Texas: Civil War (Final Lesson Plan)

University of Texas at El Paso

Julian Luevano

Final Lesson Plan

EDT 5372

Web Tools for the Constructivist Classroom

Professor: Dr. Mielan Zhang

December 5, 2011























Subject: Social Studies

Grade Level: 7th

Lesson Topic: The Civil War


Learning Goals

In this unit, students will specify the issues that divided the North and the South. They will describe the events leading to the Civil War, summarize Texas battles against Union forces, and analyze the events that led to the end of the Civil War.

Students have learned from the previous unit how Texas struggled to gain its independence from Mexico, became a republic with its own president, and finally was annexed to the United States of America. Which brings us to a point in history when the United States is divided and engages in a civil war between the northern and the southern states.

Students have prior knowledge of civil wars in the middle east, but limited knowledge about the American Civil War. When students begin middle school, they study world history in sixth grade, Texas history in seventh grade, finally American History in eighth grade. Therefore, any prior knowledge of the American Civil War they possess, is gained from brief studies in elementary school and/or from movies, television, and the internet (such as YouTube and other websites).

Learning standards will include Texas Essential Knowledge Skills (TEKS):

7.1 History. The student understands traditional historical points of reference in Texas history. The students is expected to:

(A) identify the major eras in Texas history, describe their defining characteristics, and explain why historians divide the past into eras; and

(B) apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.

7.5 History. The student understands how events and issues shaped the history of Texas during the Civil War and Reconstruction. The students is expected to:

(A) explain reasons for the involvement of Texas in the Civil War such as states’ rights, slavery, sectionalism, and tariffs; and

(B) analyze the political, economic, and social effects of the Civil War and Reconstruction in Texas.

7.8 Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

(A) create and interpret thematic maps, graphs, charts, models, and databases representing various aspects of Texas during the 19th century; and

(B) analyze and interpret geographic distribution and patterns in Texas during the 19th century.

Technology

Students will create a blog for their group using Google’s Blogger. They will also subscribe to each other’s blogs using Google Reader. Each blog will contain commentary about the lesson and pictures and video downloaded from websites such as YouTube and other websites. Students will also create a PowerPoint presentation that they will share with the class at the end of the semester.

Activities

Student population: In our general population of students are included students in sub-populations. These sub-groups include students that are identified in categories such as special education, limited English proficient (LEP) or ESL (English as a second language); and Section 504 (http://specialchildren.about.com/od/504s/f/504faq1.htm).
At this time I have approximately 45 in LEP/ESL and about 20 students in the other sub-groups. Therefore, in order for all my students to be successful, I need to be flexible and provide more time and attention to them in completing their assignments. In doing this, I have additional assignments they can do at home or in my classroom before/after school, or (after they eat lunch) come in for about 20 minutes during seventh-grade lunch. I will also assist them with their computer research and blog/google reader in the classroom. They will use my classroom desktop computer as well as my laptop. The additional assignments may also be completed by students who are not in a sub-group. These activities include foldable, Thinking Maps, maps of Texas for coloring and labeling, and graphs/charts pertaining to the unit about the Civil War.

Day One: Review. Since students have learned many things about Texas history during the first semester, we will spend at least one day reviewing the sequence of events that will bring us from the early years of Texas’s struggles and victories, to the current years when Texas is engaged in the American Civil War.

Day Two: We will preview chapter 15, “The Civil War” which includes three sections : section 1 “Texas Secession”; section 2 “Texans Go to War”; and section 3 “Home Front Hardships”.

Students will be given instructions about all the activities they will complete, their group formations, and rules/guidelines during the project’s duration. When working in the classroom, students will be allowed to use my desktop computer to look up information for their project. They will also be allowed to go to the library during class, as long as they return before the end of class. The library has several computers, and students are allowed to use them for research during lunchtime. The librarian will monitor and assist the students if they need help.

Day Three: We will be doing a reading overview for the first section of the chapter in class. Then students will begin working in groups and planning their strategy for the project.

Day Four: We will meet in the computer lab where students will begin on creating their blog and researching websites where they will download information for their blog. Once every group has a blog, they will use Google Reader to subscribe to the others’ blogs.

