The American Civil War The American Civil War

7th Grade Instructional Block Plan

By: Austin Dinges

7th Grade Instructional Block Plan

By: Austin Dinges

Be

Know Do

Big Ideas

Big Skills Effects of Slavery

1800’s Way of Life

Reasons for Southern Succession

Influential Figures of the Civil War

Importance of the Emancipation Proclamation

How History Effects Us Today

Big Understanding

The events of the Civil War still affect the way we live today.

Participate

Identify

Demonstrate

Design

Construct/Extract

Develop

Formulate

Recognize

Big Questions

Which Civil War leaders were most influential and why?

How have the events of the Civil War altered history to how we live today?

What can we learn from the mistakes of society in the past so they are not repeated?

Big Assessment Task

Create a PowerPoint presentation

Umbrella HighlightsUmbrella Highlights

Big Understanding: The events of the Civil War affect the way we live today.

Big Question: What can we learn from the mistakes of society in the past so that they are not repeated?

Big Skills: Recognize - Relate - Demonstrate

Big Understanding: The events of the Civil War affect the way we live today.

Big Question: What can we learn from the mistakes of society in the past so that they are not repeated?

Big Skills: Recognize - Relate - Demonstrate

Monday Tuesday Wednesday Thursday Friday Language Arts Students will create a word wall of important

vocabulary terms from the Civil War utilizing the following website: http://www.civilwar.org/education/history/glossary/glossary.html. LA 7.1.5

Students will read soldier diary entries at www.rarebooks.nd.edu/digital/civil_war/diaries and answer critical thinking questions about some of the entries they read. LA 7.2.2

Students will read an excerpt from the biography of Frederick Douglass and discuss in groups the impact of his contribution to abolitionism. LA 7.1.6

The students will complete a list composed of ten items of positive and negative traits of influential figures of the Civil War and discuss in groups. As a whole class, decide which traits they would want to possess and why. LA 7.3.1

Students will utilize the text Lee and Grand at Appomattox to conduct a reader’s theater of the South’s surrender at Appomattox Courthouse. LA 7.3.1

Social Studies Students will compare and contrast Northern and Southern differences using a Venn diagram in groups utilizing the text American in 1857: A Nation on the Brink. SS 8.1.6

Each student will research one major battle at http://www.nps.gov/hps/abpp/battles/bystate.htm and present their findings in a one-paragraph summary to be read to the class. SS 8.1.6

The students will be assigned an influential figure to create a persuasive speech as to why their figure was the most influential in the Civil War’s outcome. They will use the following website http://mrkash.com/activities/civilwar.html for research. SS 8.1.6

The students will complete a cause and effect chart for a specific battle; noting the cause of the battle and its subsequent effects utilizing the following website: http://www.nps.gov/hps/abpp/battles/bystate.htm. SS 8.4.2

The students will create a newspaper article chronicling a major event or battle utilizing the following website: http://www.history.com/topics/american-civil-war . SS 8.4.2

Science Students will orally explain the results of an experiment where the students create synthetic “gun powder” and how close the results were to their original hypothesis of how the experiment turned out. SC 8.1.1

Students will listen to a five-minute clip at http://www.encyclopediavirginia.org/Weather_During_the_Civil_War and create a list of the influence the weather had in shaping the outcome of the war. SC 8.4.4

The students will be assigned to read the following essay http://nationalhumanitiescenter.org/tserve/nattrans/ntuseland/essays/amcwar.htm and create a board discussing the environmental impact of the war. SC 8.3.3

The students will create a T-Chart contrasting the medical methods of the Civil War and how far modern technology has brought along the field since. The whole class will discuss the findings afterwards using the following website: http://www.civilwarhome.com/civilwarmedicineintro.htm . SC 8.1.3

The students will each plant a flower in a garden in honor of the many lost in Sherman’s march to sea. SC 8.3.3

Math Given a table of data, the students will answer a series of questions comparing the casualties of war between the American Civil War and other famous wars. MA 7.1.1

The students will utilize graph paper and rulers to reconstruct the routes taken by the Union and Confederacy railways. The railways were a huge part to the Union’s victory; creating these visuals will help the students to see the size advantage of the Union’s railway system. MA 7.2.2

