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Stephanie WohlTeaching with Primary Sources

FRIT 7090Summer 2012

Civil War Google Site
https://sites.google.com/site/effectsofcivilwar/homehttps://sites.google.com/site/effectsofcivilwar/home


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TITLEOF UNITCIVIL WAR

ANDTHEEFFECTON

GEORGIA

GRADE LEVEL 5TH

5WEEKS/SESSIONS

Stage 1- Desired ResultsGeorgia Performance StandardsStandard: SS5H1 The student will explain the causes, major events, andconsequences of the Civil War.

Discuss how the issues of states rights and slavery increasedtensions between the North and South.

Identify major battles and campaigns: Shermans March to the Sea

Describe the effects of war on the North and South.

ELACC5SL1: Engage effectively in a range of collaborative discussions(one-on-one, in groups, teacher-led) with diverse partners on grade 5topics and texts, building on others ideas and expressing their ownclearly.STANDARDS FOR THE 21st-CENTURY LEARNER GOALSStandard1. Inquire, think critically, and gain knowledge.3. Share knowledge and participate ethically and productively asmembers of our democratic society.Skills Indicators1.1.1 Follow an inquiry-based process in seeking knowledge in curricular

subjects and make the real world connection for using this process inown life.1.1.4 Find, evaluate, and select appropriate sources to answerquestions.1.1.8 Demonstrate mastery of technology tools to access informationand pursue inquiry.1.1.9 Collaborate with others to broaden and deepen understandingBenchmarks1.2.2 Demonstrate confidence and self-direction by makingindependent choices in the selection of resources and information.2.2.4 Demonstrate personal productivity by completing products to

express learning.Responsibilities Indicators1.3.1 Respect copyright/intellectual property rights of creators andproducers.1.3.3 Follow ethical and legal guidelines in gathering and usinginformation.1.3.5 Use information technology responsibly.Self-Assessment Strategies Indicators


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1.4.1 Monitor own information seeking processes for effectiveness andprogress, and adapt as necessary.1.4.2 Use interaction with and feedback from teachers and peers toguide own inquiry process.1.4.4 Seek appropriate help when needed.

CONNECTION TO COMMON CORE STANDARDSStudents will research to build and present knowledge.7. Conduct short research projects that build knowledge throughinvestigation of different aspects of a topic8. Gather relevant information from print and digital sources; take notesand categorize information, and provide a list of sources.9. Draw evidence from literary or informational texts to supportanalysis, reflection, and research.Understandings: Explanation:What do you know of the Civil War?How did the Civil War affect Georgia?

Interpretation:How did conflict and cooperation, or lack of cooperation, affect therelationship between the North and the South?Application:How can we use this knowledge of past conflict, cooperation andnegotiation in our lives today?How can we use the knowledge weve acquired to overcome prejudices?Perspective:What are the different points of view between the Northern andSouthern States?Empathy:

What would it be like to be a soldier in the 1800s? What would it be liketo be an African American soldier in Georgia in the 1800s?Self-Knowledge:What do you, the student, know about the Civil War in Georgia?Can you actively self-assess and self-regulate while working in a groupsituation?Can you use technology ethically and responsibly?Related Misconceptions:

Northern and Southern states were accepting of one anothersideas and beliefs.

The Civil War was all about States Rights Civil War was all about slavery

Essential Questions:


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Overarching Questions:

What were the motivatingfactors for the Civil war?

What were the positive andnegative consequences of

the Civil War?

Topical Questions:

What are the definingmoments of the Civil War?

Was the Civil War worthfighting?

Why? What impact did the Civil

War have on Georgia?Student Knowledge

Key vocabulary terms:abolitionist, antebellum,armory, arsenal, artillery,battery,bayonet, borderstates, brigade, brogan,caisson, caliber, campaign,carbine, casemate, casualty,

colors, commutation,company, confederacy,Contrabands, Copperhead,Corps, coup de main,defensive, democratic party,dysentery, emancipation,Federal, feint, flank,foraging, goober pea,haversack, infantry, kepi,litter, long roll, Mason DixonLine, militia, mortar, musket,offensive, picket, popular,sovereignty, private,reconstruction, regiment,republican party, secession,siege, slavery, states rights,surrender, Union, Yankee

