The Civil War: A Multimodality Unit (Overview)

Transcription

1 The Civil War: A Multimodality Unit (Overview) Essential Question: Was the Civil War a war for freedom? The outbreak of the rebellion in the United States 1861 Kimmel & Forster, lithographer New York : Published by Kimmel & Forster, 254 & 265 Canal St, c1865. * Unit designed around History Blueprint ( * Each lesson entails a new step in order for students to build upon visual literacy and writing skills.

2 Table of Contents Lesson 1: The Road to War...3 Lesson 2: Secession...7 Lesson 3: Strategies and battles...11 Lesson 4: Perspective...15 Lesson 5: Emancipation...19 Lesson 6: Effects of the Civil War...23 Lesson 7: Final Assessment:...27 Graphic Organizer: Was the Civil War a war for freedom?...31!2

3 Lesson 1: The Road to War Focus Question: What caused the Civil War? Lesson Objective: Students will be able to identify the causes of the Civil War. Major Topics: Slavery States Rights Sectional Differences Visual Literacy (V.L.): Step 1: Discussion of Context (with the source, have students connect the content being studied) CA State Standards and HSS Frameworks Addressed: CA History-Social Science Content Standard: 8.10: Students analyze the multiple causes, key events, and complex consequences of the Civil War : Trace the boundaries constituting the North and the South, the geographical differences between the two regions, and the differences between agrarians and industrialists : Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine. HSS Framework: The Causes, Course, and Consequences of the Civil War: Why was there a Civil War? Common Core Reading Standards for Literacy in History/Social Studies and/or Writing Standards: RH 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. RH 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. RH 7. Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Instructional Procedures:!3

4 1. Anticipatory Set 1. K.W.L. Chart (Day 1) - Students will individually fill in what they already know about the Civil War and what they want to know about the war. 1. Students will share responses out. As students are sharing, a class K.W.L. chart can be created. This class K.W.L. chart will be a great tool to fill in and reference during the unit. 2. Frayer model for the term Sectionalism (Day 2) - Students will individually fill in a Frayer square for the word (Sectionalism). A definition will be provided for students to reference. Students will define the term in their own words, identify facts and/or characteristics, use the term in a sentence, and provide an example. 3. Video: Nullification for Dummies (Day 3) - Students will watch the video. 2. Perceived objective and purpose 1. The objective of this lesson is students will be able to identify the causes of the Civil War. 2. The purpose of this lesson is for students to evaluate a source and be able to place the source within context of what is being studied. Students are practicing their ability to identify aspects of a source and apply context to what content being studied. 3. Input 1. Slavery, state s rights vs. federal rights, and sectional differences as causes of the Civil War. 1. Slavery - previous lesson completed on aspects of slavery. 2. State s rights vs. federal rights - constitutional aspects 3. Sectional differences - regional differences on major topics and/or ideas. 2. Visual: "A Cotton Plantation on the Mississippi" lithograph published by Currier & Ives, Courtesy of the Library of Congress.!4

5 4. Modeling 1. As students are completing various educational strategies, the teacher should model at least one example for what is being asked for them to complete. 1. Day 1: Annotation & Column #1 2. Day 2: Venn diagram & Column #2 3. Day 3: Column #3 5. Checking for Understanding 1. Throughout the lesson, activities are designed so students are working with pairs and/or groups to ensure understanding. As students are working, teacher should be walking around for clarification. 6. Guided Practice 1. Have students create a three column chart that details the three causes of the war. 2. Slavery (Day 1) 1. The role of slavery video - students will begin by watching a short video clip on slavery. 2. As a class, read and annotate the handout on slavery. Ensure that you stop along the way to clarify any terminology, discuss major ideas, and summarize the information. 3. Introduce the source. Step 1 (Context): Show the source. As a class, work together to identify aspects of slavery (context) that was discussed in either the video or reading. List the aspects in their chart (column 1). 3. Sectionalism (Day 2) 1. Students will work in their groups to complete individual Venn diagrams detailing similarities and differences between the North and the South. They will identify social, economic, cultural, and political aspects for both. They will collaborate with each other to build their individual diagrams. 2. Step 1 (Context): Show the source. With their partners, students will collaborate to identify aspects of sectionalism (regional differences). They will fill in column 2 on their chart. 4. State s rights vs. federal rights (Day 3) 1. Students will take notes on states rights vs federal rights. Specific events will be highlighted that have already been discusses in previous lessons. 2. Step 1 (Context): Show the source. With their partners, students will collaborate to identify aspects of states rights vs. federal rights (context) that is identified within the source. List the aspects in their chart (column 3). 7. Independent Practice!5