The students will construct story problems about the Civil War to solve mathematically. MA 7.4.1

Using the census data of the time from the census website www.uscensus.gov , the students will create a chart, which depicts the population of the United States during the years of the Civil War. The students will then answer questions about the data. MA 7.4.1

The students will construct a math board game, as a class, based upon the questions they wrote on Wednesday. MA 7.4.1

Specialty Art- Students will create their own battalion “Battle Flag.” Each flag will accompany a two to three sentence justification. V 7.2

PE- Students will play capture the flag as union and confederate soldiers. PE 8.5.1

Music- The students will learn and perform songs that African American slaves and soldiers sang during the Civil War. M 7.2

Art- The students will view and interpret the art of Winslow Homer and have a classroom debate on its potential meaning. V 7.1

Music- The students will create lyrics to a song explaining the role of an influential person in the Civil war and have the option to sing the song or read it as a poem. M 7.2

Assessment SS- I will utilize the classic Ve nn Diagram structure. Art- A worksheet will be utilized for the student to create their design and give their justification.

LA- Students will be provided with critical thinking questions they must answer. PE- A checklist will be referenced while the students are engaging in the activity.

MA- The students will be completing their problems on a worksheet with instructions.

SC- The students will be graded on the accuracy of their T-Chart information.

SS- The students will be given a rubric and directions for the newspaper article. MU- The students will receive their grade from completing all the items from a checklist.

Differentiation MA (LAL) - Students will be given simpler operations such as addition and subtraction to complete their comparisons.

SS (HAL) - Part of a compacted lesson will require these students to create a three-slide PowerPoint presentation of a specific battle. PE (PI) - These students may bring the foam balls across the lines to protect themselves while trying to capture the flag.

LA (ELL) - These students will instead be able to report on a biography of a civil rights leader in their own country during their civil war. MU (HAL) - These students will research the author and find the reasoning for the author’s song.

LA (LAL) – The lower level students will only need to compile a list of six items instead of ten. Art (ELL) – The instructor will also show several paintings from a famous Mexican artist and the students will interpret its meaning as well.

SC (PI) – These students work with a buddy in planting their flower. Their buddy will plant while the student with impairments reads the steps on how to plant the flower.

Culturally Responsive Teaching

Culturally Responsive Teaching

Ironically war can be the great unifier when it comes to teaching multiple learners of different cultures.

Integrating other civil conflicts of the various backgrounds of my students into each lesson is an easy way to boost engagement of these learners.

A happy truth students of any culture can be hip to: War is universal and never-ending.

Ironically war can be the great unifier when it comes to teaching multiple learners of different cultures.

Integrating other civil conflicts of the various backgrounds of my students into each lesson is an easy way to boost engagement of these learners.

A happy truth students of any culture can be hip to: War is universal and never-ending.

Social Studies!!!Social Studies!!!

Social StudiesSocial Studies

The discipline where the groundwork is being laid for the entire unit

Focus on three important areas: - Influential Figures (Abraham Lincoln) - Influential Battles (Gettysburg) - Influential Events (Southern

Secession)

The discipline where the groundwork is being laid for the entire unit

Focus on three important areas: - Influential Figures (Abraham Lincoln) - Influential Battles (Gettysburg) - Influential Events (Southern

Secession)

Formative AssessmentFormative Assessment

Performed on Friday, the students will create a newspaper article chronicling a major event or battle.

Performed on Friday, the students will create a newspaper article chronicling a major event or battle.

Directions: Students will create a newspaper article highlighting a major battle of the Civil War. The students must follow the rubric below to receive full credit. (Must be typed to receive full credit) Advanced

10 pts. Proficient 9-8 pts.

Progressing 7-6 pts.

Beginning 5-below pts.

