S+Robinson,+Sarah

Office: Seattle Grace 222 Office Phone: (207) 461-5112 Office Hours:****Wednesday 2:30 - 4:30** ** E-mail: ** sarah.robinson@maine.edu
 * Teacher: Ms. Robinson

=Summary of Unit= In this unit students will learn about the Civil War and Reconstruction period in various ways. First students will learn about the many reasons for the start of the Civil war, how the Civil War's outcome impacted the U.S. greatly, and what obstacles did the Reconstruction period bring to the U.S. Students will learn about various vocabulary words that will help them build on their knowledge of the Civil War and Reconstruction period. The students will be expected to do many projects that will test their knowledge on the Civil War and Reconstruction, which include: jeopardy, blog, comic life, imovie, WebQuest, and Garage Band. By the end of this unit every student should be very comfortable in presenting their project to the class because they will be very knowledgeable on the Civil War and Reconstruction through the process of making the projects.

=Establish Goals= Maine Learning Results: Social Studies - E. History E1 Historical Knowledge, concepts, themes and patterns Grade 9 - Diploma "Civil War and Reconstruction 1850-1877" Students understand major eras, major enduring themes and historic influences in the United States and World history including the roots of democratic philosophy, ideals and institutions in the world.

= = =Students will understand that= • the Civil War was started for many reasons. • the Civil War's outcome impacted the U.S. greatly. • the Reconstruction period involved many obstacles for the U.S..

= = =Essential Questions= • Why did the Civil War start? • How did the Civil War impact the U.S.? • Why did the U.S. face obstacles during the Reconstruction period?

= = =Students will know= • __Vocabulary__: Slavery, Union States, Confederate States, abolitionist, and reconstruction. • __Important Events and People__: Abraham Lincoln, Jefferson Davis, Gettysburg Address. • __Key Factual information__: Major battles, assassination of Lincoln, Emancipation Proclamation.

= = =Students will be able to= • justify the many reasons for the start of the Civil War. • evaluate the obstacles faced by the U.S. during Reconstruction. • decide why the Civil War's outcome impacted the U.S. so greatly. • compare and contrast the many reasons for the start of the Civil War. • consider how the obstacles faced by the U.S. during Reconstruction impacted the U.S. economy. • realize just how important the Civil War was to the Future of the U.S..

**Performance Task Overview** As you and your group of friends are leaving school, a black van pulls up and your history teacher Mr. Sankey asks you to come with him. As the black van speeds through the streets, Mr. Sankey explains to you that the historical Harper's Magazine is trying to revive itself with the historical and news community. Through recent surveys and tests it has been brought to the magazine's attention that not enough or barely any of today's Americans realize that the Civil War was started for many reasons, and not just because of slavery. Mr. Sankey then explains that if you and your group of friends are ready for a challenge then you will be competing with four other groups for the best article of the month for the online Harper's Magazine. Mr. Saneky further explains that you will be traveling in a newly invented time machine back to the Civil War era, and will be given a cause for the Civil War, and either a Northern or Southern perspective on that certain cause. You maybe wondering what the prize is for the best article of the month for the online Harper's Magazine. If your group's article wins, then the editor of Harper's Magazine Ellen Rosenbush will select your article to be in the actual online Harper's Magazine. You will be given all the tools you need to make an online article for the magazine, so good luck, and do your best because this could be the start for a whole new career.

=Expectations= Every student will be expected to complete all assignments on time. Although I understand that life does get in the way at times, therefore students will need to talk to me prior to class for other arrangements. Every student will have a chance to redo their work until their work is to their best ability. Although every student must take the time to care about their assignments and grades, and take the initiative to redo their own work.
 * __//Assignments//__**

//**__Attendance and Participation__**// Students are expected to come to every class. There are obviously reasons that can be accepted for missing class, such as a illness, family emergency, an appointment, death of a loved one, and many others. Students will be expected to talk to me for their reason for missing class, and if they feel uncomfortable talking about it they can email me. In this cases my email is sarah.robinson@maine.edu. Attendance and participation will be apart of the students grade, so being in class is important to the students grade. Upon missing class students will be expected to make up the missed work, and for this they can see me anytime before or after class.

