffixes. http://www.uefap.com/vocab/select/awl.htm2. Political Cartoon Analysis Sheet – see http://www.lincolnlogcabin.org/education-kits/Abraham-Lincoln-Lesson-Plans/Lesson-5.pdf 3. Various Political Cartoons - http://www.teachamericanhistory.org/File/Political_Cartoons_of_the_Civil_War.pdf4. Rubric on political cartoons - http://kids-learn.org/cartoons/rubric.htm5. Overhead or SmartBoard6. Large paper to hang on walls and markers for writing 7. Graphic Organizers and timeline from previous classes8. Senses web

Content-Area TermsUnionConfederacy Republican/Whig PartyBorder States AntebellumPopular sovereignty Constitution

Academic LanguageSymbols, exaggeration, irony, analogy, captions and labelingAbolition, abolitionist Compromise Conflict SlaverySecession Industry/industrialAgriculture/agricultural Territory national

Lesson Sequence Part 1 and Part 2

Approximate time

Agenda Item

Brief description

1 minute Opening Yesterday we began to look at primary sources by looking at the National Archives. Today we are going to continue with primary sources by looking at political cartoons. We will take knowledge that we learned from looking at the National Archives and use that to understand the importance of political cartoons and their meaning.

5-7 minutes Do-Now Prefix activity. Students will be given a root word and must come up with 1-3 different prefixes and what those words mean or if they have questions on what those words mean, words should be content related if not unit related.

15 minutes Review of Political Cartoons

Review of political cartoons and the different “pieces” of a political cartoon such as symbols, exaggeration, irony, analogy, captions and labeling. Students and instructor will go over different aspects together and then break down into groups to look at each part separately.

15-20 minutes Carousel Students will break into separate groups but all students will be looking at

http://kids-learn.org/cartoons/rubric.htm

http://www.teachamericanhistory.org/File/Political_Cartoons_of_the_Civil_War.pdf

http://www.lincolnlogcabin.org/education-kits/Abraham-Lincoln-Lesson-Plans/Lesson-5.pdf

Room the same political cartoon. One group will be symbols, one irony, etc. Each group will the look at the cartoon and write on board/large paper the symbols, irony, etc. that come from that political cartoon. Students will then carousel to the next group and do the next one. Students will come back to the larger group to explain what has been put on the sheets.

5-7 minutes Ticket to Leave

Students will refer back to the Do-Now and take the same root word and create 1-3 new works by attaching a suffix to the word and briefly give a definition/ meaning.

1 minute Closing Today we dissected political cartoons and the different aspects of political cartoons. Tomorrow, we will continue to look at political cartoons and you will be creating your own political cartoons. For homework tonight, begin to think about creating your own cartoon and write down how you might interpret each of the different categories. (Beginner ELLs can draw pictures, intermediates can bullet, transitioning are expected to write complete sentences).

Approximate time

Agenda Item

Brief description

1 minute Opening Yesterday we looked at political cartoons on events leading up to the Civil War and we will continue to do that today. You will have the opportunity to use create your own political cartoon on an event that you find important or that stands out to you.

5 minutes Do-Now Prefixes – students will be given 1 prefix and they must think of 1-3 root words that will create a word that is unit or content related.

20 minutes Group Work Students will get back into the groups they were in the previous day for the political cartoon carousel. Students will fill out the political cartoon analysis sheets after reviewing a political cartoon.

10 minutes Group Work Students will transition from looking political cartoons to creating their own political cartoons by looking at the list created from previous night’s homework.

5 minutes Ticket to Leave

Suffixes – students will be given 1 prefix and they must think of 1-3 root words that will create a word that is unit or content related.

2 minutes Homework Students will create a political cartoon of their own based on different pieces of a cartoon: symbols, exaggeration, irony, analogy, captions and labeling. Political cartoon rubric will be handed out.

1 minute Conclusion Today we finished looking at political cartoons but we are not done with primary sources. On Monday, we will look at the Declaration of Independence and the Constitution and how these documents impacted the Civil War. Have a great weekend!



X


X


X


X




X


X

The development of content-area English language proficiency is supported.

