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Middle Childhood Education Lesson Plan Template v. 2Teacher Candidate Name: Allison BurtonLesson Title/#: Social Studies Pre-Civil War Day 2Grade Level: 8Essential Question: Was the American Civil War inevitable?Lesson FoundationsContent Standards*Science and SS should also include common core for reading/writingSS 8.11 - Disputes over the nature of federalism, complicated by economic developments in the United States, resulted in sectional issues, including slavery, which led to the American Civil War.RS 6. Identify aspects of a text that reveal an author’s point of view or purpose.Learning Objective(s)“Students will…”LO1: Students will be able to construct a representation of an American Civil War-era perspective using evidence to support their choices. (create)LO2: Students will be able to compare the beliefs of states with the beliefs of people in the states leading up to the American Civil War. (analyze)Prior Academic Knowledge and SkillsWhat have you or your mentor taught previously that will inform what students are learning today?Students understand the differing sectional issues between the North, South, and West.Students can apply knowledge of sectional issues in context.Students understand the meaning of perspective and purpose.Students understand the basic components of a written letter.Materials & ResourcesSmartBoardRandom Picker25 Index cardsEntrance ticket25 copies of Unheard Voice Samples25 graphic organizers25 tweet templatesNotebook paper Letters Unheard13 ChromebooksPadlet ResearchPadlet: SuppliesPropagandaAssessmentsDescribe the assessments that will be used in this lesson to monitor students’ mastery of the lesson objective(s). List assessments in order in which they appear in the lesson.Name and number of AssessmentDescription of assessmentEvaluation Criteria - What is the evidence (the answers) of student learning? Specifically list evidence of learning and learning objectives.(A1) Entrance Ticket 9 minutesFormative: Students will be turning in their analysis of a political cartoon of the civil war era from Day 2. Individually, students have identified what they see, the sectional issue represented, and explained their reasoning with evidence from the image.Before students turn in their analysis, they will take an index card and write how this image would change if it were created by another perspective. Students must keep the some of the original characters and general concept of the cartoon in their new perspective.LO1 - Create Q1) What does this image show? (understand/apply)Q2) What sectional issue is represented? (apply)Q3) What is the artist’s purpose for this cartoon and/or what is the artist’s point of view? (analyze)A1) I see a thin white man and large white man exchanging cotton and corn while a slave stands in the background almost dancing. I think the thin man is a Southern plantation owner by his wide brimmed hat to protect him from the sun, as well as the gun and knife behind him. The large man is probably from the North judging by his top hat making him more of a businessman. A2)The image is showing the exchange of goods between the North and South, the North receiving cotton for manufacturing and the South receiving corn to eat. I believe it represents how when trading stopped between the North and South once the war began, both were left with a significant loss of an important good. This makes me think about the tariffs and how they were meant to benefit the North’s businesses competing with foreign markets, but instead led to problems in their own country, cutting off or making it difficult to receive the large cotton supply from the South as they began to split from the North. A3)This artist seems like they could be an Anti-abolitionist/a Southern plantation owner to me because they are showing how the North benefits from the slave labor of the South’s cotton production. Since the South wanted slave labor to continue and expand, this type of cartoon could be used to persuade Northerners and other abolitionists to keep slavery and remember the benefits it brings to their industry.Evidence of Learning1) If this political cartoon was recreated by an abolitionist, I think it would show the same 3 individuals but in a different way. An abolitionist would not want to trade cotton for corn with a Southerner right in front of the slave that worked to pick it receiving nothing. I could see the Northern businessman being much taller than the Southern plantation owner and having his hands on his hips as the plantation owner pouts sharing the bag of traded corn with the slave. This would show how the North did not want to ruin its relationship with the South, but wanted to abolish slavery at the same time.