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Parallel Model Overview
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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.”
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George Washington provided military leadership by servicing as
the commander-in-chief of the Continental Army
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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:
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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:
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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
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Graphic organizers
Coaching
Concept Attainment
Cooperative Learning
Inquiry Based Instruction
What learning activities will be used to engage the students?
Learning
Activities
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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
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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
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Resources
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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
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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.
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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.