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Lesson |
Whole-Class Components |
Differentiated Components |
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Lesson 1
Introduction
4 class periods |
Discussion
introducing the unit and the unit concept of Conflict. (15
– 20 minutes) |
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Examination
and discussion of maps showing the geographical differences of the United
States in 1850. (10
minutes) |
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Pre-assessment (15
minutes) |
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Self-selected
assignment based on multiple intelligences. (2
class periods) |
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Sharing
of products (30
minutes) |
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Introduction
and preliminary work on Independent Project assignment. (15
minutes) |
Students
select a research topic during the Civil War based on interest. |
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Review
of background information on the sectionalism of the United States prior to
the Civil War. (45
minutes) |
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Text
assignment on regional differences with reading buddies at a similar reading
level. (15
minutes) |
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Think-Pair-Share Discussion
of regional differences discovered during readings. (10 – 20 minutes) |
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Independent
Research Project work (10
– 20 minutes) |
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Complex
instruction activity based on learning profile and readiness. (50
– 80 minutes) |
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Assessment
based on readiness. (10
– 15 minutes) |
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Reading
homework (15
minutes) |
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Lesson
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Whole-Class Component |
Differentiated Component |
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Lesson 3
“A
Conflict of Rights” 4 class
periods |
Review of background
information of the treatment of African Americans in the North and South
prior to the Civil War. (1 class period) |
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Oral reading selection. (15 minutes) |
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“A Conflict of
Rights” performance task with products based on multiple intelligences. (45 – 80 minutes) |
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Sharing of products –
museum style. (15 – 30 minutes) |
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Independent Research
Project work. (1 class period) |
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Lesson
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Whole-Class Component |
Differentiated Component |
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Lesson 4
“Profiling
an Important Individual” 7 –
8 class periods |
Discussion of important
individuals in the Civil War. (1 class period) |
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Learning Station assignment
based on reading ability. (3 class periods) |
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“Profile of an
Important Individual” Tiered performance task And Student self-assessment. (1 class period) |
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2-minute Oral presentations And Class vote on Important
Individual. (1 – 2 class periods) |
Video tape option |
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Independent Research
Product work. (15 – 30 minutes) |
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Homework assignment: Complete rough draft of how
Independent Research Project Power Point will look. |
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Lesson
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Whole-Class Component |
Differentiated Component |
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Lesson 5
“Significant
Events” 6 class
periods |
Discussion of the major
events of the Civil War. (1 class period) |
Note-taking timeline based
on ability/readiness. |
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Reading of Primary Resource
Documents (15 minutes) |
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Think-Pair-Share On event. (30 minutes) |
Pairs are of different
reading abilities. |
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Review of major events. (10 minutes) |
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“An Event of Historical
Importance” Tiered performance task And Student self-assessment. (3 class periods) |
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Presentation of products And Peer assessment. (1 class period) |
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Lesson
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Whole-Class Component |
Differentiated Component |
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Lesson 6
“Sharing
what we Learned” 3 class
periods |
Independent Research
Product: Input Power Point (1 class period) |
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Independent Research
Product: Polish Power Point And Student self-assessment. (1 class period) |
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Presentation of Independent
Research Products – Museum style And Peer assessment. (1 class period) |
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Lesson
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Whole-class Component |
Differentiated Component |
Lesson 7
“Put
it Together” 2 class
periods |
Review of the Civil War (1 class period) |
Note-taking review sheet
based in ability. |
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Final Assessment (1 class period) |
Assessment based on
ability. |
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Lesson 1
Introduction
4 class periods |
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Lesson Sequence and Description
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Teacher Commentary |
- Discussion introducing the unit and the unit concept
of Conflict.
Begin with a group discussion about
conflict using the following types of
questions:
Who has ever had a conflict
before? Why? Why do people
have
conflicts? What are some
reasons for conflicts?
Were you
able to resolve your conflict?
How? If someone started
to have
a conflict – what advice would you give
them to help resolve their
conflict?
Introduce the study of the Civil War
into the discussion of conflict by
asking the following types of
questions:
Why might parts of a country
have conflicts with another part?
Allow students to discuss what they
already know about the Civil War,
encourage them to ask questions. |
In the beginning of the
unit, I like to introduce the students to the unit concept of Conflict by
having them discuss how and why conflicts occur. I want the students to see the relationship between the
concept and their lives. As the discussion
continues, I listen for student prior knowledge and gaps in knowledge. |
* Before the discussion, have students make a
shutter fold foldable to take notes on the geographical differences and
similarities of the Northern and Southern regions of the United States.