(A2) Turn Back Time #TBT15 minutesFormative: Students will research their perspective, then create a tweet only using 140 characters and hashtag their person or state would say. Students will use any remaining time or Day 3 to guess the role behind the tweets hung up around the room. Students will be assigned a state and a perspective of people from the Civil War era. Students will be assigned their roles by interacting with the SmartBoard randomizer tool.Using the Chromebooks, students will access a Padlet made up of key resources. Students will write the beliefs of the state they are given to help them see which states were in the Confederacy or the Union. Students will also research and take on roles of civilians, influential leaders, or unheard voices of this period. Students will fill in an organizer of their research to help prepare them for Day 3’s “Meeting of the Minds” involving a simulation of the 1860 election. After students have found their perspective, they will talk and trade information with their peers to find an opposing view of their state and their perspective.LO2OhioAbraham LincolnOhioUnion stateOpposed the expansion of slaverySaw Slavery as morally wrongFavored high tariffsOpposed cheap land salesPeopleOver 300,000 Ohioans served in the Union ArmyMost supported the war but some known as Copperheads opposed reuniting the countryFeared African Americans would flood the North and take jobsOpposed slavery but still saw African Americans as inferiorExample Tweet from Copperhead“Isn’t anyone worried about AA stealing our jobs? #SorryNotSorry #MyIndustry”Abraham LincolnUnited States PresidentModerate views towards slaveryOpposed the expansion of slavery into western territoriesWanted to preserve the UnionOriginally did not agree the Federal Government could abolish slavery in states where it already existed, but this changed to be the goal of the Civil War to abolish slavery entirelyEnforced Fugitive Slave LawsHelped form the U.S. Republican Party7 states seceded before he took officeExample Tweet from Lincoln“Would be super chill if everyone stopped leaving #HaventEvenSetUpOfficeYet #LetsTalkAboutIt”Opposing State: South CarolinaOpposing Role: Jefferson Davis-1904885725South CarolinaConfederate StateFirst state to leave the UnionWanted to preserve state rights, slavery, Believed their economic and social stability were directly tied to the institution of slavery and their states’ rightsOver 60,000 served in the Confederate Army1 in 14 South Carolinians died from disease or were killed during the warJefferson DavisConfederate PresidentProslavery Favored expansion of slavery into WestArgued against SecessionResigned from the United States Senate and became President of the ConfederacyHad a plantation and slaves, and was a successful planter(A3) Unheard Voices20 minutesFormative: Students will analyze a text source from the antebellum period to get a sense of an unheard voice not discussed so far. After determining the perspective of the letter and explaining the importance of hearing this unheard voice, students will write their own letter from an unheard voice to President Lincoln, utilizing the supports on the padlet to inform their writing. Students will note which sources they used to aid in their perspective piece.LO1/LO2 - Create/Analyze(Sojourner Truth sample - unlabeled for student) Evidence of LearningI believe the unheard voice in this letter is an African American female slave or former slave. The evidence to support this is “Nobody ever helps me into carriages … And ain’t I a woman?” She also says most of her children are sold off to slavery making it likely she is or was a slave at some point. She offers the perspective of a both a slave and a woman during the antebellum era which we have not discussed or seen represented in the textbook up to this point or articles so far. It is important to hear this perspective because it brings attention to the impact of slavery and society’s disconnect between the treatment of a Black female and a White female. This perspective helps to show the impact of slavery but also the view of Blacks in society during this time period.Sources from Padlet utilized: , , History-Example 1Unheard Voice: African American Soldier Recruit from SouthPositive or Negative Opinion of Lincoln: PositiveEvidence from Padlet: In 1863, General Lorenzo Thomas was sent to recruit African Americans to serve in the Union Army after Lincoln decided that African Americans should be able to fight as soldiers. The Confederacy did not allow African Americans to fight in the war until the very end of the Civil War when it was too late.Greeting: Dear President Lincoln,Body: It is with great honor I accept your invitation to join the Union in fighting the Confederacy. Upon hearing your Proclamation on January 1st, I knew I wanted to enlist to fight alongside your kind to free my own as we become one. General Lorenzo Thomas has recruited me, and I look forward to proving your support to abolish slavery is one you will never regret. I hope to make officer and shake your hand when this war is over when I can reunite with my wife and son and know he will never suffer the hatred that grows within those plantations.