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Parallel Model Overview Your name, school, and grade level or position Susie Orr Lacey Instructional Center Social Studies Specialist Lesson Topic: American Wars: Can You See the Difference? Recognizing the similarities and differences of images, maps, and people characteristic of the Revolutionary War and Civil War periods. Subject Area(s): social studies Grade Level(s) 4th or 6th grade Context: This lesson is designed for 4th of 6th grade heterogeneous social studies classrooms in Virginia. It is intended to be used as a whole class lesson, but the extensions are designed for small groups or individuals who are at a high functioning level and need an extra challenge. Length: 2 class periods of 45 minutes each for the basic lesson introduction, activities, and assessment. Additional time is needed for the ThinkDots projects (2 -3 class periods) and the extension, (at least 3 sessions of 45 minutes in length). Lesson Summary: Students will be introduced to visual discovery and visual interpretation by using the “What is it?” PowerPoint that uses the “zoom in” technique. Next, students will examine with the teacher markets from 2 different time period, noting similarities, differences, and change. Students will be divided into small groups and provided with a variety of images, documents, and maps that are representative of the Revolutionary War or the Civil War periods. Using the activities provided, students will be guided with questions and graphic organizers to assist development of visual literacy, observation skills, and classification of the images. For lesson assessment, students will summarize findings regarding the technology, weapons, clothing, architecture, leaders, and locations of each war. For an alternative project-based assessment, students will choose from ThinkDots projects that vary by multiple intelligences preferences. An extension will then be made available to students who need an extra challenge. These students will select two other events studied in class, and search the LOC site for additional photos that could be used with the analysis activities. Parallel(s) Targeted: Parallel of Connections: Students will make connections between time periods. Parallel of Practice: Students will answer questions by analyzing images, photos, and maps. Content Standards: VS.1 The student will develop skills for historical and geographical analysis including the ability to a. identify and interpret artifacts and primary and secondary source documents to understand events in history c. compare and contrast historical events d. draw conclusions and make generalizations e. make connections between past and present f. sequence events in Virginia history USI.1: The student will develop skills for historical and geographical analysis, including the ability to: a. identify and interpret primary source documents to increase understanding of events and life in the United States history to 1877 b. make connections between past and present c. sequence events in United States history from pre-Columbian times to 1877 f. analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events Concept(s): Change Generalizations: (enduring understandings) Change over time can be evidenced in various ways. While some aspects of a time period change, others remain constant Knowledge: (facts and content knowledge from the Program of Studies) 4th grade: Virginia patriots served in the Continental Army and fought against the English, leading to the British surrender at Yorktown. Patrick Henry inspired patriots from other colonies when he spoke out against taxation without representation by saying, “…give me liberty or give me death.” George Washington provided military leadership by servicing as the commander-in-chief of the Continental Army American victory at Yorktown resulted in the surrender of the English army, brining an end to the war The first Battle of Bull Run (or Manassas) was the first major clash of the civil War. Confederate General Thomas “Stonewall” Jackson played a major role in this battle. An important battle between the Monitor (Union) and the Merrimack (confederate), the two iron-clad ships, took place in Virginia waters near Norfolk and Hampton. The Civil War ended at Appomattox Court House, Virginia, where Confederate General Robert E. Lee surrendered his army to Union General Ulysses S. Grant in April, 1865. 6th grade: George Washington : Commander of the Continental Army Boston Massacre: colonists in Boston were shot after taunting British soldiers Boston Tea Party: Samuel Adams and Paul Revere led patriots in throwing tea into Boston Harbor to protest tea taxes. Surrender at Yorktown: This was the colonial victory over forces of Lord Cornwallis that marked the end of the Revolutionary War The steamboat was invented by Robert Fulton. It provided faster river transportation that connected Southern plantation and farms to Northern industries. The steam locomotive provided faster land transportation. Abraham Lincoln determined to preserve the Union, by force if necessary. He wrote the Gettysburg Address that said the Civil War was to preserve a government,” of the people, by the people, and for the people.” Jefferson Davis was president of the Confederate States of America. Ulysses S. Grant was a general of the Union army that defeated Lee. Robert E. Lee was leader of the Army of Northern Virginia Thomas “Stonewall” Jackson was a skilled Confederate general from Virginia. Lee’s surrender to Grant at Appomattox Court House in 1865 ended the war. How will you assess student learning? Pre-assessments: Pass assessments, such as unit tests of the Revolutionary War and Civil War periods can serve as preassessments to the SOL content in this lesson. For photo analysis skill pre-assessment, distribute a photo to each student from any classroom photo source. Have students study the photo for 1-2 minutes then record observations on a recording sheet. Collect the recording sheets. The teacher can select activities for particular students based on student performance in class, past assessments of content, and the recording sheet from the photo analysis skill preassessment. Assessment Formative assessments: During this lesson, the teacher can take anecdotal records as students are working on the activities. Additionally, the teacher can use various status check methods such as a “windshield check”, “fist of five” or “speedometer readings” to check on student progress as the lesson activities progress. Summative assessments Students will select from two compare and contrast activities as a summative assessment, using the assessment rubric for evaluation. Essential Questions: How is change linked to time? Does change always represent progress? What causes change? What are some causes that people cannot control? Does change always represent progress? Introduction What are the primary teaching methods you will employ in this unit? Teaching Methods Graphic organizers Coaching Concept Attainment Cooperative Learning Inquiry Based Instruction What learning activities will be used to engage the students? Learning Activities Identifying characteristics Recognizing attributes Making observations Discriminating between same and different Classifying Sequencing Making analogies How will you use flexible groupings to address differences in readiness, interest, and learning preference? Flexible Groupings Products Groups will determined for the activities based on readiness, using previous unit assessments and the photo analysis preassessment to determine readiness. Students will self-select groups for the ThinkDots activities. The activities address learning preference by offering various multiple intelligence choices. The teacher will determine, by evaluating the summaries and projects, students who need an extra challenge. The extension activity is available for those needing a challenge. What are the major products that students will produce? Tables Summaries Venn diagrams Drawings Technology Graphs Brochures Lyrics Pantomimes News reports Resources Photos, images, maps, documents from the Library of Congress website Venn diagram hoops from www.cuisianaire.com, or hula hoops, or yarn or string to create hoops PowerPoint program, computer, and LCD projector Copies of select photos, images, and maps Students who need an extra challenge will explore the Library of Congress website to select documents, images, and/or photos from at least 2 other units or time periods studied over the past year. They will then select items representative of new topics for classmates to explore using the same activity choices offered in this lesson. Extensions Give examples of how your unit will address the needs of advanced learners. Ascending Levels Students will develop, through application, research skills by locating and selecting images and documents representative of different time periods (than the Revolutionary War and Civil War) or units studied. Students will search for connections among elements in previous units of study other than the Revolutionary War and Civil War used in the original lesson.