6 1. With their completed chart, students will answer the focus question of the lesson: What caused the Civil War? Closure: Review the source one more time and how it is connected (context) to the focus question.!6

7 Lesson 2: Secession Focus Question: Did the South have the right to secede from the Union? Lesson Objective: Students will be able to evaluate the reasons for South Carolina s secession. Major Topics: Election of 1860 Philosophical Justification of Secession Constitutional Requirements of Secession V.L.: Step 1: Discussion of Context (with the source, have students connect the content being studied to the visual.) Step 2: Discussion of Skills (with the source, have students discuss the message, evidence, and analysis that refers to specific elements of the visual) CA State Standards and HSS Frameworks Addressed: CA History-Social Science Content Standard: 8.10: Students analyze the multiple causes, key events, and complex consequences of the Civil War : 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 : Identify the constitutional issues posed by the doctrine of nullification and secession and the earliest origins of that doctrine. HSS Framework: The Causes, Course, and Consequences of the Civil War: Why was there a Civil War? Common Core Reading Standards for Literacy in History/Social Studies and/or Writing Standards: RH1: Cite specific textual evidence to support analysis of primary and secondary sources. RH2: 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.!7

8 RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. WHST1: Write arguments focused on discipline-specific content. WHST1a: 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. WHST1b: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Instructional Procedures: 1. Anticipatory Set 1. Students will complete a Frayer Model Square for the term Secede. A book definition will be provided and students will be responsible for rewriting the definition in their own terms, create synonyms and antonyms, and use the word correctly in a sentence (Day 1). 2. On the board, showcase the opening lines of the Declaration of Independence. Have students work with their partners to connect the term secede to words within the opening lines (Day 2). 3. Portray the visual for this lesson (South Carolina s Ultimatum). Have students speak with their partners about elements found within the source (Day 3). 2. Perceived objective and purpose 1. The objective for the lesson is students will be able to analyze the reasons for South Carolina s secession. 2. The purpose of this lesson is to introduce Step 2 (discussion of skills) from Dingler s method. 3. Input 1. Topics for secession: 1. Election of regional differences of political support for Lincoln 2. Philosophical Justification of Secession 3. Constitutional Requirements of Secession 2. Visual:!8

9 Library of Congress Prints and Photographs Division Washington, D.C USA 4. Modeling 1. Model the election of 1860 map and how to read the map (Day 1). 2. With each source, complete one section of the chart as a class (Day 2). 3. With the source, complete annotation steps as an entire class, modeling each step (Day 3). 4. Model steps 1 & 2 with the visual (Day 4). 5. Checking for Understanding 1. As students are working within their groups and with their partners, teacher will be circulating the room and interacting with students (Day 1). 2. As students are working within their groups, teacher will be circulating the room and interacting with students (Day 2). 3. While annotating the document, pause after big sections to clarify any misunderstandings in order to move forward (Day 3). 6. Guided Practice 1. Showcase the election results of 1860 (Day 1). 1. Within pairs, have students discuss what the results detail. What do they notice? What can they infer? 2. Individually, students will write down in a minimum of 4 sentences that showcases the political differences between the North and the South and why that contributed to secession. 2. Provide students with excerpts out of the Declaration of Independence and the U.S. Constitution (Day 2).!9

10 1. Working in their groups, have students work together to pull out evidence form each source and how the South could use these documents as a means of secession. 1. Each member will fill in a chart to record their answers. They will uncover social, political, and economic justifications within each source. 2. As a class, review their results. 3. Pass out South Carolina s Ordinance of Secession (Day 3). 1. As a class, annotate together the document. Ensure that students understand the terminology that is being used. 2. Within their group, have students fill in the last column of their charts. Within the ordinance, students will uncover social, political, and economic reasons for secession. 4. Debate (Day 4). 1. Begin with showcasing the visual art for this lesson 1. Complete Step 1 of visual argumentation (Discussion of context). 2. Introduce Step 2 (Discussion of skills). Have students work together to figure out what the message is. As a class, discuss what the message is and where within the source there is evidence to support that message. 2. Have students debate on the focus question. 7. Independent Practice 1. Debate on the focus question: Did the South have the right to secede from the Union? Closure: Students should reflect on their argument for the debate.!10