X

The instructor makes content materials understandable. (Check each strategy used.)Appropriate Reading Level Glossed Words OutlinesBooks on Tape Highlighted Text Explanations in Margins




Other Comprehension

Checks

Lesson # 5: Can We Fix It?

EU: American national character has been shaped by unique political, economic and social forces; Prejudice has had a significant impact on the roles of race, class and ethnicity throughout US History. Content-Area LO: Students will understand, explain and analyze the social, economic and political causes of the Civil War.

Content-Area Lesson Objective(s): Students will examine the Declaration of Independence and Constitution and analyze whether or not the Civil War was inevitable. Students will then create revisions to both documents that could have possibly helped prevent the Civil War.



USI.36 Summarize the critical developments leading to the Civil War. (H)T. the Missouri Compromise (1820) U. the South Carolina Nullification Crisis (1832-1833) V. the Wilmot Proviso (1846) W. the Compromise of 1850 X. the publication of Harriet Beecher Stowe’s Uncle Tom’s Cabin (1851-1852)Y. the Kansas-Nebraska Act (1854) Z. the Dred Scott Supreme Court case (1857) AA. the Lincoln-Douglas debates (1858) BB. John Brown’s raid on Harper’s Ferry (1859) CC. the election of Abraham Lincoln (1860)

USI.41 Explain the policies and consequences of Reconstruction. (H, C)P. Presidential and Congressional Reconstruction Q. the impeachment of President Johnson R. the 13th, 14th, and 15th Amendments S. the opposition of Southern whites to Reconstruction T. the accomplishments and failures of Radical Reconstruction U. the presidential election of 1876 and the end of ReconstructionV. the rise of Jim Crow laws W. the Supreme Court case, Plessy v. Ferguson (1896)

ELPBO Frameworks

Speaking and Listening (S)S.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes. S.2 Social Interaction: Students will comprehend and communicate orally, using spoken English for personal and social purposes.

Reading (R) R.1 Vocabulary and Syntax in Print: Students will acquire English vocabulary and apply knowledge of correct syntax to comprehend written text. R.2 Beginning to Read in English: Using the foundations of oral language and previous reading experience, students will understand the nature of written English and the relationships of letters to the sounds of English speech. R.3 Comprehension: Students will read English fluently and identify facts and evidence in order to interpret and analyze text.

Writing (W)W. 1 Prewriting: Students will plan for writing in English by building on prior knowledge, generating words, and organizing ideas for a particular audience and purpose. W. 2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. W.3 Revising: Students will evaluate and revise word choice, sentence variety, and organization of ideas when writing in English for a particular audience and purpose. W.4 Editing: Students will understand and apply knowledge of Standard English grammar, spelling, and conventions to improve their writing.


Content Language FEP* Students will use appropriate

vocabulary and examples in complete sentences to alter the Constitution and Declaration of Independence in order to change the meaning and thus the outcome of the events leading up to the Civil War and the Civil War.

Students will use the writing process (prewriting, writing, revising and editing) with their partner in order to alter the Constitution and Declaration of Independence. Students will take a leadership role and assist other students in the process.

Transitioning Students will use appropriate vocabulary and examples in complete sentences to alter the Constitution and Declaration of Independence in order to change the meaning and thus the outcome of the events leading up to the Civil War and the Civil War.

Students will use the writing process (prewriting, writing, revising and editing) with their partner in order to alter the Constitution and Declaration of Independence. Students will take a leadership role and assist other students in the process.

Intermediate Students will work with partner and with the help of the instructor to write complete sentences to alter

Students will use the writing process (prewriting, writing, revising and editing) with their partner in order to

the Constitution and Declaration of Independence in order to change the meaning and thus the outcome of the events leading up to the Civil War and the Civil War.

alter the Constitution and Declaration of Independence. Students will have a partner in group that can assist with language and content terms if needed.

Early Intermediate

Students will work with partner and with the help of the instructor and/or ESL teacher to bullet key terms and vocabulary that would alter the meaning of the Constitution and Declaration of Independence. Students will use vocab tent sheet and graphic organizers for assistance.

Students will use the writing process (prewriting, writing, revising and editing) with their partner in order to alter the Constitution and Declaration of Independence. Students will have a partner in group that can assist with language and content needs.

