Goals and Objectives
Goals: To understand the end of the civil war and the impact it had on affected combatants, civilians, physical environment and African Americans. Also to analyze General Lee’s surrender at Appomattox.
Objective: Students will be able to evaluate the end of the civil war by looking at General Lee’s surrender and then the impact the war had on the combatants, civilians, the physical environment and African Americans, by analyzing photographs, images, quotes, from the civil war and using their prior knowledge to predict what the United States will be like now that the civil war has ended. Students will become an “expert” in one area and then present the information they found to their groups.
Objective: Students will be able to evaluate the end of the civil war by looking at General Lee’s surrender and then the impact the war had on the combatants, civilians, the physical environment and African Americans, by analyzing photographs, images, quotes, from the civil war and using their prior knowledge to predict what the United States will be like now that the civil war has ended. Students will become an “expert” in one area and then present the information they found to their groups.
California State Content Standards
8.10.6. Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee's surrender at Appomattox.
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.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
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.WHST.6-8.2.B
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
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.WHST.6-8.2.B
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Driving Historical Question
What will happen to the south now that is it back and part of the United States again?What was the significance of Grant silencing the soldier that started to celebrate that they had won the war?
What does the country look like now that it is reunited?
What are the major impacts of the war on the country?
What does the country look like now that it is reunited?
What are the major impacts of the war on the country?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge)
The class will start by reading the small section of General Lee’s surrender at Appomattox and then watching a video on the surrender. After that we will be splitting the class into small groups.
Vocabulary
Surrender
Total war
Resolve
Impose
Inferior
Total war
Resolve
Impose
Inferior
Content Delivery (Method of Instruction)
After watching a short video on General Lee’s surrender and splitting the class into small groups, I will ask the students to keep some questions in mind:
The teacher will then explain that the students will become experts on a topic and they will be doing a jigsaw and be teaching each other information on a specific topic that they are assigned. Each student will go to one station: General Lee’s Surrender, Affected combatants, civilians (northern and southern people), physical environment and African American’s. Looking at future of each of these groups, after the war, they will be analyzing photographs, small writings, and quotes. They will be thinking about the questions and predicting and analyzing what the future will be like and seeing what it is like for people after the war was over.
- What is the significance of Grant not telling his soldiers to celebrate their victory?
- What will happen to the south now that is has surrendered?
- What will the country look like now that it is reunited?
- Should the south be punished?
- What is the future of the United States now that it is back together?
The teacher will then explain that the students will become experts on a topic and they will be doing a jigsaw and be teaching each other information on a specific topic that they are assigned. Each student will go to one station: General Lee’s Surrender, Affected combatants, civilians (northern and southern people), physical environment and African American’s. Looking at future of each of these groups, after the war, they will be analyzing photographs, small writings, and quotes. They will be thinking about the questions and predicting and analyzing what the future will be like and seeing what it is like for people after the war was over.
Student Engagement (Critical Thinking & Student Activities)
The students will first look over the information at their station and working with their fellow station members, they will work together discussing what they see at each station and analyze it. They will first start out by looking over the information on their own and write down any questions that come to them while looking at the information presented to them at their station. Then they will have time to work together in a group and become experts on their stations and answer their own questions they had asked in the beginning of the station. They will be writing down information that they find on their own handout. After they are done, students will have a chance to talk to me and discuss what they wrote down so that they can get my approval and go sit back at their group table. After each group has an expert for each station, and they are all back together, the students will then teach about what they learned at their own stations. While one student is teaching the others will be writing down notes on the topic.
Lesson Closure
After reviewing all the information and having notes on each section, students will be able to think about these questions and make some predictions:
The students will answer the last question on the worksheet on their own.
The class will then come back as a whole and we will discuss some of the questions and talk about some predictions we see happening in the future of the United States.
- What is the significance of Grant not telling his soldiers to celebrate their victory?
- What will happen to the south now that is has surrendered?
- What will the country look like now that it is reunited?
- Should the south be punished?
- What is the future of the United States now that it is back together?
The students will answer the last question on the worksheet on their own.
The class will then come back as a whole and we will discuss some of the questions and talk about some predictions we see happening in the future of the United States.
Assessments (Formative & Summative)
Formative: The teacher will be walking around the room listening to students discuss the information at their stations and helping them along if they need it.
Summative: The student’s worksheet to see what information was given and what information was left out. Seeing what information the expert students picked on their worksheet will tell me if they understood the information at their station or not.
Summative: The student’s worksheet to see what information was given and what information was left out. Seeing what information the expert students picked on their worksheet will tell me if they understood the information at their station or not.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Since some class sizes will be a little uneven, I will have some of my students working together with English Language Learners, Striving Readers, and Students with Special Needs in pairs to help each other out at each station. It is a bigger group activity but some students with be paired up to help them analyze the material and they will be able to become experts on their jigsaw station together.
Resources (Books, Websites, Handouts, Materials)
The Book. Pages 410-411
One of these videos: http://video.pbs.org/video/2365546458/ or http://www.history.com/topics/american-civil-war/american-civil-war-history/videos/surrender-at-appomattox-courthouse
Handout for the students to become experts and take notes on each topic.
Images and poster board for the teacher to create each station.
One of these videos: http://video.pbs.org/video/2365546458/ or http://www.history.com/topics/american-civil-war/american-civil-war-history/videos/surrender-at-appomattox-courthouse
Handout for the students to become experts and take notes on each topic.
Images and poster board for the teacher to create each station.