L2+Quinn-Kelly,+Kevin

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Kevin Quinn-Kelly **Date of Lesson:** Lesson 2 - Empathy
 * Grade Level:** 9-12 **Topic:** Civil War

__**Objectives**__

 * Student will understand that** there are different historical perspectives of the Civil War.
 * Student will know** how was life was different and similar for northerners, southerners, and African Americans.
 * Student will be able to** assume the role of someone during the Civil War.

__**Maine Learning Results Alignment**__
Maine Learning Results E. History E1 Historical Knowledge, concepts, themes and patterns grade 9-diploma. "Civil War and Reconstruction 1850-1857" //Students understand major eras, major enduring themes and historic influences in the Unites States and World history including the roots of democratic philosophy, ideals and institutions in the world.//
 * Rationale:** Students will learn how differences in northern and southern life contributed to the Civil War. By examining the perspective of different groups during this time period students will learn enduring themes about why conflict starts.

__**Assessment**__
Students will use a venn-diagram to sort out the commonalities and differences between the life of northerners, southerners, and African Americans during the time of the Civil War. This venn-diagram will help the students understand the perspective they need to be writing from in their blogs. By checking each students venn-diagram over to make sure that information is in the correct spot I can gauge whether or not the students understand the ideas. Also each blog entry should act as its own formative assessment. Students will receive feedback for each entry and I expect them to improve with each entry.
 * Formative (Assessment for Learning)**

The summative assessment will be a collection of blogs in the style of journal entries. The students will pretend that they are someone during the time of the Civil War and they can choose to write from a northern, southern, or African American perspective. Students can choose either to be a real historical person or not. There will be a list of set dates that coincide with specific events on which the students should be writing. Students will write one journal entry per class throughout the unit. In all there will be 10 journal entries and one final reflection on this process. The dates students will be using are: Oct, 1859 (John Brown's Raid), Nov. 4, 1860 (Lincoln elected) Dec. 20 1860 (South Carolina secedes), Jan. 29 1861 (rest of deep south has seceded), Mar. 4, 1861 (Lincoln inaugurated), April 12, 1961 (Fort Sumter), Sep 17, 1862 (Antietam), Jan. 1, 1863 (Emancipation Proclamation), Jan. 31, 1865 (13th Amendment), April 9, 1865 (South Surrenders).
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will use blogs to write journal entries. Blogs allow students to receive quick feedback from both the teacher and other students.This means that the student and I can discuss the assignment without using class time and also allows them make revisions before the next class. English: Students will be practicing proper writing skills and exploring how to convey a particular perspective in their writing.

__Groupings__
Students will get into small (4-6 people) groups and do round-robin brainstorming. Questions will be posed to the groups and after some think time, each student will share their responses with the rest of the group. Each group will have a recorder who writes down what everybody says. The class will do two rounds of this activity, the first question will be how was life different for northerners and southerners? The next question will be how was life similar for northerners and southerners. Once the small groups are finished each group will report out to the class what their responses were and I will write them down on the board. This information will give them the basis for what they need to fill out their venn-diagram.

__**Differentiated Instruction**__
__Verbal/Linguistic__: The form of assessment will be a very verbal one, students will have to use the blog as a means by which to communicate their persons experience during the war. __Interpersonal__: An important aspect I want the students to get from this experience is to understand what life was like for people during the Civil War and actually put themselves in someone else shoes. __Logical/Mathematica__l: Students will have to understand how being from the north, south, male, female, or African American affected one's experience. __Visual/Spatia__l: Students will be provided with a venn diagram which allows them to separate the differences in a visually appealing way. __Intrapersonal__: Students will have to reflect on the experience and be able to articulate what they learned from it.
 * Strategies**

Absent: Students who are absent will need to meet with me so that I can explain what the assignment is. They will also need to pick up the venn-diagram and are encouraged to seek out their classmates for more information. If they have missed any blogs they will be expected to make those up. All blogs will be accepted late with no grade deduction until the end of the unit.
 * Modifications/Accommodations**
 * I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations**//**.**//