Beginner Students will work with partner and with the help of the instructor and/or ESL teacher to bullet key terms and vocabulary that would alter the meaning of the Constitution and Declaration of Independence. Students can also use photographs to convey meaning. Students will use vocab tent sheet and graphic organizers for assistance.

Students will use the writing process (prewriting, writing, revising and editing) with their partner in order to alter the Constitution and Declaration of Independence. Students will have a partner in group that can assist with language and content needs and the instructor will also be available to give assistance.


Materials: 1. Highlighted, glossed and explanations of Constitution and Declaration of Independence2. Simplified versions of the Constitution and Declaration of Independence (video versions also available) http://civicallyspeaking.org/simplified_const.pdf http://www.historyforkids.org/learn/northamerica/after1500/government/declaration.htm3. Original Version of the Constitution and Declaration of Independence http://www.archives.gov/exhibits/charters/charters.html4. Graphic organizer – causes of the Civil War (created by students to keep for entire unit)5. Vocab tent sheets (see previous lesson with vocab sheet)

Content-Area TermsUnionConfederacy Republican/Whig PartyBorder States

Academic LanguageAbolition, abolitionist Compromise Conflict Slavery

http://www.archives.gov/exhibits/charters/charters.html

http://www.historyforkids.org/learn/northamerica/after1500/government/declaration.htm

http://civicallyspeaking.org/simplified_const.pdf

AntebellumPopular sovereignty Constitution Declaration of IndependenceDemocracy

Secession Industry/industrialAgriculture/agricultural Territory NationalClause

Lesson Sequence

Approximate time

Agenda Item

Brief description

1 minute Opening Last week we spent a lot of time looking at primary source – mainly pictures, photographs and political cartoons. Today we will continue to look at primary sources, but focus on the Constitution and Declaration of Independence and how these documents would impact the new country’s history

5 minutes Do Now! Word Splash – Two separate word splashes – one will say “Constitution” the other “Declaration of Independence” Half the class will write on one, the other half with write on the other a word that makes them think of the word on the word splash. Students will share out answers.

30 minutes Constitution/Declaration of Independence Activity

Students will work in pairs – one will be altering the Declaration of Independence the other will work on the Constitution. This will be important to connect the two documents to one another and to the events leading up to the Civil War and causing the Civil War. Students will use the original documents as an example in order to create their new documents that might change history and prevent the Civil War from happening.


Word Splash – Two separate word splashes – one will say “Constitution” the other “Declaration of Independence” Half the class will write on one, the other half with write on the other a word that makes them think of the word on the word splash. Students will switch, whatever word they wrote on initially, they will now write on the other. Students will share out answers.

2 minutes Homework Students must finish DBQ assignment and persuasive essay that accompanies (assignment given previous week). Students will also finish their revisions to the Constitution or Declaration of Independence.

1 minute Closing Today we looked at two important primary sources – the Declaration of Independence and the Constitution. Tomorrow we will look at the outbreak of the Civil War and important figures and battles.



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Lesson # 7: The Great Debate

EU: American national character has been shaped by unique political, economic and social forces.

Content-Area LO: Students will learn and identify different perspective during the Civil War period.

Content-Area Lesson Objective(s): Students will participate in a formal debate based on perspective of the Civil War by debating state’s rights and how this was a problem before the Civil War, during the Civil War and after the Civil War.

Language Learning Outcome: Students will understand perspective within a text, speech, political cartoon, etc. Students will communicate verbally to express an opinion based on facts.


USI.36 Summarize the critical developments leading to the Civil War. (H)DD. the Missouri Compromise (1820) EE. the South Carolina Nullification Crisis (1832-1833) FF. the Wilmot Proviso (1846) GG. the Compromise of 1850 HH. the publication of Harriet Beecher Stowe’s Uncle Tom’s Cabin (1851-1852)II. the Kansas-Nebraska Act (1854) JJ. the Dred Scott Supreme Court case (1857) KK. the Lincoln-Douglas debates (1858) LL. John Brown’s raid on Harper’s Ferry (1859) MM. the election of Abraham Lincoln (1860)

USI.41 Explain the policies and consequences of Reconstruction. (H, C)X. Presidential and Congressional Reconstruction Y. the impeachment of President Johnson Z. the 13th, 14th, and 15th Amendments AA. the opposition of Southern whites to Reconstruction BB. the accomplishments and failures of Radical Reconstruction CC. the presidential election of 1876 and the end of ReconstructionDD. the rise of Jim Crow laws EE. the Supreme Court case, Plessy v. Ferguson (1896)

ELPBO Frameworks

Listening and Speaking (S)S.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social, and academic purposes.

