Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Annika Staal Date 09/17/2018

Subject/ Topic/ Theme Emancipation Proclamation Grade ____Sophomores ______

I. Objectives
How does this lesson connect to the unit plan?
This will connect to the unit as the Emancipation Proclamation was a pivotal moment, affecting the outcome, the motivation for war, foreign relations, and changed
the lives of millions of people
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
 Read and understand the Emancipation Proclamation RU
 Understand the reasons why Lincoln wrote it U An
 Create a newspaper article for 1 of 4 audiences (north, south, free black, Europe) R U Ap C
 Analyze the effect that it had politically, socially, and over time (think present day) U An E
Common Core standards (or GLCEs if not available in Common Core) addressed: actually write out the standard, not just the
number
- APUSH Key Concept 5.3.IB: Lincoln changes the Union’s motivation for the war, reframing it as a fight to end slavery, leading to Southern loss of
diplomatic status and freed slaves fighting for the Union
- F1.2 Using the American Revolution, the creation and adoption of the Constitution, and the Civil War as touchstones, develop an argument/narrative about
the changing character of American political society and the roles of key individuals across cultures in prompting/supporting the change by discussing: the
development of governmental roles in American life • and competing views of the responsibilities of governments (federal, state, and local) • changes in
suffrage qualifications
- F2. 1: major changes in Foreign Affairs marked by such events as the War of 1812, the Mexican-American War, and foreign relations during the Civil War
- 6.3.3: efforts to expand and restrict the practices of democracy as reflected in post-Civil War struggles of African Americans and immigrants
- 2.1.4: Explain challenges and modifications to American constitutional government as a result of significant historical events such as the American
Revolution, the Civil War, expansion of suffrage, the Great Depression, and the civil rights movement.
- 3.2.5: Analyze the role of subsequent amendments to the Constitution in extending or limiting the power of government, including the Civil
War/Reconstruction Amendments and those expanding suffrage.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create = taxonomy levels*

II. Before you start

Identify prerequisite
knowledge and skills.
Outline assessment
activities
(applicable to this lesson)
How do we reach all kids?
What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
They must have read pgs 275-276 of Chapter 14 in their APUSH textbook in order to have the
contextual information. They should also have an understanding of American sectionalism, and the
motivations preceding the Civil War (covered in previous units), and Southern slavery, and have an
active knowledge of social media
Pre-assessment (for learning):
Do they know the words “emancipation” and “proclamation”
Formative (for learning): what you’re doing while you’re teaching to see if the students get it
Ask for questions, do word recognition (emancipation and proclamation are big words)
Formative (as learning):
What are they writing down, how much were they able to explain themselves
Summative (of learning):
Later chapter test
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
Engagement Representation and Expression
Provide options for self-regulation- Provide options for Provide options for executive
expectations, personal skills and comprehension- activate, apply & functions- coordinate short & long-
strategies, self-assessment & highlight term goals, monitor progress, and
reflection - Filling out the T-Chart as modify strategies
- It’s a creative project that a class will give students - I will be walking around
allows them to express better comprehension assisting the entire time
how they understood - Modern day mode of
expression is easier to
understand

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 Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language - T-Chart notes
- They will be allowed - We will go over what the - Creative writing
to work with other words “emancipation assignment
students when doing proclamation” mean
the document analysis
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats - Using modern day - Large group work as well
- Creative writing medium of information as individual work
assignment output
- I will be walking around
assisting them
- They won’t have to
present these
Materials-what materials - Primary source printouts
(books, handouts, etc) do - Textbooks
you need for this lesson - Specific worksheet to fill out T-Chart and explanation
and are they ready to use? - Blank paper to draw their own social media proclamation

Left the chairs and desks as normal (for the creative writing)
How will your classroom
be set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
10 - Introduce the topic and goals for the - Look over instructions
min Motivation lesson - Ask any questions
(opening/ - Hand out worksheet
introduction/ - Give directions
engagement) - Take any questions
- Go over vocab “emancipation” and
“proclamation”

45min - Read Emancipation Proclamation aloud - Read Emancipation Proclamation along

- Examine main ideas with teacher
- Ask students why they think Lincoln - Using prior knowledge, examine the
made this proclamation multiple reasons this happened
- Go over the significant ways this changed - Speculate on the effects this will have
the war - Fill out the T-Chart as a class
Development
(the largest
component or
- Assist students application of information - Create a “modern media” reaction to the
main body of
in creative writing Emancipation Proclamation (newspaper,
the lesson)
online blog, YouTube script, Buzzfeed
news, CNN broadcast) for 1 of 4
audiences (north, south, free black,
Europe)
- Explain why they chose the title, content,
who the audience is, how it’s specific to
that audience

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5 min - Collect papers to give participation grade - Turn in paper
Closure
- Show the class if there’s time
(conclusion,
culmination,
wrap-up)

Your reflection about the lesson, including evidence(s) of student learnig and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

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