11 Lesson 3: Strategies and battles Focus Question: Why did the North Win? Lesson Objective: Students will be able to analyze the military differences between the North and South and how that contributed to the Unions overall victory. Major Topics: Advantages of the Confederacy and the Union Military Strategies Selected Battles (Fort Sumter, Bull Run, Monitor vs. Merrimack, For Donelson, Shenandoah, Shiloh, Antietam, Vicksburg, For Wagner, Gettysburg, Sherman s March to the Sea, and Appomattox V.L.: Step 1: Discussion of Context (with the source, have students connect the content being studied) Step 2: Discussion of Skills (with the source, have students discuss the message, evidence, and analysis that refers to specific elements of the visual) Step 3: Discussion of Visual Art (with the source, discuss the visual elements of the source aka line and/or shape, color, positioning, orientation, motifs and/or symbols, point of view, value and importance as a piece of art) CA State Standards and HSS Frameworks Addressed: CA History-Social Science Content Standard: 8.10: Students analyze the multiple causes, key events, and complex consequences of the Civil War : 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 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. HSS Framework: The Causes, Course, and Consequences of the Civil War: How was the Civil War conducted militarily, politically, economically, and culturally?!11

12 Common Core Reading Standards for Literacy in History/Social Studies and/or Writing Standards: RH2: 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. RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH7: Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. WHST1a: 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. Instructional Procedures: 1. Anticipatory Set 1. I See, I Feel, I Wonder with the source for this lesson. (Day 1) 1. As a class, have students identify things that they see in the source. 2. With their partners, have students discuss the way the source makes them feel. Share out. 3. Individually, have students write down what they wonder about the source. Share out. 2. Review the source and its message. (Day 2) 2. Perceived objective and purpose 1. The objective of this lesson is students will be able to analyze the military differences between the North and South and how that contributed to the Unions overall victory. 2. The purpose of this lesson is to review Steps 1 and 2 but also introduce Step 3 (Discussion of visual art). 3. Input 1. Topics for lesson: 1. Advantages of the Confederacy and the Union (Day 1) 2. Military strategies (Day 2) 3. Selected Battles (Day 2) 2. Visual:!12

13 Newman, W. Final issue of the war - The longest purse wins (1864). Frank Leslie s Budget of Fun. HarpWeek. 4. Modeling 1. For each day ensure that you are modeling what is expected of students: 1. Day 1: Fill in chart as you present on content with the students on document camera. 2. Day 2: Complete the first battle information together to showcase the details that students should be pulling from each station. 5. Checking for Understanding 1. Pause after each section during presenting the content to ask questions. (Day 1) 2. Having students work with the partners serves as a checking for understanding. (Day 1) 3. As students are working through the battle stations, the teacher should be walking around and monitoring. (Day 2) 6. Guided Practice 1. Advantages comparison (Day 1) 1. Pass out chart detailing various categorical differences between the North and the South during the Civil War (Population, Transportation, Military, Food, Strategic) 2. Present the content. As you present, have students fill in their chart detailing various advantages of both the Confederacy and the Union during the war. 1. After each section, pause and have students discuss with their partners who had the better advantage and why. 3. Show the source. 1. Practice Step 1 and 2.!13

14 2. Introduce Step 3 (discussion of visual art). As a class, discuss the various artistic elements found within the source (i.e. shading, color, details, etc.) 2. Battle Stations Activity (Day 2) 1. Pass out the chart for each student. As a class, complete the first battle together. 2. Students will work in their groups to complete the rest of the battles station activity. At each station is information on a significant battle and/ or military strategy. Students will work with their groups to fill-in their respective charts about each event. 7. Independent Practice 1. Students will individually respond to the prompt: Who had more advantages during the Civil War? (Day 1) 2. Students will work in their stations battle activity. (Day 2) Closure: Students will respond to the lesson focus question: Why did the North win?!14