S.2 Academic Interaction: Students will comprehend and communicate orally, using spoken English to participate in academic settings. S.3 Presentation: Students will present information orally and participate in performances in English that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed. Reading (R)

R.5 Informational/Expository Text: Students will identify and analyze purposes, structures, and elements of nonfiction English texts. (FL 4, 7; ELA 8, 10, 13) R.6 Research: Students will gather information in English from a variety of sources, analyze and evaluate the quality of the information obtained, and use it to answer their own and others’ questions. (ELA 24) Writing (W)

W.1 Prewriting: Students will plan for writing in English by building on prior knowledge, generating words, and organizing ideas for a particular audience and purpose. W.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail. W.4 Editing: Students will understand and apply knowledge of Standard English grammar, spelling, and conventions to improve their writing.


Content Language FEP* 1. Students will fill in blank two-

column notes appropriately and accurately according to lecture on Civil War Amendments. 2. Students will work in their debate groups to start filling out the Debate Preparation Worksheet using specific examples relating to states rights and the Civil War. FEP students will take a leadership role and help facilitate discussion and central ideas.

1. Students will spell all vocabulary words accurately and all vocabulary words and terms should be used in an appropriate manner in relation to the context.

Transitioning 1. Students will fill in blank two-column notes, with some errors, appropriately according to lecture on Civil War. 2. Students will work in their debate groups to start filling out the Debate Preparation Worksheet using specific examples relating to states rights and the Civil War. Transitioning students will help assist same-language students with language, spelling and

1. Students will spell almost all vocabulary words accurately and almost all vocabulary words will be used in an appropriate manner in relation to the context.

content.

Intermediate 1. Students will fill in blanks on partially completed two-column notes appropriately and accurately according to lecture on Civil War Amendments. 2. Students will work in their debate groups to start filling out the Debate Preparation Worksheet using specific examples relating to states rights and the Civil War. Intermediate students will use the help of other students and vocab sheets to fill out the sheet.

1. Students will spell most vocabulary accurately and most vocabulary words will be used in an appropriate manner in relation to context. If students are struggling with accuracy, then vocab tent sheets should be consulted.

Early Intermediate

1. Students will fill in the blanks on an almost completed two-column notes sheet appropriately, with some errors, based on the lecture on Civil War Amendments. Students may also need assistance from classmates or the instructor.2. Students will work in their debate groups to start filling out the Debate Preparation Worksheet using specific examples relating to states rights and the Civil War. Early Intermediate students will work with Transitioning and FEP students along with vocab tent sheets to fill out sheet.

1. Students will use vocab tent sheets and instructor to spell words accurately and use them in an appropriate manner in relation to the context.

Beginner 1. Students will fill in the blanks in an almost completed two-column notes sheet appropriately based on the lecture on Civil War Amendments. Students may receive assistance from classmates and the instructor. Students may also use vocab tent sheet. 2. Students will work in their debate groups to start filling out the Debate Preparation Worksheet using specific examples relating to states rights and the Civil War. Beginner students will rely on Transitioning students to help

1. Students will use vocab tent sheets, the assistance of the instructor and/or classmates to spell words accurately and use them in an appropriate manner in relation to the context.

with content and language. Beginner students will also use materials such as vocab sheet, timeline, glossed text and other resources for help.


