Title III Technology Literacy Challenge Grant

Learning Unit

OVERVIEW

This unit is designed to cover the Civil War in the United States. It has a concentration in the Language Arts area of women during this period.

CONTENT KNOWLEDGE

ESSENTIAL QUESTIONS

• During the era of the civil war, women did not have many rights. How involved do you think women became during the war?
• What were the essential causes for the civil war? 
• What role did abolitionists play during the Civil War?

CONNECTIONS TO THE NYS LEARNING STANDARDS

Please note: Some of the following standards have been addressed and not assessed. The standards that have been addressed only have been labeled. It is the intent of the author to make the viewer aware of the addressed standards so that perhaps one would like to take those standards a step further through assessment.

ELA English Language Arts

Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

*Interpret and analyze information from textbooks and nonfiction books for young adults, as well as reference materials, audio and media presentations, and electronic data bases intended for a general audience compare and synthesize information from different sources use a wide variety of strategies for selecting, organizing, and categorizing information distinguish between relevant and irrelevant information and between fact and opinion relate new information to prior knowledge and experience understand and use the text features that make information accessible and usable, such as format, sequence, level of diction, and relevance of details.

Standard 2: Language for Literacy Response and Expression Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

• read and view texts and performances from a wide range of authors, subjects, and genres

Standard 3: Language for Critical Analysis and Evaluation Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences; ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

• analyze, interpret, and evaluate information, ideas, organization, and language from academic and nonacademic texts, such as textbooks, public documents, book and movie reviews, and editorials

 Standard 4 is addressed in the Fishbowl debate, but not assessed.

Standard 4: Language for Social Interaction Students will listen, speak, read, and write for social interaction. Listen attentively to others and build on others' ideas in conversations with peers and adults express ideas and concerns clearly and respectfully in conversations and group discussions

Mathematics, Science, and Technology

Standard 1: Analysis, Inquiry, and Design Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

*Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compared quantities and express mathematical relationships.

*Apply mathematical knowledge to solve real-world problems and problems that arise from the investigation of mathematical ideas, using representations such as pictures, charts, and tables.

Standard 2: Information Systems Students will access, generate, process, and transfer information using appropriate technologies.

*Use a range of equipment and software to integrate several forms of information in order to create good quality presentations.

Standard 3: Mathematics Students will understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.

*Use maps and scale drawings to represent real objects or places.

 Standard 4 is addressed in the suggested science lesson, but not assessed.

Standard 4: Science Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Standard 5 is assessed through the PowerPoint rubric

Standard 5: Technology Students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs.

*Locate and utilize a range of printed, electronic, and human information resources to obtain ideas.

Standard 6 is addressed by internet usage and computer programs, but is not assessed.

Standard 6: Interconnectedness: Common Themes Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

*Select an appropriate model to begin the search for answers or solutions to a question problem.

Standard 7 is addressed within the home and career activity, but is not directly assessed.

Standard 7: Interdisciplinary Problem Solving Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

*Students participate in an extended, culminating mathematics, science, and technology project. The project would require students to:

• work effectively
• gather and process information
• observe common themes
• present results

Health, Physical Education, and Home

Economics

Standard 1: Personal Health and Fitness Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

 The Arts

Standard 1: Creating, Performing, and Participating in the Arts Students will actively engage in the processes that constitute creation and performance in the arts ( theater and visual arts) and participate in various roles in the arts.

*Develop their own ideas and images through the exploration and creation of art works based on themes, symbols, and events.

*Imitate experience through story dramatization

Social Studies

Standard 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, developments, and turning points in the history of the United States. Important ideas, social and cultural values, beliefs, and traditions from United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

*gather and organize information about the important achievements and contributions of individuals and groups living in the United States

Standard 3 is addressed through the math lesson using a map, but is not assessed.

Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the independent world in which we live-local, national, and global-including the distribution of people, places, and environments over the earth's surface.

*Present geographic information in a variety of formats, including maps, tables, graphs, charts, diagrams, and computer-generated models

Standard 5 is addressed through the Fishbowl Debate, but is not assessed.

