University of Missouri–St. Louisumsl.edu/~wadsworthbrownd/HouserWEB.docx · Web...

Jennifer Forsman Houser

I come to the University Of Missouri-

St. Louis College Of Education with several

years of experience working with children.

From my early years as a camp counselor to

twelve years as a Religious School and

preschool teacher to my later years as a

mother of three girls I have spent most of

the last twenty years

teaching tradition to youth. Although I have worked with people from two to

ninety-two I find middle school students to be an exciting challenge. I enjoy

looking toward history for the stories it teaches and take pleasure in using them as

a study in character education.

Personal quote: “ Teaching is about connecting. I connect with humor,

encourage with praise and desire understanding from my students. And, I think

you’re swell.”

"I don't become what I think I can, I don't become what you think I can, I become what I think you think I can."— Jawanza Kunjufu

Overview

Mrs. Houser’s

Unit 5: Economic and Political Factors leading to The Civil War

8th Grade American History

April 29, 2010

Rationale: Understanding in education takes place when students take ownership in ideas. Social Studies afford the students opportunities to develop arguments, form opinions and can practice their own expression of them. For students to truly understand the complexity of the slavery movement in the United States they need to understand the economic development along with social and political reasons for the institution. The economic developments before the Civil War developed differently within the country. Students will understand this development and be able to present both sides of the argument of slavery and culminate with a writings that express how the institution with historical documents. Students will begin to understand the complex issues around immoral systems.

Summary: Students will be asked to create three assignments to demonstrate their knowledge of the economic and political elements going into the decision of the South to secede from the Union in 1860. Students are given two smaller work assignments and one large project and a multiple choice exam to complete the unit assignments. Project #1 Idea Map will give students an understanding of the enormous impact of the cotton gin. Project #2 in Take a Stand students will ask to step out of their comfort zone to understand the economic realities from a Southern Plantation Owner’s view and a racist position of a Northern worker. Project #3 Students will look at primary documents and explore information of their own interest to develop information the project. The elements contained in the final project must include the following: By using the A.R.A.F.T students will create a five paragraph narrative highlighting an important event or philosophy the historical figures life.

Unit Objectives:

SS3 1.8 Interpret political, economic and social causes and consequences of the Civil War

and Reconstruction

SS3 1.6 b. Analyze cultural interactions among Africans brought to America

SS2 4.2 a Apply rights and responsibilities of individuals to events in US history and

everyday life.

Literary Strategies:

Idea Map, Take a Stand, and A.R.A.F.T

Materials: Text, Packet #1, Packet #2 Primary Documents, Computers

Means of Assessment: Rubric

EYE WITNESS TO HISTORYUnit 5: Economic and Political Factors leading to

The Civil War Days 1- 15As a member of Mrs. Houser’s class you have taken on the role of Historian. In Unit 5 you will be using primary and secondary resources to understand the Civil War’s causes were more than the injustice of slavery.

By using your inquiring minds you will go beyond our textbook into the minds of Americans of the mid 17th Century. In addition to our text, you will be given packets:

Packet 1: Chapter 10 from The African American Experience textbook

Packet 2: Primary Sources from abolitionists, slaves, politicians and activists.

Your Goal: To understand the mindset of both Southerners and Northerners, factory workers and slaves, abolitionists and plantation owners. To understand the economic and political problems the country faced that were so important as to prompt half of the Union to split away from the Union.

Important Due Dates:

Day 5: Idea Map 10 pts.

Day7: Take a Stand 15 pts.

Day 10: Unit Test 100pts.

Day 15: Final Project: Diary Pages 100 pts.

Heading Class 8th Grade Name of Unit Economic and Political Factors leading to the Civil War

Date of Lesson Day 3 Teacher’s Name Mrs. Houser

Objectives SS3 1.6 b. Analyze cultural interactions among Africans brought to America

Instructional

Framework

Initiating Constructing Utilizing

Lesson Plan

Format

Teacher Directed Presentation – (last night’s homework, pgs. 112-116).

Student Directed Cooperative Groups- (Jeopardy groups)

Grouping Whole Class Small Group Pairs Individuals

Materials & Resources

School, Teacher, Student- with pencil and paper

Easel Pad with stand and marker

Text (copies or book) The African American Experience: A History

Jeopardy answers

Strategy Data Chart/Question of the DayReview Previous

Lessons

Opening 10 Minutes – Do Now/Bell Ringer (Question of the Day)

Data Chart“What ways did West Africans learn to cope with being slaves in the New World?” Terms on giant sticky note: two columns, problem and coping skills

New Material

Middle 25 minutes - Actual Lesson

Discussion of first half of Chapter 10, The Tyranny of A Slavery.

Teacher led 25 minutes, students guided note taking with PowerPoint.

Key concepts and terms: West Africa, first generation, dialect, daily life, working conditions, religion, songs, family, basic idea of northern abolitionist movement to be studied in more detail later in next set of lessons.

Guided Practice

10 minutes

Review terms with definitions in game format- Jeopardy. Class divided into two teams

Closure toLesson

5 minutes

Discussion, go back to question of the day, can we add on to the list? Hang information on wall to help as visual reminder for class.

Assignment for Tomorrow

5 minutes

Looking forward: “Come back with 3 ideas of how the slaves’ lives changed from early slavery to just before the Civil War.”

