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Technology Integration Unit

Technology Integration Unit






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    Technology Integration Unit Technology Integration Unit Document Transcript

    • Title of Unit Grade Level Civil War 8th Grade Curriculum Area Time Frame 2 weeks Georgia History Stage 1 – Identify Desired ResultsContent Standards:Georgia Performance Standards:SS8H6 The student will analyze the impact of the Civil War and Reconstruction on Georgiab. State the importance of key events of the Civil War; include Antietam, Emancipation Proclamation,Gettysburg, Chickamauga, the Union blockade of Georgia’s coast, Sherman’s Atlanta Campaign, Sherman’sMarch to the Sea, and AndersonvilleCivil Warc. Analyze the impact of Reconstruction on Georgia and other southern states, emphasizing Freedmen’s Bureau;sharecropping and tenant farming; Reconstruction plans; 13th, 14th, and 15th amendments to the constitution;Henry McNeal Turner and black legislators, and the Ku Klux Klan UnderstandingsStudents will understand that:*Key events led to angry and resentment in citizens of the United States and led to the beginning of the Civil War.*Conflict among a nation led to negative and positive changes.*The South’s economy changed after the Civil War.*Differences in military strategies affected the economies of the North and South.*Advantages of the North led to them winning the Civil War.*The citizens of the South were concerned that there way of life would change if they did not win the Civil War.*Decisions made by certain individuals affect the United States today.Related Misconceptions:*Slavery is the only reason that led to the Civil War.*Distinguish between the Northern and Southern states during the Civil War years. Essential QuestionsOverarching Questions: Topical Questions:*What might have happened if the South had *Which events of the Civil War made the won the Civil War? most difference in the result of the war?*How did the choices of Abraham Lincoln *How did the South’s economy affect their affect the United States? efforts throughout the Civil War? *How did the location of certain battles
    • affect the outcome of the battle? Knowledge and SkillsKnowledge SkillsStudents will know: Students will be able to:*The North won the Civil War. *Locate important battles of the Civil War.*The reasons why the North was at an *Compare and contrast the economic, social, advantage over the South at the and political factors that contributed to beginning of the Civil War. the Civil War.*The locations of specific battles that were *List and explain causes and effects of the fought in the Civil War. Civil War.*The reasons why Southerners felt they had to *Relate the standard, and essential questions go to war with the North. with the daily objectives, and* The reasons why Northerners felt they had to assignments. go to war with the South. *Understand the reasons why the North and*The new vocabulary terms for the unit. the South entered the Civil War. *Use the information learned to complete reflections, participate in discussions, and answer questions. *Use technology to create and find information.
    • Stage 2 – Evidence Performance Task(s)TASK 1: (Civil War Newspaper)Goal: The goal is to create a Civil War newspaper that informs its readers about important facts andinformation during this historic event.Role: You are a Civil War historian of a large war museum. You have been asked to create a Civil Warnewspaper that will be published by the museum.Audience: Your target audience is the visitors and subscribers to the museum.Situation: The context you find yourself in is to convince the public to visit the Civil War, attend themuseum’s Civil War re-enactments, and contribute funds to the historical museum.Product Performance and Purpose: You need to design a newspaper that will be appealing to thepublic and spark their interest in the Civil War. In groups of three, you will work together to create aCivil War newspaper. Your group members are able to use print and online resources to research andcreate the newspaper. Your group should take notes and develop a list of resources that you are using.Make sure to include sources for your graphics and photographs, also. Assign specific duties for eachmember of your group. At the completion, the newspaper must be typed. Each member should read andedit each part of the newspaper. Work with your group members and listen to their opinions. Show yournewspaper to family members to get their advice.Your group members and classmates will review the 5 W questions (Who? What? Where? When? andWhy?), and discuss helpful hints for preparing a quality newspaper.Other assignments will be assigned to assist your group members with completing the required articlesin the newspaper and with further understanding of the effects of the war. You will complete a map andgraphic organizer identifying the major battles of the Civil War, their dates, their winners, and theirimportance. Also, you will locate the battles on a map.Standards and Criteria for Success: Your product must meet the follow standards included in theCivil War newspaper rubric. The students will assess themselves by completing the Self-Assessment.The students will evaluate their team members efforts using the Peer Evaluation rubric
    • Performance Task(s) Rubric(s)Civil War Newspaper RubricGroup Members: ______________________________________________________
    • 3 2 0-1Your Score (30)TitleTitle present witha clear connectionto text.Title presentwithout aconnection to text.No titleSlavery StoryThe story usesaccurate historicalinformation andportrays anunderstanding ofslavery.Containsinaccuratehistoricalinformation orunderstanding ofslavery.Story inaccurateor not present.African AmericanSoldiers ArticleThe story usesaccurate historicalinformation andportrays anunderstanding ofwhy AfricanAmericans wereused on thechosen side.Containsinaccuratehistoricalinformation orunderstanding ofwhy AfricanAmericans wereused on thechosen side.Story inaccurateor not present.Soldier’s ArticleThe story usesaccurate historicalinformation andportrays anunderstanding ofthe soldier’splight.Containsinaccuratehistoricalinformation or