Key Facts about the CivilWar, 13th, 14th, 15th

Amendments

Student Skills

Use research skills to findout about the Civil Warand its impact on Georgia

Use computer skills tocomplete presentation

Express their findingsorally and in writing

Use information fromprovided Web 2.0 tools tocreate

Stage 2- Assessment Evidence Students will be pre-assessed by answering questions during the

first lesson. Questions will reveal pre-existing knowledge of CivilWar. (Facet 1: Understanding: Explanation)

Students will engage in metacognition and effectively self-regulateusing the Student Self-Evaluation. (Facet 6: Self-Knowledge)

Students will be assessed through the teacher created rubric. Thisrubric provides evidence that students will effectively interpret
https://docs.google.com/document/d/1ivzaPeYqPqisCDSbhFHAH8VS-YPzHU4Ukutd4-Gills/edithttps://docs.google.com/document/d/1aCOQZkHwc75l2-N07uwb1sZcDNdUPcA8Tw9KpTkTRyI/edithttps://docs.google.com/document/d/1ivzaPeYqPqisCDSbhFHAH8VS-YPzHU4Ukutd4-Gills/edithttps://docs.google.com/document/d/1aCOQZkHwc75l2-N07uwb1sZcDNdUPcA8Tw9KpTkTRyI/edit


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relevant information, apply knowledge and place facts in context(Facet 2: Interpretation, Facet 3: Application, Facet 4: Perspective)

Students will be assessed informally through observation anddiscussion.

Students will be given the pre-assessment questions again as a

post-test to evaluate what knowledge has been gained. (Facet: 1Understanding)

Students will be given a vocabulary quiz over key terms discussedthroughout the unit. (Facet 3: Application)

Stage 3: Plan Learning Experiences

Week 1: Session 1

1. Begin with an entry questions. What do you know about the Civil War?How many states were involved? What were the reasons for the conflict?H, pre-test

2. Students will be instructed by the library media specialist to go to theprepared Google site and read over the front page. Are there anyquestions about the coming weeks? What do they want to know aboutthe Civil War? What do they hope to learn? H, W, T

3. The LMS will lead a large group discussion on the Civil War. EssentialQuestions will be asked: What might have lead to the Civil War? Whatwere some of the defining moments? What was Georgias role in theconflict? What about Macon? H, W, E

4.Introduce key vocabulary terms needed for the various learningactivities. E

5. Students will be given a K-W-L chart to complete for the next session.The chart can also be found on the Google site. W,E, TWeek 2: Session 2

1.LMS will review last weeks previous session and discuss K-W-L chartswith students. R, E2 (Teacher will collect charts to look formisunderstandings.)

2. Students will be instructed to go to the Google site and watch thevideo tutorial creating a Glogster. R, E

3.LMS will discuss the assignment with the students. The assignmentcan also be found on the Google site. W,E, T

4. LMS will direct students to link on Google site where they can practicetheir key terms using interactive flashcards and take practice quizzes. E,
https://docs.google.com/document/d/1VtF8wESPbKx4yDd1Hds4x1C-RfiNw0ojJINWW9lWRRU/edithttps://docs.google.com/document/d/1VtF8wESPbKx4yDd1Hds4x1C-RfiNw0ojJINWW9lWRRU/edit


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E2, O

5. Students will be asked to begin their research project. W, T, O

Week 3: Session 3

1. As a large group, the LMS will lead a class discussion using the web2.0 tool storify to analyze primary source documents. The LMS willdemonstrate how to use the LOC primary source resource tool toanalyze, observe and question what you know, see and think in relationto the documents. R

2. Students will then do small group compare and contrast discussionactivity using primary source documents on storify. W, T, O

3.Students will be given class time to work on their Glogster

presentations. Students will continue to use their self-evaluations tokeep them on track. W, R, E2, T, OWeek 4: Session 4

1. Students will be given a vocabulary quiz to assess their understandingof key terms defined during discussions, research and readings. W, R,E2

2. Students will be given this session to finish up their Glogsterpresentations so they are ready to present for the next class. Self-Evaluations must be completed and ready to turn in. E, R, E2

3. Students that have completed their presentation may begin theextended lessons found on the Google site. TWeek 5: Session 5

1. Students will present their Glogster to the class. The teacher willcollect self-evaluations. The pre-test questions will be asked again tore-evaluate what the students have learned. W, R, E, T

Extended Learning Activities:

