Bhavika Patel FRIT 7737: Media Specialist Practicum Fall 2012

Title of Unit

United States History

Grade Level

9-12

Desired Outcomes
21st Century Learners Standards: 1. Inquire, Think Critically, Gain Knowledge 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.2.4 Maintain a critical stance by questioning the validity and accuracy of all information. 1.3.2 Seek divergent perspectives during information gathering and assessment. 1.4.4 Seek appropriate help when it is needed. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.1.4 Use technology and other information tools to analyze and organize information. 2.2.4 Demonstrate personal productivity by completing products to express learning. 2.4.1 Determine how to act on information (accept, reject, modify). 2.4.4 Develop directions for future investigations. 3. Share knowledge and participate ethically and productively as members of our democratic society. 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.6 Use information and technology ethically and responsibly. 3.4.1 Assess the processes by which learning was achieved in order to revise strategies and learn more effectively in the future. 3.4.2 Assess the quality and effectiveness of the learning product.

4. Pursue personal and aesthetic growth. 4.2.1 Display curiosity by pursuing interests through multiple resources. 4.3.2 Recognize that resources are created for a variety of purpose. GPS Standards: SSUSH9 The student will identify key events, issues, and individuals relating to the causes, course, and consequences of the Civil War. a. Explain the Kansas-Nebraska Act, the failure of popular sovereignty, Dred Scott case, and John Browns Raid. b. Describe President Lincolns efforts to preserve the Union as seen in his second inaugural address and the Gettysburg speech and in his use of emergency powers, such as his decision to suspend habeas corpus. c. Describe the roles of Ulysses Grant, Robert E. Lee, Stonewall Jackson, William T. Sherman, and Jefferson Davis. d. Explain the importance of Fort Sumter, Antietam, Vicksburg, Gettysburg, and the Battle for Atlanta and the impact of geography on these battles. e. Describe the significance of the Emancipation Proclamation. f. Explain the importance of the growing economic disparity between the North and the South through an examination of population, functioning railroads, and industrial output. SSUSH10 The student will identify legal, political, and social dimensions of Reconstruction. a. Compare and contrast Presidential Reconstruction with Radical Republican Reconstruction. b. Explain efforts to redistribute land in the South among the former slaves and provide advanced education (Morehouse College) and describe the role of the Freedmens Bureau. c. Describe the significance of the 13th, 14th, and 15th amendments. d. Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during Reconstruction. e. Explain the impeachment of Andrew Johnson in relationship to Reconstruction. f. Analyze how the presidential election of 1876 and the subsequent compromise of 1877 marked the end of Reconstruction.

Understandings: Students will understand the causes of the Civil War Students will understand the lasting effects of the Civil War Students will explain the series of events of the Civil War Students will understand the difference between Allies and Central Powers Students will correctly explain the political, geographic and economic differences between the North and South Students will explain what occurred during the Reconstruction era Students will understand the content, structure, and kinds of information found on the internet.

Student will demonstrate knowledge on how to differentiate between appropriate and inappropriate internet sites Students will utilize various reference resources

Essential Questions: Overarching Questions: What was the Civil War? What were the causes of the Civil War? What were the effects of the Civil War? How did the Civil War influence peoples lives then and now? How did the Civil War influence society then and now? What is the purpose of evaluating a website? Topical Questions: What are Web 2.0 tools? How do we evaluate a website? How can we effectively extract relevant information for a source? How do we read for a purpose? What is an abolitionist? What were the advantages and disadvantages each side had fighting the war? How did the Emancipation Proclamation change the war? What took place during Reconstruction? Students will be able to do: Effectively and efficiently extract relevant information (Use of Information). Organize and present complete information (Synthesis) Read for a purpose Evaluate a Website Reiterate the importance of the Civil War and Reconstruction in US History. Self-assess

Students will know: The causes and effects of the Civil War The lasting influences of the Civil War Web 2.0 Tools The events that occurred during the Civil War The events that occurred during Reconstruction The timeline of events

Assessment Evidence
Performance Tasks:

Other Evidence: Informal observations

Students will be able to search

the Internet and find appropriate websites sources for their research topic Students will collect factual information from internet sources to create a Prezi Presentation of the Civil War. Students will accurately portray North and South character roles Discussion/Debate over the Dred Scott case Write a letter home to your family as a soldier describing the war and the conditions you are facing. Create a timeline with pictures or symbols representing the event. Students will complete reflections on what they learned.

