Thursday, June 5, 2008

Lesson Plan American Civil War

Lesson Plan American Civil War

By Fred SharpsteenCMU-Saginaw EDU 595

Grade Levels: 5th – 9th

Overview:
In the videos, textbook, and lectures, you will learn about what was going on at a time when the North and South differed economically and socially, political compromise could no longer stop the division between the two, states' rights versus the constitution, tariffs, division of labor, and slavery. Legislative mandates all led to the Civil War. In this lesson plan you will learn about these and be given a chance to second-guess the leaders of the day and, with hindsight, talk about how it could have been handled differently.

Materials needed:
This section covers (Knowledge: Blooms Taxonomy)

Video:
Title American Civil War, the Causes of the War.
United Learning copyrighted (1996).
United Streaming: http://streaming.discoveryeducation.com/
Time: 30 Minutes
Textbook:
The American Nation, Publisher: Prentice Hall
Other:
Computer/Microsoft Publisher: As learned in Computer Ligature Class


Objectives:
Watch the video and take notes for later discussion. Read chapters on the Civil War in your text book. Write a couple of paragraph summarizing reasons that the South wanted to start a Civil War.

  • (Knowledge: Blooms Taxonomy)
  • (Comprehension: Blooms Taxonomy)
  • Week 1

    Construct a time line of event leading up to the start of the war and until the end of the war.
  • (Application: Blooms Taxonomy)
  • Week 2

    Using a Wiki in your group, talk about “legitimate” reasons why the country went to war and list major events of the war. Each team will create a list of reasons and major events. Refer to textbook, class notes, and notes taken from the video.
  • (Analysis: Blooms Taxonomy)
  • (Synthesis: Blooms Taxonomy)
  • (Evaluation: Blooms Taxonomy)
  • Week 3


    Using Podcast, Screencast, Microsoft Publisher or a Camcorder, create a news clip or newspaper headline and story of a big day in the Civil War.
    Examples:
    1. The first shot fired.
    2. The last day’s events of the Civil War
    3. A major turning event in the war or prewar.

  • (Comprehension: Blooms Taxonomy)
  • (Application: Blooms Taxonomy)
  • (Analysis: Blooms Taxonomy)
  • (Synthesis: Blooms Taxonomy)
  • Week 4


    Write a one-page paper on what emotions played in the Civil War. Defend or critique the South’s reasons for going to war. How are thing the same or different now with the South?
    Note: post the papers on the blackboard server
  • (Knowledge: Blooms Taxonomy)
  • (Comprehension: Blooms Taxonomy)
  • (Application: Blooms Taxonomy)
  • (Analysis: Blooms Taxonomy)
  • (Synthesis: Blooms Taxonomy)
  • (Evaluation: Blooms Taxonomy)
  • Week 5

    Write a one-page paper on the Civil War Could it have been stopped or prevented in your opinion? Defend or critique if going to war was inevitable.
    Note: post the papers on the blackboard server

  • (Knowledge: Blooms Taxonomy)
  • (Comprehension: Blooms Taxonomy)
  • (Application: Blooms Taxonomy)
  • (Analysis: Blooms Taxonomy)
  • (Synthesis: Blooms Taxonomy)
  • (Evaluation: Blooms Taxonomy)
  • Week 5



    Formative assessments:
    You will weekly check to make sure that assignments are turned in. Also a quiz will be given each Friday covering weekly topics. This rubric is how weekly projects will be assessed and scored.

