Download Lesson Plan 18 - Texarkana Independent School District

Sarah A. Huett
U.S. History Lesson Plan
TEKS Lesson Plan/Unit Plan
Texarkana Independent School District
Teacher: Sarah A. Huett
Subject/Course: U.S. History
Grade(s): Grade 11
Time frame: 45 minutes
Lesson Plan Number:
Topic/Process:
Textbook:
T.I.S.D.
18
Civil War: Integrated Assessment (Day 1)
The Americans: Reconstruction to the Present, McDougall Littell
Ch. 4, pgs 154-189
Texas Essential Knowledge and Skills (TEKS): 8.7 A-D, 8.8 A-C, 8.28 A-C, 8.29 AC, US22 A, US24 A-G, US25 A-D
(7) History. The student understands how political, economic, and social factors led to the
growth of sectionalism and the Civil War. The student is expected to:
(A) analyze the impact of tariff policies on sections of the United States before the Civil War;
(B) compare the effects of political, economic, and social factors on slaves and free blacks;
(C) analyze the impact of slavery on different sections of the United States; and
(D) compare the provisions and effects of congressional conflicts and compromises prior to the
Civil War, including the roles of John C. Calhoun, Henry Clay, and Daniel Webster.
(8) History. The student understands individuals, issues, and events of the Civil War. The
student is expected to:
(A) explain the roles played by significant individuals during the Civil War, including Jefferson
Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln;
(B) explain the issues surrounding significant events of the Civil War, including the firing on Fort
Sumter, the battles of Gettysburg and Vicksburg, the announcement of the Emancipation
Proclamation, the assassination of Lincoln, and Lee's surrender at Appomattox Court House;
and
(C) analyze Abraham Lincoln's ideas about liberty, equality, union, and government as
contained in his first and second inaugural addresses and the Gettysburg Address.
(28) Science, technology, and society. The student understands the impact of science and
technology on the economic development of the United States. The student is expected to:
(A) explain the effects of technological and scientific innovations such as the steamboat, the
cotton gin, and the Bessemer steel process;
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
(B) analyze the impact of transportation systems on the growth, development, and urbanization
of the United States;
(C) analyze how technological innovations changed the way goods were manufactured and
marketed, nationally and internationally; and
(29) Science, technology, and society. The student understands the impact of scientific
discoveries and technological innovations on daily life in the United States. The student is
expected to:
(A) compare the effects of scientific discoveries and technological innovations that have
influenced daily life in different periods in U.S. history;
(B) describe how scientific ideas influenced technological developments during different periods
in U.S. history; and
(C) identify examples of how industrialization changed life in the United States.
(22) Science, technology, and society. The student understands the impact of science and
technology on the economic development of the United States. The student is expected to:
(A) explain the effects of scientific discoveries and technological innovations such as electric
power, the telegraph and telephone, petroleum-based products, medical vaccinations, and
computers on the development of the United States;
(24) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including electronic technology. The student is
expected to:
(A) locate and use primary and secondary sources such as computer software, databases,
media and news services, biographies, interviews, and artifacts to acquire information about the
United States;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships,
comparing, contrasting, finding the main idea, summarizing, making generalizations and
predictions, and drawing inferences and conclusions;
(C) explain and apply different methods that historians use to interpret the past, including the
use of primary and secondary sources, points of view, frames of reference, and historical
context;
(D) use the process of historical inquiry to research, interpret, and use multiple sources of
evidence;
(E) evaluate the validity of a source based on language, corroboration with other sources, and
information about the author;
(F) identify bias in written, oral, and visual material;
(G) support a point of view on a social studies issue or event; and
(25) Social studies skills. The student communicates in written, oral, and visual forms. The
student is expected to:
Sarah A. Huett
U.S. History Lesson Plan
T.I.S.D.
(A) use social studies terminology correctly;
(B) use standard grammar, spelling, sentence structure, and punctuation;
(C) transfer information from one medium to another, including written to visual and statistical to
written or visual, using computer software as appropriate; and
(D) create written, oral, and visual presentations of social studies information.
