L6+Sawyer,+Brittany

 **UNIVERSITY OF MAINE AT FARMINGTON** **COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **

**LESSON PLAN FORMAT **


 * __Teacher’s Name __****: **Mrs. Saucier **__Lesson #:__** 4  **__Facet:__** Empathy
 * __Grade Level __****: **6-7 **__Numbers of Days:__** 4-5
 * __Topic: __** Civil War and Reconstruction


 * __PART I: __**


 * __Objectives __**
 * Student will understand that **the country was dealing with major issues of Constitutional meaning and Democratic freedom.


 * Student will know **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">about important people Lincoln, Joshua Chamberlain, General Lee, General Grant, Jefferson Davis


 * <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;">consider what Civil War era citizens felt about the changes.


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

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results
 * __<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;">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;">Rationale: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson will meet the standards by bringing together all other lessons in the unit and finalizing the content notes of the unit with important people in the Civil War, including Joshua Chamberlain from Maine.


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


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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The students will participate in an Onion Ring activity to begin a discussion on the important people of the Civil War. Students will also complete quick writes at the end of each class period with any questions, comments or concerns they might have regarding this final lesson of the unit. Students will use an online graphic organizer as well called a BioCube to create a character for their Vlog. Students will also complete a Story Map to plan out their Vlog.
 * __<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 complete self-feedback during the WebQuest to decide whether or not they are ready to move on to the Vlog assignment. Students will also receive teacher feedback through a few one on one meetings throughout the 4-5 day lesson. Students will receive feedback through a rubric on their final Vlog product.
 * <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;">Students will be creating a Vlog (video blog) to show their understanding of how the people of the United States felt during the Civil War era. Students will be required to come up with a character and give them a personality, family and background and then film a personal Vlog in which they explain how their character felt. The students will be required to include elements such as the vocabulary, people and events they learned about. Students are free to do this in any way they feel will convey the message clearly.
 * __<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 __**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Technology: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This lesson will be using a lot of technology, including Web Cameras or Digital Cameras, laptops, a WebQuest and internet resources. Students will create a Vlog, as well as create a BioCube for their character.


 * <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 be writing a story about a character they make up from the Civil War era.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Art: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students can use their creativity to create a Vlog that most represents their character.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will complete a virtual/interactive Graphic Organizer called a BioCube ([]), in which they will fill out information about a character they will create from the Civil War era. Upon completing their BioCube students will fill out a Story Map to explain what their Vlog will look like. Students will participate in a Round Robin Brainstorming activity to compare their characters, setting and story. Students will feedback one another during this time.
 * __<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 be put into groups chosen by the teacher using the count off method. To ensure each student is completing their role students will be required to turn in their Story Map with feedback from their partner written on the side.
 * <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="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Kinesthetic: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will act out a role of their choice in their Vlog.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Interpersonal:** Students will work together in groups in several activities in this lesson such as the Vlog and Round Robin Brainstorming.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Intrapersonal:** Students will be able to create the BioCube about a character from a Civil War era perspective.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Musical:** Students can choose to do their Vlog in a musical or song form.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Linguistic:** Students will be able to create a script, and will have to keep a record of their thoughts and ideas.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Logical:** Students will need to make connections on a more specific level about the effects of the Civil War.


 * __<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;">Plan for accommodating absent students: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Absent students will need to meet up with the teacher at the next time they are in the school. Students who miss more than two days will need to see the teacher for the possibility of an alternate assignment.


 * __<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 be completing a WebQuest as a practice for their Vlog. Student will also create a BioCube online.