    Rubric:
    Points
    1 –3
    3 - 5
    6 - 8
    8 - 10

    Needs work
    Meets some of the requirements
    Meets requirement
    Shows mastery of subject
    Write paragraphs
    Missing point of the war
    Most of the points of the war
    Good job-summarizes the war
    Excellent job-covers all points and other events of the war
    Construct a time line of events
    Missing many points in the war or prewar
    Missing some points of the war
    Has all major points of the war and prewar
    Has all major points of the war and prewar and other points of interest
    Using the Wiki in your groups to come up with a list of reasons the war started
    Weak participation
    Some good points
    Good points and good participation
    Excellent points, excellent participation
    News clip or newspaper headlines and story
    Needs work
    News items need more content
    Good headline good new article
    Excellent news headline
    excellent news article
    Write a one-page paper
    #1
    Needs work
    Covers some points and thoughts on reasoning weak
    Covers all points and some good reasoning
    Covers all points and well thought out reasoning
    Write a one-page paper
    #2
    Needs work
    Covers some points and thoughts on reasoning weak
    Covers all points and some good reasoning
    Covers all points and well thought out reasoning

    Summative assessments:
    Final test will be on all material covered over the section also question of the Civil War on the Michigan Education Assessment Program (MEAP) will be evaluated on the next MEAP test to make sure that we are meeting Adequate Yearly Progress (AYP) in these state standards.