Day Five to final day. Since the computer lab is shared with the entire school, the number of days we spend in the lab will be flexible. Each of my classes varies in number of students ranging from 20 to 34 students in a class. Therefore, the smaller classes will complete the project before the larger classes. Reading, discussion, and group work (and planning) will be done in the classroom. When in the computer lab, while some of the groups wait for their turn to use a computer, they will be working at the tables in the lab or may go to the library if it is available (the librarian sometimes has classes and is conducting a lesson for them).

Assessment

Students will receive at least three grades per week which will include: participation while working with their classmates; quiz over each section of the chapter, and a project grade. They will also be given a grade for their PowerPoint presentations.

Website Resources

http://www.georgetownisd.org/ccorner/socstudies/index.asp

http://texashistory.unt.edu/

http://www.texasbeyondhistory.net/

http://www.tshaonline.org/

http://www.texasstories.com/activities.html

http://www.youtube.com/watch?v=jqvwqWkE5V0&feature=pyv&ad=3901115353&kw=the%20civil%20war

Texas Revolution "Flickr" Images

Texas: Revolution to Annexation"
(Flickr Slidshow)
Students will work in groups. Each group will create a slideshow using Flikr. They will include historical figures and events in their slideshow that will correspond to their topic in sequential order of their presentations.

Texas: From Revolution to Annexation

Texas History: 7th grade Social Studies

Learning Goals: In this unit, students will be able to explain, describe, and sequence events in Texas history events that occurred during and after the Texas Revolution.
Daily objectives will include Texas Essential Knowledge Skills for the following chapters: (Chapter 10)"The Alamo and Goliad"; (Chapter 11) "Independence Won"; and (Chapter 12) "The Lone Star Republic".

Student Interest, Prior Knowledge, and Misconceptions:
Prior to the lesson, I asked students to share with the class what they knew about the Texas Revolution. A few students mentioned the battle at the Alamo. However, many students were confusing the Texas Revolution with the American Civil War.

Technology and Resources used in this unit will include: Discovery Education United Streaming to watch and learn about the Texas Revolution. Students are highly interested in watching videos; but they will be required to write down notes as we watch these videos; some are video segments that are anywhere from about 10 minutes in length up to approximately 50 minutes.

Stuents will be working in groups of 3 or 4, depending on class size. Each group will create a blog about our topic: Texas: From Revolution to Annexation. They will access various sources such as wikipedia, YouTube, Portal of Texas, and other sources dealing with Texas history.

Order of activities:
1. We will be reading the district-assigned textbook,"Texas and Texans". From this textbook, students will read orally, participate in class discussions, and complete various activities from the book. Some of these activities include: Foldables, timelines, end-of-section and end-of-chapter assessments. We will also be reviewing study skills that will help them successfully complete all their assignments. One extension activity will be for students to create artwork that will illustrate the significant events that occurred throughout the Texas Revolution and proceeding to annexation of Texas to the United States.

2. Hands-on activities (mentioned above) will take place after some oral reading and discussion of the text. Access to computers is dependent on availability of the school's computer lab.

3. Lenght of time required for completion of this unit will range from 2 to 3 weeks.

4. Assessment is ongoing. This means that as students work on their project, I will be monitoring their progress by asking them critical-thinking questions to looking over the work they are engaged in accomplishing.

Curriculum:
The state-mandated curriculum will be followed as usual. The following is an example of our district's lesson plan template/format:

Social Studies: Grade 7

Learning Standards:
Identify individuals, events, and issues during the Texas Revolution and the annexation of Texas to the United States. Identify individuals including Sam Houston, Stephen F. Austin, Maribeu Lamar, Anson Jones, and Chief Bowles;Compare the strengths and weaknesses of the Texas army; characterize the factors that led to the Texan defeats in their struggle for independence; exlain why Santa Anna stayed in Texas; summarize what occurred at the Battle of San Jacinto; explain why Texans wanted the United States to annex Texas;and to describe the annexation of Texas to the United States.

Texas Essential Knowledge Skills:
TEK 7.1 The student understands traditional historical points of reference in Texas history.
TEK 7.3 The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of Texas.
TEK 7.4 The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood.

