Integrated Curriculum Lesson Plan
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1 Integrated Curriculum Lesson Plan Jeff Walker Seattle Pacific University, EDU 6363 March 9, 2010 Page 1
2 This unit covers the Causes of the Civil War in approximately three weeks. A variety of instructional strategies are used to engage multiple learning styles and intelligences, and language arts and social studies curricula are integrated throughout. Elements of Fine Arts are also included where appropriate. The underlying approach to the subject is constructivist, allowing students to discover and create knowledge rather than receive and memorize facts. The focus is on developing critical thinking skills, primarily through requiring students to adopt unfamiliar perspectives in their writing. The approach to history taken here is one of cause and effect how did this set of circumstances combine to result in Civil War? Higher-level questions such as the inevitability of war, the dynamic between social pressure and individual choice, and the relation between one s upbringing and one s perception of events are all grappled with in order to promote deeper understanding of both the historical events as well as their impact on the present. Students will be given the opportunity in discussion and in journaling to make connections to current controversial issues to provoke thought and guide them to look critically at the world around them with the aim of understanding (as much as possible) how social dynamics are played out today. This unit also makes extensive use of primary sources (newspaper articles, journals, and letters) and uses the textbook as a supplementary source of material, helpful to see the general outline of issues rather than as the force which directs the curriculum. Arthur Ellis s Clear/Unclear Windows will be used each week so students can reflect on what they are learning and provide the instructor with feedback regarding potential curriculum adjustments. Page 2
3 Name: Course: Unit: Time Frame: Jeff Walker US History (8 th Grade) Causes of the Civil War Three Weeks Stage 1 Desired Results WA 8 th Grade EALRs and GLEs (Social Studies, Reading, and Writing) SOCIAL STUDIES EALR 4: HISTORY The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes of local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future Understands and analyzes how individuals and movements have shaped U.S. history ( ) Analyzes and interprets historical materials from a variety of perspectives in U.S. history ( ) Analyzes multiple causal factors to create positions on major events in U.S. history ( ). EALR 5: SOCIAL STUDIES SKILLS The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating Understands reasons based on evidence for a position on an issue or event Evaluates the logic of reasons for a position on an issue or event Evaluates the logic of positions in primary and secondary sources to interpret an issue or event. WRITING EALR 1: The student understands and uses a writing process Analyzes task and composes multiple drafts when appropriate Revises text, including changing words, sentences, paragraphs, and ideas Edits for conventions EALR 3: The student writes clearly and effectively Analyzes ideas, selects a manageable topic, and elaborates using specific, relevant details and/or examples Knows and applies writing conventions appropriate for the grade level. READING EALR 1: The student understands and uses different skills and strategies to read Understand and apply content/academic vocabulary critical to the meaning of the text, including vocabularies relevant to different contexts, cultures, and communities Apply fluency to enhance comprehension. Page 3
4 EALR 2: The student understands the meaning of what is read Apply comprehension monitoring strategies for informational and technical materials, complex narratives, and expositions: use prior knowledge Apply comprehension monitoring strategies for informational and technical materials, complex narratives and expositions: determine importance and summarize text Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships COMMUNICATION EALR 3: The student uses communication skills and strategies to effectively present ideas and one's self in a variety of situations Applies skills and strategies for the delivery of effective oral communication and presentations. FINE ARTS EALR 2 Demonstrates thinking skills using artistic process (gather information, conceptualize context and purpose). OVERARCHING ENDURING UNDERSTANDINGS People see things differently based on their geography, class, race, and gender. Historical events rarely have one clear cause. Understanding the past is an important part of