JSC Unit Plan Outline Teacher: Patrick Rainville Title of Unit: Navigating the American Civil War Grade

Level: 5th/6th Grade Date: November 5th, 2013 1. The American Civil War is a topic that has always fascinated me since I first began learning about it in elementary school. The topic was one reason I choose to take Advanced Placement United States History in high school. I am intrigued by this important time period in our countrys history because of Abraham Lincoln and his compelling leadership throughout his presidency. I also enjoy learning about history related to where I grew up and lived. Thaddeus Stevens was born in Danville, Vermont and was a key figure during the Civil War era as a slavery abolitionist. Stevens life is one I have come to admire, and I also take pride in how his Vermont upbringing shaped him into the tantalizing, vivacious leader of the emancipation movement. After I developed my desired results through backward design and matched the results with the appropriate standards and objectives, I conducted online research. I watched videos, explored websites, national curriculum (Civil War Trust, and National Council for Social Studies Standards), browsed historical societies, and explored past classroom resources with my cooperating teacher. I spent several days looking through the immense subject that is the American Civil War and then formulated a plan that offered a narrowing of topics to cover, but that would allow for in depth instruction. My idea was to cover a few pivotal events of the Civil War well, rather than many in mediocrity. I also took into account the common core and multiple domains so that I could help students use their favorable intelligence 1

(Howard Gardners Theory of Multiple Intelligences) to represent their learning of the American Civil War while also integrating subject areas. 2. The unveiling and implementation of the Common Core Standards has made integrating of academic subjects almost seamless. When studying history, students will examine important historical events through reading informational text, classroom discussion and debate, written responses (analytic, persuasive, narrative, and expository), illustrate the time period (drawing, mapping, creating, technology), sequencing events in a timeline type of manner, and inquiring (predicting, hypothesizing, experimenting, evaluating). The overall goal will be for students to understand and identify the causes and effects of the American Civil War. Therefore the overarching question is what were the causes and effects of the American Civil War and what is the wars significance (what came about or resulted) that holds true to this day? Essential questions pertaining to the unit include: How and why did the war start? Who was battling whom? What key events and battles defined the war? How did the war impact our nation just after it concluded? How did this war change America and the lives of its people (including you and I)? The essential questions and cross subject learning are important and appropriate for fifth and sixth graders because it sets the stage for further analysis, synthesis and evaluative thinking needed to become high level learners. While the material can be challenging, it will offer students an opportunity to grow and inquire in a historical context. These questions and

overarching goals are aligned with the age level objectives outlined in the Common Core. 3. The American Civil War connects to the interests of my students because many of them know about war (war on terrorism) and have some background knowledge as to the significance of the this particular time period. Some students enjoy learning about President Abraham Lincoln and thus are interested in learning more about what he dealt with during his presidency. The movie Lincoln, seen by a few of my students, has increased their interest in the Civil War and leaders such as Lincoln as well as Thaddeus Stevens. The majority of my students already know Abraham Lincoln was a President, the Civil War took place a long time ago (relevant to their sequencing of historical events), and that slavery was an issue during the time period. The unit will allow students to recognize how war and conflict shape and alter society and the impact continues to this day. Examining this time period will give students the opportunity to grow as citizens and to value diversity in all its forms. 4. The skills and information central to this unit are the desired results I aim for my class to achieve. Students will know the causes of the civil war, how to sequence key events, the meaning or legacy of the Emancipation Proclamation, the effects of Gettysburg (battle and address), how the war concluded, and the impacts made post war. Students will understand the causes and effects of the Civil War, the grounding for important documents (like the Emancipation Proclamation and Gettysburg

Address), the tough decisions President Lincoln grappled with during his Presidency, and what the war meant for America and its future. Students will read, write, sequence, draw/illustrate, discuss, question, and study the causes and effects of the American Civil War. The Common Core Standards addressed in the American Civil War Unit include objectives in reading as well as writing. The Standards include:

RH.6-8.2- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.4- Determine the meaning of words and phrases as they are used in text, including vocabulary specific to domains related to history/social studies. RH.6-8.7- Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. WHST.6-8.8- Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.9- Draw evidence from informational texts to support analysis reflection, and research.

