Civil War Documentary - 8th Grade U.S. History

Lesson Summary
The students working in groups and as a class will produce a documentary about the United States Civil War period.  The documentary will demonstrate the causes, key events and consequences of the American Civil War.

California Academic Standard(s)

• 8.10 - Students analyze the multiple causes, key events and complex consequences of the Civil War

Time Frame

•  Three to four weeks

Goal
The students will develop critical thinking, social, organizational, writing and technical skills while gaining a deep understanding of the causes, key events, and consequences of the American Civil War.

Learning Styles

• Linguistic
• Auditory
• Physical
• Social
• Logical

Lesson Plan
Anticipatory Set (10 min)
The instructor will write a question on the board that states, "What do you think makes a good documentary?"  The instructor will allow the students two minutes to think about the question.  The instructor will call on random students and write the answers on the board.

Direct Instruction (25 min)
The instructor will show a few clips from different documentaries.  NOTE:  The documentaries do not need to be about the Civil War.  The instructor will tell the students that as a class they will be making a documentary about the Civil War.  The instructor will provide the following handout to begin the process.

Causes, Events and Consequences of the American Civil War

In your team, you will research the following items, events and people relating to the Civil War period of United States history:

• William Lloyd Garrison
• Daniel Webster
• John C. Calhoun
• Abolitionist
• Industries of the Northern and Southern United States in mid 19th Century
• Uncle Tom's Cabin
• Kansas Nebraska Act
• Bleeding Kansas
• Dred Scott Supreme Court Decision
• John Brown
• Nullification and Secession
• Fort Sumter
• President Lincoln's House Divide Speech
• Emancipation Proclamation
• Battle of Gettysburg
• Battle of Vicksburg
• Gettysburg Address
• Ulysses S. Grant
• Jefferson Davis
• Robert E. Lee

For each item, your team will provide a brief summary.  The brief summary will also discuss the relevance of each item, event or person to the American Civil War.

Once your team completes the summaries, you will discuss them and prepare for a quiz.

Modeling (5 min)
Using the computer and overhead, the instructor will complete a summary for any other Civil War items...Ex: First Battle of Bull Run.

Guided Practice (50 to 100 min)
The instructor will place students in their teams.  The teams will complete the lesson summaries and discuss them to prepare for the quiz.

Checks for Understanding (40 min)
The instructor will provide a quiz about the Civil War vocabulary.  NOTE:  Instead of a traditional quiz, the check for understanding could be part of a game format such as the Basketball Academic League ( http://activehistorylessons.blogspot.com/2012/10/basketball-academic-league.html)

Direct Instruction (15 min)
The instructor will provide the students with the following handout:

Civil War Documentary
As a class, we will complete a documentary about the Civil War.  To produce this documentary, each team will be assigned a topic of the Civil War.  The topics include:

• The Debate over Slavery
• Period of Compromise
• The Crisis Deepens
• The Civil War Begins
• Emancipation of The Slaves
• Turning Point of the War
• The Legacy of the Civil War

For each topic, the class will complete the following process to produce the documentary:

• Step One -  Each team will develop an outline of items, people and events that are relevant to your topic area.
• Step Two - Once the outline is approved, your team will develop ideas on how to present items, people and events in the documentary.
• Step Three - Once the ideas are approved, your team will write a script for your section of the documentary.  
• Step Four - Once the script is approved, your team will develop the scenery and props necessary to produce your section of the documentary.
• Step Five - Once the scenery and props are approved, your team will rehearse and prepare to film your section of the documentary.
• Step Six - Once, your rehearsal and preparation is complete, Your team will film your section of the Civil War documentary.

Modeling (15 min for each step)
The instructor will model each step in the process.  The modeling should be done as most if not all groups are ready to move on to the next step.  NOTE:  This is the most critical part of making this lesson work.  

Guided Practice (100 min for each step)
The instructor will place the students in their teams and the teams will complete their section of the documentary. Once each section of the documentary is complete, the instructor will merge them together.  NOTE: There are a myriad of easy to use software programs to complete the editing of a movie)

Checks for Understanding (Ongoing)
The instructor will check, provide feedback and approve each section of the process.  To assure that the steps are being completed, the instructor may provide grades for each step completed.  

Direct Instruction (30 to 100 min)
The instructor will show the documentary to the class and provide a copy to the students.  The instructor may also show each class all the documentaries completed from other classes.  NOTE:  If the lesson works well enough, the documentaries could be voted on to see who's is best and the best one could be shown to the entire school.