15 Lesson 4: Perspective Focus Question: How did individual Americans define freedom? Lesson Objective: Students will be able to examine the different perspectives during the Civil War. Major Topics: Analyzing Perspective Views of Northern and Southern Groups Perspectives of Historical Figures V.L.: Step 1: Discussion of Context (with the source, have students connect the content being studied) Step 2: Discussion of Skills (with source, have students discuss the message, evidence, and analysis that refers to specific elements of the visual) Step 3: Discussion of Visual Art (with source, discuss the visual elements of the source aka line and/or shape, color, positioning, orientation, motifs and/or symbols, point of view, value and importance as a piece of art) Step 4: Group Analysis Activity ( What do you see? - students discuss things they see within the source in groups. What does it mean? - Students work together to try to determine why the artist made certain design choices. What does it all mean? - Students works together to connect it all back to the focus question.) CA State Standards and HSS Frameworks Addressed: CA History-Social Science Content Standard: 8.9: Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence. 8.10: Students analyze the multiple causes, key events, and complex consequences of the Civil War : 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. HSS Framework: The Causes, Course, and Consequences of the Civil War: How was the United States transformed during the Civil War? How was slavery abolished through the Civil War?!15

16 Common Core Reading Standards for Literacy in History/Social Studies and/or Writing Standards: RH1: Cite specific textual evidence to support analysis of primary and secondary sources. RH2: 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. RH4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH6: 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). RH7: Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH9: Analyze the relationship between a primary and secondary source on the same topic. Instructional Procedures: 1. Anticipatory Set 1. Frayer square for the word: Perspective (Day 1). 2. Introduce visual image (Day 2). 2. Perceived objective and purpose 1. Students will be able to examine the different perspectives during the Civil War. 2. The purpose of this lesson is to review the first 3 stages of Dingler s philosophy and introduce Stage 4 (Group Analysis Activity). 3. Input 1. The focus of this lesson: 1. Analyzing Perspective 1. Views of Northern and Southern Groups 2. Perspectives of Historical Figures 2. Visual:!16

17 Library of Congress Prints and Photographs Division Washington, D.C USA 4. Modeling 1. As students take notes, model the correct form of note-taking used within the classroom (i.e. Cornell Notes) (Day 1). 2. Provide examples of completed projects for students to view (Day 1). 1. Provide specific websites that students are allowed to research on (Day 1). 3. Model steps 1-3 for the visual source with the students (Day 2). 5. Checking for Understanding 1. As students are working, circulate the room and interact with groups and individuals to ensure understanding and comprehension. 6. Guided Practice 1. Students will take notes on what perspective means and in the context of this lesson (Day 1). 1. Various groups will be discussed: Northern and Western whites; Abolitionists; Southern blacks; Southern whites 2. Each student will be assigned a historical individual that had a role in the Civil War (Day 1). 1. Students will complete research on their individual. Research questions will be provided to guide students. 2. Students will share out their research from their assigned historical individual. 3. Source Analysis (Day 2)!17

18 1. Apply steps 1-3 for the source. 2. Step 4: Group Analysis 1. Students will work together to fill in their chart. They discuss things that they see, what they think its means and how it all connects to the focus question. 7. Independent Practice 1. Students will continue to work on their perspectives research project (Day 1). Closure: Have students respond to the focus question: How do Americans define freedom?!18

19 Lesson 5: Emancipation Focus Question: How did slaves gain their freedom? Lesson Objective: Students will be able to analyze the Emancipation Proclamation from different perspectives. Major Topics: Slaves Seek Freedom Emancipation Proclamation V.L: Step 1: Discussion of Context (with source, have students connect the content being studied) Step 2: Discussion of Skills (with source, have students discuss the message, evidence, and analysis that refers to specific elements of the visual) Step 3: Discussion of Visual Art (with source, discuss the visual elements of the source aka line and/or shape, color, positioning, orientation, motifs and/or symbols, point of view, value and importance as a piece of art) Step 4: Group Analysis Activity ( What do you see? - students discuss things they see within the source in groups. What does it mean? - Students work together to try to determine why the artist made certain design choices. What does it all mean? - Students works together to connect it all back to the focus question.) Step 5: Individual Writing Time (Taking on the role of an art curator, students must express the artists visual argument via a written modality. For each source, they must point out the important aspects of the painting, their meanings and how they all contribute to the overall focus question.) CA State Standards and HSS Frameworks Addressed: CA History-Social Science Content Standard: 8.9: Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence. 8.10: Students analyze the multiple causes, key events, and complex consequences of the Civil War : 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).!19