Activity 11. Go to the site https://sites.google.com/site/effectsofcivilwar/home

2. You will read the books Moses: When Harriet Tubman led her peopleto freedom by Carole Weatherford and Sweet Clara and the FreedomQuilt by Deborah Hopkinson. Then, you will create a character tradingcard using one of the characters from one of the books. Your card musthave a picture of your character or historical figure, basic information(which book, age, gender, etc.) and descriptive details such as qualitiesthat you notice in your person. Are they brave? A leader? Strongmentally but maybe not physically? E, T
http://storify.com/scwohl/the-civil-war-in-georgiahttp://www.loc.gov/teachers/primary-source-analysis-tool/http://www.loc.gov/teachers/primary-source-analysis-tool/http://quizlet.com/12752616/civil-war-flash-cards/https://sites.google.com/site/effectsofcivilwar/homehttp://www.readwritethink.org/files/resources/interactives/trading_cards/http://www.readwritethink.org/files/resources/interactives/trading_cards/http://storify.com/scwohl/the-civil-war-in-georgiahttp://www.loc.gov/teachers/primary-source-analysis-tool/http://www.loc.gov/teachers/primary-source-analysis-tool/http://quizlet.com/12752616/civil-war-flash-cards/https://sites.google.com/site/effectsofcivilwar/homehttp://www.readwritethink.org/files/resources/interactives/trading_cards/http://www.readwritethink.org/files/resources/interactives/trading_cards/


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Activity 21. Using the Popplet under the Web 2.0 link, you and a partner willchoose two documents to analyze. You and your partner will findconnections and recognize cause and effect relationships between thesetwo documents. You will create a your own Popplet showing the cause

and effect relationship in diagram form. You will present your Popplet tothe class. W,O, E, T

You will find both of these activities on the Google site.Notes to the Instructor

The LMS will meet with the 4th grade students for one 60-minute sessionweekly. The Civil War UbD learning activities are used in conjunctionwith the Georgia Performance Standards, Common Core Curriculum and21st Century Standards.The bold letters that appear after each activity all have a purpose. The

set of letters code WHERETO and are as follows:W- Where are we headed? What? Why?H- HookE- Equip students with key ideasR- Rethink and ReviseE2- EvaluateT- Tailored/Personalized for the individualO- Organized for effective learning
http://popplet.com/http://popplet.com/


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References

Core Knowledge Foundation. (2012). Common Core State Standards.Retrieved from http://www.coreknowledge.org/ .

http://www.georgiaencyclopedia.org/nge/Home.jsp

http://www.glogster.com/swohl/sherman-s-march-to-the-sea/g-6lfdt4r2ei8d1ppf6o6q2a0

http://www.archives.gov/research/african-americans/freedmens-bureau/

http://www.pbs.org/wgbh/amex/reconstruction/states/sf_timeline.html

http://quizlet.com/12752616/civil-war-flash-cards/

Hopkinson, D. (1993). Sweet Clara and the freedom quilt. New York, NY: RandomHouse, Inc.

Weatherford, C. B., & Nelson, K. (2006).Moses: When Harriet Tubman led her peopleto freedom. New York, NY: Jump At The Sun.
http://www.coreknowledge.org/http://www.georgiaencyclopedia.org/nge/Home.jsphttp://www.glogster.com/swohl/sherman-s-march-to-the-sea/g-6lfdt4r2ei8d1ppf6o6q2a0http://www.glogster.com/swohl/sherman-s-march-to-the-sea/g-6lfdt4r2ei8d1ppf6o6q2a0http://www.archives.gov/research/african-americans/freedmens-bureau/http://www.pbs.org/wgbh/amex/reconstruction/states/sf_timeline.htmlhttp://quizlet.com/12752616/civil-war-flash-cards/http://www.coreknowledge.org/http://www.georgiaencyclopedia.org/nge/Home.jsphttp://www.glogster.com/swohl/sherman-s-march-to-the-sea/g-6lfdt4r2ei8d1ppf6o6q2a0http://www.glogster.com/swohl/sherman-s-march-to-the-sea/g-6lfdt4r2ei8d1ppf6o6q2a0http://www.archives.gov/research/african-americans/freedmens-bureau/http://www.pbs.org/wgbh/amex/reconstruction/states/sf_timeline.htmlhttp://quizlet.com/12752616/civil-war-flash-cards/


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Stephanie%2520Wohl%2520FRIT%25207090-3