Students will be encouraged to get deeply into their character, one option will be to do some research on a real living person from that time and from his or her perspective and creating details about their life that you might be able to infer by what is known historically Technology: Students can also look for appropriate background themes for their blog. Another way to go above and beyond would be for the students to include content related links, images, or video to their blogs.
 * Extensions**

__**Materials, Resources and Technology**__
Laptop computers for myself and the students projector venn-diagram graphic organizer

__Source for Lesson Plan and Research__
Timeline dates for blog [] Venn-diagram [] Southern Life http://memory.loc.gov/learn//features/timeline/civilwar/southwar/south.html// //http://nationalhumanitiescenter.org/tserve/nineteen/nkeyinfo/cwsouth.htm Northern Life http://www.historycentral.com/CivilWar/AMERICA/Economics.html African American Life http://www.civilwarhome.com/slavery.htm//

//__**Maine Standards for Initial Teacher Certification and Rationale**__//
//Rationale://** //Clipboard: Students who desire organization I have included a venn-diagram graphic organizer which will allow them to easily sort the experiences of northerners, southerners, and African Americans. Beach Ball: These students should enjoy the brainstorm and should have fun stepping into someone else shoes and being creative. Puppy: The brainstorming style is one in which there is no wrong answer and all ideas will be accepted, these students should feel comfortable first sharing with a small group and then the whole class. Microscope: These students may be interested in the option of researching a real historical person and trying to write from their perspective.//
 * Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.

//Rationale://** //Students will need to know how was life was different and similar for northerners, southerners, and African Americans.// Students understand major eras, major enduring themes and historic influences in the Unites States and World history including the roots of democratic philosophy, ideals and institutions in the world. //The idea of this lesson is for students to really get inside the lives of people from the Civil War. This should give them a better understanding of the conflict, as well as help them to relate more to the content. The students will be encouraged to look for parallels between their lives and the lives of people during this time period. Each entry that students do in their blog will correspond with a specific historically important date in history. Students will have to relate their blogs in some way to this event. Through this process students will have to demonstrate an understanding of the historical significance of each event and how that affected real people.//
 * Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.

//Rationale://** //__Verbal/Linguistic__: The form of assessment will be a very verbal one, students will have to use the blog as a means by which to communicate their persons experience during the war. __Interpersonal__: An important aspect I want the students to get from this experience is to understand what life was like for people during the Civil War and actually put themselves in someone else shoes. __Logical/Mathematica__l: Students will have to understand how being from the north, south, male, female, or African American affected one's experience. __Visual/Spatia__l: Students will be provided with a venn diagram which allows them to separate the differences in a visually appealing way. __Intrapersonal__: Students will have to reflect on the experience and be able to articulate what they learned from it.
 * Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.

Technology: Students will use blogs to write journal entries. Blogs allow students to receive quick feedback from both the teacher and other students.This means that the student and I can discuss the assignment without using class time and also allows them make revisions before the next class.//

//Rationale://** //Through class discussion and by checking each students graphic organizer I will be able to informally assess their understanding of the topic. Each blog entry will also act as its own informal assessment. I will provide feedback on the blogs for each class and students will have until the end of the unit to revise so that they meet the criteria. By being able to check and give feedback on the blogs I can see if students are taking my advice, I can see if students are improving with each blog, and any students who is having difficulty will be asked to meet with me outside so that the idea can be better explained to them. The advantage of doing blogs is that on the first entry I should be able to tell who understands the concept and who doesn't. For those who are struggling I can give them feedback on the blog and they can try to revise it, and all this will be able to happen before the next class.//
 * Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.

//__Teaching and Learning Sequence__//
//The classroom will be arranged in twos with everyone facing the board. When it is time to get into groups each pair of desks can be combined easily making a larger group.