20 8.10.5: 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. HSS Framework: The Causes, Course, and Consequences of the Civil War: How was the United States transformed during the Civil War? How was slavery abolished through the Civil War? Common Core Reading Standards for Literacy in History/Social Studies and/or Writing Standards: RH1: Cite specific textual evidence to support analysis of primary and secondary sources. RH2: 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. RH5: Describe how a text presents information (e.g. sequentially, comparatively, causally) RH6: 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). RH7: Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH9: Analyze the relationship between a primary and secondary source on the same topic. Instructional Procedures: 1. Anticipatory Set 1. Project the second paragraph of the Emancipation Proclamation (Day 1). 1. Have students respond to two questions: 1. What is the message of the paragraph? 2. How do you think the South would react? 2. Students are to review with their groups their insight from the previous day activity (Day 2). 1. Have students number off Project the visual for the lesson (Day 3). 1. Have students complete I see, I feel, I wonder on their paper. 2. Perceived objective and purpose 1. The objective for this lesson is students will be able to analyze the Emancipation Proclamation from different perspectives and discuss the impact of the Proclamation on society. 2. The purpose of this lesson is to introduce Step 5 of Dingler s philosophy which is the individual writing time. 3. Input 1. Emancipation Proclamation (Day 1)!20

21 2. Visual: Library of Congress Prints and Photographs Division Washington, D.C USA 4. Modeling 1. Model appropriate group behavior while students are collaboratively building their perspectives (Day 1). 2. Model how a Socratic Seminar works by providing resources for students to utilize within their discussion (Day 2). 3. Model all steps 1-4 with students while analyzing the visual (Day 3). 5. Checking for Understanding 1. As students are working, periodically check in with students (Day 1 & 2). 2. Complete steps 1-4 with students (Day 3). 1. Monitors students as they are completing their individual writing. 6. Guided Practice 1. Students will work within their groups analyzing various components of the Emancipation Proclamation (Day 1). 1. To intensify the analyzation process, each group will be assigned a different ethic member of society during the Civil War (i.e. free blacks, Confederate soldiers, etc.).!21

22 2. They will work together to view the Emancipation Proclamation and its impact from the perspective that they were assigned. 2. Students will form mix groups from the different perspectives from the previous day (Day 2). 1. As new groups are created, each perspective is represented. As a new group, they will work together to share out how their perspective viewed the Emancipation Proclamation. 2. Students will role play within a Socratic Seminar setting discussing the impact of the Emancipation Proclamation on their perspective. 3. Students will review Steps 1-4 of visual argumentation (Day 3). 1. As a class, complete Step 1 (discussion of context). 2. In groups, review Step 2 (discussion of skills). 3. In partners, review Step 3 (discussion of visual art). 4. In groups, students will complete Step 4 (group analysis activity). 5. Individually, students will complete Step 5 (individual writing time) and respond to the focus question based upon the visual provided. In order to practice, students are going to write as if they are an art curator for the visual source. They must write a description in which they discuss the artistic elements and how that contributes to the overall message of the art 7. Independent Practice 1. Students will finalize their responses for homework. Closure: This is the first time that students are writing utilizing the visual source. It is imperative that students complete the writing in order to be a part of the review process the next day.!22

23 Lesson 6: Effects of the Civil War Focus Question: How did the Civil War impact different groups of Americans? Lesson Objective: Students will examine the effects of the Civil War on various social, economic, and political aspects. Major Topics: Effects of the War on Different Populations Massive Death and Destruction Caused by the War Long-term Consequences of the War V.L.: Step 1: Discussion of Context (with source, have students connect the content being studied) Step 2: Discussion of Skills (with source, have students discuss the message, evidence, and analysis that refers to specific elements of the visual) Step 3: Discussion of Visual Art (with source, discuss the visual elements of the source aka line and/or shape, color, positioning, orientation, motifs and/or symbols, point of view, value and importance as a piece of art) Step 4: Group Analysis Activity ( What do you see? - students discuss things they see within the source in groups. What does it mean? - Students work together to try to determine why the artist made certain design choices. What does it all mean? - Students works together to connect it all back to the focus question.) Step 5: Individual Writing Time (Taking on the role of an art curator, students must express the artists visual argument via a written modality. For each source, they must point out the important aspects of the painting, their meanings and how they all contribute to the overall focus question.) Step 6: Partnered Coding Activity (Students will work in partners and color code the three main components of their argumentation within their writing - evidence, analysis, thesis. Using their coded text, students engage in partnered discussions concerning the construction and content of their arguments.) CA State Standards and HSS Frameworks Addressed: CA History-Social Science Content Standard: 8.10: Students analyze the multiple causes, key events, and complex consequences of the Civil War.!23