__//**Academic Integrity**//__ Academic Integrity is very important to having a good classroom atmosphere because every student and teacher can be trusted with their words. Students should refrain from copying and pasting directly from any source whether it be the internet, book, or newspaper. If you feel the need to copy some source then you should cite the source. If students have any questions on how to cite a source then the students should ask me. =Benchmarks= A list of assignments has been created that the students will have to complete throughout the unit. Each assignment has been given it's own point value. All points earned by the student throughout the semester will be combined and the final grade will be a percentage of the total points earned out of **75****0.**

Students will complete a short pre-assessment that will ask the students some simple question on the Civil War and Reconstruction period. These answers will help me assess how much the students know and if I have to adjust my unit to the prior knowledge of my students. This pre-assessment will help shape the lessons of the unit so students are sure to learn all that is needed to understand the unit.
 * __Pre-assessment (25 points)__**

Students will be asked to keep all of their assignments in a portfolio. By doing this students will be able to have all their information organized so it will be easier to use when doing their unit project. Also having this portfolio students will be able to keep track of their own grades so they will know where they stand.
 * __Portfolio (50 points)__**


 * __Cooperative Learning (25 points)__**
 * Through the year and every unit students will be asked to take part in a serious of cooperative learning exercise. These cooperative learning exercise will help students understand information in various ways, and it will also help students build on what projects they are working towards. Some examples of the cooperative learning exercises they will be used are team pair solo, partners, jigsaw, think-pair-share, and round robin brainstorming.

__imovie (75 point)__** Students will be asked to make an imovie that will show how the future of the U.S. was impacted by the Civil War. The students will be placed into groups to make this imovie. In order to make this imovie, students will first take part into think-pair-share where they will research how the Civil War impacted the future of the U.S., by using the links and resources provided. Students will have about three 80 minute class periods to complete this project.

__**Blog (75 points)**__ Students will be asked to make a blog that will show the information for the many reasons of the start of the Civil War, which will have good links to more information on the Civil War. The blog will be created through many different steps that the students will take to become educated on the subject of how the Civil War's outcome impacted the U.S. greatly. Students will be placed into jigsaw groups to teach others of the information they have found through researching this subject. This will help the students have all the information they need to make an educational blog. This will take the students two 80 minute class periods to make.

__**Jeopardy (75 points)**__ Students will be asked to make a Jeopardy game that will be a game th// at ask questions on how the Civil War impacted the U.S. so greatly. Students will be placed into groups of four but will have partners that they work together with to make the jeopardy game. By using an E chart students will be able to teacher the other partners in the group about the information they have found, so both groups can make very educational games. Every group will have three 80 minute class period to make this.

__**WebQuest (75 points)**__ Students will be asked to make a WebQuest that will have the obstacles that the U.S. faced during the Civil War and how the U.S. over came them during Reconstruction. Students will begin this project by completing a fact and opinion sheet that will give the students a chance to evaluate the obstacles faced by the U.S. during Reconstruction. Students will be placed into groups of four and within this group of four, the students will be places into pairs and these pairs they will research the obstacles faced by the U.S. during Reconstruction. When the students come together into their group of four the students will then use all the information they have found to make a WebQuest. This will take the students three 80 minute class periods.

__**Garage Band (75 points)**__ // Students will be asked to make a Garage Band project that will be a project that presents the impact of the Reconstruction period on // the economy of the U.S. To start this project // students will think first individually about how the U.S. economy was impacted by the Reconstruction period. Then students will be placed into small groups to discuss their answers. Then the small groups will share with the whole group their answers. These answers and comparing will help students do a radio show through Garage Band. The radio show will be made by students in pairs. This will take the students about four 80 minute class periods.

__**Comic Life (75 points)**__** Students will be asked to make a comic life that will present the many reasons for the start of the Civil War. Students will start this project by doing a Round Robin Brainstorming exercise. Students will be given the question of what was the reasons for the start of the Civil War. After thinking my their selfs they will get into groups of four to discuss all their answers. After discussing the answers within their groups all the groups will give their best answers in a round robin fashion. After this the same groups will be able to research the question with the links and information provided. After this students will be asked to make an article for a magazine through comic life that shows the the reasons for the start of the Civil War. This will take students three 80 minute class periods. __Performance Task (Unit Project) (200 points)__** As you and your group of friends are leaving school, a black van pulls up and your history teacher Mr. Sankey asks you to come with him. As the black van speeds through the streets, Mr. Sankey explains to you that the historical Harper's Magazine is trying to revive itself with the historical and news community. Through recent surveys and tests it has been brought to the magazine's attention that not enough or barely any of today's Americans realize that the Civil War was started for many reasons, and not just because of slavery. Mr. Sankey then explains that if you and your group of friends are ready for a challenge then you will be competing with four other groups for the best article of the month for the online Harper's Magazine. Mr. Saneky further explains that you will be traveling in a newly invented time machine back to the Civil War era, and will be given a cause for the Civil War, and either a Northern or Southern perspective on that certain cause. You maybe wondering what the prize is for the best article of the month for the online Harper's Magazine. If your group's article wins, then the editor of Harper's Magazine Ellen Rosenbush will select your article to be in the actual online Harper's Magazine. You will be given all the tools you need to make an online article for the magazine, so good luck, and do your best because this could be the start for a whole new career.

=Grading Scale= **A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76),
 * C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59).