L3+Sawyer,+Brittany


 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: Mrs. Saucier ** **__Lesson #:__ 3 __Facet:__ Explanation**
 * __Grade Level __****: 6-8 ** **__Numbers of Days:__ 2-3**
 * __Topic: __**** Civil War and Reconstruction **


 * __PART I: __**
 * __Objectives __**
 * Student will understand that **there are causes and effects of the Civil War


 * Student will know **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">the sequence of important events such as the Dred Scott Case, Slave Codes, Emancipation Proclamation, Gettysburg Address, Lincoln's Assassination, Amendments.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will be able to **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">describe how history can help one better understand and make informed decisions about the present and future.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Product: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Wiki

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Social Studies <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard Label: E. History <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: E1 Historical knowledge, concepts, themes and patterns <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level: 6-8 Civil War and Reconstruction, 1850-1877 //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and in various regions of the world. //
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson will meet the standards through the exploration of enduring themes of the Civil War causes and effects on the United States today.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Assessments __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The students will complete a Persuasion Map to describe their ideas of causes and effects of the Civil War on the United States today. Students will also complete a Take and Pass activity to discuss with other students their ideas as well as to get clarification and new ideas on what they believe is the most important causes and effects. Students will also complete a Three Minute Interview as a final way of getting clarification on their ideas with their peers.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative (Assessment for Learning) __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I – checking for understanding during instruction **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will receive peer feedback throughout the process through the various activities. Students will also self-feedback after the creation of their Wiki through the completion of the rubric. Students will finally receive Teacher feedback through personal interviews with the teacher to discuss their progress <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will complete a Wiki describing their ideas on the major causes and effects of the Civil War that are still present today in the United States. Students will show understanding of major concepts such as Amendments, the Dred Scott Case, Lincoln's Assassination and the Emancipation Proclamation.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – timely feedback for products (self, peer, teacher) **
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative (Assessment of Learning): __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Integration __**
 * Technology:** Technology will be incorporated through the creation of a Wikispace by students showing the causes and effects of the Civil War on the United States today.


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">English: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will write about their ideas on which causes and effects are most present today.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Art: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students are able to design their Wikispace with any form of graphics and photos that are relevant.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will complete a Persuasion Map to plan out which causes and effects they feel should be included in their Wikispace, including information such as supporting details and evidence.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Groupings __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will ultimately be working alone to create their Wikispace. Students will work together during the feed backing process, in which the roles are to give one another feedback.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Section II – Groups and Roles for Product **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Differentiated Instruction __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will analyze the causes and effects of the Civil War on the United States today.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will write and describe which causes and effects are still apparent in the United States today.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Visual: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students can use and create visual graphics or photographs to go along with their Wikispace.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will work independently to show explain their ideas on how the effects of the Civil War are still visible today.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will work together during the feed-backing portion of the class to bounce ideas off one another.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Naturalist: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students may choose to look at the impacts of the Civil War on the environment or society.


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Modifications/Accommodations __**
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Absent students will be required to see the teacher the next day they are in school to get any handouts. As this is an independent project students will talk with the teacher about what was missed and can proceed to work on the project at home. Students without access to technology at home can handwrite their ideas at home, and then use the next class period to work out the technological portion. If the student misses all three classes they then have the option of staying after school to work on the technology portion with the teacher.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Plan for accommodating absent students: **


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Extensions __**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II technology: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will use the Wikispace program to “teach” others about the causes and effects of the Civil War on the United States today, and how those causes and effects are still visible today.

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">List all the items you need for the lesson. // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Projector <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Laptops <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Internet Access <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Handouts <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rubric
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted Students: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gifted students will be asked to conduct an interview of three adults they know with one major question “How do the effects of the Civil War affect you personally?” Students will add these interviews to a page in their Wiki and analyze whether they think these adults realize the effects of the Civil War and why or why not.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Materials, Resources and Technology __**

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">List all URL and describe. // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] (Cause and Effect notes) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] (American Civil War notes) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] (Cause and Effect notes) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] (Social Effects notes) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[|http://www.history.com/videos/impact-of-the-civil-war#impact-of-the-civil-war] (hook video) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] (Dred Scott notes) <span style="font-family: 'Times New Roman',serif;">[] (Slave code notes)
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Source for Lesson Plan and Research __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">PART II: __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages) //