24 8.10.5: 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 : Explain how the war affected combatants, civilians, the physical environment, and future warfare. HSS Framework: The Causes, Course, and Consequences of the Civil War: How was the United States transformed during the Civil War? How was slavery abolished through the Civil War? Common Core Reading Standards for Literacy in History/Social Studies and/or Writing Standards: RH2: 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. RH6: 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). RH7: Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Instructional Procedures: 1. Anticipatory Set 1. Students should complete a review of the causes of the Civil War from a cause and effect chart (Day 1). 2. None (Day 2). 3. I see, I feel, I wonder with the visual for this lesson (Day 3). 2. Perceived objective and purpose 1. The perceived object of this lesson is students will examine the effects of the Civil War on various social, economic, and political aspects. 2. The purpose of this lesson is for students to complete all Steps 1-5 and complete a partnered-coding activity (Step 6) to help reflect upon their individual writing. 3. Input 1. Effects of the war 2. Visual:!24

25 Sherman's march to the sea / drawn by F.O.C. Darley. Hartford, Conn. : J. P. Finch, c1883. cph 3c16520 //hdl.loc.gov/loc.pnp/cph.3c Modeling 1. Model how Cornell Notes are set up (Day 1). 2. Model the rotation of the stations and what is expected from each student (Day 2). 3. Model each appropriate step to assist students in their writing (Day 3). 5. Checking for Understanding 1. During notes, ask questions towards students (Day 1). 2. Circulate the room as students are working on their effects stations (Day 2). 3. As students are writing, interact with students to ensure progression (Day 3). 6. Guided Practice 1. Effects of the Civil War Cornell Notes (Day 1). 1. As a class, students will take notes on the political, social, and economic effects of the Civil war. 2. In pairs, students will develop study questions to assist in their future studying. 3. Individually, students will write their summary of the notes. 2. Effects of the Civil War stations activity (Day 2). 1. Students will work within their group to examine various social, political, and economic effects from different perspectives from the Civil War. 2. Students will complete a chart for each station. 3. Complete Steps 1-4 with students (Day 3). 1. As a class, review step 1 (Discussion of context) found within the source.!25

26 2. Within groups, have students determine what the message is and how that is found within the source (step 2 - Discussion of skills). 3. As partners, students will collaborate on various artistic elements found within the source (step 3 - discussion of visual art). 4. As groups, students will work together to analyze reasons why the artist chose specific design elements (step 4- group analysis activity). 5. Have students complete step 5 individually (individual writing time). Remember to have students take on the role of an art curator and they must showcase the artists message with reference to artistic elements and context. 6. Introduce Step 6 (partnered-coding activity). 1. Students should work with their partners and highlight each others writing. They are color-coding specific things they are looking for within their partners writing. If their partner finds evidence of claim, evidence, and analysis they will highlight it within the writing. 7. Independent Practice 1. Students will finalize their Cornell Notes (Day 1). 2. None (Day 2). 3. With their partners, students will collaborate with one another to improve their writing (Day 3). Closure: Students should take their individual writing and make appropriate corrections based upon the partnered-coding activity.!26