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Laptop // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Printer // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Projector // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Pen/Pencil // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Handouts //
 * <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 have the option to create a character that is or has been in battle and what their difficulties are, they would be required to do some research on what kinds of activities the soldiers would have participated in when they were not in battle.
 * __<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;">[] (Biocube) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] (Civil War WebQuest) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] (Lincoln Notes) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] (Chamberlain Notes) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] (Grant notes) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] (Lee notes) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] (Davis Notes) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] (hook)
 * __<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;">The classroom will be set up in Clusters to allow students to work together in groups. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 1: <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;">Day 4: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Day 5:
 * __<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;">Hook activity ([]) (20)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Onion Ring Activity (20)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Go over Content Notes (30)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Quick Write (5)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Introduce Project concept (5)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Round Robin Activity (15)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">WebQuest (60)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Quick Write (5)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">WebQuest (35)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">BioCube activity (20)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Story Map Activity (15)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Quick Write (5)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Hand out rubric for Vlog (5)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">In class time for students to work on Vlog/One on one meetings (70)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Take any comments, questions, concerns. (5)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Quick Write (5)
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Presentations (80)

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will understand that the country was dealing with major issues of Constitutional meaning and Democratic freedom. This lesson will allow students to empathize with people from another time period. //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.// Students will explore <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> to make the Civil War come together. This hook will allow students to explore any part of the Civil War that interests them.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Days One and Two __**

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">about important people Lincoln, Joshua Chamberlain, General Lee, General Grant, and Jefferson Davis <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will participate in an Onion Ring activity to begin bringing their knowledge of the Civil War together with their peers. Students will create a Biocube about themselves from the point of view of a Civil War citizen. (See Content Notes) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will complete a virtual/interactive Graphic Organizer called a BioCube ([]), in which they will fill out information about a character they will create from the Civil War era. Upon completing their BioCube students will fill out a Story Map to explain what their Vlog will look like. Students will participate in a Round Robin Brainstorming activity to compare their characters, setting and story. Students will feedback one another during this time. <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will participate in a Round Robin Brainstorming activity to receive peer feedback for group movies. Students will self-evaluate their participation in the project. Students will also receive teacher feedback on their rough edit of their movie before creating a final product.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Days Two and Three __**
 * <span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;">Equip, Explore, Rethink, Revise, Tailors: **<span style="background-color: white; font-family: Arial,sans-serif; font-size: 10pt;"> //Verbal, Logical, Interpersonal, Intrapersonal, Kinesthetic**.**//

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Students will participate in an Onion Ring activity to begin bringing their knowledge of the Civil War together with their peers. Students will create a Biocube about themselves from the point of view of a Civil War citizen. Students will participate in groups to create a Vlog explaining the cause and effect of the Civil War on today's society and how citizens were affected; demonstrating Constitutional and Democratic changes for citizens. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Student will be able to consider what Civil War era citizens felt about the changes. The teacher will introduce each activity and as students are participating the teacher will be walking around to ensure each student is able to talk. The teacher will also have discussions with students on what their thought process is on the activity. Students will be required to hand in quick writes and handouts. Students will be creating a Vlog (video blog) to show their understanding of how the people of the United States felt during the Civil War era. Students will be required to come up with a character and give them a personality, family and background and then film a personal Vlog in which they explain how their character felt. The students will be required to include elements such as the vocabulary, people and events they learned about. Students are free to do this in any way they feel will convey the message clearly. Students can choose to complete their blog in musical form or verbal form. Students are able to revise their Vlog as necessary after a discussion with the teacher about what they feel they need to change.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Days Three and Four __**
 * <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;"> //Musical, Kinesthetic, Logical, Verbal, Interpersonal, Intrapersonal//.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will complete self-feedback during the WebQuest to decide whether or not they are ready to move on to the Vlog assignment. Students will also receive teacher feedback through a few one on one meetings throughout the 4-5 day lesson. Students will receive feedback through a rubric on their final Vlog product. This assignment will bring all previous lessons together in creating an empathetic connection to the citizens of the United States during the Civil War.
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Days Four and Five __**

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

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will know….. //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages) //
 * __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Content Notes __**

