Individual Lesson Plan: Lesson # 3

Name of Lesson: Emancipation Proclamation and the 13th Amendment Teacher: Ismael Ruiz Class/Grade: 8th Grade US History Purpose: This lesson explores some important policies and laws that were passed
during the Civil War that had a strong effect on the course of the war. The Emancipation Proclamation and the 13th Amendment affected the US in many ways and aided in the result of the Civil War.

Date: May 12, 2013

Standard:
HCPS SS.8.3.12 - Explain how the key issues and events after the Mexican War relate to the outbreak of the Civil War HCPS SS.8.3.15 - Explain the impact of the Civil War on African Americans

Essential Question(s) that drives this lesson:

How do policies like the Emancipation Proclamation and the 13th Amendment
affect the Civil War and the lives of African Americans and the rest of society?

Measurable/Observable Student Objectives:

1. Students will be able to explain the purpose of the emancipation proclamation of 1863.

Assessments that match objectives & instruction:

1. Students will compose one sentence explaining the emancipation proclamation using the following words in the same sentence: Lincoln, Commander in Chief, Freedom, slaves, Border States, exception. 2. Students will color a map outlining the states that were affected by the emancipation proclamation shaded in one color. Then the students will use a different color to shade union states and a different color to shade Border States.

2. Students will be able to identify the states that were affected by the Emancipation Proclamation.

3. Students will be able to explain the difference between the Emancipation Proclamation and the 13th Amendment

4. Students will be able to analyze the effects that the abolition of slavery in the US had on US citizenship, politics, military, economics, and international relations. 5. Students will be able to explain how the abolition of slavery opened doors to future rights of African Americans and other groups

3. Students will fill in a graphic organizer explaining who passed each law, what the law did, where the law took effect, what the effect the law had on the Civil War, and any controversies that resulted from it. 4. Students will work in groups on a Google Docs Presentation about how the abolition of slavery affected the US across the different spectrums of economics, military, politics, citizenship, and international relations. 5. Students will complete an online reflection that addresses the effect that the abolition of slavery had on African Americans in the US.

Instructional strategies to guide inquiry & generate evidence

Day 1: Engage (10 minutes) Students will see this video about the Emancipation Proclamation: http://www.youtube.com/watch?v=SUVkXthLz4w Students will then write down facts from the video that they saw in the Lincoln Movie the previous classes. There will be short discussion on the video and recap of the movie to activate prior knowledge. Explore (20 minutes) Students then have to complete a map shading it with different colors as they apply to the confederate, union, and Border States. The teacher will then ask which states are affected by the emancipation proclamation and why were those states chosen. Students will then read about the 13th Amendment. Explain (30minutes) Students will then work in pairs to fill out a graphic organizer explaining the process and main similarities & differences of the Emancipation Proclamation and the 13th Amendment. They may use their textbook or the web for resources. Teacher will then collect this. Students will then have to group into four groups and create a Google Doc PPT presentation to explain how the abolition of slavery affected the US.

o Each group is assigned on of the following topics to explore: citizenship (of whites and blacks in the US), politics, military (African Americans and their role as soldiers in the Civil War), economics, and international relations. o Students must research these and create a slide to the class what they found on these topics. o The groups must select a reporter to present to the class when their slide comes up o They will present on the next day Day 2: Explain (40 Minutes) The students have 20 more minutes to work on their presentation. Google Docs must be finalized. The teacher must offer feedback on each slide as the students work so that they ensure that the slides are correct (20 mins.) Teacher will scroll though their presentation on the next day and hear their explanations as each groups slides come up and will grade their presentation. o When the groups slide comes up, the reporter must stand in front of the room and present the slide. o After each slide, the students and teachers may ask follow-up questions. Extend (20 minutes) Students will blog about how the Abolition of Slavery may open doors to future civil rights movements. They must use evidence to support their claims. o After that the students will comment on two other students posts. At the end of class, the teacher may have the students discuss their posts. Evaluate (throughout the lesson) Students will turn in their Graphic Organizers (previous day), maps (previous day), and PPT Presentations for a grade. The teacher will also monitor the online blog.

Materials/Set-Up/Safety
1. 2. 3. 4. 5. 6. Computer and projector Blank maps of the US Reading resources for the students (text or other) Graphic Organizer about the Emancipation Proclamation and 13th Amendment Google Doc shared with the class (online) Online Blog set up (online)

Special Management Considerations

1. Students will be individually seated for the first part, then they will be paired, and then they will be in four larger groups a. Teacher must explain clearly how to transition from one stage to the next (wither by counting or free choice, etc. 2. Collective Google Doc presentation.

a. Since the entire class will be presenting the same information, each group must select a reporter and have him/her ready when their slide comes up. 3. Sense of Urgency: When the teacher transitions, he or she must be adamant about being timely, if transitions take too much time, the students will have to do the blogs entirely for homework and will not be able to do it in class.

Accommodations/Differentiation for special needs, advanced and English language learners

1. Differentiation will be applied on a case by case when it comes to special needs a. Engage: Students will be able to see the video on their own computer with headphones b. Explore: Student will be allowed to work in pairs with another student if necessary c. Explain: Teacher will monitor the group the student is in and make sure that the student has a task. Particularly, the teacher should make sure the group asks the student to research one question and include that answer in the slide. d. Extend: Teacher will read the prompt to the student out loud while the others work. Teacher may ask the student to read other students responses out loud (to the teacher not to the class) and discuss the other students responses with a teacher. 2. Advanced students will be given more leadership roles in their group-work. Teacher may have a set of resources that are more advanced for them to explore when they do group work. Teacher may ask them to proof-read and correct the other group members information. 3. English language learners will be monitored closely. After a teacher explains the instruction, the teacher must ask the student to repeat the instruction back.