Civil War Unit Presentation

1. Civil War Unit Presentation Brianna Beadenkopff

2. Unit Summary • Journey through the past while using technologies of the future. In the particular unit students will explore the complexities of war and how they impact a society. Looking to American history for an example, students will investigate primary and secondary documents pre and post Civil War. Using interactive documents, such as google docs, students will collaborate objectively to understand just what life was like before, during, and after the war. Using mediator 9, students will create their own journey through war presenting their understanding of the documents to their peers.

3. Curriculum Framing Questions • Essential Question: • How has war impacted society? • Unit Questions: • How did the Civil War impact American society? • What were the political implications of the war? • What were the social implications of the war? • What were the cultural implications of the war? • What were the economic implications of the war? • Content Questions: • What were the political positions of the South on slavery, pre and post the war? • What were the political positions of the North on slavery, pre and post the war? • What was the emancipation proclamation? • What are the 13th, 14th, and 15th, amendments?

4. Unit Goals • I want the students to understand for meaning how war affects society. • I want the students to know with confidence the implications of the Civil War on American society. • I want the students to use technology effectively to generate and demonstrate their understanding of primary and secondary documents. • I want the students to discover the past objectively.

5. Developing 21st Century Skills Students will use: • Google Docs • To examine objectively the perspectives of individuals in American society, 1860-1870. • To work collaboratively in investigating ideas of the past • Working towards a common goal • Ability to be task oriented • Taking on group roles, the class as one big group • Showing flexibility, willingness to work with others • Mediator 9 • To demonstrate their understanding through a presentation to their peers. • Ability to be task oriented • Exhibit higher thinking skills • Expressing creativity • Time management

6. Gauging Students Needs Assessment • Formative Assessment: • Purpose of Assessment: To measure the students understanding of what they already know about the Civil War and American Society, 1860-1870. • I will show pictures, either from or of the Civil War and American Society, 1860-1870. I will ask the students to work in groups and write down their thoughts on the pictures. The students will write on the what time period they think the picture is from, what they think the picture is depicting, what consists of the picture, etc. Although asked for these particular insights, they are not limited to them. • What I want to learn from my students: Their prior knowledge on the Civil War and American Society. • Promoting Higher Order Thinking: Asking students to think abstractly and creatively, without limitations.

7. Request For Feedback • Method, research based strategies to assess students needs after the unit, besides formally testing them. • Ways to incorporate more technologies into the curriculum, besides those that are used for research purposes. • New and inventive ways to introduce the material that is engaging to students. Something that will not have them snoring by the end of the unit.