Materials: 1. Debate Rubric http://www.readwritethink.org/files/resources/lesson_images/lesson819/rubric2.pdf2. Text excerpts (glossed, highlighted and margin explanations for ELL students) http://www.learner.org/courses/amerhistory/pdf/text/AmHst09_CivilWar.pdf3. Debate rules/instructions for Lincoln-Douglas Debate http://www.csun.edu/~dgw61315/debformats.html4. Two-Column notes sheet, filled out at varying levels for varying proficiencies http://freeology.com/wp-content/files/blank2column.pdf 5. Debate Preparation Worksheet http://joneshistory.net/rubrics/obsolete/DebatePreparationWorksheet.pdf

Content-Area TermsUnionConfederacy Republican/Whig PartyBorder States AntebellumPopular sovereignty Constitution ReconstructionJim Crow LawsBlack codesCivil War Amendments

Academic LanguageAbolition, abolitionist Compromise Conflict SlaverySecession Industry/industrialAgriculture/agricultural Territory NationalAmendment Segregation

Lesson Sequence Class 1

Approximate time

Agenda Item

Brief description

1 minute Opening Yesterday we talked about the end of the Civil War and the beginning of Reconstruction. Today we are going to look more into the “Civil War” Amendments and then start preparing for our debate tomorrow.

5 minutes Do-Now KWLH – on Civil War Amendments – which will be answered and discussed during Prezi lecture

http://joneshistory.net/rubrics/obsolete/DebatePreparationWorksheet.pdf

http://freeology.com/wp-content/files/blank2column.pdf

http://www.csun.edu/~dgw61315/debformats.html

http://www.learner.org/courses/amerhistory/pdf/text/AmHst09_CivilWar.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson819/rubric2.pdf

http://www.readwritethink.org/files/resources/lesson_images/lesson819/rubric2.pdf

10-15 minutes Lecture Students will fill in two column notes while listening to lecture, with Prezi presentation, on the Civil War Amendments

15-20 minutes Prepare for Debate

Students will be placed into purposefully made groups (either affirmative or negative) and begin to discuss and gather information for


Students must have at least 3 items under #3 rebuttal strategies: things they might say against us before leaving class.

1 minute Closing Today we began to prepare for our debate. Tomorrow will we gather into our groups again, finalize preparations for debate and then have the debate. The winners will receive 5 extra points on the exam next week so tonight for homework please complete the debate preparation sheet and prepare for the debate in the mirror or in front of a friend or family member.

Lesson Sequence Class 2

Approximate time

Agenda Item

Brief description

1 minute Opening Yesterday we began preparing for our debate on state’s rights relating to the Civil War. Today we will have our debate on state’s rights relating to the Civil War.

5 minutes Review of debate rules and rubric

Review the protocol of the Lincoln-Douglas debate and the rubric with the students. Explain what is expected of students during a debate (appropriate behavior, no personal attacks, do not speak out of turn, etc.)

32 minutes Debate Students will participate in Lincoln-Douglas debate on state’s rights and how this relates to events leading up to the Civil War, events of the Civil War and the aftermath of the Civil War. Students will debate: Who should have the power?

5 minutes Wrap up debate

Review debate, which team is the winner of the debate and pros/cons of a debate

3 minutes Homework Students need to read the last sections of the chapter on the Civil War, going over Reconstruction and the 13th-14th amendments. ELL students can review glossed and highlighted texts with explanation in margins.

1 minute Closing Great work on the debate today everyone. Enjoy your weekend. On Monday we will begin wrapping up the Civil War unit and preparing for your exam on Tuesday. If you have any questions about the exam, please let me know.



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Lesson # 8: Where do you stand?

EU: Prejudice has had a significant impact on the roles of race, class and ethnicity throughout US History.

Content-Area LO: Students will understand that slavery did not end with the Civil War and understand the effect Reconstruction had on society.

Content-Area Lesson Objective(s): Students will be given information in text and photograph format regarding Reconstruction and Jim Crow Laws. Students will be asked to “take a stand” on whether these laws were beneficial or harmful to newly freed African American slaves in the United States. They will do this by participating in conversation and standing on an imaginary continuum set up in the classroom (1-10)

Language Learning Outcome: Students will go through text and comprehend headings and main ideas. Students will communicate verbally to express an opinion based on facts.


