FRIT 7737: Practicum in School Library Media Centers Instructional Partner Stage 3, Understanding by Design Fall 2011 Path

Finder: https://sites.google.com/site/ttuckercivilwar/

I am working with Mrs. French at Euchee Creek Elementary School. She is a fifth grade Social Studies teacher. She wanted to do a unit on the Civil War because it is one of the biggest units in fifth grade. She wanted to key in on some areas of weakness before we started the lesson. According to the CRCT, the students did not score well on summarizing, paraphrasing, citing references, and research. We gave an assessment before we started the lesson to assess prior knowledge. After the assessment, we use a number of online tools to teach the skills.

Title Title of Unit: of Civil War/ Museum box Unit

Standards:

Grade Level

5th

SS5H1The student will explain the causes, major events, and consequences of the Civil War.
a. Identify Uncle Toms Cabin and John Browns raid on Harpers Ferry and explains how each of these events was related to the Civil War. b. Discuss how the issues of states rights and slavery increased tensions between the North and South. c. Identify major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Shermans March to the Sea, and Appomattox Court House. d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, and Jefferson Davis. e. Describe the effects of war on the North and South.

SS5G1The student will locate important places in the United States.

b. Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.

21 st Century Standards:
1.1.3Respect copyright/ intellectual property rights of creators and producers. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursing inquiry. 1.3.3Follow ethical and legal guidelines in gathering and using information. 1.16Read, view, and listen for information presented in any format (e. g., textual, visual, media, digital) in order to make inferences and gather meaning.

Understanding: Students will understand that: peoples ideas and feelings influence their decisions. Conflict causes change What people, groups, and institutions say and do can help or harm others whether they mean to or not Where people live matters Essential Questions: Overarching Questions: How do the beliefs and ideals of a society influence the social, political, and economic decisions of that society? How do the beliefs of the North compare to the beliefs of the South? How did John Browns beliefs and ideals influence his actions? Why did the beliefs of states rights cause conflict between the North and South? Why did slavery increase tension between the North and South? How does conflict lead to change within societies? How did conflict between the North and South create change? Why was the Atlanta Campaign and Shermans March to the Sea important to the Norths plan to win the Civil War? Topical Questions: Did the attack at Fort Sumter create conflict between North and South? Why? Did Shermans March to the Sea change the Souths plan? How? Did the conflict at Appomattox Court house change the course of the war? Why was the Battle of Gettysburg a turning point in the conflict?

Stage 3: plan Learning Experiences

Week 1 1. For the next three weeks you will learn how to paraphrase, summarize, cite references, insert pictures and text, and build a museum box. You will also learn and understand the causes and events of the Civil War. You will use the theme of beliefs and ideals to understand the issues surrounding slavery and states rights. You will learn and understand the roles of key leaders in the Civil War. W 2. Give a quiz over paraphrasing, summarizing, citing references and evaluating information to assess prior knowledge. The assessment and use it to focus on the areas of deficiency. E 3. The teacher will focus on task definition and information-seeking strategies from big6 with the students. She will discuss each step under each sub-topic with the students. The teacher will demonstrate the process on the promethean board. E 4. The students will be able to tell what they need to find and how to locate it. E, R 5. The teacher will focus on Location and access and use of information strategies from big6 with the students. She will discuss each step under each sub-topic with the students. The teacher will discuss and demonstrate the process on the promethean board. E 6. The students will work with a partner locating information about the Civil War. The teacher will walk around to observe for accuracy and understanding. E, R 7. The teacher will focus on synthesis and evaluation strategies from big6. The teacher will discuss each sub-topic with the students. She will also demonstrate the process on the promethean board. E 8. The students will demonstrate comprehension by locating a Civil War Leader and his/her contribution to the War. E, T 9. The students will watch a Brain Pop video about paraphrasing, summarizing, and citing references. T 10. The teacher will use the big6 to teach citing sources and show samples on works cited. She will also demonstrate how to cite resources correctly using the promethean board. E 11. The students will work with their partner citing sources. The teacher will walk around to check for accuracy and understanding. E, T Week 2 1. The teacher will use nettrekker to teach paraphrasing. The teacher will also demonstrate how to paraphrase with paragraphs. E 2. The students will work with a partner paraphrasing short paragraphs. The teacher will check for accuracy and understanding. E, 3. The teacher will introduce the Civil War. She will explain the causes, major events, and consequences of the Civil War. She will also discuss slavery and the beliefs of the North and the South. E 4. The teacher will discuss Uncle Toms Cabin and John Browns raid on Harpers Ferry and explains how each of these events was related to the Civil War. E 5. The teacher and the students will have an open discussion about the Civil War, the major causes, major events, and slavery. 6. The teacher will have an open discuss about how the issues of states rights and slavery increased tensions between the North and South. E 7. The teacher will have an open discuss about the major battles and campaigns: Fort Sumter, Gettysburg, the Atlanta Campaign, Shermans March to the Sea, and Appomattox Court House. 8. The students will work in groups and summarize one of the battles. The teacher will check for accuracy. E 9. The students will watch a video from Brain Pop on the Civil War. T 10. The teacher will help the students locate important physical features; include the Grand Canyon, Salton Sea, Great Salt Lake, and Mojave Desert on a map. She will discuss how the features impacted the

war. T, E 11. The students will work with a partner to locate the important features on a map. E Week 3 1. The teacher will introduce the museum box. She will demonstrate how to complete the box on the promethean board. She will also explain what information she wants on the box. The teacher will provide a rubric of what is required on the museum box. E 2. The students and the teacher will return to the computer lab, so the students can work on putting information on their museum boxes. The teacher will walk around to each student providing feedback and observing their progress. E, R, E-2 3. The teacher will meet with each student one on one to check finished museum boxes and to provide feedback for last minute changes. E 4. The students will present their museum boxes to their classmates and teacher. T, O 5. The students will self and peer assess using a rubric provided by the teacher. E-2

Notes to the Instructor The students will self and peer assess with the rubric provided by the teacher. The students have been instructed to be fair to their classmates. The rubrics are aligned with the final product and the presentation. Students will provide some constructive feedback to their classmates. The will also selfassess regarding their writing skills and creativity.

Materials:
Text book Computer lab https://sites.google.com/site/ttuckercivilwar/ http://www.nettrekker.com/us http://www.brainpop.com/ http://www.easybib.com/ http://www.noodletools.com/

References
Richmond County Board of Education. Social Studies Department. Retrieved from: http://www.rcboe.org/site_res_view_folder.aspx?id=6ff50ecb-ff83-4a82-a563-df0c40c8dd49 Wiggins, G & McTighe, J., (2005). Understanding by Design; Expanded (2nd Ed.) Alexandria, VA