Goals & Objectives
Goals: Students will be able to look at the civil war from a territory that was stuck in the middle and did not have a "side" when it came to the civil war.
Objective: Students will be able to evaluate both sides of the war from various points of view in Missouri, by going through an interactive activity and working on a worksheet from the information provided to them in the activity.
Objective: Students will be able to evaluate both sides of the war from various points of view in Missouri, by going through an interactive activity and working on a worksheet from the information provided to them in the activity.
California State Content Standards
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
8.10.7
Explain how the war affected combatants, civilians, the physical environment, and future warfare.
8.10.7
Explain how the war affected combatants, civilians, the physical environment, and future warfare.
Common Core Literacy Standards
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Driving Historical Question
What was the war like in Missouri?How was Missouri part of the civil war?
Are the people conflicted on which side to be on during the war in the state of Missouri?
Are the people conflicted on which side to be on during the war in the state of Missouri?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5-8 min.
Hand out tickets to students as they come into the room, which have Union or Confederacy on them.
Read to them A State Divided from the website http://www.civilwarmo.org/exhibits/state-divided and discuss how neighbors were divided on the issues of the war. Have students see where they are in the war by looking at their tickets and see what side they ended up supporting. By looking around the room they can see if they are surrounded by possible “enemies” or friends in the state of Missouri.
Will be looking at a map and calling on students by state cards to discuss what they see about the map. Going on prior knowledge of the north and the south and then discussion the state of Missouri. (Placed laminated state cards on each students desk, where the teacher either says a state or pulls a state out of the jar of sticks with states written on them)
Read to them A State Divided from the website http://www.civilwarmo.org/exhibits/state-divided and discuss how neighbors were divided on the issues of the war. Have students see where they are in the war by looking at their tickets and see what side they ended up supporting. By looking around the room they can see if they are surrounded by possible “enemies” or friends in the state of Missouri.
Will be looking at a map and calling on students by state cards to discuss what they see about the map. Going on prior knowledge of the north and the south and then discussion the state of Missouri. (Placed laminated state cards on each students desk, where the teacher either says a state or pulls a state out of the jar of sticks with states written on them)
Vocabulary (Content Language Development) ‖ Time: 5
Guerrillas
Neutral
Confederacy
Union
Jayhawkers
Neutral
Confederacy
Union
Jayhawkers
Content Delivery (Method of Instruction) ‖ Time: 5-10
The teacher will explain that Students will be playing an interactive game called “Lost in Time Interactive” where they get lost in time and have to find cipher’s in four different setting to be able to decode a saying and go back home. Students will be playing various rolls and both side of the war in Missouri and discover different aspects of the war and what it was like by playing a variety of games and meeting different people. They will have a worksheet with a couple sections on each of the four areas that they will visit and have an ending question to answer.
Throughout the activity they will be learning new vocabulary.
Throughout the activity they will be learning new vocabulary.
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Student Engagement (Critical Thinking & Student Activities) ‖ Time: 30-40
Students will be going through this interactive activity on the computer and working their way through various games, for example, putting out the fires to a field of crops of a confederacy supporter that the Jayhawkers started, or helping a union doctor pick his tools out for a patient that he is helping or helping a slave to run away. Students will be filling out their worksheet for various sections. Students will need to read over the questions before each section in case they skip over a part of the activity.
Lesson Closure ‖ Time: 5
Students will rank each activity of the 4 they had to go through and explain why they ranked them the way that they did. 1 is the best 4 is the worst or lowest rank.
Will make a chart on the board where students will mark the best and worst of the 4 interactive sections when they are finished.
Will make a chart on the board where students will mark the best and worst of the 4 interactive sections when they are finished.
Assessments (Formative & Summative)
Formative: Students will have to get through each section of the activity before they are allowed to move onto the next.
Students will be filling out a worksheet during the interactive activity, where they will only be able to find the answers by going through each section of the activity.
Students will be filling out a worksheet during the interactive activity, where they will only be able to find the answers by going through each section of the activity.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Students might have to work in pairs because of the shorter supply of computer sources. Pairing up English Learners, Striving Readers and Students with Special Needs with another student that can help them get through the game and brainstorm the questions on the worksheet together will help students get through the material.
Resources (Books, Websites, Handouts, Materials) |
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