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The classroom will be set up in rows most of the time to allow students to work independently, during times of partner/group work the classroom will be set up in clusters. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 1:
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be introduced to topic through the hook video. (5)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will work independently to fill out their Persuasion Map (15)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will then work in groups of three or four to discuss their Persuasion Maps in the form of a Three Step Interview. (15)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher will go over content notes (30)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will look back at their Persuasion Maps and make changes (15)

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 2: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 3:
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will participate in a Take and Pass activity to solidify their ideas on the most impactful effects of the Civil War. (20)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher will explain assignment and hand out rubric (10)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will then begin to work on their Wiki page independently (40)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teacher will take any questions from students to clarify the assignment before presentations (10)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will explore the Wikispaces of their peers writing a one paragraph response for each one. (50)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The lesson will end with an in-depth class discussion on the effects of the Civil War on the United States and any effects that are visible today any why they are important. (30)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will understand that there are causes and effects of the Civil War. This information will allow students to understand how our culture became what it is today. //Students understand major eras, major enduing themes, and historic influences in the history of Maine, the United States and in various regions of the world.// <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will watch a video about the impact of the Civil War on the United States: [|http://www.history.com/videos/impact-of-the-civil-war#impact-of-the-civil-war] <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">. The students will then participate in a discussion of other causes and effects that are not mentioned in the video and their importance.
 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Day One and Two __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Where, Why, What, Hook Tailors:** //Visual, Verbal, Interpersonal, Naturalist, Logical//**.**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know the sequence of important events such as the Dred Scott Case, Slave Codes, Emancipation Proclamation, Gettysburg Address, and Lincoln’s Assassination through the explanation that the teacher will have provided during the first day (See content notes). Students will also do some personal exploration on the effects they choose to focus on. Students will write on their persuasion maps what they believe are the important causes and effects that impact the United States today. They will then participate in a Three Minute Interview with a small group to discuss what they believe are important causes and effects. This will then be shared with the class in a discussion. Students will follow with a persuasion map to explain newly acquired knowledge. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will participate in a Take and Pass activity to display knowledge with peers and receive feedback on ideas. Students will receive teacher feedback twice through pair-teacher meetings and individual-teacher meetings; they will then be presented with chances to revise their Wiki.
 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Day One and Two __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Equip, Explore, Rethink, Revise, Tailors:** //Interpersonal, Intrapersonal, Visual, Verbal, Naturalist, Logical//**.**

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will participate in a Three Minute Interview with a small group to discuss what they believe are causes and effects. This will then be shared with the class. Students will follow with a persuasion map to explain newly acquired knowledge. Students will work in pairs to create a Wiki to explain the causes and effects of the Civil War era on today's society; each student will choose three causes and effects to explain. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will participate in a Take and Pass activity to display knowledge with peers and receive feedback on ideas. Students will be able to describe how knowing the effects of historical events can help them to make decisions that are informed. Students will not be grouped for the actual product, but during the cooperative learning activities students will be able to choose their own groups. All students will be required to take notes on what their peers are saying to ensure that all students are participating. Students will receive teacher feedback twice through pair-teacher meetings and individual-teacher meetings; they will then be presented with chances to revise their Wiki.
 * __<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Day Two and Three __**
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Explore, Experience, Revise, Refine, Tailors: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> //Logical, Interpersonal, Intrapersonal, Verbal, Visual, Naturalist.//

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will self-assess during the creation of their wiki, they will have a copy of the rubric to follow and will self-assess whether they are meeting the requirements. Students will receive feedback from the teacher throughout the process. Students will also receive peer feedback on ideas during the cooperative learning activity. This lesson will connect to other assignments in the future by allowing students to have an understanding of the effects of the Civil War on today.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day Three __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Evaluate, Tailors:** //Logical, Interpersonal, Intrapersonal, Visual, Verbal, Naturalist.//