The Reformers Carousel - 8th Grade U.S. History

Lesson Summary
The students working in groups will research the different reform movements during the period of the Second Great Awakening by completing different tasks in a carousel environment.

California Academic Standard(s) 

• 8.6.4 - Study the lives of black Americans who gained freedom in the North and founded schools and churches to advance their rights and communities.
• 8.6.5 - Trace the development of the American education system from its earliest roots, including the roles of religious and private schools and Horace Mann's campaign for free public education and its assimilating role in American culture.

Time Frame

One (50 minute) Class

Goal 
The students will develop organizational, writing and social skills while understanding the reform movements during the period of the Second Great Awakening.

Learning Styles

• Linguistic
• Auditory
• Social
• Logical

Lesson Plan
Anticipatory Set (10 min)
The instructor will write a question on the board that states: "What do you think it means to be a reformer?"  The instructor will allow the students two minutes to think about their answer.  The instructor will call on random students to provide an answer and write the answers on the board.

Direct Instruction (10 min)
The instructor will briefly discuss the reform movement during the period of the Second Great Awakening.  The instructor will provide the following handout:

The Reformers Carousel
Working in groups, you will research the following reforms:

• Temperance
• Prison
• Mentally Ill
• Education

For each reform, your group will complete the following:

• A brief Summary
• A reason why it is important then and now
• A visual depiction of reform
• Elevator speech - a one or two sentence description of the reform

Each person in the group will complete a brief summary for one of the following reform movements.  You will have five minutes to complete.  You will pass the paper clockwise to the next person in your group and they will provide the reason why it is important then and now.  You will have five minutes to complete.  You will then pass the paper clockwise again and you will write a visual depiction of the reform.  You will have five minutes to complete.  Lastly, you will pass it clockwise and write an elevator speech.  You will have five minutes to complete.

Once the paper is finished, you will hand it in to the teacher.

Modeling (5 min)
Using the computer and overhead, the instructor will show a completed paper for the Second Great Awakening and describe it to the class.

Guided Practice (20 min)
The instructor will place the students in groups of four.  The students will complete the Reformer Carousel paper.  (NOTE: For odd number groups that remain, you can add or subtract a reform to complete)

Checks for Understanding
The students will hand in the Reformer Carousel papers to the instructor.

Direct Instruction (10 min)
The instructor will lead the class in a discussion about each reform and its importance to the United States.

Reconstructing Reconstruction - 8th Grade U.S. History

Lesson Summary
The students working in groups and independently will identify and understand key movements, laws and people from the viewpoint of either a Radical Republican, former Confederate or free slave.

California Academic Standard(s) 

• 8.11 - Students analyze the character and lasting consequences of Reconstruction.

Time Frame
Class Time:  One and a half (50) minute classes
Total Time: Three to Four Days

Goal
The students will develop critical thinking, social and writing skills while identifying and understanding key movements, laws and people during the period of Reconstruction.

Learning Styles

• Linguistic
• Auditory
• Social
• Intrapersonal
• Logical

Lesson Plan
Anticipatory Set (15 min)
The instructor will write (School, Friends, Fun) across on the top of the board.  On the side of the board down the instructor will write (You, Your Parents or Guardians).  The instructor will ask the students to provide the point of view of both you and your parent/guardian regarding school, friends and fun.  The instructor will allow the students two minutes to think about the question.  The instructor will call on random students to answer the question and write the answers on the board in the appropriate location.

Direct Instruction (15 min)
The instructor will briefly discuss the period of Reconstruction and how it affected the different regions of the country.  The instructor will write the following headings on the board: Radical Republican, Former Confederate and Free Slave.  The instructor will tell the students that they will develop at least three attributes for each heading on the board.

Modeling (5 min)
The instructor will write one attribute for each heading on the board (Radical Republican, Former Confederate, Free Slave).

Guided Practice (15 min)
The instructor will place the students in groups of two.  Each group, using the textbook or other resource material, will develop at least three attributes for the Radical Republican, Former Confederate and Free Slave.

Checks for Understanding (10 min)
The instructor will call on random groups to provide their attributes for each heading.  The instructor will write the answers on the board under the appropriate heading.  The students will write the answers in their notebook.