TAKS: US22 A, US24 A-G
(22) Science, technology, and society. The student understands the impact of science and
technology on the economic development of the United States. The student is expected to:
(A) explain the effects of scientific discoveries and technological innovations such as electric
power, the telegraph and telephone, petroleum-based products, medical vaccinations, and
computers on the development of the United States;
(24) Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of sources including electronic technology. The student is
expected to:
(A) locate and use primary and secondary sources such as computer software, databases,
media and news services, biographies, interviews, and artifacts to acquire information about the
United States;
(B) analyze information by sequencing, categorizing, identifying cause-and-effect relationships,
comparing, contrasting, finding the main idea, summarizing, making generalizations and
predictions, and drawing inferences and conclusions;
(C) explain and apply different methods that historians use to interpret the past, including the
use of primary and secondary sources, points of view, frames of reference, and historical
context;
(D) use the process of historical inquiry to research, interpret, and use multiple sources of
evidence;
(E) evaluate the validity of a source based on language, corroboration with other sources, and
information about the author;
(F) identify bias in written, oral, and visual material;
(G) support a point of view on a social studies issue or event; and
Concepts
Enduring Understandings/Generalizations/Principles
The student will understand that
Conflict
Cultural diversity can lead to conflict. Differences between
people can lead to conflict. Social, economic and political
oppression often leads to conflict. Conflict often leads to
change, reform or war.
Effective leaders are often visionaries. Effective leaders
Leadership
Sarah A. Huett
Roles
Technology
U.S. History Lesson Plan
T.I.S.D.
motivate and inspire those they lead. Effective leaders often
emerge during times of conflict. Americans often look to their
president and political heads to be effective leaders.
Culture often affects the roles people play in society. Roles
in society and government change over time.
Technology may lead to social, economic or political change.
Technology often results in industrialization and economic
growth.
Sequence of Activities (Instructional Strategies):
1. Project Introduction: Students will be required to develop a Power Point slide show
as evidence of their learning about the Civil War. Make sure you have set
clear goals and standards for this assessment – RUBRIC!!! Many textbooks
come with pre-made rubrics for slide shows – you may use or adopt one of these
to fit you specific needs. Clearly communicate with students the details of the
project and the time period in which it will be produced. You may want to have
an example slide show that you can show to your students.
2. Cooperative Planning Time: Students will break up into their groups, choose their
topics and begin developing their action plan for their assessment. Have a premade action plan that students fill out during this session – a complete action
plan counts as part of their overall grade. Students’ action plans should address
the following issues: Steps (planning, research, development and presentation),
who will do each task, target completion date and materials needed. Students
should also review the rubric in their groups to see if they have any questions or
concerns.
3. “Concerns Session”: After students have completed their planning times, you need
to come back as a class and discussion any questions or concerns that may
have arisen during planning. Tell students they will begin implementing their
plans during the next class period.
Assessment of Activities:
Group Observation
Action Plan
Prerequisite Skills:
1. Ability to work with cooperatively with a group.
Sarah A. Huett
Key Vocabulary:
U.S. History Lesson Plan
T.I.S.D.
Power point, rubric, cooperative learning, action plan
Materials/Resources Needed:
Power Point, computer, copies of rubric, goals and action plan
Modifications: Allow students to have extended time to complete activities. Follow all
modifications on student’s IEP.
Differentiated Instruction: Have students work individually instead of in groups.
Teacher Notes:
The following is the list of sample topics that you could allow students to chose from:
Battle of Gettysburg, Interpreting War Through the Mathew Brady Photographs,
Vicksburg Campaign, Role of Colored Regiments in the Civil War, Sherman’s March to
the Sea, Lincoln Assassination, Women’s Role in the Civil War, Underground Railroad,
Technology in the Civil War, Antietam, Leadership in the Civil War, Medicine in the Civil
War
Sample Test Questions:
1. Why is the Battle of Gettysburg considered a turning point in the Civil War?
A.
B.
C.
D.
It made the South give up the idea of invading the North
It cut the Confederacy in two
It convinced the Confederacy to surrender
It marked the first Union victory on the battlefield
2. Which was not a part of the Union’s three-part strategy to conquer the South?
A. blockade Southern ports
B. draft freed slaves to fight for the Union
C. capture the Confederate capital
D. split the Confederacy in two
Project developed and delivered through a Collaborative Research Grant between
Texarkana Independent School District and TAMU-T Regents’ Initiative.