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know….. <span style="color: #303030; font-family: 'Times New Roman',serif; font-size: 12pt;">Dred Scott was a slave in Missouri. From 1833 to 1843, he resided in Illinois (a free state) and in an area of the Louisiana Territory, where slavery was forbidden by the Missouri Compromise of 1820. After returning to Missouri, Scott sued unsuccessfully in the Missouri courts for his freedom, claiming that his residence in free territory made him a free man. Scott then brought a new suit in federal court. Scott's master maintained that no pure-blooded Negro of African descent and the descendant of slaves could be a citizen in the sense of Article III of the Constitution. <span style="color: #303030; font-family: 'Times New Roman',serif; font-size: 12pt;">Was Dred Scott free or slave? <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Decision: 7 votes for Sandford, 2 vote(s) against
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Notes __**
 * //<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Dred Scott v. Sandford //**<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> (1857), also known as the **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Dred Scott Case **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">, was a ruling by the <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">U.S. Supreme Court that people of African descent brought into the United States and held as slaves (or their descendants,whether or not they were slaves) were not protected by the Constitution <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">and could never be U.S. citizens.
 * <span style="color: #2f3c23; font-family: 'Times New Roman',serif; font-size: 12pt;">Location: ** <span style="color: #012a3e; font-family: 'Times New Roman',serif; font-size: 12pt;">Fort Snelling
 * <span style="color: #2f3c23; font-family: 'Times New Roman',serif; font-size: 12pt;">Question **
 * <span style="color: #2f3c23; font-family: 'Times New Roman',serif; font-size: 12pt;">Conclusion **

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Legal provision: US Const. Amend. 5; Missouri Compromise <span style="color: #303030; font-family: 'Times New Roman',serif; font-size: 12pt;">Dred Scott was a slave. Under Articles III and IV, argued Taney, no one but a citizen of the United States could be a citizen of a state, and that only Congress could confer national citizenship. Taney reached the conclusion that no person descended from an American slave had ever been a citizen for Article III purposes. The Court then held the Missouri Compromise unconstitutional, hoping to end the slavery question once and for all. <span style="color: #303030; font-family: 'Times New Roman',serif; font-size: 12pt;">Effect on the U.S.: This event made it harder for slaves to gain freedom. This would eventually lead to the 13th Amendment being created.

<span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;">Slave rebellions were not unknown, and the possibility of uprisings was a constant source of anxiety in the American colonies—and, later, in the U.S. states—with large slave populations. (In Virginia during 1780–1864, some 1,418 slaves were convicted of crimes; 91 of the convictions were for insurrection and 346 for murder.) Slaves also ran away. In the British possessions in the New World, the settlers were free to promulgate any regulations they saw fit to govern their labor supply. As early as the 17th century, a set of rules was in effect in Virginia and elsewhere; but the slave codes were constantly being altered to adapt to new needs, and they varied from one colony—and, later, one state—to another. <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;">All the slave codes, however, had certain provisions in common. In all of them the color line was firmly drawn, and any amount of African heritage established the race of a person as black, with little regard as to whether the person was slave or free. The status of the offspring followed that of the mother, so that the child of a free father and a slave mother was a slave. Slaves had few legal rights: in court their testimony was inadmissible in any litigation involving whites; they could make no contract, nor could they own property; even if attacked, they could not strike a white person. There were numerous restrictions to enforce social control: slaves could not be away from their owner’s premises without permission; they could not assemble unless a white person was present; they could not own firearms; they could not be taught to read or write, nor could they transmit or possess “inflammatory” literature; they were not permitted to marry. <span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;">Obedience to the slave codes was exacted in a variety of ways. Such punishments as whipping, branding, and imprisonment were commonly used, but death (which meant destruction of property) was rarely called for except in extreme cases of violence against whites. Slave codes were not always strictly enforced, but, whenever any signs of unrest were detected, the appropriate machinery of the state would be alerted and the laws more strictly enforced. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Effect on the U.S.: Slave codes effected the U.S. socially, people who already were against slavery grew in their disdain for it when they could no longer help slaves.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Slave Codes **<span style="color: #333333; font-family: 'Times New Roman',serif; font-size: 12pt;">in U.S. history, any of the set of rules based on the concept that slaves were property, not persons. Inherent in the institution of slavery were certain social controls, which slave owners amplified with laws to protect not only the property but also the property owner from the danger of slave violence. The slave codes were forerunners of the black codes of the mid-19th century.