Direct Instruction (5 min)
The instructor will provide the following handout

A Reconstruction Viewpoint
Working independently, you will pretend to be either a Radical Republican, former Confederate of free slave.  As one of these individuals, you will provide a detailed explanation and opinion of the following:

• 13th Amendment
• 14th Amendment
• 15th Amendment
• Wade Davis Bill
• Black Codes
• KKK
• Carpetbaggers
• Scalawags

For each of these you must first provide a detailed explanation of what they are and then provide your opinion of them based on the individual you are pretending to be for the assignment.

Remember:  This is not your personal opinion.  

Modeling (5 min)
Using the computer and overhead, choose one of the Reconstruction individuals and provide a detailed explanation and opinion for one of the items listed (13th Amendment etc...)

Independent Study
The students will complete the Reconstruction Viewpoint assignment.

Checks for Understanding
The students will submit the assignment to the instructor.

Direct Instruction (20 min)
The instructor will engage the students in a discussion regarding each item on the list (law, movement, people) and the potential opinion of each individual type (Radical Republican, former Confederate, Free Slave) during the Reconstruction era.

Bill of Rights Workshop - 8th Grade U.S. History

Lesson Summary
Students working in groups will devise and present a visual demonstration or dramatic performance for one of the Bill of Rights to the class.  The students will then complete a quiz about the Bill of Rights.

California Academic Standard(s)

• 8.2.5 - Understand the significance of Jefferson's Statute for Religious Freedom as a forerunner of the First Amendment and the origins, purpose, and differing views of the founding fathers on the issue of the separation of church and state.
• 8.26 Enumerate the powers of government set forth in the Constitution and the fundamental liberties ensured by the Bill of Rights.

Time Frame
(4) 50 minute classes

Goal
The students will develop critical thinking and presentation skills while developing a strong understanding of the Bill of Rights.

Learning Styles

• Linguistic
• Auditory
• Social
• Physical

Lesson Plan
Anticipatory Set
The instructor will write a question on the board that states, "What do you think the word Rights means as it relates to the Bill of Rights in the U.S. Constitution?"  The instructor will tell the students to think about the question for two minutes.  The instructor will then call on random students to answer the question and place the answers on the board.

Direct Instruction
The instructor will briefly discuss how the Bill of Rights came about and how it remains important today.  The instructor will provide the students the following handout:

Bill of Rights Workshop
Working in groups, you will be assigned one of the ten Bill of Rights.  To help your classmates understand the Right assigned to you, you will complete and present one of the following:

• Visual Display - Using poster boards, your group will provide a visual explanation of the Right assigned.  After the completion of the posters, you will present them to the class with each member having a role.  The goal is for your classmates to understand the Right.
• Dramatic Performance - As a group, you will write a script that includes lines for each member in a performance about the Right assigned.  You will present the dramatic performance to the class.  The goal is for your classmates to understand the Right.

Grading

• Visual Display
• Posters - 75%
• Presentation -25%
• Dramatic Performance
• Script - 75%
• Performance - 25%

Have fun and be creative!

Don't forget, the goal is to make sure your fellow classmates understand the Bill of Rights!

Modeling
Using the computer and overhead, the instructor will show an example of a play or TV script as well as a visual such as a political cartoon that explains a concept or historical event.

Guided Practice
The instructor will assign students in groups of three or four depending on the size of the class.  The instructor will then assign each group one of the Bill of Rights.  The students will decide as a group which technique they will use to present their assigned Right. 

Checks for Understanding
The students will present each Right in order from one to ten.

Independent Study
The students will memorize each one o the Bill of Rights for a classroom quiz.

Checks for Understanding
The students will complete a quiz on the Bill of Rights.

Direct Instruction
The instructor will engage the students in a discussion on how each Bill of Right is relevant today.

Westward Expansion Blog - 8th Grade U.S. History

Lesson Summary
The students will write a blog about either The Trail of Tears, the Lewis and Clark Expedition or the role of women pioneers in the West.  The students will publish their completed blog on the web.

California Academic Standard(s)

• 8.8.2 - Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., Lewis and Clark Expedition, accounts of the removal of Indians, the Cherokees' "Trail of Tears", settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades.

•  8.8.3 - Describe the role of pioneer women and the new status that western women achieved ( e.g., Laura Ingalis Wilder, Anneie Bidwell; slave women gaining freedom in the west, Wyoming granting suffrage to women in 1869.

Time Frame
Class Time - (5) 50 minute classes
Total Time - Two Weeks

Goal
Students will acquire critical thinking skills while describing key events, accounts and life in America during the westward expansion.

