Professional Documents
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Affective domain:
- Students will give a presentation that demonstrates understanding of the Civil War and what life
was like at that time.
C Grouping of students:
Grouping
(INTASC
F) Grouping strategy for activity #1: Large Group
Rationale behind the grouping strategy in activity #1: The students will all listen to the current
soldier who has fought on the front line in the Global War on Terror. This is the easiest way for the
whole class to get the information needed for their presentations.
Rationale behind the grouping strategy in activity #2: To make sure that all students are on the same
page, and that they truly understand how a letter is written, I will have the class work as a whole as they
explore the ins and outs of a letter.
Rationale behind the grouping strategy in activity #3: I chose small grouping for activity two
because the student are going to break into groups for their presentations, so in order for them to start
working on that, they need to be in their small groups.
Brief rationale for the choice of method: Direct teaching is the easiest way for me to make sure that
all students understand the concept of how to write a letter before they break into their groups to work
on their presentations.
Brief rationale for the choice of method: I chose indirect teaching for the small groups because it lets
the students take ownership of their own work. While I will still be there for support if they are
struggling with something, I want this project to be something they explore on their own.
E Standards:
Standards
(INTASC
Strand: History
D) Theme: U.S. Studies from 1492 to 1877: Exploration through Reconstruction
The historical focus continues in the eighth grade with the study of European exploration and
the early years of the United States. This study incorporates all four social studies strands into a
chronologic view of the development of the United States. Students examine how historic
events are shaped by geographic, social, cultural, economic and political factors.
Topic: Civil War and reconstruction
Sectional differences divided the North and South prior to the American Civil War. Both the
American Civil War and resulting period of Reconstruction had significant consequences for
the nation.
Content Statement:
11. Disputes over the nature of federalism, complicated by economic developments in the
United States, resulted in sectional issues, including slavery, which led to the American Civil
War.
12. The Reconstruction period resulted in changes to the U.S. Constitution, an affirmation of
federal authority and lingering social and political differences.
Expectations for Learning:
11. Analyze how disputes over the nature of federalism, complicated by economic
developments in the United States, resulted in sectional issues, including slavery, and led to the
American Civil War.
12. Describe how the Reconstruction period resulted in changes to the U.S. Constitution, an
affirmation of federal authority and lingering social and political differences.
F Modification for special needs:
Modificat
ions for
special Modification #1: The first modification I would have in my classroom for this lesson is extra time on
needs the computer, whether the student wants to use their study hall time to work on it or stay after school.
(INTASC This way they are able to contribute to the group and are able to get all of their points.
B, C, F)
Modification #2: Another modification that I would provide in my classroom is to give the instructions
for the presentation both orally and in writing so that each student understands what is expected of them.
G Advance organizer:
Advanced
organizer
(INTASC Advance organizer: In the Civil War writing letters was common practice to those soldiers who were
B, D, E, off fighting. Today, before we break into groups I would like to introduce you to a veteran of today’s
H) Global War on Terror, who is here to talk to you about the life of a soldier on the battlefield. Some of
what they have to say today you may be able to use when you write your own letters for your
presentation and will give you insight as to what life was like for them. Please give your attention to this
hero.
Transition #2 next item to be completed: Up front I have a list of letters that soldiers from the time of
the Civil War wrote to their families back home. You are going to get into your groups and come up to
select a letter that your group is going to create a response to. Each group must write one letter of
response that demonstrates understanding of the Civil War era and what family relationships were like
during that time period.
Transition #3 explains what the next task will prepare students to do (i.e. meet the objectives):
Students will create a responsive letter and display understanding of the times of the Civil War era.
Transition #2 next item to be completed: The students will then pick a name from a list of active
soldiers currently fighting the Global War on Terror and will compose a letter to that person. They must
describe what life is like back home.
Transition #2 explains what the next task will prepare students to do (i.e. meet the objectives):
Students will apply their knowledge o the Civil War and how it affected home life to today’s situation
with soldiers currently fighting the Global War on Terror.
Transition #3 next item to be completed: Once the envelopes are all in a box ready to be mailed, the
students will come together as a group and discuss how they felt by writing a letter to a soldier currently
fighting the Global War on Terror. We will also discuss the differences that they made in their letters to
the Civil War soldier as compared to the current soldier.
Transition #3 explains what the next task will prepare students to do (i.e. meet the objectives):
Students will participate in a guided group discussion about the differences in time periods between the
two wars and how this has affected their lives as students.
Time Allocation: 10 minutes
K Closure: It’s a warm day in April when you get the news that your older brother is being drafted for the
Closure Civil war. What does this feel like? How will you continue your relationship with your brother? What
(INTASC
B, D, E, kinds of things will you do for him while he is away? What role will you need to fill now that your
H) brother is out of the house?
L Traditional Assessment: The students will be traditionally assessed on the letters that they compose for
Assessme both the soldier of the Civil War era and the soldier from the Global War on Terror. They will be graded
nt
(INTASC on grammar, content and validity.
H)
Authentic Assessment: Students will be authentically assessed by their essays about why their group
explaining to the class why they wrote the letter to the Civil War soldier the way that they did. They will
be describing their feelings of what the Civil War means to them.
M Materials:
Materials - A veteran guest speaker
(INTASC
F) - Letters from the Civil War era
- Letters from the USO to soldiers currently serving the Global War on Terror
- Envelopes and stamps to mail letters
- 6 computers with internet access and printing capabilities
- 24 Across Five Aprils Novels
N
Presentati
on
(INTASC
F)
TOTAL
POINTS