Headline The headline was very creative and referenced the story perfectly

The headline was creative and referenced the story well

The headline was slightly creative while loosely referencing the story

The headline lacked any creativity or relevance to the story

Formatting The page layout was very creative and appealing with pictures that enhanced the story

The page layout was creative and appealing with pictures that made the story better

The page layout was slightly creative with some effort to include pictures

The page layout showed little effort with no pictures to enhance the story

Information All information was factual and explained very well, which made for a very interesting retelling

There was no more than one factual error, which made for an interesting retelling

There were no more than three factual errors, which made for a satisfactory retelling

There were four or more factual errors, which made retelling of the story impossible

Structure The story was written fluidly in the five paragraph format

The storyline had no more than one spot of lacking fluency in the five paragraph format

The storyline was written with slight fluid inconsistencies in the five paragraph format

The storyline was severely disjointed in fluency with no structural consistency

Spelling, Grammar, Punctuation

No errors in spelling, grammar, punctuation, or usage

One to two errors in spelling, grammar, punctuation, or usage

Three to five errors in spelling, grammar, punctuation, or usage

Six or more errors in spelling, grammar, punctuation, or usage

Friday: Social Studies

Language ArtsLanguage Arts

Reading - Frederick Douglass’ biography An American Slave and Lee and Grant at Appomattox

Differentiation - ELL students will instead be given an excerpt from a biography of another revolutionary figure of their own countries biography to read.

Speaking - Students will perform a reader’s theatre selection from “Appomattox,” which discusses the surrender of the Confederate Army.

Reading - Frederick Douglass’ biography An American Slave and Lee and Grant at Appomattox

Differentiation - ELL students will instead be given an excerpt from a biography of another revolutionary figure of their own countries biography to read.

Speaking - Students will perform a reader’s theatre selection from “Appomattox,” which discusses the surrender of the Confederate Army.

Language ArtsLanguage Arts Writing - The students will complete a list composed of

ten items of positive and negative traits of influential figures of the Civil War and discuss in groups.

Differentiation - Low ability learners will only need to compile a list of six traits.

Reflection - Students will decide in class, which traits they would like to possess and why.

Writing - Students will read and react to diary entries written by confederate and union soldiers, slaves, and army wives utilizing the following website: http://www.civilwar.org/education/history/glossary/glossary.html

Writing - The students will complete a list composed of ten items of positive and negative traits of influential figures of the Civil War and discuss in groups.

Differentiation - Low ability learners will only need to compile a list of six traits.

Reflection - Students will decide in class, which traits they would like to possess and why.

Writing - Students will read and react to diary entries written by confederate and union soldiers, slaves, and army wives utilizing the following website: http://www.civilwar.org/education/history/glossary/glossary.html

Formative AssessmentFormative Assessment Directions: Answer the following questions after you have read at least five journal entries from the Civil War Diaries website (www.rarebooks.nd.edu/digital/civilwar/diaries/). Remember to answer the questions as complete as possible and really put yourself in the place of the soldiers, slaves, etc. How might you feel in their situation?

1. Which journal entry did you like the best? Why? 2. Which entry could you relate to the most? Did the entry remind you of

a time or event in your lif e? 3. Did any of the entries include any of our vocabulary words? If so,

which ones and how were they used? 4. Compare and contrast two entries. What about the two entries are the

same? What about the two entries seem diff erent? 5. Look at the speech patterns of the diff erent authors specifi cally . Did

each author write in the same way or diff erent? Did any of the author’s ways of writing make you think about how they really talk? How?

Tuesday: Language Arts

Science and The Civil War?Science and The Civil War?Can it be done?

“Didn’t they just shoot things?” -George W. Bush

YES IT CAN! YES IT CAN!

Step 1: Hook ThemStart the week with an experiment

where students create synthetic “gun powder” and combine it with a substance the teacher keeps, which produces a loud bang when combined.

Students graded on the “bang” the experiment produces.

Step 1: Hook ThemStart the week with an experiment

where students create synthetic “gun powder” and combine it with a substance the teacher keeps, which produces a loud bang when combined.

Students graded on the “bang” the experiment produces.

ScienceScience

Step 2: Educate ThemThe week discusses weather that had a large

impact on the outcome, as well as a comparison of medical techniques of the time, to today’s methods.

Students also end the week by planting a flower in memory of those who lost their lives during Sherman’s March to Sea.

Differentiation - Students with physical impairments will work together with another student dictating instructions on how to plant the flower.

Step 2: Educate ThemThe week discusses weather that had a large

impact on the outcome, as well as a comparison of medical techniques of the time, to today’s methods.

Students also end the week by planting a flower in memory of those who lost their lives during Sherman’s March to Sea.

Differentiation - Students with physical impairments will work together with another student dictating instructions on how to plant the flower.