“And I further declare and make known that such persons of suitable condition will be received into the armed service of the United States to garrison forts, positions, stations, and other places, and to man vessels of all sorts in said service” - Abraham Lincoln, Emancipation Proclamation.Thank you for doing what is right. It feels good to quote those words coming from our President.Closing: Sincerely,Signature: Kingsley Abraham(A4) Exit Slip + Poster propaganda5 minutesFormative: Day 2 students will brainstorm the issue/belief they want to show on their poster using the perspective on their graphic organizer. Students will check their index card with the teacher before leaving, explaining the perspective and issue. As homework, students will create a rough draft of their poster reflective of one of their identity’s perspective and the purpose it would likely serve.*Assessment will flow into Day 3*LO1/LO2 - Create/AnalyzeExample 1Robert E. LeeI want to show Lee’s stance against secession even though he still chose to be a General for the Confederate Army and side with Virginia who seceded from the Union. I think this could show how people sometimes chose to support a side even though they may not have supported everything that stood for. This would be told from the perspective of Example 2Abraham LincolnI want to show Lincoln wanting to keep the United States intact and allowing the South to keep their slaves even though he disagreed with slavery. I think this could help show Lincoln really wanted everyone to stay together but abolish slavery at the same time which didn’t really work.Instructional Procedures/StepsEach portion of this section should be aligned with learning objectives. Note when you are addressing a learning objective and when enacting an assessment. Teacher will…Include instructional practices, questions you will ask, checks for understanding, differentiation, evidence of culturally responsive teaching practices.Student will…What will students be doing?What evidence of learning will students demonstrate?Student-centered learning/opportunities for practice and application.Opening9 MinutesHook?Activate prior knowledge?Communicate LOs?Teacher will set up the room prior to students entering. The powerpoint marked Civil War Day 2 will be up and the learning objectives for the day are written on the board to stay up throughout the lesson. Desks will be set up in 4 groups of 6, splitting the room in half with 2 sets of the groups on each side for the split class. Each group has a stack of chromebooks, index cards, graphic organizers, and notebook paper. The teacher will stand in the doorway to greet students as they come in and ask them to take out their homework assignment and a pencil. 1. Welcome class! By now you should have your political cartoon homework out on your desk. Before we turn these in, I would like everyone to take an index card from the center of your table and write your name at the top. Now, look back at your homework paper.Can someone read for me what question 3 on the homework asks?Q1. Who can remind me what point of view means? (remember)Right. Point of view or perspective is the position something is told from. In this case, you all analyzed the political cartoon to determine what the perspective of the artist was depending on the information shown. We are going to do one more thing with this assignment before turning it in. Looking at your answer to question 3, I would like you to choose a different perspective and tell me how the cartoon would change if it was made by an artist with that perspective.Q2. What other perspectives do we know of for this time? (understand)Now if we change the perspective, the cartoon likely wouldn’t look the same right? I want you to picture how the same sectional issue you found in the cartoon would look different from someone else’s perspective. So you are going to keep the sectional issue you found for question 2, but change what the image would look like if it were being shown by someone else. You are going to have 9 minutes to complete this entrance ticket. Reflect back to what you wrote originally to help you. Teacher will change slide to show index card question repeated on powerpoint.(A1)Q3. If this political cartoon was recreated by someone with a different perspective, explain how it would change and why? (analyze)When you are done, turn in your index card and packet to the homework bin and wait for your peers to finish. Students will take out their homework and look at the learning objectives written on the board for the day. Question 3 says “What is the artist’s purpose for this cartoon and/or what is the artist’s point of view?”A1. Point of view means the side something is told from.A2. I said the artist was an anti-abolitionist, so another perspective could be an abolitionist or a Northerner. It could also be told from a slave instead of white newsperson.(A1)Q3. If this political cartoon was recreated by an abolitionist, I think it would show the same 3 individuals but in a different way. An abolitionist would not want to trade cotton for corn with a Southerner right in front of the slave that worked to pick it receiving nothing. I could see the Northern businessman being much taller than the Southern plantation owner and having his hands on his hips as the plantation owner pouts sharing the bag of traded corn with the slave. This would show how the North did not want to ruin its relationship with the South, but wanted to abolish slavery at the same time.Instruction35 MinutesProcedures and steps to the lesson.Strategies?Assessments?Q & A?Evidence of learning?CRP?Planned supports?Transitions: Identify when you are transitioning and how you will make that a smooth transition?1. Now that everyone has turned in their homework and entrance ticket, let’s review what we learned yesterday. Who can remind me of some of the things we learned?