Warm-up:
Academic Language (key terms)
Bell Ringer (beginning of class activity while teacher takes attendance)


Procedures:
a) Reading and discussion (textbook)
b) Students will form in groups
d) Students will work on assignment for the day


Materials:
Texas and Texans (textbook)
Computer (for research. This will take place in the school's computer lab).
Students will retrieve information from websites which will include: Portal of Texas; YouTube; www.aande.com (A&E Television); www.historychannel.com (The History Channel)They will create a 'group' blog using Blogger.
Materials for foldables and Thinking Maps
Interactive Student Notebooks
Resources and Materials
· Texas Primary Documents:
http://ritter.tea.state.tx.us/ssc/primary_resources/primary_sources.html

· Texas Revolution Article:
http://www.tshaonline.org/handbook/online/articles/TT/qdt1.html

· Causes of the Texas Revolution: http://education.texashistory.unt.edu/lessons/notebook/Causes/

· Texas Declaration of Independence: http://education.texashistory.unt.edu/lessons/notebook/Declaration/

· Notable Texans of the Texas Revolution:
http://tides.sfasu.edu/Teachers/Tides/docs/LessonPlans/MiddleSchool/social/MurphreyNotable.html

· Who’s who in the Texas Revolution:
http://www.tshaonline.org/tools/lessonplans/grade7/revolution/index.html

· Texas Quarter Activity:
http://www.usmint.gov/Kids/teachers/lessonplans/50sq/2004/0406-3.pdf

· Texas Frontier Timeline Activity:
http://www.texasbeyondhistory.net/teach/images/Timeline-Frontier.pdf

· Texas Revolution Resources:
https://academics.utep.edu/Default.aspx?tabid=55138#132681

· Curriculum Corner (7th Grade TX History Resources)
http://www.georgetownisd.org/ccorner/socstudies/7th.asp

Evaluation:
Student responses to questions
Student work (progress) product
Notebook check
Weekly OER (Open Ended Response) quiz is mandated by the district. These evaluations will be taken from the district curriculum.
Teacher created quizzes and tests will be given to students to either complete in class as time allows or as a take-home quiz/test.

Summary/Conclusion

When studying history, students need to appreciate the significance of the struggles and accompishments of our forefathers. In this geographical area (El Paso, Texas) we have diversity of cultures. In order to appreciate history, each student is capable of identifying with history due to the fact that they come from different cultures such as Mexico, other places in North America, and around the world. We have a number of families who are in the military; therefore, these students are exposed to many cultures; in turn, they can share their backgrounds and experiences with our local students who have never been to other cities, states, or countries.

My observations have proven time and again that after we complete a unit study such as the current topic (Texas: From Revolution to Annexation), students come away with a richer understanding of history. They are also better prepared for eighth-grade Social Studies and the other subjects they study in school.

Using Podcast In My Classroom

Teaching seventh-grade Social Studies will interest my students more by learning how to use podcast. Students comprehend better when they are actively engaged on a hands-on project. Especially using a computer to create their own podcast. When I taught ESL, I would sometimes use a tape recorder during oral readings or discussions. When my students heard their own voice, they were surprised at how their voice sounded. The reason our own voice sounds different to us than to other people, is that when other people listen to us speak, they are hearing our voice through sound waves. On the other hand, when we hear ourselves speaking, we are hearing our own voice through our brains and inner auditory system (also known as bone conduction). This is why podcast will enhance student learning; they get to hear themselves as others hear them.
I will continue my topic in Texas history about the Texas Revolution and its aftermath; how Texas became part of the United States (annexation) and the problems encountered along the way. My plan will begin by having my students listen to my instructions via podcast. Then, they will create a podcast that will include narratives about the Texas Revolution, its annexation into the United States, and also, songs they will download that were sung during the era we are studying.
Studens will go to YouTube to find videos about the Texas Revolution. Some of the videos will show re-enactments of battle scenes during the war. There are also interviews with historians explaining the details during this era. Some of my favorite videos are on YouTube, but we can also go to other resources provided in our textbook,"Texas and Texans" (Glencoe Publishing). These resources include A&E Television: www.aande.com and The History Channel: www.historychannel.com.
As we continue into the 21st century, I see a great need for our education system to make technology a high priority. It is imperative that the decision makers realize that without sufficient technology in our schools, we are short-changing our youth. Youngsters need to learn how to use technology in a responsible way throughout their years in school (public, private, and higher education).