On September 22, 1862, Lincoln announced that he would issue a formal emancipation of all slaves in any state of the Confederate States of America that did not return to Union control by January 1, 1863. None returned and the actual order, signed and issued January 1, 1863, took effect except in locations where the Union had already mostly regained control. The Proclamation made abolition a central goal of the war (in addition to reunion), outraged white Southerners who envisioned a race war, angered some Northern Democrats, energized anti-slavery forces, and weakened forces in Europe that wanted to intervene to help the Confederacy. Total abolition of slavery was finalized by the Thirteenth Amendment which took effect in December 1865 (Source: Wikipedia) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Effect on the U.S.: The Emancipation Proclamation angered the South and Empowered the North, bringing both sides to want to fight harder.
 * Emancipation Proclamation**:The Emancipation Proclamation is an executive order issued by United States President Abraham Lincoln on January 1, 1863, during the American Civil War using his war powers. It proclaimed the freedom of 3.1 million of the nation's 4 million slaves, and immediately freed 50,000 of them, with nearly all the rest freed as Union armies advanced. The Proclamation did not compensate the owners; it did not make the ex-slaves, called Freedmen, citizens. [|[1]]

Abraham Lincoln's carefully crafted address, secondary to other presentations that day, came to be regarded as one of the greatest speeches in American history. In just over two minutes, Lincoln invoked the principles of human equality espoused by the Declaration of Independence and redefined the Civil War as a struggle not merely for the Union, but as "a new birth of freedom" that would bring true equality to all of its citizens, ensure that democracy would remain a viable form of government, and would also create a unified nation in which states' rights were no longer dominant. Beginning with the now-iconic phrase "Four score and seven years ago," referring to the American Revolution of 1776, Lincoln examined the founding principles of the United States in the context of the Civil War, and used the ceremony at Gettysburg as an opportunity not only to consecrate the grounds of a cemetery, but also to exhort the listeners (and the nation) to ensure the survival of America's representative democracy, that the "government of the people, by the people, for the people, shall not perish from the earth." Despite the speech's prominent place in the history and popular culture of the United States, the exact wording of the speech is disputed. The five known manuscripts of the Gettysburg Address differ in a number of details and also differ from contemporary newspaper reprints of the speech. (Source: Wikipedia) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Effect on the U.S.: Revitalized hopes for the people, allowing them to continue on in the fight for the Union.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Gettysburg Address: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The Gettysburg Address is a speech by U.S. President Abraham Lincoln and is one of the most well-known speeches in United States history. It was delivered by Lincoln during the American Civil War, on the afternoon of Thursday, November 19, 1863, at the dedication of the Soldiers' National Cemetery in Gettysburg, Pennsylvania; four and a half months after the Union armies defeated those of the Confederacy at the Battle of Gettysburg.

The assassination was planned and carried out by well-known actor John Wilkes Booth as part of a larger conspiracy in a bid to help the Confederacy's cause. Booth's co-conspirators were Lewis Powell and David Herold who were assigned to kill Secretary of State William H. Seward and George Atzerodt who was to kill Vice President Andrew Johnson as well. By simultaneously eliminating the top three in the line of succession in the Federal government, Booth and his co-conspirators hoped to throw the Union government into disarray. Lincoln was shot while watching the play //Our American Cousin// at Ford's Theatre in Washington, D.C. with his wife, Mary Todd Lincoln. He died early the next morning. The rest of the plot failed. Powell only managed to wound Seward, while Atzerodt, Johnson's would-be assassin, lost his nerve and fled Washington. (Source: Wikipedia) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Effect on the U.S.: The country then lost a lot of their hopes for a successful end to the Civil War and Reconstruction. African Americans lost hope of ever gaining equality.
 * Lincoln's Assassination**<span style="font-family: Arial,sans-serif; font-size: 10pt;">: The assassination of United States President Abraham Lincoln took place on Good Friday, April 14, 1865, as the American Civil War was drawing to a close. The assassination occurred five days after the commanding General of the Army of Northern Virginia, Robert E. Lee, and his battered Army of Northern Virginia surrendered to General Ulysses S. Grant and the Army of the Potomac. Lincoln was the first American president to be assassinated,though an unsuccessful attempt had been made on Andrew Jackson thirty years before in 1835.