Complete mastery of the standards is important for this unit because I will be utilizing a variety of mediums to allow students to use their creativity to succeed. I

will also be facilitating discussions and assignments in class that if participated in by students, will result in attainment of the standards. Methods that I will implement to present, explore, and develop the American Civil War curriculum include PowerPoint, videos, reading of primary and supplementary texts, group discussion, hands on projects, mapping, sequencing events, and self-designed projects. All of these approaches are suitable for this unit because they will aid the accomplishment of the overarching goal: what are the causes and effects of the American Civil war? The multitude of assignments and tasks will allow students to use creativity to understand multiple perspectives of the Civil War. 5. My students and I will recognize and assess what is being learned by classroom discussion, written reflection, questioning, and successful completion of assignments (looking for proficiency and mastery). If the assessments reveal problems learning unit material, than I will reexamine my instructional approach and teach the lesson or concepts again in anticipation that the students will succeed on the second time around. Understanding this is a possibility, I will not allow time to pressure how I teach the class. In order for students to succeed and meet the goals of the unit, they will need the appropriate amount of time to complete all tasks. Pre-assessments will be in the form of prior knowledge, surveys, questioning, and discussion. Formative assessments will include note taking, observations, individual conversations, classroom discussion, written reflections, and assignments. Self-assessments will be in the form of surveys, and grading their final

project. The summative and performance assessment will be the final project. The final project will ask students to use their creativity to illustrate the causes and effects of the American Civil War and how it applies to them and their life today. The assessment will include a criteria rubric but will allow students to choose their own style of presenting their learning to the class. The results of all of the unit assessments will help me decide how I will continue to teach and present the content. If students are struggling I will be able to assess this and make changes or improvise the structure of the unit. 6. In order to establish a conducive and positive environment for the unit, I will first facilitate a classroom discussion. The discussion will include norms and expectations for active participation as well as respecting peers opinions on matters related to the American Civil War. It is important for my students to respectfully listen and contribute in class, so that collaboratively as a class we can expand upon our thinking and analyze one of the most critical junctures in American history. What will be pivotal for the class to understand is that it is ok for disagreement to occur, but we must respect the opposition. Materials will always be set up prior to the class period and will be distributed evenly for individual and partner work so that class time will be honored. Materials essential to the unit will be PowerPoint slides, graphic organizers, note taking paper, flashcards, computer to show visuals, maps, coloring utensils (markers and color pencils), scissors, sticky notes, chart paper, glue, and lesson worksheets.

7. The American Civil War Unit will provide multiple means of representation by utilizing visuals (PowerPoint, elmo projector, and videos), worksheets, readings, and classroom discussions. Multiple means of expression will be met through artwork, role-play, independent project, discussions, and writing assignments. Multiple means of engagement will include individual, partner, and collaborative classroom work. I plan to adapt this unit for three students who suffer from anxiety as it relates to writing. Note taking, writing papers, and other writing assignments are problematic for the three students. The plan would be to utilize the classroom computers and IPads so that the students could type their work. This option has worked to lessen the anxiety experienced by the students, while also ensuring they meet the goals and objectives of the unit. I also plan to type out my oral directions for two of my students who struggle with ADHD. The two students have benefited from oral and written direction so that they can comprehend the task they are provided. The technology component and direction delivery are both accommodations that will help these students succeed and meet the objectives and goals I have set for the class. The independent project following that will be assigned at the end of the unit will afford students the opportunity for personalization and individualization as they can choose a way of presenting their learning of the American Civil war to the class. The students will have the expectations and as a class we will have gone over the expectations so that they aware of how the assessment will work. The project

should allow all students to employ their strengths and share their knowledge with the class using their method of choice. 8. Lesson Plans (See Attached)

Lesson 1: Title: Exploring the Causes of the American Civil War

Hook: I will ask students to write down their favorite things to do. The student responses will be written down on sticky notes. We will then share responses as a class. Once the sharing concludes, I will ask the class about how they would feel if they could no longer be able to enjoy their favorite things. Recording of student feelings will take place on a second sticky note. The final introductory question asked of the class will be, what would it be like to never be able to do something you enjoy again? After processing and offering thoughts in response to the question I will state, we are now going to visit a time when some people felt they were losing everything, and others were getting their first opportunity to live their life. Procedure/Activities: Activity 1: I will hand out a chart comparing cultures and economies of the northern and southern regions of America. Together as a class we will read and discuss the presented comparisons. We will then discuss how we could visually represent the chart information. In small groups, students will illustrate life in the northern and southern parts of the country using the information from the chart. Students will have the opportunity to share their groups illustration and display it in the classroom. Activity 2: The next activity will feature students working in groups and working with sets of disunion information cards. I will ask the students to sequence the