    • Stage 3: Plan Learning ExperiencesWeek 1 Activities:Monday –Opening: Introduce the Unit by leading a class discussion with the question: Have you ever had anargument with a friend or family member over an extremely important issue? When each one felt theirview was right and was not going to change their mind. The students will explain how the argumentaffected their friendship. A discussion will begin on the Civil War. The students will be informed thatthis is how the war began. People of the same nation had opposing views and each side felt their sidewas right. This opposition led to the Civil War. Sometimes, family members or friends were onopposing sides.Work Period: Introduce the Objectives and the Essential Questions for the UnitDistribute the Civil War Pre-Test Check the Pre-Test as a classClosing: Students will construct and complete the K & the W of a K-W-L Chart. It will be used toassess the student’s prior knowledge.____________________________________________________________________________________________________TuesdayOpening: The teacher will introduce the chapter by sharing the differences of the North and South thatcaused conflict between the two and led to the Civil War. The students will view the Civil War podcast.Students will take notes.Work Period: Students will read relevant Chapter 12, Section 1, pages 251-256, from Georgia:American Experience textbook to support the reasons that led to the Civil War. Students will take notesfrom the Section.Alternative Activity – Students in need of modifications will be given a copy of the notes.Closing:The students will complete “Exit Tickets” in their Journals. Today I learned _________________ I really understand _________________ I do not understand or need additional help with _________________The students will define Section 1 Key Terms, People and Places – to be completed at home.__________________________________________________________________________________________________________Wednesday –Opening: Using the Lecture notes, the students will complete a Graphic Organizer comparing andcontrasting the resources, population, and the military of the North and South at the beginning of theCivil War.
    • Work Period: Civil War Newspaper Project details, and rubric will be distributed and discussed as aclass. Student questions will be answered and due dates will be assigned. Samples of newspaperscreated by teacher or former students will be displayed and examined. The teacher will explain to theclass that the students will be given research time in class and time to work on the project in class,however, they will need to work at home also. Cooperative learning groups of 3-4 students will be giventhe project details so they are able to work on the project over the next couple of weeks as the materialfor the project is covered in class.Closing: Creative Writing prompt will be placed in the student’s journals. What are some benefits of the North winning the Civil War?________________________________________________________________________________________________________Thursday –Opening: Groups will be given pre-built newspaper templates. Students are given the opportunity to usethe templates or make their own.Work Period and Closing: Students will go to the Computer Lab to work on the Newspaper project.The teacher will assist the students with identifying appropriate methods to search using the Internet(i.e., search engines, search words, Boolean logic, etc.) Also, the teacher and the students will identifyappropriate resources, such as the Internet, encyclopedia, Galileo, newspapers, and personal interviews.______________________________________________________________________________Friday –Opening: Teacher will lecture and present information on Political Cartoons. Students will view thePolitical Cartoon podcast. The teacher will share different cartoons with the students. The studentswill learn the relevance and aspects of the different cartoons.Work Period: To show their comprehension, the students will complete the Cartoon AnalysisWorksheet. The students will choose a theme and create a sample political cartoon for their groupprojects.Closing: Students will share their cartoons.Week 2 Activities:Monday –Opening: Students will be given a quiz on the battles, people, and events of the Civil War. Chapter 12Quiz (short answer format)Alternate Activity – Modifications can be made for resource students. The quiz could be multiple choiceor made with less questions.Work Period: The teacher will share with the students Notes on Creating a Newspaper. The Notescontain “5 W Questions,” “Tips on Reporting,” and “Newspaper Layout.” A transparency will displaythe material.
    • Closing: Working alone, students will use the Notes on Creating a Newspaper to create samples ofcatchy headline titles.__________________________________________________________________________________________________________Tuesday –Opening and Work Period: With a partner, given a blank map of the United States in 1861, the studentswill begin a Map Activity. The pair will create a chart identifying the location, date, winner, andoutcome of major battles in the Civil War. On the blank outline map, the pairs will locate the Civil Warbattles on the map.Closing: Class will lead a class discussion by answering the Essential Question: How did the locationof certain battles affect the outcome of the battle?Students will revisit the K-W-L Chart started at the beginning of the Unit. The students will completethe L portion of the chart.______________________________________________________________________________Wednesday –Opening and Work Period: Groups will go to the computer lab and complete final revisions on theirnewspapers.Closing: The teacher will conference with each group to ensure comprehension, completion, andevaluation of the project._________________________________________________________________________________________________________Thursday –Opening and Work Period: Each group will exchange their newspaper with another group to evaluateand give feedback according to the Civil War Newspaper Rubric.Closing: Each group will be able to come back together to edit and revise their newspapers according tofeedback made. They will be able to reflect on the task and indicate where help is needed. Completefor homework.__________________________________________________________________________________________________________Friday –Opening and Work Period: Students will give feedback on Civil War Newspaper project. The studentswill complete Self-Assessments and Peer Evaluations of their group members using the rubrics providedby the teacher.Closing: Groups will present newspapers to their classmates.
