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