__Agenda__ Photo of beaten slave is presented and discussed (10 min) Discuss slave living conditions (10 min) Round-robin brainstorming groups, how was life different for northerners and southerners? (15 min) Round-robin brainstorming groups, how was life similar for northerners and southerners? (15 min) Hand out venn-diagram (1 min) Each groups reports their answers and I write them on board. (14 min) Fill in venn-diagram from these responses. (10 min) Explain blog assignment. (5 min) Homework: One blog entry per class, feedback on at least one other persons blog.

Students will understand that there were many different historical perspectives during the Civil War. In order for the students to connect more with the material I want to try to make them understand what life was like for people during this time. The MLR that aligns with this lesson is// 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//. To hook the students I will present them with a photo of a slave with scars all on his back. This should hopefully get the students in a sympathetic mode as we discuss the issue of slavery. Seeing such a graphic image should make it that much more real time and reinforce the significance of this time period.
 * Where, Why, What, Hook, Tailor:** **Intrapersonal, Interpersonal, Verbal, Visual**

Students will need to know how was life was different and similar for northerners, southerners, and African Americans. By understanding what life was like for the different groups the students will understand why each group felt a certain way. We can examine misconceptions northerners had about southerners and vice versa; and we can discuss how all groups had a misconception of African Americans. After the hook the class will discuss life for African Americans on the board, I will write down the ideas we come up with on the board. Next students will move into groups that have been preselected for the round-robin brainstorming (Grouping will discussed in the next paragraph). Once students have finished brainstorming with their groups they will share with the rest of the class and as I write down class responses on the board the students can fill out their venn-diagram which will include a space for northerners, southerners, and African Americans. Writing this information down in the diagram will give them a resource to go to when writing their blogs. By looking over the students organizers I can grasp whether or not they are understanding the content.
 * Equip, Explore, Rethink, Tailors: Verbal, Logical, Interpersonal**

Students will form groups that have been preselected to do round-robin brainstorming. The first question that will be posed to the groups will be how was life different for northerners and southerners? In each group one person will be designated as a recorder and as each member of the groups shares their ideas the recorder writes them down. Once this is finished the students will be asked how was life similar for northerners and southerners and the same process will ensue. Once this has finished one student from each group who was not the recorder will report out their responses to the whole class and I will write their ideas on the board. Based on each groups responses I can gauge whether or not they are understanding the concepts I am presenting them with. Depending on how many different responses the students have we need to have some further discussion on similarities or differences that they had not thought of. During this process students should be filling in their venn-diagrams. Through an easy informal check I can see whether students are putting the information in the right places. Once students have begun their blogs I will check them for each class and give them feedback in the discussion section. I expect students to improve their entries throughout the semester as they get more invested in the whole idea. I will meet outside of class-time with any students who seem to be struggling with idea. Each student will also be required to look at one other students blog and give feedback to the student in the discussion section. This way students can not only practice receiving feedback positively but also giving it.
 * Explore, Experience, Rethink, Revise, Refine, Tailors: Verbal, Interpersonal, Intrapersonal**

Once all ten blog entries are finished students will be asked to write one final blog entry in which they reflect on the experience. Things I want them to think about will include whether the experience was meaningful to them, if it helped them relate more to this time period, whether they enjoyed it, and what they think my purpose was for having them do it; as well as any comments and suggestions they may have for how the process can be improved in the future. The blogs will be created using a checklist, students will receive a check each class for adequately completing the blog entry. Students who do not finish their blog entries or who do not write them correctly will not receive a check. This can be changed if the student adequately completes the blog entry by the end of the unit. In all students should have 10 blog entries and one reflection. As stated before all entries will be accepted late until the end of the unit.
 * Evaluate, Tailors****: Intrapersonal, Linguistic**

[|Timeline of events for blog entries] Oct, 1859 (John Brown's Raid at Harper's Ferry) Nov. 4, 1860 (Lincoln elected) Dec. 20 1860 (South Carolina secedes) Jan. 29 1861 (rest of deep south has seceded) Mar. 4, 1861 (Lincoln inaugurated) April 12, 1961 (Battle of Fort Sumter) Sep. 17, 1862 (Antietam) Jan. 1, 1863 (Emancipation Proclamation) Jan. 31, 1865 (13th Amendment) April 9, 1865 (South Surrenders).
 * Content Notes**