Read pages 116-121 in book

Planning the Lesson

Delivering the Lesson



Objectives SS3 1.8 Interpret political, economic and social causes of the Civil War

Instructional

Framework


Lesson Plan Teacher Directed-Direct Instruction – (last night’s reading, pgs 116-121)

Student Directed-Problem Solving

Format



School

Teacher

Student

Text (copies or book) The African American Experience: A History

Cotton Gin Idea Map Flyer

Strategy Ask your Partner/Idea MapReview Previous

Lessons

Opening 10 Minutes – Do Now/Bell Ringer

Journal Entry, With the “3 ideas of how the slaves’ lives changed from early slavery to just before the Civil War” homework information.

Ask your partner Question: What do you think was the most significant change in the lives of slaves and why?

Discussion with a partner near you.

Share with class

New Material


African Americans in the Cotton Kingdom- Guided note taking for students with PowerPoint.

Key Concepts and Terms: Economy of slavery, Cotton Gin, Slave trade, auction, cotton plantation, “sold down the river”, Northern economy related to cotton

Guided Practice

10 minutes

Students will make their own Idea Map with the Cotton Gin as the central topic. Teacher led discussion will help students set up the map.

Closure toLesson

5 minutes

Class will have a discussion about what they have learned in the last two days and how it will be applied to the next day’s lesson.

Assignment 5 minutes

for Tomorrow Complete the Idea Map and bring to class for discussion.

Planning the LessonDelivering the Lesson



Objectives SS3 1.8 Interpret political, economic and social causes and consequences of the Civil War

Instructional

Framework


Lesson Plan

Format

Teacher Directed

Concept – Direct students to read passage take on opinion of slave life.

Student Directed Cooperative Groups Discussion



Sticky note from Day 1, Student’s idea map, Hat and Slips of paper with N and S on them. Graphic Organizer for take a stand. The Message flyer for take a stand. Rubric for Take a Stand

Strategy Take a StandReview Previous

Lessons


Journal Entry: Boys: list three reasons why a Northerner would want slavery to end. Girls: list three reasons why a Southerner would want to continue slavery.

Class discussion- list answers on the board

New Material


Students will draw from a hat either North or South and will create a Take a Stand project on that side, skipping the discussion continuum. Teacher will guide students through the first step and facilitate step 2. Pass out rubric and objectives for the persuasive paper.

Guided Practice

10 minutes

Give students time to work on paper and ask questions

Closure toLesson

5 minutes

Ask for any remaining questions


5 minutes

Have step two done before class starts tomorrow.

Planning the Lesson

Delivering the Lesson



Objectives SS3 1.8 Interpret political, economic and social causes and consequences of the Civil War

Instructional

Framework


Lesson Plan

Format

Teacher Directed

Student Directed

Question and Answer Period, pair review



Packet 2, primary source information

Strategy A.R.A.F.T.Review Previous

Lessons


Students will have 5 minutes to work with a partner and 5-10 minutes with teacher on any questions they have regarding the test.

New Material


Introduce and guide students through primary documents.

Explain the A.R.A.F.T assignment.

Guided Practice

20 minutes

Students read documents, teacher available for questions.

Closure toLesson

5 minutes

Ask for any remaining questions


5 minutes

Continue highlighting important information for their papers.

Dear Diary, Because you now understand the political and economic reasons behind the Civil War, you will demonstrate your understanding of people’s mindsets. Using your textbook, Packet 1 and Packet 2 you are asked to create a 5 paragraph diary page written from the point of view of a true life abolitionist, Southern Sympathizer or former slave. You will be writing your passage in hopes your grandchildren will read it so you’ll want to illustrate your actions and beliefs with thoughshots and snapshots.

Your writing must have evidence of interpret political, economic and social causes of the Civil War and show evidence of rights and responsibilities of individuals to events in the historical cause** see rubric for more information.

Our writings will be displayed on the Wall of Fame, so make sure to use your creative talents and thoughtful writing.

PROJECT FORMAT: worth 100 pts.

Important Dates:

Day 9: Test Review, Study Primary Documents and choose historical character

Day 10: Test and work on project

Day 11: First Rough Draft for peer review

Day 13: Rough Draft for teacher review

Day 15: Project Due

RUBRIC: Dear Diary,SS3 1.8 Interpret political, economic and social causes of the Civil War

Writing does not correctly describe any political, economic or social causes of the Civil War.

Writing correctly describes one of the following: political, economic or a social cause of the Civil War

Writing describes two of the following: political, economic, and/or a social cause of the Civil War

Writing describes one of each of the following:

Political, economic and a social cause of the Civil War

SS2 4.2 a Apply rights and responsibilities of individuals to events in US history and everyday life.

Writing shows no evidence of rights and responsibilities of individuals to events in US history and everyday life.

Writing shows evidence of one right or responsibility of individuals to events in US history and everyday life.

Writing shows evidence of 2 or more rights and responsibilities of individuals to events in US history and everyday life.

Writing shows evidence of 3 or more rights and responsibilities of individuals to events in US history and everyday life.

Final Draft:

The writer gives us information about who, what, where, when, and why we are interested in the subject.

Draft informs reader of 2 or less questions.

Draft informs reader of 3 questions.

Draft informs reader of 4 questions.

Draft clearly informs reader of all 5 questions.

Final Draft Final draft is unorganized and scattered.

Final draft has weak organization

Final draft has organization and is appealing.

Final assembly is organized, has a strong sense of flow and appeal.

Final Draft Spelling and Grammar

Writing has more than 5 grammar and spelling mistakes. OR is not turned in on

Writing has 3-4 mistakes in grammar and spelling

Writing has 1-2 mistakes in grammar and spelling

Writing has accurate spelling and grammar with zero mistakes.

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