Title: Brothers Against Brothers (Civil War)
Objectives:
The students will understand the effects of the war on the people, places, and
environment during the time, especially on the families in the war on an
individual basis.
Materials List:
Cards, desks moved into pairs, students, and previous knowledge (if they were
paying attention).
Assessment:
The students will be participating in a role playing activity in class to get
them into the roles of family members during the time of the Civil War. Their
participation and effort in the role playing activity will be counted for their
grade for the day.
Essential
Questions
• What were the general or long-term causes of the Civil
War?
• What were the immediate or specific causes of the Civil
War?
• To what extent can the Civil War be considered a
"total war"?
Academic Plan
2)What were the social,
political, and economic causes of the Civil War?
3)How did the Confederacy and the
Union differ at the outbreak of the Civil War? border states; Confederate
States of America; Rebel; Yankee;
SS.8.A.5.5 Compare Union and Confederate strengths and weaknesses
;
SS.8.A.5.3 major events of
Abraham Lincoln's presidency
; SS.8.A.5.4 Division of the
United States at the outbreak of the Civil War.
; SS.8.A.5.7 Key events and
peoples in Florida history during this era of American history
; SS.8.G.1.1 Use maps to explain
attributes of major regions throughout US history
; SS.8.G.1.2 Use geographic terms
to describe places and regions in US history
; SS.8.G.2.1 Identify physical
and human elements of regions in US history.
;
LACC.68.RH.2.4 Determine the
meaning of words and phrases specific to history.
; LACC.68.RH.3.7 Integrate visual
information with other information in print
;
Differentiated Instruction
Strategies
v
Verbal:
The students will be engaged in a healthy argumentative dispute about why their
side (Union or Confederate) is better.
v
Logical:
The game will challenge their prior knowledge to their arguments.
v
Kinesthetic:
The students must move around the room to find their partners.
v
Visual:
The students will be interacting with the other students in their arguements
v
Naturalist:
n/a
v
Intrapersonal:
reading the card and developing the arguements
v
Interpersonal:
Playing Family Feud with other students.
v
Musical:
n/a
Modifications/Accommodations
I will review students’ IEPs, 504s or ELLIDEPs and make the
appropriate modifications and accommodations.
Absent Students
My attendance policy goes as follows: if you miss a class
for a legitimate reason that is cleared from the school see me and we will work
on getting you caught up. If you know that you are going to be out in advance,
please see me in advanced so that you do not fall behind and become
overwhelmed. The student will have to try to grab as many notes from me as
needed and meet with someone from their class and compare notes. The student
must consult the teacher to get a deadline.
Motivation:
This activity will get the students working on their interpersonal and
linguistic skills by giving the students a chance to fight with their fellow
students. They will be able role play to be able to get a more in-depth
understanding of the Civil War and the people being affected by it.
Game Plan: 2 day lesson
Day One:
5 mins As the students arrive they will receive a card
with a person from the Union or Confederate. After they receive their card they
will proceed to their seats and wait for further instruction.
15 mins A student will do attendance while the teacher will
explain the cards and the activity that they are about to do with the cards.
The cards have a family member, occupation, and their opinion on the war.
Before they break up to find their matching family member, Ms. Dunne will do a
simulation of the family fights the students will be doing. Each family match
has members of the same family on different sides of the war and the students
must have a family fight on why they are on the sides that they are on.
5 mins After the
teacher is done with the simulation the students will go in search for their
family members. Once they have found them they will go over what is on their
cards.
30+ mins The students will begin ”fighting”. Using their
knowledge that they have gained from what each side is about they will argue
their side against their “family member” in front of the class:
30 second opening statement: union
30 second opening statement: confederate
1 min argument from the union
1 min argument from the confederate
2 min Constructive back and forth, one person at a time
Total Time Up Front:
5 mins
Then the next group will go.
10 mins Come
together as a class and go over what they fought about (key points). Then the
teachers will ask them if they can see how this could affect them throughout
and after the war.
Number of Students:
Number of Groups:
Day Two:
As students come in they will take out their notes from last class and
their cards
15 mins A student will
take attendance as the teacher will explain the cards and the activity that
they are about to do with the cards. The cards have a family member,
occupation, and their opinion on the war. Before they break up to find their
matching family member, Ms. Dunne will do a simulation of the family fights the
students will be doing. Each family match has members of the same family on
different sides of the war and the students must have a family fight on why
they are on the sides that they are on.
5 mins After the teacher is done with the simulation
the students will go in search for their family members. Once they have found
them they will go over what is on their cards.
30+ mins The students
will begin ”fighting”. Using their knowledge that they have gained from what
each side is about they will argue their side against their “family member” in
front of the class:
30 second opening statement: union
30 second opening statement: confederate
1 min argument from the union
1 min argument from the confederate
2 min Constructive back and forth, one person at a time
Total Time Up Front:
5 mins
Then the next group will go.
10 mins Come together as a class and go over what
they fought about (key points). Then the teachers will ask them if they can see
how this could affect them throughout and after the war.
Rest of time left Wrap everything up with an exit
question:
1. Did you find this simulation helpful?
2. Name 2 points you had?
3. Name 2 point your “family member” had?
The White Board:
Agenda:
*Please take out a piece of paper, utensil, and your
reference sheet. Please keep out the card you were given and do NOT write on
them.
End In Mind: You will understand the arguments for
each side of the Civil War, both the strengths and the weaknesses.
·
Attendance
·
Introduce the activity and go over the
powerpoint of what is acceptable for an argument and what is not.
·
Find your family members
·
Begin the Feuds (one at a time)
o
Please take notes on some strong arguments that
you hear
·
Wrap Up
·
Exit Question: I mustache you
a question
o
Did you find this simulation helpful?
o
Name 2 points you had?
o
Name 2 point your “family member” had?
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