13th Amendment: The Thirteenth Amendment to the United States Constitution officially abolished and continues to prohibit slavery and involuntary servitude, except as punishment for a crime. It was passed by the Senate on April 8, 1864, passed by the House on January 31, 1865, and adopted on December 6, 1865. On December 18, Secretary of State William H. Seward, in a proclamation, declared it to have been adopted. It was the first of the Reconstruction Amendments. President Lincoln was concerned that the Emancipation Proclamation, which outlawed slavery in the Ten Confederate States still in rebellion in 1863, would be seen as a temporary war measure, since it was based on his war powers and did not abolish slavery in the Border States or any other areas where slavery was still technically legal. (Source:Wikipedia) Effect on the U.S.: African Americans were finally free, though they still had a long fight for equality.

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">List the items that need to be printed out for the lesson. // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Persuasion Map <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rubric
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Handouts __**


 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //__<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Learning Styles __//**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Clipboard: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The learning style needs of Clipboard students will be met with the use of rubrics and graphic organizers to guide students through the lesson


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Microscope: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The learning style needs of Microscope students will be met through the analysis of the Civil War causes and effects on the United States today and their meaning.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Puppy: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The learning style needs of Puppy students will be met through the independent work allowing the students to work comfortably in any area of the room if needed.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Beach Ball: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> The learning style needs of Beach Ball students will be met through the Three Step Interview and Take and Pass activities allowing students to work together and move around.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson will meet the standards by allowing students to explore the changes in the United States through the causes and effects of the Civil War in their own way.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Knowledge: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will understand that there are causes and effects of the Civil War. Student will know the sequence of important events such as the Dred Scott Case, Slave Codes, Emancipation Proclamation, Gettysburg Address, Lincoln's Assassination, Amendments. Student will be able to describe how history can help one better understand and make informed decisions about the present and future.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Area: Social Studies <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard Label: E. History <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard: E1 Historical knowledge, concepts, themes and patterns <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Grade Level: 6-8 Civil War and Reconstruction, 1850-1877 //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students understand major eras, major enduring themes, and historic influences in the history of Maine, the United States, and in various regions of the world. //
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MLR or CCSS: //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Facet: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be able to explain and describe the changes in the United States through the causes and effects of the Civil War.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson will meet the standards through the use of the MLR to plan a lesson that explores enduring themes and influences of the Civil War era.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">MI Strategies: //**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Logical: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will analyze the causes and effects of the Civil War on the United States today.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Verbal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will write and describe which causes and effects are still apparent in the United States today.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Visual: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students can use and create visual graphics or photographs to go along with their Wikispace.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Intrapersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will work independently to show explain their ideas on how the effects of the Civil War are still visible today.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Interpersonal: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will work together during the feed-backing portion of the class to bounce ideas off one another.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Naturalist: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students may choose to look at the impacts of the Civil War on the environment or society.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Type II Technology: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will use the Wikispace program to “teach” others about the causes and effects of the Civil War on the United States today, and how those causes and effects are still visible today.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson will meet the standards by providing students the opportunities to learn in ways that are most comfortable to them with the use of a Type II Technology.


 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The students will complete a Persuasion Map to describe their ideas of causes and effects of the Civil War on the United States today. Students will also complete a Take and Pass activity to discuss with other students their ideas as well as to get clarification and new ideas on what they believe is the most important causes and effects. Students will also complete a Three Minute Interview as a final way of getting clarification on their ideas with their peers.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Formative: //**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will complete a Wiki describing their ideas on the major causes and effects of the Civil War that are still present today in the United States. Students will show understanding of major concepts such as Amendments, the Dred Scott Case, Lincoln's Assassination and the Emancipation Proclamation.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative: //**

<span style="font-family: 'Times New Roman',Times,serif;"> || <span style="font-family: 'Times New Roman',Times,serif;"> ||  || <span style="font-family: 'Times New Roman',Times,serif;">About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Rationale: //**<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> This lesson will meet the standards through constant assessment of students during the lesson, as well as a product that allows for assessment of learning by the student.
 * <span style="font-family: 'Times New Roman',Times,serif;">[[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| <span style="font-family: 'Times New Roman',Times,serif;">[[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || <span style="font-family: 'Times New Roman',Times,serif;">[[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

<span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Portions not contributed by visitors are Copyright 2011 Tangient LLC.