cards in a timeline progression. The group will then take turns reading the cards to one another and conclude the activity by answering questions about the beginning of conflicts between the north and south. Activity 3: I will utilize and present a PowerPoint on John Brown and the raid that escalated tension between the north and south in America. Students will have the PowerPoint slide handout during my presentation so that they can record their notes. Following the presentation we as a class will discuss and respond to questions like: What was John Brown trying to do when he raided Harpers Ferry? Why would he want to do this? Were reactions to this event the same across the country? Conclusion: Following the three in class activities I will have students reflect on whether they thought people back then knew the war was coming and if they thought problems could have been resolved without conflict/battle. We will use these questions as part of our closing lesson discussion and I will then have students write one question of their own for a discussion board to be posted in the classroom.

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Lesson 2: Title: The War has arrived in a divided America Activity 1: To begin the second lesson I will use a Prezi to help the class review the sequence of events that occurred prior to the storming of Fort Sumter. I will then have students use poster paper to create a timeline of the events prior to the barrage of Fort Sumter. The timelines will be displayed on a wall in the classroom so that we always have a reference of when and where civil war events took place. Activity 2: Using the elmo projector for modeling purposes I will show a blank map of the United States of America during the beginning of the civil war period. Students will be given the same blank map and together we will color the Union states blue and the Confederate states grey. The border states will be colored green. Topographical features such as the Mississippi River and mountain ranges will be highlighted on the map. Activity 3: The next part of the lesson will have students examine the Presidential Inaugural Addresses. Together as a class we will read the addresses and then discuss the context related to the turmoil of the country. Students will work in groups to answer corresponding questions about what Abraham Lincoln and Jefferson Davis tried to convey in their speech and to whom was their target audience. Conclusion: Students will write responses to one discussion board question displayed by a classmate and then come up with a discussion question related to the lesson that just took place. Students will conclude by writing in their journal how they thought people in America felt as war loomed in the countrys near future.

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Lesson 3: Title: The Emancipation Proclamation Activity 1: Important to this lesson is the understanding of key vocabulary words such as Emancipation (act of freeing) and Proclamation (public announcement). Therefore I will begin the lesson by having students use sticky notes to write what they believe Emancipation means. Student responses to the question will be displayed on the whiteboard for reflection following the lesson. Following the introduction of the lesson I will present the content by showing the class a slideshow and video clips on Antietam and the Emancipation Proclamation. Students will have worksheets throughout the presentation related to Antietam and the Emancipation Proclamation and they will be worked on when the content is discussed. Students will then work in groups to role-play what reactions of different people (slaves, white southerners, freed blacks, white northerners) would be once they gained insight into what the proclamation meant. Activity 2: I will first have students write in their journals about how the Emancipation Proclamation was important during the civil war time period and the significance it held for the future of African Americans in America. Students will then use their responses as a starting point for a collaborative discussion. After the class talk, students will conclude by representing how the Emancipation Proclamation is important in present day America and the world via a video clip (using Ipads). The video clips will be no more than a minute long and will be shared with the class throughout the rest of the unit.

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Lesson 4: Title: The Battles that Changed the War Activity 1: Using a PowerPoint I will guide students on the events prior to and during the battles of Vicksburg and Gettysburg. Students will construct another sequence of events to add to their displayed war timeline. Students will also use another blank map template of the United States to mark and record where and when battles took place, including who won the battle (Union or Confederacy). Students will keep a running tally of the battle winners. As a class we will take a look at the virtual battlefield program presented by the Civil War Trust so that students can get an idea of where the battles took place and further picture how battles unfolded. Activity 2: A short video clip from the history channel on the Gettysburg Address will set the tone for our discussion on this defining moment in history. We will then read the address individually and then again as a class. Reflection will take place after the reading and students will work together to make classroom posters or Wordles to showcase the Address in their own words. This collaboration will include a brainstorming and conversation about how we see the Address through our eyes.