(A2)Today we are going to break down the North and South even further. There were individual states and people that made up these sides right? For our first activity today we are going to be looking at the perspectives of states and people. In a moment, each of you is going to be randomly assigned a state and a person. Then, you are going to use a padlet I created to help you find information on both.Q1. Why is it important that we know the perspectives of specific states and individuals? (apply) Right. We need to know who is who, and what each state thought individually about the war. If I said this whole class likes using graphic organizers just because most student do, what am I doing?Correct. I would be generalizing you all based on the majority opinion. Q2. Could it be possible that within states that are North, there are other opinions?Great. So when you are looking at the perspectives for your state and for your individual, keep that in mind. They may be part of the Union but not agree with everything, or they may be more moderate or extreme than other states or people. Looking at the organizer, you will see 4 boxes. 2 of those are for notes on your state and role’s perspectives. What do we think the other 2 boxes are for?You are correct. Once you complete your own perspectives, I want you to share with your peers to find opposite or differing views from your own. On the bottom is the link for the padlet. You can now login. On the SmartBoard you will see your name randomly assigned with a state and a role. After 6 minutes, pause students.At this point you should have found a sufficient amount of information about your perspective. I am now handing out a twitter template. I would like you to create a tweet representing your role or a person in your state, then create a hashtag summing up your tweet. These are going to be short, but I want your classmates to be able to guess who the tweet may have come from so use evidence you found from your organizer. You may use modern day language in this tweet, but make it about the Civil War. Think about the evidence you have and how a person would talk about that on twitter. When you finish make sure your name and the role is on the back.After 4 minutes remind students they need to share with each other to find opposing views.(A3)Transition: You should all be wrapping up your conversations and finishing up any notes on your graphic organizer. We are going to be coming back to these tomorrow, but you are going to turn in what you have for now. Now I want everyone to look to the SmartBoard and focus on the people everyone was given. Q1. What do we notice about these people? (understand)Very good. These people were all big names from the period, Presidents, generals, mayors. Is the United States only made up of Presidents? No, there are a lot of people we are leaving out right now. Lincoln and Davis were not the only people involved in the Civil War. Q2. Who were some other people involved in the war besides Presidents and generals? (apply)Soldiers. Can we make that more specific and break it down more? (analyze)We can make this even more specific. Does anyone know how? If students are stuck write White Union Soldier on the board to lead students to think about who helped to fight.Q3. Who else is involved in the war besides soldiers? (apply) Guide: Think about all the people in the United States at this time. Who could’ve helped during the war?Great start. There were a lot more people involved in the war than what we’ve looked at so far. For our next activity we are going to look at letters written by some of these perspectives we haven’t heard from. Let’s call them unheard voices. Think back to our analysis of political cartoons. What can we use from analyzing those to help us analyze these letters?Great. Let’s think of some steps that could help us analyze a letter. Everyone take out your notebooks and write Steps to Analyzing a Text.Q4. What should we do first? (understand)While we read should we be doing anything? (understand)Good. So Step 1: Read the text and underline any words we have discussed. Q5. For these letters, what are some words we could look for that would help us? (apply) Think back to the perspectives we talked about.GQ: What words could give us clues to where our person is writing from or what they think? Great. These words could help us determine where the person is writing from.Q6. What do we do next? What should we do with these words? (understand/apply)So Step 2 could be “Use the words to make an inference about who is writing.” Q7. If we are using words and sentences from the letter to help us make a decision, what are we doing? (remember)Very good. I want you to find evidence that supports your answer. After you read your