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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.