27 Lesson 7: Final Assessment: Focus Question: Was the Civil War a war for freedom? Lesson Objective: Students will formulate a three paragraph written response to the unit question that takes on an argumentative position that is clearly supported by three pieces of evidence and clear analysis. Major Topic: Assessing the Civil War as a war for freedom V.L.: Step 1: Discussion of Context (with the source, have students connect the content being studied) Step 2: Discussion of Skills (with source, have students discuss the message, evidence, and analysis that refers to specific elements of the visual) Step 3: Discussion of Visual Art (with source, discuss the visual elements of the source aka line and/or shape, color, positioning, orientation, motifs and/or symbols, point of view, value and importance as a piece of art) Step 4: Group Analysis Activity ( What do you see? - students discuss things they see within the source in groups. What does it mean? - Students work together to try to determine why the artist made certain design choices. What does it all mean? - Students works together to connect it all back to the focus question.) Step 5: Individual Writing Time (Taking on the role of an art curator, students must express the artists visual argument via a written modality. For each source, they must point out the important aspects of the painting, their meanings and how they all contribute to the overall focus question.) Step 6: Partnered Coding Activity (Students will work in partners and color code the three main components of their argumentation within their writing - evidence, analysis, thesis. Using their coded text, students engage in partnered discussions concerning the construction and content of their arguments.) Step 7: Debrief CA State Standards and HSS Framework Addressed: CA History-Social Science Content Standards: 8.10: Students analyze the multiple causes, key events, and complex consequences of the Civil War.!27

28 HSS Framework: The Causes, Course of, and Consequences of the Civil War Why was there a Civil War? How did the United States transform during the Civil War? How was the Civil War conducted military, politically, economically, and culturally? How was slavery abolished through the Civil War? Common Core Reading Standards for Literacy in History/Social Studies and/or Writing Standards: RH 1: Cite specific textual evidence to support analysis of primary and secondary sources. RH 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. RH 6: Identify aspects of a text that reveal an author s point of view or purpose. WHST 1: Write arguments focused on discipline-specific content. WHST 2: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Instructional Procedures: 1. Anticipatory Set 1. I See, I Feel, I Wonder - With the visual art provided (on screen), students will write down aspects of the art that they see, how it makes them feel, and anything that is unfamiliar or unknown to them. 2. Perceived objective and purpose 1. The purpose of this lesson is to test students on the knowledge they have gained throughout the Civil War unit. It is also to test if students have mastered the ability to connect evidence and analysis to a written claim through the use of a visual art as their evidence. 3. Input 1. Visual:!28

29 The outbreak of the rebellion in the United States 1861 Kimmel & Forster, lithographer New York : Published by Kimmel & Forster, 254 & 265 Canal St, c Modeling 1. Modeling has occurred throughout the unit for each step of the visual art analysis. Each previous lesson was designed to help students understand how to analyze a piece of art then link to their writing. 5. Checking for Understanding 1. Each step is designed for either teacher to group checking for understanding or peer to peer checking for understanding. 6. Guided Practice Step 1: Discussion of Context - Students will connect content to the visual art. They will write down any topic that had been addressed within the unit that is seen within the art. They will share their findings with a partner.!29

30 Step 2: Discussion of Skills - As a class, we will review the terms claim, evidence, and analysis. Claim refers to a students position on the question being asked. Evidence refers to the specific elements of the art; Analysis refers to the meaning of the evidence. Step 3: Discussion of Visual Art - Students will work with their partners to speak about visual aspects of the art. Some things they can talk about: Line and shape; color; size; scale; positioning; orientation; motifs and symbols; point of view. Step 4: Group Analysis Activity 1. What do you see? (Evidence) Students share their findings from step #3 to their group. As a group, they will fill in their individual organizer with at least 3 pieces of evidence. 2. What does it mean? (Analysis) As a group, students will take their findings from step #3 and explain what the evidence means. They will fill in their organizer. 3. What does it all mean? (Claim) As a group, students will formulate a thesis to the question being asked based on their evidence and analysis. They will fill in their organizer. 7. Independent Practice Step 5: Individual Writing Time 1. Utilizing their organizers, students will complete a first draft of their writing. To be finished for homework. Step 6: Partnered Coding Activity (Next day) 1. Students will select three colors to represent the three main components of argumentation. Claim, Evidence, Analysis 2. Using their coded texts, students work with their partners to check if they have all three elements within their writing. Closure: Step 7: Debriefing Session 1. What seems to be the artist s claim concerning our focus question? 2. What evidence does the artist use to craft their argument? 3. How does the evidence support the claim? 4. Are there other claims the artist could be making? 5. How does the artist s claim compare to your insights from other lessons geared towards our unit? Students will make final revisions.!30

31 Graphic Organizer: Was the Civil War a war for freedom? Multimodal connections Evidence #1 Evidence #2 Evidence #3 What do you see? What does it mean? What does it all mean? - Connect back to unit question. _J!31