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lincoln thought secession illegal, and was willing to use force to defend Federal law and the Union. When Confederate batteries fired on Fort Sumter and forced its surrender, he called on the states for 75,000 volunteers. Four more slave states joined the Confederacy but four remained within the Union. The Civil War had begun. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">He married Mary Todd, and they had four boys, only one of whom lived to maturity. In 1858 Lincoln ran against Stephen A. Douglas for Senator. He lost the election, but in debating with Douglas he gained a national reputation that won him the Republican nomination for President in 1860. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">As President, he built the Republican Party into a strong national organization. Further, he rallied most of the northern Democrats to the Union cause. On January 1, 1863, he issued the Emancipation Proclamation that declared forever free those slaves within the Confederacy. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lincoln never let the world forget that the Civil War involved an even larger issue. This he stated most movingly in dedicating the military cemetery at Gettysburg: "that we here highly resolve that these dead shall not have died in vain--that this nation, under God, shall have a new birth of freedom--and that government of the people, by the people, for the people, shall not perish from the earth." <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lincoln won re-election in 1864, as Union military triumphs heralded an end to the war. In his planning for peace, the President was flexible and generous, encouraging Southerners to lay down their arms and join speedily in reunion. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The spirit that guided him was clearly that of his Second Inaugural Address, now inscribed on one wall of the Lincoln Memorial in Washington, D. C.: "With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in; to bind up the nation's wounds.... " <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">On Good Friday, April 14, 1865, Lincoln was assassinated at Ford's Theatre in Washington by John Wilkes Booth, an actor, who somehow thought he was helping the South. The opposite was the result, for with Lincoln's death, the possibility of peace with magnanimity died.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Abraham Lincoln- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lincoln warned the South in his Inaugural Address: "In your hands, my dissatisfied fellow countrymen, and not in mine, is the momentous issue of civil war. The government will not assail you.... You have no oath registered in Heaven to destroy the government, while I shall have the most solemn one to preserve, protect and defend it."


 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Joshua Chamberlain- **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">(1828-1914) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">A Bowdoin College professor, Joshua L. Chamberlain went to the Maine state capital to offer his services in 1862. Offered the colonelcy of a regiment, he declined, according to John J. Pullen in // The 20th Maine, // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">preferring to "start a little lower and learn the business first. " He was made lieutenant colonel of the regiment on August 8.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> His later assignments were: colonel, 20th Maine (May 20, 1863); commanding 3rd Brigade, 1st Division, 5th Corps (August 26-November 19, 1863); 1st Brigade (June 6-18, 1864); brigadier general, USV (June 18, 1864); 1st Brigade (November 19, 1864-January 5, 1865); 1st Brigade (February 27-April 11, 1865); and brevetted major general, USV (March 29, 1865); 3rd Brigade (April 10-25, 1865).