letter and determine who may have written it, think about why it is important to hear this perspective and write that on your worksheet as well. Please write the sources you used to help you so I know you are finding evidence to support your answers.After you have done all of that, you are going to write your own letter to President Lincoln from one of the unheard voices we named earlier. You may use the padlet to help you. In this letter, I want to find evidence that helps me determine the perspective you are showing. You may use your notes on perspective to help you.Teacher will switch to slide with these steps written out for students to refer back to. Directions are also written on worksheet.As you go through your letter, think about the importance of the unheard voice, and circle the evidence you found that helped you determine the perspective. When you write your letter to Lincoln, you are going to do 3 things before writing your letter:Determine your unheard voice. Who are you going to choose to write a letter to Lincoln? Whose voice have we not looked at yet?Are they writing from a positive or negative view? Does it have to be one of the two?What evidence from the padlet are you using to support your letter? Setting up these 3 beforehand will help make sure your letter is more realistic. Answer these 3 parts before beginning your letterAs students are writing their letters, check their 3 answers to ensure their letter will be appropriate and they have found evidence from the padlet.As students are analyzing and writing their letters, Teacher will go through graphic organizers and circle one perspective for the student to take for tomorrow’s Meeting of the Minds. Transition: Once you finish up your letter, make sure your name is on it and turn it into the homework bin. Look back over your letter before you submit. Did you write Dear President Lincoln and sign the letter at the end? Did you include evidence from your readings and discussions today? Can I easily tell which perspective you are writing from?If you did not finish and need to come back during recess to work on it, my room will be open. As we wrap-up, what are some of our key takeaways from today’s lesson?Q1. Who was impacted prior to and during the Civil War? Who are some new faces we added today? (understand)Q2. Why was it important for us to look at everyone impacted and go beyond just this generalized map from yesterday and the people/states easily found in the second activity? (apply)Q3. Thinking back to those letters, what was most helpful in determining the perspective? (apply)Yesterday we learned the different perspectives between the North, South, and West. Then we used that information to analyze cartoons and decide who may have made them. A1. It’s important to know which states where on which side. Also, knowing which people supported which side helps us remember who is who and what they did. You are putting us all in one general category just because most of us feel a certain way.A2. Yeah, there could be people that have different perspectives, or may not agree with everything on the list of opinions for the Union. They are probably for the opposite view of ours.Students will use the padlet to find information on their 2 perspectives. Evidence of LearningOhioAbraham LincolnOhioUnion stateOpposed the expansion of slaverySaw Slavery as morally wrongFavored high tariffsOpposed cheap land salesPeopleOver 300,000 Ohioans served in the Union ArmyMost supported the war but some known as Copperheads opposed reuniting the countryFeared African Americans would flood the North and take jobsOpposed slavery but still saw African Americans as inferiorExample Tweet from Copperhead“Isn’t anyone worried about AA stealing our jobs? #SorryNotSorry #MyIndustry”Abraham LincolnUnited States PresidentModerate views towards slaveryOpposed the expansion of slavery into western territoriesWanted to preserve the UnionOriginally did not agree the Federal Government could abolish slavery in states where it already existed, but this changed to be the goal of the Civil War to abolish slavery entirelyEnforced Fugitive Slave LawsHelped form the U.S. Republican Party7 states seceeded before he took officeExample Tweet from Lincoln:“It would be super chill if everyone stopped leaving #HaventEvenSetUpOfficeYet #LetsTalkAboutIt”Opposing State: South CarolinaOpposing Role: Jefferson DavisSouth CarolinaConfederate StateFirst state to leave the UnionWanted to preserve state rights, slavery, Believed their economic and social stability were directly tied to the institution of slavery and their states’ rightsOver 60,000 served in the Confederate Army1 in 14 South Carolinians died from disease or were killed during the warJefferson DavisConfederate PresidentProslavery Favored expansion of slavery into WestArgued against SecessionResigned from the United States Senate and became President of the ConfederacyHad a plantation and slaves, and was a successful planterA1. They are familiar names. I’ve heard of most of them before this or they came up in the readings from the other day.A2. There were soldiers.Union Soldiers and Confederate Soldiers.White Union Soldiers, Black Union Soldiers, White Confederate Soldiers, Black Confederate Soldiers, Native American Union Soldiers.A3. Nurses, Slaves, women We made those steps to remind us what all to look for within the image.A4. First we should read the letter.While we read we should probably underline any important words we see that we have talked about so far.A5. Some words could be Union, North, soldier, hospital, slave, plantation, expansion, South. A6. Looking at the words, we should group them and see what they tell us about the person writing.A7. We are finding evidence.