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8Th Grade WV Studies May Also Be Used As Part of a Biography Unit in WV Studies and Language Arts

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8Th Grade WV Studies May Also Be Used As Part of a Biography Unit in WV Studies and Language Arts Telling West Virginia’s Story West Virginians in the Civil War Objectives: Students will identify and analyze significant contributions of people from West Virginia who played a role during the Civil War, develop research skills with the purpose of teaching the class what they have learned, and take notes and categorize information in order to write a short essay. Grade Level and Subject: 8th grade WV Studies May also be used as part of a biography unit in WV Studies and Language Arts Time Needed to Complete Lesson 180 minutes (four 45 minute classes) Strategic Vocabulary abolitionist – one who wished to end slavery right away. secede – to withdraw from the Union. sectionalism – putting one’s section of the country ahead of the nation as a whole. irreconcilable differences - incapable of being brought into harmony or adjustment; incompatible People to Know (Mentioned in the WVPBS video Road to Statehood): (Highlighted individuals can be found in chapter 11 and 12 of the West Virginia 8th grade textbook -Clairmont Press’ West Virginia – 150 Years of Statehood) 1 Francis H. Pierpont John Jay Jackson Julia Pierpont Albert Gallatin Jenkins John Carlile John Burdett John Bell Waitman T. Willey Arthur I. Boreman John Breckinridge Colonel Thomas J. Jackson Jacob Blair Stephen Douglas Guiding Questions What roles did women and men play in Western Virginia and eventually West Virginia prior to and during the Civil War? What could be considered “significant” contributions? List of Materials Needed WVPBS DVD – The Road to Statehood or access to the video online at http://www.wvpublic.org Computers with Internet access and printing capability Poster Board and writing supplies (i.e. markers, colored pencils, etc.) Handouts (listed below) Text Set File Copies are provided in the appendix for the documents/texts listed here. 1. http://www.wvencyclopedia.org/articles/1853 - Francis H. Pierpont 2. http://www.pierpont.edu/node/5722 - Julia Pierpont 3. http://www.wvculture.org/history/statehood/images/carlilejohn.html - John S. Carlile 4. http://www.wvencyclopedia.org/articles/967 - John S. Carlile 5. http://www.wvencyclopedia.org/print/Article/948 - Stonewall Jackson 6. http://www.wvencyclopedia.org/print/Article/942 - John Jay Jackson 7. http://www.wvencyclopedia.org/print/Article/614 - Arthur I. Boreman 8. http://www.wvencyclopedia.org/articles/1005 - Albert Gallatin Jenkins 9. http://www.wvencyclopedia.org/articles/1006 - Jenkins Raid 10. http://www.wvencyclopedia.org/articles/1270 - Waitman T. Willey Additional sites (copies not provided) 1. http://www.encyclopediavirginia.org/Pierpont_Francis_H_1814-1899 - Francis H. Pierpont (Primary Sources information on site) 2 2. http://www.theintelligencer.net/page/content.detail/id/586708/Francis-Harrison-Pierpont- --Father-of-West-Virginia-.html?nav=6322 – Francis H. Pierpont 3. http://www.rootsweb.ancestry.com/~wvcccfhr/history/jenkins.htm - Francis H. Pierpont Lesson Activities with Links to Websites 1. Biography Project – Research and Class Presentation Overview: o Students write questions they believe are important for a biography. Students will then research individuals that played a part in Western/West Virginia during the Civil War. Students can research the names of individuals in the movie, or research other individuals that played a role in the Civil War. o Students will create and maintain a graphic organizer to organize the facts they have found. o Students share what they found through oral presentations. Students will also submit a written document of their findings. Schedule: Day 1 – • Students watch the video, The Road to Statehood, and complete the graphic organizer (“Video Guide”) of individuals mentioned in the video as they view it. Students will select an individual from the video or select another individual from WV that contributed during the Civil War they wish to study. • As a class, students will develop an operational definition of what are “significant” contributions. • Rubrics for both the summary and oral presentation should be distributed to students. (see appendix) Day 2 – • Using a graphic organizer (self-created or enclosed “Biography Worksheet”), students research an individual they selected yesterday (note: Text Sets of limited individuals are included). • Students use the information from their research to write a short summary of the life of their selected individual making sure to include significant events. Day 3 – ▪ Students make a visual presentation (i.e. PowerPoint, poster