USI.36 Summarize the critical developments leading to the Civil War. (H)NN.the Missouri Compromise (1820) OO.the South Carolina Nullification Crisis (1832-1833) PP. the Wilmot Proviso (1846) QQ.the Compromise of 1850 RR. the publication of Harriet Beecher Stowe’s Uncle Tom’s Cabin (1851-1852)SS. the Kansas-Nebraska Act (1854) TT. the Dred Scott Supreme Court case (1857) UU.the Lincoln-Douglas debates (1858) VV. John Brown’s raid on Harper’s Ferry (1859) WW. the election of Abraham Lincoln (1860)

USI.41 Explain the policies and consequences of Reconstruction. (H, C)FF. Presidential and Congressional Reconstruction GG. the impeachment of President Johnson HH. the 13th, 14th, and 15th Amendments II. the opposition of Southern whites to Reconstruction JJ. the accomplishments and failures of Radical Reconstruction KK. the presidential election of 1876 and the end of ReconstructionLL. the rise of Jim Crow laws MM. the Supreme Court case, Plessy v. Ferguson (1896)

ELPBO Frameworks

Listening and Speaking (S)

S.1 Vocabulary: Students will comprehend and communicate orally, using English vocabulary for personal, social and academic purposes.S.2 Social Interaction: Students will comprehend and communicate orally, using spoken English for personal and social purposes. (FL 1, 2, 4, 5, 6, 8; ELA 5, 6) S.3 Academic Interaction: Students will comprehend and communicate orally, using spoken English to participate in academic settings.S.4 Presentation: Students will present information orally and participate in performances in English that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed.

Reading (R) R.1 Vocabulary and Syntax in Print: Students will acquire English vocabulary and apply knowledge of correct syntax to comprehend written text. R.3 Comprehension: Students will read English fluently and identify facts and evidence in order to interpret and analyze text. R.6 Research: Students will gather information in English from a variety of sources, analyze and evaluate the quality of the information obtained, and use it to answer their own and others’ questions.

Writing (W)W.1 Prewriting: Students will plan for writing in English by building on prior knowledge, generating words, and organizing ideas for a particular audience and purpose. W.2 Writing: Students will write in English for a variety of purposes with clear focus, coherent organization, and sufficient detail.


Content Language FEP* Students will choose a position and

give multiple examples to back up the position that they chose. Students will not need to refer to vocab tent sheets, timeline, graphic organizers, and important people and places of the Civil War sheet. They must use content area language, terms and examples to formulate their position.

Students will verbally communicate the examples as to why they chose the position that they did. Students can be doing this by preparing a few written sentences, but they must describe in full sentences why they took the position that they did.

Transitioning Students will choose a position and give multiple examples to back up the position that they chose. Students can refer to vocab tent sheets, timeline, graphic organizers, and important people and places of the Civil War sheet if necessary. They must use content area language, terms and examples to formulate

Students will verbally communicate the examples as to why they chose the position that they did. Students can be doing this by preparing a few written sentences and referring to pictures if necessary, but they must describe in full sentences why they took the position that they did.

their position.Intermediate Students will choose a position and

give examples to back up the position that they chose. Students can refer to vocab tent sheets, timeline, graphic organizers, and important people and places of the Civil War sheet if necessary. They must use content area language, terms and examples to formulate their position.

Students will verbally communicate the examples as to why they chose the position that they did. Students can be doing this by preparing a few written sentences, drawing a picture or using a picture from the resources that they have, but they must describe in full sentences why they took the position that they did.

Early Intermediate

Students will choose a position and have an example to back up the position that they chose. Students will use vocab tent sheets, timeline, graphic organizers, and important people and places of the Civil War sheet. They must use content area language, terms and examples to formulate their position.

Students will verbally communicate the example as to why they chose the position that they did. Students can be doing this by bulleting, drawing a picture or using a picture from the resources that they have, but they must describe in a few words why they took the position that they did.

Beginner Students will choose a position and have an example to back up the position that they chose. Students will use vocab tent sheets, timeline, graphic organizers, and important people and places of the Civil War sheet. Students can use visuals to get across the position. Students can also seek help from the instructor and may be given the questions the previous night. They must use content area language, terms and examples to formulate their position.

Students will communicate the example as to why they chose the position that they did. Students can be doing this by bulleting, drawing a picture or using a picture from the resources that they have.