(Sojourner Truth sample - unlabeled for student) AnalysisI believe the unheard voice in this letter is an African American female slave or former slave. The evidence to support this is “Nobody ever helps me into carriages … And ain’t I a woman?” She also says most of her children are sold off to slavery making it likely she is or was a slave at some point. She offers the perspective of a both a slave and a woman during the antebellum era which we have not discussed or seen represented in the textbook up to this point or articles so far. It is important to hear this perspective because it brings attention to the impact of slavery and society’s disconnect between the treatment of a Black female and a White female. This perspective helps to show the impact of slavery but also the view of Blacks in society during this time period.Sources from Padlet utilized: , , History-Unheard Voice: African American Soldier Recruit from SouthPositive or Negative Opinion of Lincoln: PositiveEvidence from Padlet: In 1863, General Lorenzo Thomas was sent to recruit African Americans to serve in the Union Army after Lincoln decided that African Americans should be able to fight as soldiers. The Confederacy did not allow African Americans to fight in the war until the very end of the Civil War when it was too late.LetterGreeting: Dear President Lincoln,Body: It is with great honor I accept your invitation to join the Union in fighting the Confederacy. Upon hearing your Proclamation on January 1st, I knew I wanted to enlist to fight alongside your kind to free my own as we become one. General Lorenzo Thomas has recruited me, and I look forward to proving your support to abolish slavery is one you will never regret. I hope to make officer and shake your hand when this war is over when I can reunite with my wife and son and know he will never suffer the hatred that grows within those plantations.“And I further declare and make known that such persons of suitable condition will be received into the armed service of the United States to garrison forts, positions, stations, and other places, and to man vessels of all sorts in said service” - Abraham Lincoln, Emancipation Proclamation.Thank you for doing what is right. It feels good to quote those words coming from our President.Closing: Sincerely,Signature: Kingsley AbrahamA1. Everyone was impacted, the whole country, both North and South. Soldiers of different races fighting for the Union, women of different races, civilians in both the North and South. Specific states had differing opinions in the North and South beyond for and against slavery, and had more individualized opinions about the sectional issues than the map separating the sides we looked at yesterday.A2. It helps us see the many people that were affected by the issues and makes it feel more real. Also, it took us a long time to run into examples of the other people impacted, so it shows whose opinions are being heard. I had no idea there were soldiers in the Union and the Confederate Army that were African American and I would not have known they were part of the fight. I didn’t think about the impact of this on African American women. White women during this time period were treated as fragile and proper ladies that men took care of, so seeing the flip side of this view from the letter made me think about how large scale this was.The people and states in the first activity were super easy to find lots of information on. They were included in almost every source. Finding information on the other unheard voices was difficult and often it would only be a short example in only one place.A3. What was most helpful for me was gathering the words I recognize from this unit and seeing if they were used positively or negatively. It helped narrow down the choices. Also, seeing the letter from an unheard voice first helped me think of how the letter may be written and compare it to the other unheard voices we had brainstormed and how they might react. Finding evidence from the padlet also helped make the letters more convincing: including information that really happened gave me something to base my letter around.Closure5 MinutesAssess?Wrap up?Set-up?To finish up today, you are going to be getting back your graphic organizer. Each of your organizers has one of the perspectives circled on it.For the remainder of class, you are going to start designing a piece of propaganda to represent your perspective. Think about your answer to the entrance ticket - What did you include to show the perspective of someone else? You are going to create