Southern Life In the south a racial divide was greater than a class divide. A person's success was measured by the number of slaves he had. The population of the confederacy was much smaller than in the union, therefore a larger percentage of men were fighting in the south. Southern economy was devastated by the war. The south was still almost completely agricultural and had not embraced the developing industrial revolution that was happening in England and finding its way into northern cities. The lack of industry in the south meant that they were extremely under-prepared to provide enough supplies for the confederate army. The real reason why the south was forced to surrender in the end was because they ran out of supplies. Because of the large number of men fighting in the war many women were being given responsibilities that they never had before. This in turn led to unrest after the war and increasing demand for women's rights. The social structure of the southern way of life was also falling apart especially once the emancipation proclamation had been issued and slaves began fleeing or were liberated by a northern army coming through. Without slave power the south had no chance to sustain itself on its own. The southern landscape was also heavily effected by the war as most of the fighting was done in the south. Homes and entire villages were burned and obliterated especially during Sherman's march to the sea. Over 359,000 union soldiers died in the war, over 100,000 more than southern troops. There were draft riots in most large northern cities, as men fought to stay out of the army. Many men were gone to war, and women and children at home had to do the work usually done by husbands and fathers

Roark, James L. et al. //The American Promise: A Compact History 3rd ed.// Boston: Bedford/St. Martin’s, 2007. Northern Life Over 359,000 union soldiers died in the war, over 100,000 more than southern troops. There were draft riots in most large northern cities, as men fought to stay out of the army. Many men were gone to war, and women and children at home had to do the work usually done by husbands and fathers. Overall northerners had an easier time then their counterparts in the south because they had more developed industry, they were not reliant on slave power, and they had a larger population. Roark, James L. et al. //The American Promise: A Compact History 3rd ed.// Boston: Bedford/St. Martin’s, 2007. African American Life Clothing: Every year, slaves usually received two linen shirts, two pairs of trousers, one jacket, one pair of socks, one pair of shoes, an overcoat, and a wool hat. Food: Slaves usually received cornmeal salt herrings, and eight pounds of pork or fish each month for food. Housing: Slaves houses were usually wooden shacks with dirt floors, but sometimes houses were made of boards nailed up with cracks stuffed with rags. The beds were collected pieces of straw or grass, and old rags, and only one blanket for a covering. A single room could have up to a dozen people-men, women, and children. Childhood: When a slave was only 12 months old his/her mother could be sold far away. When a slave was four, they sometimes worked as a babysitter. When a slave was around the age of five, they would run errands and carry water to the field slaves. Around the age of eight, children would be expected to work on the plantation. Families: Over 32% of marriages were canceled by masters as a result of slaves being sold away from the family home. A slave husband could be parted from his wife, and children from their mothers. Punishments: Slaves could be killed for murder, burglary, arson, and assault upon a white person. Plantation owners believed that this severe discipline would make the slaves too scared to rebel. In South Carolina one slave owner would put nails in a barrel sticking out on the inside of the barrel, then put the slave in and roll him/her down a very long and steep hill. Another punishment slave owners used was to whip their slaves. Other slave owners in Virginia smoked their slaves. This involved whipping them and putting them in a tobacco smokehouse. Some other punishments were getting beaten with a chair, broom, tongs, shovel, shears, knife handles, the heavy end of a woman’s shoe, and an oak club. Religion: On of the main reasons masters didn’t want their slaves to become Christians involved the Bible. This was one reason why most plantation owners did what they could to stop their slaves from learning to read. In the South, black people were not usually allowed to attend church services. Black people in the North were more likely to attend church services. Drums, which were used in traditional religious ceremonies, where banned because overseers worried that they would be used to send messages. http://library.thinkquest.org/03oct/00394/life.htm Venn-Diagram
 * http://www.civilwarhome.com/slavery.html **
 * Handouts **