    State Standards Covered:
    · State: Michigan Subject: Social Studies
    Grade: 5
    o MI.I.1. - Measure chronological time by decades and centuries.
    § I.1.1. - Measure chronological time by decades and centuries.
    o MI.I.2. - Identify and explain how individuals in history demonstrated good character and personal virtue.
    § I.2.4. - Identify and explain how individuals in history demonstrated good character and personal virtue.
    o MI.I.3. - Interpret conflicting accounts of events in both Michigan and United States history and analyze the viewpoints of the authors.
    § I.3.2. - Interpret conflicting accounts of events in both Michigan and United States history and analyze the viewpoints of the authors.
    o MI.I.4. - Select decisions made to solve past problems and evaluate those decisions in terms of ethical considerations, the interests of those affected by the decisions, and the short-and long-term consequences in those decisions.
    § I.4.2. - Select decisions made to solve past problems and evaluate those decisions in terms of ethical considerations, the interests of those affected by the decisions, and the short-and long-term consequences in those decisions.
    Grade: 6
    o MI.I.1. - Construct and interpret timelines of people and events from the history of Michigan and the United States through the era of Reconstruction and from the history of other regions of the world.
    § I.1.1. - Construct and interpret timelines of people and events from the history of Michigan and the United States through the era of Reconstruction and from the history of other regions of the world.
    § I.1.2. - Describe major factors that characterize the following eras in United States history: The Meeting of Three Worlds (beginnings to 1620), Colonization and Settlement (1585-1763), Revolution and the New Nation (1754-1815), Expansion and Reform (1801-1861) and Civil War and Reconstruction (1850-1877).
    o MI.I.2. - Identify and explain how individuals in history demonstrated good character and personal virtue.
    § I.2.2. - Identify and explain how individuals in history demonstrated good character and personal virtue.
    § I.2.3. - Select conditions in various parts of the world and describe how they have been shaped by events from the past.
    o MI.I.3. - Use primary and secondary records to analyze significant events that shaped the development of Michigan as a state and the United States as a nation prior to the end of the era of Reconstruction.
    § I.3.1. - Use primary and secondary records to analyze significant events that shaped the development of Michigan as a state and the United States as a nation prior to the end of the era of Reconstruction.
    § I.3.3. - Show that historical knowledge is tentative and subject to change by describing interpretations of the past that have been revised when new information was uncovered.
    o MI.II.5. - Explain how elements of the physical geography, culture, and history of the region may be influencing current events.
    § II.5.3. - Explain how elements of the physical geography, culture, and history of the region may be influencing current events.
    Grade: 7
    o MI.I.1. - Construct and interpret timelines of people and events from the history of Michigan and the United States through the era of Reconstruction and from the history of other regions of the world.
    § I.1.1. - Construct and interpret timelines of people and events from the history of Michigan and the United States through the era of Reconstruction and from the history of other regions of the world.
    § I.1.2. - Describe major factors that characterize the following eras in United States history: The Meeting of Three Worlds (beginnings to 1620), Colonization and Settlement (1585-1763), Revolution and the New Nation (1754-1815), Expansion and Reform (1801-1861) and Civil War and Reconstruction (1850-1877).
    o MI.I.2. - Identify and explain how individuals in history demonstrated good character and personal virtue.
    § I.2.2. - Identify and explain how individuals in history demonstrated good character and personal virtue.
    § I.2.3. - Select conditions in various parts of the world and describe how they have been shaped by events from the past.
    o MI.I.3. - Use primary and secondary records to analyze significant events that shaped the development of Michigan as a state and the United States as a nation prior to the end of the era of Reconstruction.
    § I.3.1. - Use primary and secondary records to analyze significant events that shaped the development of Michigan as a state and the United States as a nation prior to the end of the era of Reconstruction.
    § I.3.3. - Show that historical knowledge is tentative and subject to change by describing interpretations of the past that have been revised when new information was uncovered.
    o MI.II.5. - Explain how elements of the physical geography, culture, and history of the region may be influencing current events.
    § II.5.3. - Explain how elements of the physical geography, culture, and history of the region may be influencing current events.
    Grade: 8
    o MI.I.1. - Construct and interpret timelines of people and events from the history of Michigan and the United States through the era of Reconstruction and from the history of other regions of the world.
    § I.1.1. - Construct and interpret timelines of people and events from the history of Michigan and the United States through the era of Reconstruction and from the history of other regions of the world.
    § I.1.2. - Describe major factors that characterize the following eras in United States history: The Meeting of Three Worlds (beginnings to 1620), Colonization and Settlement (1585-1763), Revolution and the New Nation (1754-1815), Expansion and Reform (1801-1861) and Civil War and Reconstruction (1850-1877).
    o MI.I.2. - Identify and explain how individuals in history demonstrated good character and personal virtue.
    § I.2.2. - Identify and explain how individuals in history demonstrated good character and personal virtue.
    § I.2.3. - Select conditions in various parts of the world and describe how they have been shaped by events from the past.
    o MI.I.3. - Use primary and secondary records to analyze significant events that shaped the development of Michigan as a state and the United States as a nation prior to the end of the era of Reconstruction.
    § I.3.1. - Use primary and secondary records to analyze significant events that shaped the development of Michigan as a state and the United States as a nation prior to the end of the era of Reconstruction.
    § I.3.3. - Show that historical knowledge is tentative and subject to change by describing interpretations of the past that have been revised when new information was uncovered.
    o MI.II.5. - Explain how elements of the physical geography, culture, and history of the region may be influencing current events.
    § II.5.3. - Explain how elements of the physical geography, culture, and history of the region may be influencing current events.
    Grade: 9
    § MI.I.2. - Select events and individuals from the past that have had global impact on the modern world and describe their impact.
    § I.2.3. - Select events and individuals from the past that have had global impact on the modern world and describe their impact.
    § MI.I.3. - Use primary and secondary records to analyze significant events that shaped the development of Michigan as a state and the United States as a nation since the era of Reconstruction.
    § I.3.1. - Use primary and secondary records to analyze significant events that shaped the development of Michigan as a state and the United States as a nation since the era of Reconstruction.
    § I.3.2. - Challenge arguments of historical inevitability by formulating examples of how different choices could have led to different consequences.
    § MI.I.4. - Analyze key decisions by drawing appropriate historical analogies.
    § I.4.3. - Analyze key decisions by drawing appropriate historical analogies.
    § I.4.4. - Select pivotal decisions in United States history and evaluate them in light of core democratic values and resulting costs and benefits as viewed from a variety of perspectives.
    § MI.II.1. - Describe how major world issues and events affect various people, societies, places, and cultures in different ways.
    § II.1.1. - Describe how major world issues and events affect various people, societies, places, and cultures in different ways.


    Resources:

    Video:
    American Civil War, The: Causes of the War. United Learning (1996).
    Retrieved February 20, 2008, fromUnited Streaming: http://streaming.discoveryeducation.com/

    Textbook:
    The American Nation, Publisher: Prentice Hall

    Technology involved with this lesson plan
    § Streaming video
    § Desktop Publishing
    § Camcorder
    § Podcasting
    § Wiki (PBwiki.com)
    § Goggle Groups
    § Blackboard

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