    • Student Self-Assessment and ReflectionSelf-Assessments and Reflections - At the end of the Performance Task, the Graphic Organizer, andthe Chart the students complete self –assessments summarizing their efforts and learning of the projects.Self-Reflection:What did you do best in this project? What do you think you need to work on more?Write one sentence explaining what you learned from the project.What was the most interesting part of this project? What was the worst part?Peer Evaluation Rubric:Project Title __________________________________________Group Members _____________________________________________
    • 4 3 2 1On TaskConsistentlystays focusedon the taskand whatneeds to bedone.Focuses onthe task andwhat needs tobe done mostof the time.Focuses onthe task andwhat needs tobe donesome of thetime.Rarelyfocuses onthe task andwhat needs tobe done. Letsothers do thework.AttitudeAlways has apositiveattitude aboutthe task.Rarely iscritical of theproject or thework ofothers. Has apositiveattitude aboutthe task.Occasionallyis critical ofthe project orthe work ofothermembers ofthe group.Usually has apositiveattitude aboutthe task.Often iscritical of theproject or thework of other
    • Resources:www.georgiaoas.org/ - Georgia Online Assessment System/Testwww.gpb.org/georgiastories/ - Georgia Stories videoswww.archives.gov/education/lessons/.../cartoon_analysis_worksheet.pdf - National Archives Used for Political Cartoons informationhttp://www.georgiaencyclopedia.org/nge/Home.jsp - Civil War battles informationhttp://www.historyplace.com/civilwar/ - Civil War battleshttp://www.cagle.com/Georgia History textbook:Klein, Patricia. (2005). Georgia in the american experience. Evanston, IL: McDougal Littell. Chapters 1-3 http://www.classzone.com - Notes, activities, and quizzes from the textbook
    • Appendices Name __________________________ Date __________________________ Civil War Pre-Test 1. List the two opposing sides of the Civil War. _______________________ ______________________ 2. Name one reason the Civil War began. ______________________________________________ 3. Name at least one battle during the war. ______________________________________________ 4. Name one commander during the war. _______________________________________________ 5. Name one of the presidents during the war. _______________________________________________ 6. What is the Emancipation Proclamation? ______________________________________________ 7. What side won the war? _______________________________________________ 8. What was the location of the famous surrender at the end of the war? _______________________________________________
    • Chapter 12 Quiz Sections 1-3Complete the chart North or South President Capital Confederacy Union 1. In what year did the Civil War begin? 2. Where were the first shots of the Civil War fired? 3. What was the first major battle of the Civil War? 4. After which battle did the President give a speech at the cemetery to honor soldiers that fought during the battle? 5. Why was the war referred to as a “rich man’s war, but a poor’s man fight”? 6. Why was there a need for a draft? 7. Complete the sentence The Emancipation Proclamation made all slaves in the ____________ states “______________________.” 8. Why was the President able to do what he did?
    • 9. Why were the slaves in the North different? 10. Who were the 54th Massachusetts Volunteers? (Not only soldiers) Why were they significant? Notes on Creating a NewspaperPeople who read newspapers usually scan headlines, and images. Then, they read the articles thatinterest them first. So, a newspaper and its articles must get the readers attention quickly. Eacharticle should include the five W questions: Who?, What?, Where?, When?, and Why? Includinga quote or two lends authenticity to the article.Tips on Reporting –AudienceKeep in mind who will be reading your newspaper. Is your newspaper appealing to youraudience?AccuracyBe sure the facts are correct.ResearchComplete any background research on the story topic and check the facts to be sure they areaccurate.ImagesThink about the images you want to use in your newspaper ahead of time. Make sure yourimages are of good quality, will draw attention, and convey the story.WritingMake sure to answer the five Ws. Ensure that your newspaper is appealing to others and grabsreader’s attention. Have your family and friends read the newspaper when finished.Newspaper Layout –Headline News: Top priority articles are near the front (1-2 pages). These are typically of highinterest to your entire audience of readers.Feature Articles: Stories about topics or events that are of interest to a certain group of readers.They are usually grouped into sections.Pictures or graphics: The image should always appear with the story being told. A caption can beincluded but is not mandatory.
    • Cartoon Analysis WorksheetVisuals Words (not all cartoons include words) 1. List the objects or people you see in the 1. Identify the cartoon caption and/or title. cartoon. 2. Locate three words or phrases used by the cartoonist to identify objects or people within the cartoon. 3. Record any important dates or numbers that appear in the cartoon.Visuals Words 2. Which of the objects on your list are 4. Which words or phrases in the cartoon symbols? appear to be the most significant? Why do 3. What do you think each symbol means? you think so? 5. List adjectives that describe the emotions portrayed in the cartoon. A. Describe the action taking place in the cartoon. B. Explain how the words in the cartoon clarify the symbols. C. Explain the message of the cartoon. D. What special interest groups would agree/disagree with the cartoons message? Why?
    • Name ______________________________ K-W-L Chart What I Know About What I Want to Know What I Learned About The Civil War About The Civil War The Civil War (list at least 5 items with an explanation)
    • Name ______________________________Graphic Organizer Compare and contrast the North and South at the beginning of the Civil War. Complete the following chart by filling in the population, military, economies, and resources of the North and South entering into the war. North South Population Military Economy Resources