understanding the present. Historical events often are the result of a struggle between individual free choice and larger social forces. Unit Enduring Understanding There are many interpretations of events leading to the Civil War, and Views of these key events varied according to regional differences in geography, culture, and economy. Many of these differences persist to this day. Much of why the war was fought was the failure of previous compromises to resolve the underlying issue of slavery. OVERARCHING ESSENTIAL QUESTIONS How do culture and upbringing influence the way you see things? How much of what people choose to do is the result of their own free choices, and how much is dictated by historical forces? Does understanding the past help us change the present? Unit Essential Questions: What were the main reasons the North and the South fought the Civil War? How did people from the North and South see the events leading up to the Civil War differently? Are there still differences today in how these events and the war are seen? Who were significant people of the time, and what was their role leading up to the Civil War? Page 4
5 How much of the decisions of people like Abraham Lincoln were freely made, and how much was decided by forces beyond their control? CONSIDER KNOWLEDGE, PROCESSES, SKILLS KEY TO THE UNIT OF STUDY AS WELL AS Students will know... ESTABLISHED PROGRAM GOALS AND OBJECTIVES Major reasons for the American Civil War (regional and economic differences, tension over slavery, state vs. federal rights) Key events leading up to the war (3/5 Compromise, Missouri Compromise, Compromise of 1850, Fugitive Slave Act, Kansas-Nebraska Act, publication of Uncle Tom s Cabin, Dred Scott Decision, John Brown s Raid, the Election of 1860, and the attack on Fort Sumter) People and movements who played a significant role in these events (John Calhoun, Henry Clay, Daniel Webster, Stephen Douglas, Abraham Lincoln, Harriet Beecher Stowe, William Seward, abolitionists, other major leaders) Students will be able to... Identify the Who, What, Where, and When of key events leading to the Civil War. Compare and contrast the different perspectives of the North and South on these events. Evaluate the arguments for and against the Civil War as well as the significance of key events on the course of the War. Analyze the role of key figures before the War. Performance Tasks: Stage 2 Assessment Evidence Other Evidence: Two quizzes. Quizzes are primarily fact-based and focused on understanding of events. Format will be a series of multiple-choice and fill in the blanks, along with a limited number of short answers (approximately one paragraph) chosen from a list. Written Reflections. Included are homework assignments requiring students to analyze, adopt a particular perspective, and summarize topics of the day s unit. Unit Test. One section of the test will consist of the final quiz. The remainder will consist of two essay questions chosen from a list of five that are Page 5
6 developed by the students. Rubrics for essay questions will be developed jointly with the class at the beginning of the semester and applied to each test. Poster. Students will create a poster to recruit soldiers to the North or South OR as a Roadmap to the Civil War summarizing key events leading up to the outbreak of hostilities. Stage 3 Learning Plan Learning Activities WEEK ONE SCHEDULE Day 1 (see Lesson Plan 1) Introduction to Unit Review Unit Essential Questions and Enduring Understandings Class will be divided in two groups, North and South. For all assignments, they will have to adopt the perspective of a person from their group. Day 2- A History of Compromise Readings/Viewings: Speeches addressing key points of Compromise of 1850 by John Calhoun and Daniel Webster, textbook and selected primary documents. Engagement/Exploration: Review history of slavery in America, 3/5 compromise, and Missouri Compromise, Compromise of 1820, and the Compromise of 1850, including Popular Sovereignty, reaction to Fugitive Slave Act, and importance of banning slave auctions in Washington DC. Review differing economies of North and South. Activity: Jigsaw: Students get into pre-assigned groups and write an Encyclopedia Entry on one of the above topics, which is then shared with the class, collected, collated, and copied. HW: One paragraph summary of Webster s or Calhoun s position on the Compromise of Day 3 Uncle Tom s Cabin and Slave Narratives (See Lesson Plan 2) Readings/Viewings: Excerpts from Uncle Tom s Cabin TV miniseries and first-person slave narratives. Engagement/Exploration: Class discussion of similarities and differences between Uncle Tom s Cabin and narratives, including reception of Stowe s novel in the North and South. HW: One page journal entry of a house or field slave in North Carolina. Day 4 Bleeding Kansas QUIZ on unit to date. Quiz will be multiple-choice, fill in the blank, focused on student comprehension of the facts with one short answer of approximately one paragraph. For the short answer, students will be given two topics to choose from related to (but not identical with) their homework assignments. Readings/Viewings: Newspaper Editorials and textbook Page 6
