Teacher Page

Author:

Rebecca Baucom, Spring 2018

Essential Question:

Why did we fight a civil war?

Objectives:

Students will be able to

  • explain some of the early events that lead to the Civil War
  • describe and differentiate between major battles of the Civil War
  • describe the life of a soldier
  • explain the differences between the two sides/ why they were fighting
  • understand the effort of women during the Civil War
  • understand and explain what role Abraham Lincoln played during the Civil War

Standards:

  • 6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage.
    • 6.1.8.B.5.a Assess the role of various factors (i.e., geography, natural         resources, demographics, transportation, leadership, and technology) that affected the course and outcome of the Civil War
    • 6.1.8.D.5.b Analyze critical events and battles of the Civil War and determine how they contributed to the final outcome of the war.
    • 6.1.8.D.5.c Examine the roles of women, African Americans, and Native Americans in the Civil War.
  • 8.1 Educational Technology: All students will use digital tools to access, manage,     evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate     knowledge.
    • 8.1.5.A.1 Select and use the appropriate digital tools and resources to         accomplish a variety of tasks including solving problems
    • 8.1.5.A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.

Blooms Taxonomy:

  • Remember: Students will be able to recognize different vocabulary, and     differences between those fighting the Civil War
  • Understand: Students will be able to discuss with their peers the information that they have read or observed.
  • Apply: Students will use what they have read and seen in direct instruction to answer questions about the Civil War.
  • Analyze: Students will organize their information in graphic organizers and Google Docs.
  • Evaluate: Students will gather information about the different battles, and key players in the Civil War, and explain those battles to their peers. They will then have the opportunity to critique their peers work, along with their own.
  • Create: Students will plan and produce a final project sharing what they     have learned about the battles of the Civil War and present those to the class.

Gardner’s Multiple Intelligences:

  • Visual-Spatial: Students will utilize visuals- pictures, videos, maps as part of all lessons.
  • Interpersonal: Students will collaborate via Google Docs, interactive white boards, and in person throughout the unit.
  • Intrapersonal: Learners will have ample opportunities to work independently.
  • Linguistic: Learners will succeed through their writing and may choose the additional readings.
  • Bodily-kinesthetic: All students will have ample opportunities to move about the room, interact with peers and teacher, and present their work to the class.

Brainy Bits:

Sense and Meaning:

To ensure students are making sense of the materials, the teacher must check in and offer opportunities for discussion throughout the lesson. Meaning will be achieved by drawing comparisons to present day events, making the events of the past appear to be not unlike what is happening around their worlds today.  Students will be interacting with the material visually, and will be able to see how it relates to experiences they are seeing in present day. This makes the lesson meaningful because it is connecting to their real world experience.

Primacy Recency Effect:

During the first part of the lesson, Prime 1, students will be presented with the newest and most visually stimulating information in each lesson.  They will interact, practice, and use the materials in the downtime between Prime 1 and Prime 2, the later part of the lesson. This part of the lesson will consist of completing activities related to the material, hopefully making it easier for students to retain the information.

Differentiation:

Additional time, text to speech programs, partnering to complete activities, extra practice as needed

For ELL students, access to the materials prior to the lesson to review with ELL teachers as well as partnering and additional time as needed.

First finishers will have additional opportunities for digging deeper.