Homework Journals Quizzes Tests EOCT Practice Vocabulary tests

Learning Plan
(The activities were completed when time permitted.)

As a pre-assessment, students interact with Mr. Flowers to create a KWL Chart on the Civil War Introduce EQ: What was the Civil War? Causes and Effects? Introduce key terms Compare and contrast: North and South, life style, economics and political philosophy (Comparison Chart) Identify and discuss the cause and effect of events Students dress up as soldiers of the Civil War and will portray North and South character roles o They will also participate in a discussion/debate over the Dred Scott case Students will write a letter home to their family as a soldier describing the war and the conditions you are facing. Introduce EQs: How did the Civil War influence peoples lives then and now? How did the Civil War influence society then and now?

Make connections from the Civil War time period to current events today. Create a timeline with pictures or symbols representing the event. Introduce EQ: How did the Gettysburg Address and Emancipation Proclamation influence/change the war? Discuss the Gettysburg Address Discuss the Emancipation Proclamation Discuss the changes that were made during Reconstruction Discuss the effects of Reconstruction

Introduce EQs: How do we evaluate a website? What is the purpose of evaluating a website? How can we effectively extract relevant information for a source? Discuss appropriate and inappropriate Civil War resources Discuss the purpose of evaluating Internet sources Introduce website evaluation form Discuss how to analyze and organize information so that it is useful. Introduce EQ: What are Web 2.0 tools? Explain what a Prezi presentation is with Prezi tutorial Guide students through Prezi Re-Introduce the website evaluation form (Use the best 3 evaluations) Explain presentation criteria and rubric Monitor and facilitate the creation of Prezi Presentation Instruct students to begin developing their own Prezi Presentations on the Civil War using the websites they evaluated on Day 1. Students will complete a reflection.

Notes to the Instructor Use this area, if needed, to explain to the instructor how your planned activities above satisfy specific elements of the scoring rubric.

Student Name: Web Site Evaluation Worksheet Topic: Search Engine: URL:

1. Accuracy (Is the information reliable? Are the links accurate? Sources cited? Information believable?)

2. Authority (Who is the author of the site? What are his/her qualifications? Is the site sponsored by an organization? Is the organization reputable or legitimate?)

3. Objectivity (Does the information reveal a bias? What is the point of view of the author? Is the information trying to sway you? Do the links also reflect a bias?)

4. Currency (When was the site last updated? Is the information kept up to date? Is the publication date indicated? Are the links up to date?)

5. Coverage (How is the information presented? Heavy use of graphics, text, statistics? Topic coverage cursory or in-depth?)

Performance Tasks Rubrics Prezi Presentation Teachers: Mr. Flowers & Ms. Patel Student: Category 4 3 Content
Covers topic indepth with details and examples. Subject knowledge is excellent. Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation Includes essential knowledge about the topic. Subject knowledge appears to be good.

1
Content is minimal OR there are several factual errors. Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content More than four errors in spelling or grammar Uses other people's ideas,

Includes essential information about the topic but there are 1-2 factual errors Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content Four misspellings and/or grammatical errors. Uses other people's ideas

Attractiven ess

Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Three or fewer misspellings and/or mechanical errors Product shows some original

Mechanics Originality

No misspellings or grammatical errors. Product shows a large amount of

original thought. Ideas are creative and inventive

thought. Work shows new ideas and insights.

(giving them credit), but there is little evidence of original thinking One requirement was not completely met.

but does not give them credit.

Requireme nts

All requirements are met and exceeded

All requirements are met.

More than one requirement was not completely met.

Student Reflection Sheet

Directions: Use the space below to write a minimum of five sentences about what you have learned throughout this unit.

1. What did you learn about the Civil War and Reconstruction in class and through Internet research? ____________________________________________ ____________________________________________ ____________________________________________ __________________________________________ ____________________________________________ ______________ ____________________________________________ ______________ 2. What did you learn about finding information on the Internet? ____________________________________________ ____________________________________________ ____________________________________________

____________________________________________ ____________________________________________ ____________ ____________________________________________ ______________ 3. Would you like to use Prezi again? Why or Why not? ____________________________________________ ____________________________________________ ____________________________________________ __________________________________________ ____________________________________________ ______________ ____________________________________________ ______________ 4. Was the website evaluation useful to you? Why or Why not? Would you use it again? Why or Why not? ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________

____________________________________________ ______________ 5. What do you think it takes to be a hero or leader? ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________ ____________________________________________ ______________