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Foldables help the
student organize their information as they are taking notes. |
- Examination and discussion of
maps.
Distribute maps of the
United States prior to
the Civil War that shows the
geographical differences of the country. Ask
students:
What differences do you see in
regions of the United States?
Since
the regions are different – how do you
think the people used the land?
What
are the advantages of the regions?
What are the disadvantages? |
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- Pre-assessment.
Students will respond in writing to the
following question:
“Why do you think the Civil War
happened?”
Students may also illustrate their
ideas. |
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- Student selected
assignment based on
multiple
intelligences.
Students
will select one of the
following Options:
Option 1 – Spatial Intelligence :
Think of all of the conflicts in your
life, make a list. Which
conflict
was the hardest to resolve?
Why?
Develop an original way to share
this with the class.
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Student selected
assignments are a great benefit for the student. They allow the student to pick the assignment that they
are comfortable with completing. |
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Option 2 – Verbal/Linguistic
Intelligence and Interpersonal
Intelligence :
Create an interview protocol about
conflicts and resolutions.
What are
some important questions to
ask people about their conflicts?
Be ready to explain why you choose
to ask these questions.
Use Microsoft Word to document. Option
3 – Logical/Mathematical
Intelligence :
Create and conduct a survey on
conflicts. You may want
to ask how
many conflicts they have had
today, etc . . . Survey your
classmates and graph your results.
Use Microsoft Excel for making
your survey.
Option 4 – Visual/Spatial
Intelligence and Verbal/Linguistic
Intelligence :
How do you resolve conflicts?
Use
Inspiration software to visually
show the conflict/resolution
process. Be prepared to
explain.
Students must complete a self- assessment of their product. |
I believe that it is
very important for students to self-assess their work when they have finished
their product. Not only does this
give them closure to their product, but it also allows them to explain things
they would have changed in their products if they had more time, more
resources, etc . . . |
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- Sharing of products. At this
time, the students share their products with other students, museum
style. Students
will fill out peer assessment
forms on their way through the
“museum”.
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Peer assessment of
products is important because it allows the student to look at other works
and gain another perspective. |
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Introduction and preliminary work on
Independent Research Products.
Students select any topic from the time
of the Civil War to research.
Teacher must approve research topic.
Students will work on the project mainly
during class time throughout the unit.
After the topic has been approved, the
student must sign an Independent
Research Project contract, which has all
requirements of the project, the
timeline of when particular aspects of the
project are due. The student
should also
be given the rubric and the student
self-assessment sheet at this time. (For more
information on the I.R.P.
folder, please see the material list). |
The Independent Research
Project allows the student to delve into an area that interests them. It also serves as an anchor activity
for students to work on when they have completed individual and group work
throughout the unit. In
order to make sure students keep to the timeline, I make a checklist that
includes a column for name, topic, and questions. |
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Lesson 2 “The Division of a Nation” 4 class periods |
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Lesson Sequence and Description |
Teacher Commentary |
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* Before the review,
have students make a flap layered-look Book foldable to take notes on the
causes of the Civil War. |
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- Review of background information on the sectionalism of the
United States prior to the Civil War. At this
time, review with students the
differences between the northern and southern
states at this time. Include
agricultural/manufacturing differences, the
slavery issue, and economy. |
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- Text assignments on regional differences with reading
buddies at a similar reading level. Use Primary Resource documents and
reading level appropriate books for the
readings. |
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- Think-Pair-Share.
After the text assignments have been
read with reading buddies, have the
students combine with another pair of
students who read about the same issue
(not necessarily at the same reading level). Next, the groups will compare what they
discovered. Finally, the groups
will discuss with the class on their
discoveries. |
Think-Pair-Share is an
excellent way for a class to gain knowledge on various topics in a short amount
of time. |
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- Work on Independent Research Projects. At this
time, students should already have their
topics approved and should be
formulating their questions that they will
research. Students must
have their
questions approved within two days. |
When students have their
topic approved, I check it off on my checklist, I do the same thing when they
get approval for their questions. |
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- Complex Instruction activity based on learning profile
and readiness.
Students may select which task card
they wish to complete.
Task card # 1:
Write a newspaper article on John
Brown after reading “John Brown at
the Gallows”.
Task card # 2:
Make an argument on behalf of Dred
Scott before the United States
Supreme Court after reading “Dred
Scott v. Sanford”.
Task card # 3:
Make a graphic organizer that
depicts the Compromise of 1850 and
how it affected the United States
after reading how Thomas
Jefferson felt about the Missouri
Compromise of 1820 in “On the | |