Learning Styles

• Auditory
• Linguistic
• Logical
• Intrapersonal

Lesson Plan
Anticipatory Set (10 min)
The instructor will show the class examples of different blogs using the computer and overhead projector.

Direct Instruction (20 min)
The instructor will briefly describe the blog project to the class and provide the students a handout with directions.

Directions
Working independently, you will create a blog for one of the following:

• Lewis and Clark expedition
• Cherokees Trail of Tears
• The role pioneer women during westward expansion

Using your textbook, the library and the internet, you will write a blog describing the experiences of the event.

There needs to be a minimum of five posts on your blog.  The blog can be organized chronologically, event-based or theme-based.

•  Step One: Choose one of the three blogs ideas
• Step Two: Research and take notes
• Step Three: Decide how you will organize the blog
• Step Four: Using pen and paper, write the different posts for the blog.  There needs to be a minimum of five posts (more if chronological-based).
• Step Six: Design your blog using the blog software
• Step Seven: Write the blog posts on the blog website and publish

Guided Practice (50 min)
The students, working independently, will choose the blog subject, research, take notes and write the blog posts using pen and paper.  The instructor will work with each student to make sure they understand the lesson and remain on task.

Independent Study (50 min)
The students will complete writing the blog and check grammer and spelling. 

Checks for Understanding
The instructor will review the blogs for grammatical and spelling and provide feedback to the students.

Direct Instruction (25 min)
The instructor, using the computer and overhead projector, will go over the blog software with the students.  The instructor will make sure the students know how to design and write their blog.

Guided Practice (60 min)
The students, working in the computer lab, will design and write the posts on their blog.

Checks for Understanding
The instructor will review the published blogs.

Direct Instruction (30 min)
The instructor will summarize the key points of the westward expansion and discuss the Lewis and Clark Expedition, Trail of Tears and the role of women on the frontier. 

Continental Convention Debate - 8th Grade U.S. History

Lesson Summary

Working in groups of three, the students will research and analyze the key issues debated during the creation of the U.S. Constitution.  The key issues include State vs. Federal power, representation, and slavery.  Each student will be responsible for one of the key issues and the group will need to develop three arguments for each side of each issue.  Once the arguments are developed, the instructor will randomly select students to debate the key issues in front of the class.

California Academic Standard(s)

8.2 Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.

Time Frame

(2) to (3) 50 Minute Classes

Goal

The students will learn critical thinking skills in a team environment while understanding the key debate issues during the creation of the U.S. Constitution.

Learning Styles

• Linguistic
• Auditory
• Social
• Physical
• Logical

Lesson Plan

Anticipatory Set (10 min)

The instructor will bring in a recent news article that demonstrates the continuing debate in the United States regarding the States rights and federal power.  The instructor will demonstrate to the class that the issues at the Constitutional Convention are still being debated today.

Direct Instruction (15 min)

The instructor will provide a brief lecture regarding the origins of key issues debated at the Constitutional Convention.  The instructor will demonstrate how these issues led to the Civil War and how some are still debated.  The instructor will provide a handout with directions to complete the assignment.

Directions

Working in groups of three, you will research and analyze the three major issues debated at the Continental Convention in 1787.  The issues include:

• State vs. Federal Power – Should the states or the federal government have more power?
• Representation – Should members of Congress be selected by popular vote or should states have equal representation?
• Slavery – Should slaves have the same rights as non-slaves?

For each one of the issues, your team will need to develop three arguments for each side of the debate.

Each member of the team will be responsible for researching one of the debate issues.  As a team, you will work together to come up with three arguments for each side of the issue (Meaning: you will need to have six arguments for each issue with a total of 18 for all three).

Once you have completed the arguments, you must be prepared to present the arguments to the class as we debate each issue.

Modeling (10 min)

The instructor will provide one argument example for each issue to demonstrate how to complete the assignment.

Guided Practice (50 min)

The instructor will place the students in groups of three.  Each group will complete the assignment using the textbook, library or internet.

Checks for Understanding (30 min)

The instructor will randomly call up students from different groups to stand in front of the class and debate the Continental Convention issues.  The instructor will call up two students and then tell them which issue is being debated and which side the student will debate.  NOTE: Depending on the class ability will dictate how and who will debate the issues.  If the instructor is not comfortable with the students speaking in front of the class, the debate can be between groups or done in a group environment.

Direct Instruction (10 min)

The instructor will summarize the debate and provide some of the outcomes of the debate.  The instructor will also discuss how some of the issues are still being debated today.