SIOP Lesson Plan s2

Social Studies SIOP Lesson Plan

Teacher: Yancey Wells Site: Maxwell Middle School Time Required: 3 – 5 Days Grade: 7

Unit/Theme/Title: Civil War Fugitives

Standards: SS07-S1C6-02

Content Objective(s): Students will identify how the debate over slavery was related to the admission of new states. Students will also discover what fugitive slaves were feeling during the Civil War.

Language Objective(s) Listening & Speaking ELL III - Intermediate Student will listen to story told from fugitive slaves and form an opinion of each. Reading ELL III - Intermediate Students will read Chapter 15, in the Glencoe McGraw-Hill textbook (The American Journey) using SQ3R method. Writing ELL III - Intermediate Student will create poster illustrating the accounts of fugitive slaves and the loyalty of sectionalism and nationalism.

Key Vocabulary Materials sectionalism, fugitive, secede, abstain, Overhead projector exaggerated loyalty, annexation, abolish slavery, Promethean board or white board eloquent speech Colored pencils or crayons

Technology Integration : Using the Promethean or White board to display photographs of the Civil War. Overhead Projector

Preparation Bell work worksheet (see attachment) will be use to answer the questions. At the end of class have students write a reflection of that day’s lesson. Bell work questions:  Name one war that took place on the east coast of the U.S. during the 1800s.  Define fugitive.  What was the Dred Scott decision?  Why did Lincoln emerge as a leader after the Douglas-Lincoln debates?  List the provisions of the Missouri Compromise.

http://ushistory.tusd.us/participants.htm Lesson Sequence

DAY 1 and 2 1. Read the chapter 15 in The American Journey textbook or a chapter in any textbook covering the build-up to the Civil War. This particular chapter is entitled “Road to Civil War.” Begin by having students reviewing the chapter using a method called SQ3R which stands for SURVEY, QUESTION, READ, RECITE, and REVIEW. a. First have students survey the chapter. For surveying, you want them to scan the chapter looking at all captions, pictures, titles, subtitles, charts, and graphs. After students have completed their survey of the chapter or section, have them close their books. You should then ask student the following questions: 1. What do you think this chapter or section is about? 2. What type of pictures did you see in the chapter? 3. Where there any charts or graphs? If so, what type (line, circle, bar, etc...) what were they tell you? b. Then you move on the QUESTION. Give students the task of making-up a question for the title, each heading, and each subheading. They will also write one question for each picture and chart and/or graph. c. Follow the SQ3R in sequence by going on to READ. With some familiarity of the chapter/section, student will read the entire chapter. You may choose to read aloud, as a class or read silently. One suggestion is to have students read in pairs. Matching reading skill level together i.e. advanced readers with advance, intermediate with intermediate etc. Once you have paired everyone, students will sit in chairs or desks facing each other (face-to-face method). One will read out loud and the other will listen. After the reader is done, the listener will tell the reader about what he/she read. This will continue throughout the chapter until finished. d. Now RECITE is actually done during the READ portion of the lesson if you use the face-to-face reading method. If you choose not to us the face-to-face, then have each student read individually one paragraph at a time. After reading one paragraph, the student will recite, silently, in his/her mind what was read. When stating what was read, remind student to recite in their own words. If preferred, you can have students write their recitation on paper or in a notebook. e. The last part of SQ3R is REVIEW. Have students review the entire chapter or section again and all written notes. You can pair face-to-face partners back together for reviewing.

DAY 3 2. Review the below photographs or drawings as it relates to the reading of the Civil War. After the Emancipation Proclamation, many African Americans fled the South to join the Union as a solider. Have students analyze and interpret the image.

a. Gathering Evidence: Start by asking students to think of themselves as detectives to look for evidence or details that may reveal something about the photo.

b. Interpreting Evidence: Have your student detectives formulate ideas or make inferences based on existing evidence, such as: time period, place, clothes, and people in the photo.

c. Making Hypotheses from Evidence: Have students give suggestions about what is happening and why. These types of questions require higher-level thinking skills such as justifying, synthesizing, predicting, and evaluating.

http://ushistory.tusd.us/participants.htm

DAY 4 and 5

3. Have your students research stories and accounts of fugitive slaves who escaped the South and traveled to the North. There are many websites to use in finding this information. Google is a good place to use as a search engine to find a site for compiling information. After they have found their information, have students share the reading with the class. This will lead the teacher to discuss the different levels of loyalty to areas of the country and why people choose not to stay. Have students create a poster about the information they read and present it to the class.

4. Debrief lesson to review what was learned.

http://ushistory.tusd.us/participants.htm Application/Practice: After modeling the above lesson, divide the class into groups of 4 or 5 students and have each group come up with their collective answers to the image below. Give each group a worksheet with a photo of your choosing or you may use the one below. You should use different photos per group and have groups present their findings to the class.

Civil War Group Project Level 1 – Gathering Evidence 1. What do you see in this picture? 2. What are some key details, or pieces of evidence, you see? 3. How would you describe the scene and the people? 4. What would you possibly hear or smell in this scene?

Level 2 – Interpreting Evidence 1.What do you think is the approximate date of this scene? Give one piece of evidence to support your answer. 2.Where might this scene have taken place? Give two pieces of evidence to support your answer. 3.What do you think is happening in this scene?

Level 3 – Making Hypotheses from Evidence 1.How do you think these people were feeling at this time and place? 2.Why do you think these people are leaving the South?

Review/Assessment The teacher will assess each student to ensure all the information is included. Roam around the class to answer any questions students may have, and listen to the conversation.

Reflections: Some students may have a hard time with this type of lesson, especially your students who have strong linguistic intelligence.

http://ushistory.tusd.us/participants.htm CIVIL WAR WEEKLY BELL WORK

NAME:______PERIOD:______

Monday - Date: ______

Tuesday - Date: ______

Wednesday - Date: ______

Thursday - Date: ______

Friday - Date: ______

http://ushistory.tusd.us/participants.htm DAILY REFLECTION AND WEEKLY SUMMARY

Write three sentences briefly stating what we did in class, how we did it, and why we did it, in your daily reflection. For the weekly summary write what you learned in class this week.

Monday

What:______How:______Why:______

Tuesday

What:______How:______Why:______

Wednesday

What:______How:______Why:______

Thursday

What:______How:______Why:______

Friday Friday’s Reflection/Weekly Summary ______

http://ushistory.tusd.us/participants.htm