board, etc.) 3 listing relevant facts for a classroom presentation. Day 4 – • Students present their findings to the class. • All students take notes of peer’s presentations using the, “Students’ Presentation Chart”. • A group activity of having students rank individuals by importance to the new state of West Virginia can also be completed. Appendix (handouts including primary and secondary sources in Text Set, rubrics, graphic organizers, etc.) 1 - Video Guide 2 - Biography Worksheet 3 - Research paper (summary) Rubric 4 - Oral Presentation Rubric 5 - Students’ Presentation Chart 6 - http://www.wvencyclopedia.org/articles/1853 - Francis H. Pierpont 7 - http://www.pierpont.edu/node/5722 - Julia Pierpont 8 - http://www.wvculture.org/history/statehood/images/carlilejohn.html - John S. Carlile 9 - http://www.wvencyclopedia.org/articles/967 - John S. Carlile 10 - http://www.wvencyclopedia.org/print/Article/948 - Stonewall Jackson 11 - http://www.wvencyclopedia.org/print/Article/942 - John Jay Jackson 12 - http://www.wvencyclopedia.org/print/Article/614 - Arthur I. Boreman 13 - http://www.wvencyclopedia.org/articles/1005 - Albert Gallatin Jenkins 14 - http://www.wvencyclopedia.org/articles/1006 - Jenkins Raid 15 - http://www.wvencyclopedia.org/articles/1270 - Waitman T. Willey 6-15 -Selected factual information on selected individuals (listed in Text Set) NextGen CSOs for 8th Grade WV Studies SS.8.H.CL3.4 - identify significant contributions of men and women of West Virginia during the Civil War and identify the roles of ethnic and racial minorities. 4 NextGen Literacy Standards SS.6-8.L.1 - cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. SS.6-8.L.13 - produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience. SS.6-8.L.16 - conduct short research projects to answer a question (including a self- generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Author and e-mail Dan Cosgrove [email protected] An electronic copy of this lesson plan and access to the WVPBS video Road to Statehood can be found at http://www.wvpublic.org Under the Education tab click on Learning Media and search for “Road to Statehood”. 5 Appendix 1 Video Guide Graphic organizer to be used with the West Virginia Public Broadcasting video, “The Road to Statehood” Individual mentioned in video (in order of Notes (from watching video) appearance or referenced) Francis Pierpont Albert Gallatin John Bell John Breckinridge Stephen Douglas John Jay Jackson John Carlile Waitman T. Willey Colonel Thomas J. Jackson Julia Pierpont John Burdett Arthur Boreman Jacob Blair 6 Appendix 2 Biography Worksheet Name of Subject: ________________________________________ Birth: Death: Early Inspirations: Education: Major Accomplishments: Significance: Friends and acquaintances: 7 Appendix 3 Research Paper (summary) Rubric: West Virginian’s Biography Student Name: _________________________________________ Category 4 3 2 1 Quality of Clearly relates to Clearly relates to Clearly relates to Has little or Information the topic. Includes the topic. Provides the topic. No nothing to do with several supporting 1-2 supporting details are given. the topic. details. details. Mechanics No grammatical, Almost no A few Many spelling or grammatical, grammatical, grammatical, punctuation errors. spelling or spelling, or spelling, or punctuation errors. punctuation errors. punctuation errors. Graphic Organizer Graphic organizer Graphic organizer Graphic organizer Graphic organizer has been has been has been started has not been completed with completed with and includes some started. quality details most details details. completed Organization Information is very Information is Information is The information organized with organized with organized, but appears to be well-constructed well-constructed paragraphs are not disorganized. paragraphs. paragraphs, but well-constructed. could be more. 8 Appendix 4 Oral Presentation Rubric: West Virginian’s Biography Student Name: _________________________________________ Category 4 3 2 1 Preparedness Completely Pretty prepared but Somewhat Not prepared. prepared. might have needed prepared a couple more (rehearsals were rehearsals. lacking). Speaks Clearly Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or distinctly – no distinctly – distinctly most of cannot be words are mispronounces the time – understood – mispronounced. one or two words. mispronounces mispronounces one or two words. multiple words. Content Shows a full Shows a good Shows a good Does not seem to understanding of understanding of understanding of understand the the topic. the topic. parts of the topic. topic very well. Comprehension Able to answer Able to answer Able to answer a Unable to almost all the most of the few questions from accurately
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