Materials: 1. Do Now – 3-2-1 Activity Sheet (see attached)2. Continuum Instructions Sheet and Rubric http://lilt.ilstu.edu/cslaml/PDFs/HS_beginning_rubric.pdf Beginnerhttp://lilt.ilstu.edu/cslaml/PDFs/HS_intermediate_rubric.pdf Intermediate http://lilt.ilstu.edu/cslaml/PDFs/HS_adv_persuasive_rubric.pdf Advanced3. Vocab tent sheets (created by students)4. Graphic organizers (created by students)5. Timeline (created by students)

http://lilt.ilstu.edu/cslaml/PDFs/HS_adv_persuasive_rubric.pdf

http://lilt.ilstu.edu/cslaml/PDFs/HS_intermediate_rubric.pdf

http://lilt.ilstu.edu/cslaml/PDFs/HS_beginning_rubric.pdf

6. Important people, places and things of Civil War (created by students)

Content-Area TermsUnionConfederacy Republican/Whig PartyBorder States AntebellumPopular sovereignty Constitution ReconstructionJim Crow LawsBlack codesScalawagscarpetbaggers

Academic LanguageAbolition, abolitionist Compromise Conflict SlaverySecession Industry/industrialAgriculture/agricultural Territory NationalAmendment SegregationContinuum

Lesson Sequence

Approximate time

Agenda Item

Brief description

1 minute Opening Last week we began wrapping up our Civil War unit and we will continue to do so today. We will review for tomorrow’s exam by participating in the continuum activity. Where do you stand on certain issues relating to the Civil War? You must decide where you stand and provide specific text and lesson related examples of why you feel this way.

5-7 minutes Do-Now 3-2-1 Worksheet, students must fill out 3-2-1 worksheet. 3 Things you Know about the Civil War. 2 Interesting Things about the Civil War. 1 question you have about the Civil War.

30 minutes Continuum Line

Students will be asked different essential questions regarding the events leading up to the Civil War, the events of the Civil War and Reconstruction. Students will

10 minutes Questions, Review of Exam, Ticket to Leave

Students will have the chance to voice questions/concerns about the exam or any final questions they may have. The ticket to leave will be one question they must answer before they leave and that question will be the bonus question on the exam.

1 minute Closing This wraps up our Civil War unit and tomorrow we will have the exam on the Civil War.



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3-2-1 WorksheetName_________________________

3 Things You Know about the Civil War:

1.

2.

3.

2 Interesting Things about the Civil War:

1.

2.

1 Question you have about the Civil War:

1.

ContinuumThe continuum activity is a method that encourages students to express positions on controversial issues. It is very useful to assess student knowledge before a lesson or to assess student understanding after a lesson. Because the method involves physical movement of students, it often stimulates even quiet students to speak out.

Procedure1. Before the class begins, select a controversial question or statement that gets to the heart of the

subject being taught. For instance, if the subject of class is the Equal Protection Clause or Brown v. Board of Education, you may want to pose the question, "Does treating people equally mean treating them the same?" Post the question where all can see it.

2. If the question posed requires a "yes" or "no" answer, post signs at opposite ends of the classroom with each of these responses. If a statement is posed to students, place signs at opposite ends of the classroom with the words "agree" and "disagree" on them.

3. Pose the question or statement to students and ask all or some of the students to physically place themselves next to a sign that corresponds with their opinion. Students may also stand between the two signs to indicate different levels of agreement or disagreement along the continuum.

4. Ask students to express their opinions orally, using follow-up questions to help them clarify, elaborate on, or support their positions. Ask other students to respond to those who have already expressed their opinions. Do they agree or disagree? Explain to students that if they change their minds during the activity, they can move physically along the continuum to indicate that change.

5. You may wish to extend students' thinking on the controversial question by changing the wording and asking students to move themselves along the continuum according to their position on the new question or statement being posed. Another alternative is to introduce factual material that may sway students' positions on the issues, asking students to reposition themselves along the continuum after each fact is unveiled.

dlarocque.wikispaces.com · web viewlesson 1: this will be an introduction to the civil war unit....

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