Use of Audio Podcast in K-12 and Higher Education by Khe Foon Hew

After actually working on posting a podcast, I find the article by Mr. Hew fascinating and am surprised that more research has to be done regarding the benefits of podcasts in K-12 education. Most of the studies were conducted in higher education settings (mostly in engineering, medicine, and technology).
Another point made was that Clark and Walsh (2004)stated (highlighted) that "listenng was instinctual, (but) reading and writing are not" (p.5) and that linguistic psychologists have found that unlike reading and writing, children do not have to learn how to understand the spoken word, but are hard-wired with the skill.
My own reflection (thoughts/opinions) at this point are that: I would like the option of listening to a lecture via podcast, but would prefer a vodcast (podcast with video). I like to 'see' what the lecturer is actually doing, demonstrating, and body language she/he is using; I would like the vodcast to be a supplement to the lecture and as I stated before, optional.

When I was working on my undergraduate degree, I once took a cassette recorder to class and recorded a lecture; but when I listened to it at home, it was time-consuming; especially finding a certain portion in the lecture I needed to hear again. I stopped taking my recorder to class and just paid closer attention, asked questions, and took notes.

Guitar Tuning Lesson Podcast

Here is my guitar tuning lesson for six-string electric guitar.


I hope you enjoyed my lesson and were able to tune your guitar. Have fun playing!

Texas Revolution

Social Studies


7th Grade


The Alamo and Goliad




Last week we learned about how Texans wrote the constitution and began the fight for independence from Mexico.

This week, in chapter 10, we will be learning about the Alamo and Goliad; specifically, the causes and impacts of the Texan defeats at the Alamo and Goliad.



Learning goals for this lesson include:

a) Compare the strengths and weaknesses of the Texas army;

b) Identify which individuals played key roles in defending the Alamo;

c) Describe the events that occurred at the Alamo;

d) Explain how events at the Alamo helped to unite Texans in their struggle for independence;

e) Characterize the factors that led to the Texan defeats at Goliad and in South Texas; and

f) Summarize the massacre at Goliad.



Technology that you will be using includes:

1. Microsoft Word to write your essays and responses to questions;

2. TimeLine Maker to create timelines for the events that occurred during the events that occurred in Texas for the years 1835-1838;

3. Inspiration software for creating visuals that represent the individuals and their roles at the Alamo and Goliad; as well as events surrounding the events that are explained in the lesson;

4. Google images will help you illustrate the people, events, and issues you will read and learn about in the chapter; as well as supplement your timeline with images for events indicated in your timeline.

5. Google sites to create a blog about the Alamo and Goliad.



Procedure

It is helpful to preview each section before you read it in its entirety. Another strategy that will help you understand the content is to also preview the end-of-section questions. This will help you think of the specific technology that you will use for specific purposes. For example, when reading about an event that took place in a certain year(i.e. On January 17 Houston sends Bowie to the Alamo) you can make a notation to use this fact in your timeline.

As you proceed to other sections, highlight events where you can create visuals using Inspiration software to create visuals representing important individuals and events/situation they were involved in.

Remember to download images from Google to illustrate your narratives and timelines.

Feel free to go to other websites to supplement you essays/compositons; also pictures and videos (YouTube).

You can go to YouTube to download videos to insert in your blog. Use Blogger.com or Google Docs to create your blog.

This is a very interesting chapter about the Alamo, Goliad, and events that took place during the Texas Revolution. Although we will be reading some of the sections in class, be sure to read everything in the chapter when you are at home. Reading the chapter in its entirety is part of your homework.



Need Help?

If you need help in completing your assignments, don’t hesitate to come to my classroom before school (7:10- 7:40 a.m.); during seventh-grade lunch (after you eat your lunch); or after school (3:00- 4:00 p.m. any day, except FridayJ ).



Assessments

You will receive grades for the work product ( technology) you use in the lesson/assignments. You will also receive a grade for answering the end-of-chapter questions (Be specific when answering the questions, especially the critical-thinking questions at the end of each section).

Finally, you will complete a chapter test that you will download from the Teacher Seventh-grade Social Studies website.

Cool Vibes

Cool Vibes

Ideas for Technology: Seventh-grade Social Studies (Question #2)

My choice of tools for my students in seventh-grade social studies will vary with the assignments. When creating a timeline, they will use Word to type in the information. They can also use Inspiration in a creative way to make the timeline more interesting. Inserting an image will also enhance the look by making it more appealing. When they write a report about a Texas historical event or person, they can use Word or PowerPoint. PowerPoint will be used when presenting in front of the class. Since many students are nervous when it comes to public speaking, an oral presentation will increase their confidence when speaking in front of an audience. The unit that my students usually show much interest in is the American Civil War. They enjoy reading about the battles, challenges, and of course, the weapons that were used in the battles. This will be a good assignment for my students to create a blog. They can insert video, images, and narratives. Students at other schools will be able to share and comment on one another's blogs. Another way technology may be used is to put together a short film with music using MovieMaker. They can choose a battle, a speech (such as Abraham Lincoln's Emancipation Proclamation), or other event which occurred or led to the Civil War.