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> With the regiment Chamberlain took part in the battles of Antietam, Shepherdstown Ford, Fredericksburg (wounded), and Chancellorsville. At the battle of Gettysburg the regiment, now commanded by Chamberlain, held the extreme left flank on Little Round Top, a service for which he was later awarded the Congressional Medal of Honor. He also received a second wound. In November 1863 he was relieved from field service and sent to Washington suffering from malaria. He was given lighter duties.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> Resuming command of the regiment in May 1864, he led it in the battle of Cold Harbor. Assigned to brigade command in June, only to fall wounded 12 days later in the assault on Petersburg, he was promoted to brigadier general on the spot by General Grant, then carried to the rear, where a surgeon declared that he would certainly die from the wound. (The doctor was right. Fifty years later Chamberlain succumbed to its effects.) Rejoining the army in November, he was forced by his wound to return to Maine, but he came back again during the Petersburg siege during which he was wounded for the fourth time.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> He then took part in the Appomattox Campaign, about which he wrote //The Passing of the Armies.// <span class="apple-converted-space" style="font-family: 'Times New Roman',serif; font-size: 12pt;"> <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">He was given the honor of commanding the troops that formally accepted the surrender of the Confederate army. He later served as governor of Maine and president of Bowdoin.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Educated in the Alexandria, Virginia, schools, he obtained appointment to West Point in 1825. In 1829, Robert E. Lee graduated second in the class without a single demerit against his name. He was commissioned a brevet 2nd Lieutenant of Engineers. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">On June 30, 1831, he married Mary Ann Randolph Custis. They had seven children. All three of their sons served in the Confederate army. George Washington Custis and William Henry Fitzhugh ("Rooney") attained the rank of Major General and Robert E. Lee, Jr., that of Captain. The latter served as a private in the Rockbridge Artillery at the Battle of Antietam. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">During the Mexican War, Robert E. Lee was promoted to Colonel due to his gallantry and distinguished conduct in performing vital scouting missions. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">In 1852, he became Superintendent of the Military Academy. In 1855, Secretary of War Jefferson Davis transferred Lee from staff to line and was commissioned Lieutenant Colonel 2nd Cavalry. He was then sent to West Texas, where he served from 1857-1861. In February of 1861, General Winfield Scott recalled Lee from Texas when the lower South seceded from the Union. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Politically, Robert E. Lee was a Whig. Ironically, he was attached strongly to the Union and to the Constitution. He entertained no special sympathy for slavery. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">When Virginia withdrew from the Union, Lee resigned his commission rather than assist in suppressing the insurrection. His resignation was two days following the offer of Chief of Command of U.S. forces under Scott. He then proceeded to Richmond to become Commander-in-Chief of the military and naval forces of Virginia. When these forces joined Confederate services, he was appointed Brig. Gen. in the Regular Confederate States. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lee returned to Richmond in March of 1862 to become military advisor to President Davis. Whenever he had a plan, General Lee took the initiative and acted at once. Cutting off supplies and reinforcements executed by Jackson at Seven Pines was a successful Confederate venture. He also stopped McClellan's threat to Richmond during the Seven Days Battle (June 26-July 2, 1861). At the Battle of Second Manassas, Lee defeated Pope. At the Battle of Antietam, his Northern thrust was checked by McClellan; however, he repulsed Burnside at Fredericksburg in December of 1862. In May of 1863, Gen. Lee defeated Gen. Hooker at Chancellorsville, but was forced onto the strategic defensive after Gettysburg in July. On April 9, 1865, Lee surrendered to Ulysses S. Grant at the village of Appomattox Court House. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">After the surrender, Lee returned to Richmond.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">General Lee- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Robert Edward Lee was born on January 19, 1807, at "Stratford" in Westmoreland County, Virginia. He was the fifth child born to Henry "Light-Horse Harry" Lee and his second wife, Ann Hill (Carter) Lee. He grew up in an area where George Washington was still a living memory. Robert had many ties to Revolutionary War heroes.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">He sought to win control of the Mississippi Valley. In February 1862 he took Fort Henry and attacked Fort Donelson. When the Confederate commander asked for terms, Grant replied, "No terms except an unconditional and immediate surrender can be accepted." The Confederates surrendered, and President Lincoln promoted Grant to major general of volunteers. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">At Shiloh in April, Grant fought one of the bloodiest battles in the West and came out less well. President Lincoln fended off demands for his removal by saying, "I can't spare this man--he fights." <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">For his next major objective, Grant maneuvered and fought skillfully to win Vicksburg, the key city on the Mississippi, and thus cut the Confederacy in two. Then he broke the Confederate hold on Chattanooga. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Lincoln appointed him General-in-Chief in March 1864. Grant directed Sherman to drive through the South while he himself, with the Army of the Potomac, pinned down Gen. Robert E. Lee's Army of Northern Virginia. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Finally, on April 9, 1865, at Appomattox Court House, Lee surrendered. Grant wrote out magnanimous terms of surrender that would prevent treason trials.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">General Grant- **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">At the outbreak of the Civil War, Grant was working in his father's leather store in Galena, Illinois. He was appointed by the Governor to command an unruly volunteer regiment. Grant whipped it into shape and by September 1861 he had risen to the rank of brigadier general of volunteers.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Jefferson was the tenth child of Samuel Davis, a planter. Jefferson's father was not wealthy, but the oldest son, Joseph, became well-to-do and helped the boy. Jefferson attended academies in Kentucky and Mississippi, and in 1821 he entered Transylvania University in Kentucky. Three years later he was appointed to West Point and was graduated in 1828, becoming an officer in the United States Army. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">He served in frontier posts in Illinois and Wisconsin and in the Black Hawk War in 1832. In 1833 he fell in love with Sarah Taylor, the daughter of his commandant, Col. Zachary Taylor. The colonel did not approve of the match; so Davis resigned his commission in June 1835. Sarah went to an aunt in Kentucky, and there the two were married. Joseph helped him establish a plantation (Brierfield) on land in Mississippi. Within three months the young couple fell ill with malaria and Sarah died. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Davis spent the years following the tragedy living quietly at Brierfield. In 1845 he married Varina Howell (see Davis, Varina). By this time he was a successful planter. He developed a deep devotion to Southern plantation life and his own attitude toward his slaves led him to deny fiercely all Northern claims that slavery was cruel.
 * <span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Jefferson Davis **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">- <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">During the Civil War, Jefferson Davis was president of the Confederate States and Abraham Lincoln led the United States. Both were born in Kentucky, several months apart, Davis on June 3, 1808. The Lincolns moved to Indiana soon after, then to Illinois, while the Davis' moved to a small plantation in Mississippi.