Standard 5: Civics, Citizenship, and Government Students will use a variety of intellectual skills to demonstrate their understanding of the roles, rights, and responsibilities of citizenship, including avenues of participation.

*Analyze how the values of a nation affect the guarantee of human rights and make provisions for human needs

INITIATING ACTIVITY

• Divide the class up into slaves and plantation owners. For one half-hour the slave is responsible for all of the master's work and behavior. The slave will receive the consequence of the "master". Then switch places for the following half-hour. After an hour, students will discuss and reflect on their feelings during each section of the role-play.

 PLEASE : Remember to view all web sites prior to student use. These sites have been previewed, but there is always the chance of the sites changing.

LEARNING EXPERIENCES
In chronological order including acquisition experiences and extending/refining
experiences for all stated declarative and procedural knowledge.

Language Arts: A) Students will read a biography on Harriet Tubman on their grade level. Each student will be responsible for keeping a journal on the chapter/pages read on the given day. The journal should be a summary of what was read, a prediction for the next reading, and a reflection of how they felt about what had happened in the chapter.

B) The teacher will read Dear John as a read aloud. Students will then view the video. A Venn diagram will be set up to compare and contrast the two.

C) A parallel task will be given of reading and viewing artwork of the slaves. A parallel task will be completed using the poem "O Captain! My Captain!" and an excerpt from "Young Voices of War" in Read Magazine, Vol. 48. No. 14, March 19,1999

Task 1- Abolitionist Task:

Web site for articles, drawings, etc.: http://lcweb.loc.gov/exhibits/african/afam001.html

In the 1820’s the abolitionists began to print literature on the antislavery movement. The presses up until the Civil War were producing a steady flow of newspapers, periodicals, sermons, children’s publications, speeches, abolitionist society reports, and memoirs of former slaves.

Use the various abolitionist articles to write about the antislavery movement.

Tell how abolitionists felt about slavery.

List three examples of what the abolitionists did for the slaves.

Use your notes to write a composition about abolitionist’s roles in the fight against slavery.

• Tell how abolitionists felt about slavery
• Tell how they fought slavery
• Use examples to show how they helped the fight

Task 2-Civil War Task:

Use the two Read Magazine articles to write a journal entry.

What has happened to the Captain in the poem "O Captain, My Captain!"?

Prove your answer by giving three examples from the poem to show this.

How does the poet, Walt Whitman, feel about Captain? Use lines from the poem to show this.

During the war many youth and women helped out. How did they assist? Use examples from the article "Young Voices."

Task: Imagine you are in the Civil War writing in your journal. Use the poem "O Captain, My Captain", and "Young Voices of War" to illustrate the feelings and duties of war.

D) Read the play in the Vol. 48. No. 14, March 19,1999, Read Magazine, entitled " I am Hunted Like a Dog". This can be acted out and video taped.

E) Divide the class into groups. Each group will research on the Internet, Women in the Civil War. The group will then gather the information and organize it in a Power Point presentation and/or timeline using Timeliner. Helpful sites are: http://www.odyssey.lib.duke.edu/collections/civil-war-women.html and http:// www.home.fuse.net/peterose/lesson.html

Art: The art class will develop Anti-slavery posters. The Internet can be used to look up such work by searching Abolition. ( See site above in Abolitionist Task)

Music: Songs from the south can be instructed. Internet search on Civil War music. A good site is: http://users.erols.com/kfrser/

Science: Research can be done on Civil War medical practices. Search sites that are helpful are: http://www.powerweb.net/bblock/war/ and http://www.civilwarhome.com/civilwarmedicineintro.htm

Home and Career: Search the dress of the era and write descriptions of men and women's clothing. Compare jobs of men and women during the civil war. Look up food from the south and try cooking one of the recipes. http://www.telepath.com/erics/cooking.html

Mathematics: Take one of the southern recipes and increase it for your unit if 100 men during the war. As a general ________ (give each person or group a Civil War general) during the war, you are to take one of the mapped attack route and figure out the distance using the maps scale. Then assuming a unit marches six hours a day, figure out the rate at which you march using the distance formula (D= R x T).

