Lesson Plan Guide

Teacher Candidate: Gabrielle Willingham Date: December 3, 2017

Grade and Topic: 5th Grade Social Studies Length of Lesson: 1 hour and 35 minutes

Mentor Teacher: Kaylah Holland School: University of Memphis- IDT 3600

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

The debate on the impact of the Emancipation Proclamation is part of a unit covering The Civil War and
Reconstruction Era. This unit stresses the importance of the causes and effects of the Civil War, and it
shows the triumphs and failures of Reconstruction.

LESSON OBJECTIVE:

Content Learning Goals and Objectives

Assigned a debate between two groups, the student will be able to explain the positive or negative sides
of the Emancipation Proclamation with 100% accuracy. (Blooms Taxonomy: Understanding,
Evaluating, and Creating)
Given either the positive side or negative side of the debate, the student will select three images that
support their research with 100% accuracy. (Blooms Taxonomy: Remembering, Analyzing, and
Evaluating)
Given the graphic organizer tool, Kidspiration, the student will design an organizer that illustrates the
significance of the Civil War with 100%. (Blooms Taxonomy: Creating and Evaluating)

Student Participation

The goal of this lesson is for the students to show that they comprehend the positive and negative effects of the
Emancipation Proclamation. Both groups will present the facts and images that support the side they are
debating.

STANDARDS ADDRESSED:

State/District, Common Core Standards

TN Social Studies- 5.16 Evaluate and debate the rationales for the Emancipation Proclamation. (C, P)

ISTE Standard(s)

Creative Communicator: Students communicate dearly and express themselves creatively for a variety
of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
Students
 a. Choose the appropriate platforms and tools for meeting the
desired objectives of their creation or communication.
c. Communicate complex ideas clearly and effectively by
creating or using a variety of digital objects such as
visualizations, models or simulations.

MATERIALS:

Materials Used

1. Interactive Whiteboard
2. Kidspiration 3 Software
3. Computers
4. Internet Access to:
a. Emancipation Proclamation YouTube Video: https://www.youtube.com/watch?v=xh3-
9R7Q0OEe
b. Google Images: https://www.google.com/imghp?hl=en&tab=wi
c. Facts about Emancipation Proclamation: http://www.history.com/topics/american-civil-
war/emancipation-proclamation
d. Emancipation Proclamation Pre-test:
http://www.ducksters.com/history/emancipation_proclamation_questions.php

Technology Integration

Students will utilize the internet to get more information about the Emancipation Proclamation. They can use google to
find their facts and images, then they will create a graphic organizer concerning the Civil War. The graphic organizer
will be created through Kidspiration.

BACKGROUND and RATIONALE:

Key concepts: The importance of the Emancipation Proclamation and the leader behind it
Academic language: emancipation, Abraham Lincoln, debate, equality, Confederate, and Union
Key words: Civil War, slavery, proclamation, and freedom
This topic of the Emancipation Proclamation builds on the idea that the ending of slavery is a significant
goal of the Civil War and the proclamation itself.
For subsequent lessons, I can connect this lesson to how it contributed to the ending of slavery, and the
rights that were finally given to African Americans following the proclamation.
The lesson or technology use will be modified to meet the needs of diverse learners.

PROCEDURES AND TIMELINE:

Introduction (20 minutes)

To start the class, TTW turn on the interactive whiteboard, and go to the civil war pre-test website.
TTW begin to ask the questions from the pre-test to the entire class. They will work together to answer
all ten questions as accurately as possible, recognizing the information from the previous lessons.
After they finish the pre-test, they will see their grade, which leads into the activity for todays class.
Procedures

Prior to the Computer (20 minutes)

TTW show the video about the Emancipation Proclamation

https://www.youtube.com/watch?v=xh3-9R7Q0OE (3 minutes)
After the video, TTW explain that the class will be doing an in class debate about the proclamation. (5
minutes)
The class will be divided into four groups. Two groups will be contributions of the proclamation, and
the other two groups will be consequences of the proclamation. (5 minutes)
TTW ask the class to begin research on their side for the debate, and will be told that they have 20
minutes to research. Also, TTW tell the students that each group has to turn in a graphic organizer that
supports their side and its importance to the Civil War. Overall, each group will need five main ideas,
and no one can repeat another groups idea. (5 minutes)
Before the four groups divide up, the students will recite their I Can statement, which says I can
identify the pros and cons of the Emancipation Proclamation, and how it affects us today. (2 minutes)

At the Computer (30 minutes)

Students will begin research on their assigned side. TTW walk around the classroom to make sure every
student is staying on track. (20 minutes)
They will find their three pictures, copy and paste it onto a word document. Then, they will print out a
copy for themselves and the teacher. (10 minutes)

After the Computer (25 minutes)

After the time is up, TTW combine the contributions group together and the consequences group
together, and allow them to present their points. (25 minutes)

Closure

After everyone presents, the students will sit back in their seats, and TTW write on the interactive whiteboard
all the contributions and consequences that have been discussed. This discussion will end the class period, and
TTW ask the students to continue thinking about the proclamation for next class because this period gives way
for integration and future unity among our ancestors and us today. Also, the students will turn in their graphic
organizers before they exit the classroom.

ASSESSMENT EVIDENCE:

Emancipation Proclamation Debate Rubric

Levels
Score

Content Conventions Organization Presentation

Is well thought out and supports
the side being debated
Reflects application of critical
4 thinking
Has clear goal that is related to
the topic
Is accurate
No spelling, grammatical, or
punctuation errors
High-level use of vocabulary
and word choice
Information is clearly focused in Multimedia is used to clarify and
an organized and thoughtful illustrate the main points
manner
Format enhances the content
Information is constructed in a
Presentation is organized and well
logical pattern to support the
laid out
solution
Levels
Score
Content
Is well thought out and the side
being debated
Has application of critical
thinking that is apparent
3 Has clear goal that is related to
the topic
Is pulled from a few sources
Is accurate
Supports the side being
debated
Has little application of critical
thinking that is apparent
2 Has no clear goal
Is pulled from a limited number
of sources
Has some factual errors or
inconsistencies
Provides inconsistent
information for the side being
debated
Has no apparent application of
critical thinking
1 Has no clear goal
Is pulled from no sources
Has significant factual errors,
misconceptions, or
misinterpretations
MODIFICATIONS:
I am aware that modifications will be made for students who did not master the objectives and for those ready
for enrichment. However, modifications are not covered in this course and are not part of this particular lesson.
Conventions Organization Presentation
Few (1 to 3) spelling, Information supports the solution Multimedia is used to illustrate the
grammatical, or punctuation to the challenge or question main points
errors
Format is appropriate for the
Good use of vocabulary and content
word choice
Presentation is well organized
Minimal (3 to 5) spelling, Project has a focus but might Multimedia loosely illustrates the
grammatical, or punctuation stray from it at times main points
errors
Information appears to have a Format does not suit the content
Low-level use of vocabulary pattern, but the pattern is not
Presentation does not capture
and word choice consistently carried out in the
audience attention
project
Presentation is loosely organized
Information loosely supports the
solution
More than 5 spelling, Content is unfocused and Presentation appears sloppy and/or
grammatical, or punctuation haphazard unfinished
errors
Information does not support the Format does not enhance content
Poor use of vocabulary and solution to the challenge or
Presentation has no clear
word choice question
organization
Information has no apparent
pattern
Student Example