Goal & Objectives
Students will understand the thoughts and beliefs of the notable figures covered Civil War Unit.
Students will be able to write a biography on their assigned historical figure which will formulate three questions for discussion.
Students will be able to write a biography on their assigned historical figure which will formulate three questions for discussion.
California State Content Standard
State:
8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
1. Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass).
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
1. Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun.
2. Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.
3. Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.
4. Discuss Abraham Lincoln's presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his "House Divided" speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.
6. Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee's surrender at Appomattox.
8.11 Students analyze the character and lasting consequences of Reconstruction.
1. List the original aims of Reconstruction and describe its effects on the political and social structures of different regions.
Common Core Writing:
1. Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed
6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
8. Gather relevant information from multiple print and digital sources (primary and secondary), 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
Common Core Reading:
1. Cite specific textual evidence to support analysis of primary and secondary sources.
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.
3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
8. Distinguish among fact, opinion, and reasoned judgment in a text.
9. Analyze the relationship between a primary and secondary source on the same topic.
8.9 Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
1. Describe the leaders of the movement (e.g., John Quincy Adams and his proposed constitutional amendment, John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Benjamin Franklin, Theodore Weld, William Lloyd Garrison, Frederick Douglass).
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
1. Compare the conflicting interpretations of state and federal authority as emphasized in the speeches and writings of statesmen such as Daniel Webster and John C. Calhoun.
2. Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists.
3. Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine.
4. Discuss Abraham Lincoln's presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his "House Divided" speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E. Lee) and soldiers on both sides of the war, including those of black soldiers and regiments.
6. Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee's surrender at Appomattox.
8.11 Students analyze the character and lasting consequences of Reconstruction.
1. List the original aims of Reconstruction and describe its effects on the political and social structures of different regions.
Common Core Writing:
1. Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed
6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
8. Gather relevant information from multiple print and digital sources (primary and secondary), 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
Common Core Reading:
1. Cite specific textual evidence to support analysis of primary and secondary sources.
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.
3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
8. Distinguish among fact, opinion, and reasoned judgment in a text.
9. Analyze the relationship between a primary and secondary source on the same topic.
Lesson Introduction
The teacher will begin class with a film clip from the movie "Gettysburg" to help set the stage for the dinner party. This will also allow students time to group appropriately.
Vocabulary
The vocabulary and key terms:
- Dred Scott
- James Buchanan
- Abraham Lincoln
- Stephan Douglas
- John Brown
- Jefferson Davis
- Winfield Scott
- Robert E. Lee
- George B. McClellan
- Ulysses S. Grant
- David Farragut
- Clara Barton
- George Pickett
- George G. Meade
Content Delivery
The teacher will divide the students into small groups. The groups will be the guests at the dinner party. students will be given a copy of the instructions of the activity at this time so they will have prior knowledge. The day of the lesson, the teacher will go over the instructions of the activity. The teacher will monitor the students to form their dinner party and begin discussions. The teacher will spend 5-10 minutes with each group to ensure participation, adequate discussions, to ask driving questions, and to clarify information. At the end of the dinner party, the teacher will collect the biographies, the discussion questions, and the self-assessment grading.
Student Engagement
The students will be placed in Dinner Party (Reservation Groups) the class period preceding the activity. Once in groups, students will decide amongst themselves which historical figure they will represent from the provided list. Students will have time to read the complete instructions for the activity before class. There can be no repeats within a group. Student will complete a brief, typed biography of this person before coming to class. This will prepare each student for the discussion portion of the Dinner Party. Student will also prepare 3 thought provoking questions for other guests at the party, no more than one question per guest. Discussion questions must be interrogative and related to the concept ideas of democracy, religion, government, etc. students will engage in small group discussions based on the questions they have composed. Student have a graphic organizer to facilitate appropriate note taking. Students will be required to identify the guests at the Dinner Party and provide evidence supporting the beliefs of each figure based on the discussions.
Assessments
Formative assessment will occur when students are engaging in discussion. The teacher will monitor group and individual progress and responses. The teacher will also ask individual and group questions during one on one group time. This is the summative assessment for the Civil War unit. The teacher will use the written biography, questions, and group discussions to determine content knowledge and if any review of concepts is necessary before moving on to the next unit.
Accommodations for English Learners, Striving Readers, and Students with Special Needs
Giving EL’s time to prepare their information ahead of time and at their own pace will help to lower their affective filter for the activity. Clear instructions with expectations will help guide students in their preparations.
Striving Readers will benefit from advance instructions. This will allow them time to chunk reading material into manageable sections, as well as give them time to process difficult content and academic vocabulary.
Students with Special Needs will benefit from the small group discussions. Each student will have the opportunity to participate and synthesize information in a less stressful
situation. Information will be repeated because students will inevitably develop similar questions for the group members.
Striving Readers will benefit from advance instructions. This will allow them time to chunk reading material into manageable sections, as well as give them time to process difficult content and academic vocabulary.
Students with Special Needs will benefit from the small group discussions. Each student will have the opportunity to participate and synthesize information in a less stressful
situation. Information will be repeated because students will inevitably develop similar questions for the group members.
Resources
- Holt textbook
- Biography information packet