//<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Presentation Rubric // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Product Rubric // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Checklist // //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Story Map 3 //
 * __<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 styles of Clipboard students will be met with the use of checklists and graphic organizers as well as the class wiki.


 * //<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 styles of Microscopes students will be met through the exploration of the important people of the Civil War.


 * //<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 styles of Puppy students will be met through the combination of individual and group work to allow them to comfortably work alone and with others.


 * //<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 learn styles of Beach Ball students will be met through the use of the WebQuest, Round Robin Brainstorm, and Vlog in which they can either be acting or working with others.


 * //<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 the opportunities to work in groups and individually at different points to ensure everyone feels comfortable at some point.


 * //<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;">English: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students will be writing a story about a character they make up from the Civil War era.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Art: **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Students can use their creativity to create a Vlog that most represents their character.

<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Maine Learning Results
 * //<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;">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;">Facet: //****<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;">consider what Civil War era citizens felt about the changes.


 * //<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 the Civil War through different content areas while remaining diligent on the historical influences on the history of the United States.


 * //<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="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;">Kinesthetic: **<span style="background-color: white; font-family: 'Times New Roman',serif; font-size: 12pt;"> Students will act out a role of their choice in their Vlog.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Interpersonal:** Students will work together in groups in several activities in this lesson such as the Vlog and Round Robin Brainstorming.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Intrapersonal:** Students will be able to create the BioCube about a character from a Civil War era perspective.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Musical:** Students can choose to do their Vlog in a musical or song form.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Linguistic:** Students will be able to create a script, and will have to keep a record of their thoughts and ideas.

<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **Logical:** Students will need to make connections on a more specific level about the effects of the Civil War.


 * //<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 be completing a WebQuest as a practice for their Vlog. Student will also create a BioCube online.


 * //<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 different types of approaches to include technology that is beneficial. This lesson also tries to appeal to several MI strategies in order to keep the students comfortable and learning.


 * //<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 participate in an Onion Ring activity to begin a discussion on the important people of the Civil War. Students will also complete quick writes at the end of each class period with any questions, comments or concerns they might have regarding this final lesson of the unit. Students will use an online graphic organizer as well called a BioCube to create a character for their Vlog. Students will also complete a Story Map to plan out their Vlog. Students will complete self-feedback during the WebQuest to decide whether or not they are ready to move on to the Vlog assignment. Students will also receive teacher feedback through a few one on one meetings throughout the 4-5 day lesson. Students will receive feedback through a rubric on their final Vlog product.
 * //<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 be creating a Vlog (video blog) to show their understanding of how the people of the United States felt during the Civil War era. Students will be required to come up with a character and give them a personality, family and background and then film a personal Vlog in which they explain how their character felt. The students will be required to include elements such as the vocabulary, people and events they learned about. Students are free to do this in any way they feel will convey the message clearly.
 * //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Summative: //**


 * //<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 different methods to check students understanding, level of comfort and the amount of learning they have completed during the process.