TPACK Framework (Question #1)

What aspiects of knowledge in the TPACK framework do you think you most need to improve for effective technology integration? Answer: My goal is to inspire students to become independent, life-long learners. The greatest challenge I face is to motivate students to focus on learning the content in social studies and become proficient in using technology to demonstrate their (divergent) understanding of the concepts we cover in class. As I learn how to use technology,I will teach my students to use it in their assignments. Many teachers share my feeling about children who spend many hours playing video games, texting socially and spending time on non-academic activities. If teachers can instill a sense of purpose when it comes to learning academics and are motivated to learn on their own, then we will benefit as future gnerations are prepared to enter the work force. They will have a career that can be exciting and rewarding. When students demonstrate divergent knowledge, this is when they can be creative, make knowledge their own, then synthesize it in new ways.

Middle School Survey

Survey

Using Blogs in My Classroom

Teaching social studies would be more exciting if my students could use a blog for their assignments.  As we approach the tenth anniversary of 9/11, my students could share their thoughts and information they would find online.  Today I gave them a homework assignment: watch a few programs on t.v., write notes, and then compose an essay about 9/11.  Since my seventh-graders were born beginning in 1998 or 1999,  blogging would show the reality of what happened in 2001 (through videos and news articles). 
Blogging would also make it possible for my students to update any new information they came across and post it on their blog.  Our textbook was published in 2003 and I heard that this might be the last textbook adoption; instead, we will use other resources in following our curriculum.  I think it's time for a change and moving away from textbooks is a step in the right direction.  I use United Streaming and my students enjoy watching the videos.  By blogging, they could access sources like the Portal of Texas, a seventh-grade website.  There must come a time when change is unavoidable; especially when we rely so much on technology.  I am still amazed at the amount of information (content) available online.  In taking this class (Web Tools) I realize how limited our resources have been in the past.  I plan on incorporating as much technology into my seventh-grade classses as allowable by "district policy".  We need to make the most of what we have.

Teaching the iGeneration

Wow!  After reading about the iGeneration, I feel overwhelmed with the progress taking place at this moment.  As a Baby Boomer, I totally agree with the research (chart) on page 12.  Baby Boomers spend about an hour more online than children ages 4-8!
I recall the first time (1980's I think) I saw my first PC (but won't bore you with the details).  Suffice it to say that while I am happy to be back in school and learning the new technology, there are probably millions of individuals around my age who will not benefit from what we are studying at this time. 
Yes, children now expect to have their computers, iPhones, etc.   So, for young adults (25-35?) who do not embrace the digital world, will they struggle or give up on technology?  One 'reason' people over, say 45, give is "I don't like technology".  I can't blame them if they don't have a guide.  Teachers will probably be required to take several courses like "Web Tools" during their training, if they aren't already required.  Maybe there will be lots of job opportunities for "knowledge brokers" as mentioned in the article (someone who will help teachers identify online resources).
As I work on these assignments and attend class, blog, etc.  I agree with Mr. Rosen that we must refocus education.  At some point in the not-so-distant future, this wll not be an option.
I believe 'we are there'!

UTEP

Reflection Essay

What does a Web 2.0 classroom look like?
I ensivision a Web 2.0 to look clean, organized. uncluttered, and students absorbed in their studies. 
I imagine a quiet classroom, because our digital natives are eager to go online and work on their projects with their peer around the globe.  The sound you hear is the sound of an improved mind (and fingers flying across the keyboard).  The student code of conduct will be unlike today's because students are engaged in learning.  Perhaps the problem will be when it's time to log-off!

What does it mean to create a technology-rich constructivist classroom?
In the process of creating a the new classroom, we will undergo growing pains.  This happens every time there is a shift in how we live.  But, I also belive that those growing pains will subside with mostly positive effects.  Not only the classroom, but the entire physical structure of schools must undergo a complete makeover.  No more 'warehous' type buildings.  They will be pleasant to spend the day inside. 

We are here:)

It seems that I will practice at home.  Lots to learn.