Social Studies: Read books on Gettysburg for discussion. Read the textbook pages on the war, and then have a debate on slavery. You may choose to use the Fishbowl Method where five students face each other, rotating spots in and out upon making their statement. Put the class into groups and have each group create overheads of states who were for, against, or neutral to slavery. Have the students create T-charts on the advantages or disadvantages of the North and South during the war and how each stood for on slavery.

Physical Education: Keeping in mind the times, develop a fitness routine to keep your soldiers physically prepared.

CULMINATING PERFORMANCE

Students' favorite pieces of work should be collected and displayed in a museum setting. The videotaped play can be set up for viewing or passed among classrooms to be viewed at the best time for the individual classes.

Art Rubric: 3 point

___ Good choice of colors ___ Fair color choice ___ Poor color choice

___ Neat, clear ___Neat, unclear ___Not neat, unclear

___ Message presented well ___Message fair ___Message not understood

Parallel Tasks: Follow NYS rubrics

Journal Writing: 3 point

__ Main Characters __Has part of the main character __ No main characters

__Depicts plot __ Part of the plot __ No plot

__Insightful Reflection __Some reflection __ No reflection

Math: Use for Distance and Map scale: 2 point

__Uses correct method __correct method / incorrect method

__Correct answer __ incorrect answer / correct answer

Play: 3 point

__Speaks clearly __ Somewhat clear ___Unclear

__Looks @ audience __ Occasionally ____Never

__Uses Emotion __Some ___Monotone

Fitness: 2 point

__Realistic ___ Unrealistic

__Imaginative ___Unimaginative

PowerPoint/Timeliner: 3 point

___Hits main points ___some points ____irrelevant points

___Organized ___ some disorganized ___disorganized

___Correct order of dates ___some disorder ___incorrect order

PRE-REQUISITE SKILLS

Students may need to be instructed on how to search the internet.

Students need to be taught how to run debate or participate in the fishbowl.

Distance formula must be reviewed or taught.

PowerPoint and Timeliner need to be taught.

MODIFICATIONS

Many of the readings have multi-level books involved.

Calculators may be used in math classes.

Written materials can be taped or done on the Microsoft word.

Use the Consultant teacher to assist students who need help.

Group projects

IEP's are to be respected.

UNIT SCHEDULE/TIME PLAN

This unit can be prepared in two to three planning periods. Assuming that the unit is done across the board, the unit can be implemented within a month's time.

TECHNOLOGY USE

The following are used in this unit:

Video taping

Microsoft Word

Timeliner

PowerPoint

Internet

  Additional Sources:

Webs for underground railroad:

http://www.powerweb.net/bblock/war/

http://www.civilwarhome.com/civilwarmedicineintro.htm

http://lcweb.loc.gov/exhibits/african/afam001.html

http://www.odyssey.lib.duke.edu/collections/civil-war-women.html

http://www.home.fuse.net/peterose/lesson.html

http://www.telepath.com/erics/cooking.html

BOOKS:

I Thought My Soul Would Rise and Fly by Joyce Hansen

A Picture of Freedom by Patricia C. Mc Kissack

The Journal of James Edmond Pease by Jim Murphy

Brady by Jean Fritz

If You Traveled on The Underground Railroad by Ellen Levine

A Separate Battle- Women and the Civil War by Ina Chang

The Long Road to Gettysburg by Jim Murphy

The Day Fort Sumter was Fired On by Jim Haskins

Gettysburg by MacKinlay Kantor

Get on Board by Jim Haskins

Freedom Train by Dorothy Sterling

Charely Skedaddle by Patricia Beatty

Shades of Gray by Carolyn Reed

Thunder at Gettysburg by Patricia Lee Gauch

MAGAZINES:

Read Magazine - Scholastic Publications

Cobblestone Magazine

Cricket Magazine