a political cartoon or poster that shows your side’s view for homework. We will work on brainstorming these for the remainder of the period. I want you to first think of your idea so I can approve it before you leave today and help you with any tweaks. Tonight you will create a rough draft of ideas so tomorrow you can create your poster. Tomorrow we will also be sharing our poster with the class. I am providing you with a small poster board to create your piece. Let’s think about the propaganda we’ve looked at so far to help you.. Q1. What did the political cartoons have that could help us as we create our own cartoon? (apply)Good. Today I want you to take the perspective you have and decide which sectional issue or topic you are going to show. Jot down ideas and use the chromebooks if you want to see examples of propaganda and other cartoons at the time. Write your ideas on an index card for me to check and raise your hand. You must get checked off before you leave so I know you can complete the rough draft on your own. Now is the time for me to help you if you’re having trouble coming up with your own idea. I am handing out directions for the poster. This should not be a 3 hour poster, but more of a half hour poster. However, I want you to use the time you do spend on it well. Your poster needs to:display an accurate issue from the time periodhave a title that connects to the issue representedhave colorbe an original ideaYou have the propaganda we have looked at the past few days, your peers, and me, to help you come up with an idea before you leave. Use your notes from your graphic organizers to help you see what issues your person faced and had an opinion towards. I’m going to pass out some of the political cartoons we have dissected so far for inspiration as well.A1. The political cartoons showed a sectional issue and usually multiple people. There was writing in some of them to clarify what certain items were. There were also titles that hinted to what was being shown. Example 1Robert E. LeeI want to show Lee’s stance against secession even though he still choose to be a General for the Confederate Army and side with Virginia who seceded from the Union. I think this could show how people sometimes chose to support a side even though they may not have supported everything that stood for.Example 2Abraham LincolnI want to show Lincoln wanting to keep the United States intact and allowing the South to keep their slaves even though he disagreed with slavery. I think this could help show Lincoln really wanted everyone to stay together but abolish slavery at the same time which didn’t really work.Modifications/Accommodations/EnrichmentDifferentiation: How will you provide students with specific learning needs instructional support? How will you provide students access to learning?IEP Students: Daily agenda posted for student with anxiety, outline of a letter and letter headings, enlarged print, blown-up materials, heavier paper, preferential seating visual impairment and ability to leave the classroom without disrupting others for necessary breaks, magnification tool, vocabulary definitions, oral auditory and visual representations of instruction,starter topics for propaganda posters, labeled padlet materials with short explanations, additional work time with tutor on individual assignment, differentiated people chosen for graphic organizer so pairs can be made if wanted,Struggling Students: vocabulary definitions, graphic organizer for visual representation of information, repeated directions on board,on handouts and verbal, padlet of materials so information is easier to find, scaffolded instructions, checks for understanding on homework assignment for extended time at homeAcademic LanguageWhat language function do you want students to develop in this lesson? What vocabulary do students need to support learning of the learning objective for this lesson? What supports do you have in place to assist students with AL?IdentifyLanguage Function: CompareVocabulary: confederate, union, utilize, propaganda, perspective, emancipation, proclamation, abolitionistSyntax Planned SupportsLanguage Function: Guided questions, scaffolds, graphic organizers, padlet of different resources, differing perspectives, looking at unit words used positively vs. negativelyVocabulary: Bolded, repeated throughout questions and on handouts, defined on organizer and in notebook, images to aid in understanding of terms, break down of specific people and places within Confederate and Union, use of vocabulary in context (in padlet sources) aids in understanding better than definitions outside of contextStudents are looking for the vocabulary to help them determine the perspective and seeing it in context throughout the padlet sources. Students see the words and hear them consistently to help them incorporate vocabulary into their language when discussing their perspective with other students. Students organize the words and see their different application depending on perspective, and in making their claims for propaganda posters and tweets. ................
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