7 Engagement/Exploration: Significance of Kansas-Nebraska act violating the Missouri Compromise by allowing popular sovereignty in below the Compromise line. Focus on the implication for abolitionists and the overturning of a legal prohibition on slavery. Activity: Students will get into pre-assigned groups and write a newspaper editorial in favor of or against the Kansas-Nebraska Act. HW: None. Free Day. Day 5 Dred Scott Decision (From the Lesson Plan on the website Landmarkcases.org ) Read background summary and questions. "Trace Dred Scott's Travels on a U.S. Map" to help students understand the facts of the case. Complete and discuss "Classifying Arguments in the Case." Students read the excerpt from the majority opinion and answer the questions. Discuss the majority opinion and questions. Compare the majority opinion with the dissenting opinion. Read the newspaper editorials on the Supreme Court's decision and analyze Abraham Lincoln's speech on the decision. Discuss the Northern and Southern reactions, especially combined with the Kansas-Nebraska Act and how abolitionists now felt they had no legal recourse to end slavery. Bring up generally held view that an act overturning federal laws against slavery in the states, not just the territories, was next. Clear/Unclear Windows Reflection. NOTE: Clear/Unclear Windows is done every week on Friday. WEEK TWO SCHEDULE Day 1- Lincoln-Douglas Debates Review any issues from the Clear/Unclear Windows to clarify Readings/Viewings: Reader s Theater of debate highlights. Include main points made by both as well as what would today be considered racist remarks by both. Engagement/Exploration: Northern and Southern response to Lincoln and to Douglas. Highlight Lincoln s growing national presence. HW: One page argument in favor of or against using Popular Sovereignty to decide the issue of slavery in the territories. DAY 2 - John Brown s Raid Readings/Viewings: John Brown s letters, transcript of testimony, and newspaper articles. Engagement/Exploration: Implications of John Brown s raid and how he was viewed by North and South. Focus on the acts of violence and how both sides viewed this, including the increasing radicalism of abolitionists cut off from legal recourse by Dred Scott, and Americans shooting at Americans over the issue of slavery. Students will write a one-page essay: Were John Brown s actions justified? Why or why Page 7
8 not? HW: Complete essay. DAY 3 - Election of 1860 Readings/Viewings: Newspaper editorials and a statistical breakdown of election results, textbook Engagement/Exploration: Review electoral college process, election results, highlighting Lincoln s absence from the ballot in many southern states as well as his complete failure to carry more than a handful of Southern counties. Begin discussion of the Secession Crisis and Buchanan s lack of response. HW: One page summary of how the North and South saw of the Election of DAY 4 - Secession Crisis and Fort Sumter Readings/Viewings: Newspaper articles regarding Fort Sumter. Transcripts of Virginia Assembly debate. Engagement/Exploration: Continued from previous day regarding secession, focusing on making sure students understand the position both sides felt locked into and the importance of the Union keeping the loyalty of the Border States. Activity: Working in groups, students will write a letter to their Congressman for or against secession. HW: Study for Quiz Day 5 Catch Up Day QUIZ on unit topics covered since last quiz. Today will be used to catch up if previous days have gone over. Clear and Unclear Windows reflection WEEK THREE Day 1 (Lesson Plan 3) Review issues from Clear and Unclear Windows Readings/Viewings: None Engagement/Exploration: Activity: Working in groups, students will design and create a poster to recruit soldiers to the Northern or Southern Army or create a road map to the Civil War. Day 2 Test Review Readings/Viewings: None Engagement/Exploration: Activity: Class review for unit test. Day 3 Unit Test Engagement/Exploration: Test will be primarily short answer and essay. Short answers will be drawn from the quizzes and homework. Page 8
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