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Lesson 5: Title: On the Way Out: the conclusion of the war and its effects Activity 1: The beginning of the final lesson will be to present a PowerPoint on how the war was brought to an end. Students will add events to their displayed timeline as well as create a new map outlining the events that took place and when they occurred. Activity 2: A video from the history channel will be shown on the final months of President Abraham Lincolns life and how he envisioned leading the country through reconstruction. The video will also outline the Presidents assassination by John Wilkes Booth and the reaction across America. Students will then write in their journal why they think Lincoln was assassinated and how it impacted the reconstruction movement. Students will write a question about either the assassination or reconstruction and display it on the discussion board. Activity 3: As a class we will examine the Reconstruction Amendment and the timeline of events on the elmo projector, including an extension to each students individual timeline. In a group discussion, students will reflect on what each amendment signified and how people in America felt about it during the post-civil war time period. Students will write their own reflection in their journal and choose one discussion board question to respond to and expand upon. Closure: Before the final project is assigned the class will engage in a final discussion regarding the causes and effects of the American Civil War. We will use a

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gallery walk to review all the work we have completed throughout the unit and to revisit the major events and happening of the war. 8. (Continued) Each lesson yields student work that can be used to assess achievement of specific standards as identified in this unit plan. Lesson 1 utilizes illustrations, sequencing of events, questioning, active discussion, and written reflection. Lesson 1 integrates visual information, gather information from multiple print and digital sources, and draw text from informational text to help aid reflection. Lesson 2 utilizes the creation of a timeline, historical mapping, collaborative discussion, and written reflection. These assessments integrate visual information; help determine central themes of relevant sources. Lesson 3 uses written reflection, discussion, role-playing, and the creation of a short video clip. These assessment components meet the following standards: integration of visual information, help determine central themes of relevant sources, gather information from multiple sources, and determining words and phrases used in text that fall under the history/social studies domain. Lesson 4 includes extension of timeline, historical mapping, discussion, written reflection, and the creation of a poster or wordle. The assessments allow for the integration of visual information, determining of central themes of relevant sources, and gathering of information from multiple sources. Lesson 5 features more sequencing of events (timeline), discussion, and written reflection. The standards addressed with the lessons assessments include: integration of visual information, and gathering of information from multiple sources.

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I have assured accommodations for individual learning styles and needs by allowing my students with writing anxiety to utilize computers and Ipads for writing assignments/reflections. I have also made sure to include handouts, PowerPoint slides, and written directions for my students with ADHD who benefit from having multiple means of explicit instruction. The learning activities that support the student performance assessment would be the group discussions, role-playing, illustrating, creation of videos, writing assignments/reflections, sequencing of events, reading of text, and researching aspects of the war. All of the activities mentioned allow students to use multiple modes or mediums to demonstrate their understanding and mastery of the American Civil War. The multitude of representation for learning gives students ideas for their performance assessment because it is self-designed. By providing a variety of experiences, students will hopefully feel encouraged to use their creativity and innovative skills to deliver and their understanding with their classmates. This unit has been woven with collaboration as it allows multiple perspectives and opportunities to learn. The final project gives student one final insight into how history does not have just one side and that its legacy carries forth into modern times.

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Self- Designed Final Project: The causes and effects of the American Civil War and what it means too/for you today The project is in essence a way for you to exemplify your learning of the American Civil War. You are to create a project that illustrates the causes and effects of the American Civil War, and how its results impact you today. The project can be an art illustration, slideshow, video creation, piece of writing, oral presentation, roleplaying, directed class discussion, or just about anything else that you can use to show your understanding. Enjoy the project and follow the criteria list and rubric (below and attached) to ensure you have met the standards and optimize your opportunity for an exemplary grade. Requirements/Action Plan: ~Brainstorm a list of 10 project ideas and write them down (including materials). ~Share the list of ideas with a paired partner and provide mutual feedback. ~Decide what you would like to do for your project and consult Mr. Rainville. ~After Mr. Rainville has given you the go-ahead on your project, begin assembling materials needed. ~Begin project and seek guidance when struggling. Review rubric repeatedly to ensure optimal learning success!

Due Date: 2 Weeks from Today / /14

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You have worked tremendously hard throughout the Civil War Unit and now I would like you to demonstrate your hard work and understanding by having fun, being creative, and sharing a spectacular product with your class!!!

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