Formative AssessmentFormative Assessment Directions: In your groups, utilize the T-Chart below to contrast medical methods of the Civil War and our more sophisticated methods today.

Thursday: Science

Civil War Medical Methods Modern Medical Methods

Math! Eh. Math! Eh.

Analyzing Data: Students will compare casualties of the Civil War to other conflicts, and utilizing the United States Census website students will note the decline in population during the war.

Geometry: The students will utilize graph paper and rulers to reconstruct the routes taken by the Union and Confederacy railways. The railways were a huge part to the Union’s victory; creating these visuals will reinforce the concept and help the students learn a valuable aspect of the Civil War.

Analyzing Data: Students will compare casualties of the Civil War to other conflicts, and utilizing the United States Census website students will note the decline in population during the war.

Geometry: The students will utilize graph paper and rulers to reconstruct the routes taken by the Union and Confederacy railways. The railways were a huge part to the Union’s victory; creating these visuals will reinforce the concept and help the students learn a valuable aspect of the Civil War.

Math! Still not cool. Math! Still not cool.

Story Problems: The students will compose their own story problem involving some aspect of the Civil War.

Story Problems: The students will compose their own story problem involving some aspect of the Civil War.

Directions: In honor of Civil War week, and to continue efforts to better understand and complete story problems, students will be creating their very own story problems based upon the Civil War. Students will be allowed to choose the math topic, but it must be of higher-level than basic addition, subtraction, multiplication, and division. Complete the problem first on scratch paper, and then put your finished product below. Be sure to write and then solve your problem, and SHOW YOUR WORK! Turn in your product when you are finished. Below is an example. EX. General Robert E. Lee lost 20% of his men during a battle. He then lost 2% of that number on a march, and then 30% of that during another battle. Fortunately 5,000 more men were sent as reinforcements. If Lee started with 35,000 troops, how many would he have after receiving the reinforcements? 35,000-20%=28,000-2%=27,440-30%=19,208+5,000=24,208 troops Place your finished problem with work below.

Wednesday: Mathematics

ArtArt

Students will learn about the Massachusetts 28th, designated the 4th Regiment known as the “Irish Brigade.” Since this brigade also had a super cool flag, the students will create their own “brigade” flag.

Students will also interpret the art of Winslow Homer, whose works were greatly inspired by the conflict.

Differentiation - ELL students will be given examples of an artist who was influenced by a civil conflict in their own country to interpret.

Students will learn about the Massachusetts 28th, designated the 4th Regiment known as the “Irish Brigade.” Since this brigade also had a super cool flag, the students will create their own “brigade” flag.

Students will also interpret the art of Winslow Homer, whose works were greatly inspired by the conflict.

Differentiation - ELL students will be given examples of an artist who was influenced by a civil conflict in their own country to interpret.

Formative AssessmentFormative Assessment Directions: The students are tasked with completing a flag to represent their battalion in one of the first battles of the American Civil War! Using the space below, the students must draw their flag and write a three-sentence paragraph giving a justification of why they chose their flag design. The students will have colored pencils, markers, and crayons at their disposal to complete the project. Now get to it! Your men are depending on you!!!! Please provide the justification of your design in the space below. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Monday: Art

MusicMusic

The students will learn and perform songs that African American slaves and soldiers sang during the conflict.

Differentiation - HAL students will have the opportunity to research the origins of these songs further.

Students will create lyrics to a song explaining the role of an influential figure later in the week. Students will have the option to read like a poem or sing the composition.

The students will learn and perform songs that African American slaves and soldiers sang during the conflict.

Differentiation - HAL students will have the opportunity to research the origins of these songs further.

Students will create lyrics to a song explaining the role of an influential figure later in the week. Students will have the option to read like a poem or sing the composition.

Formative AssessmentFormative Assessment A checklist will assess the students during this class. The students will first compose lyrics to a song explaining the role of an influential figure during the Civil War. The student will then have the option to sing the song or read it as a poem. Students will receive an extra pass or reward if they elect to sing their piece.

Student Name: _______________________

The students… Completed Uncompleted Wrote factual, applicable lyrics Was respectful of other students Performed their piece Explained why they chose the figure

Sang their piece

Friday: Music

Physical EducationPhysical Education

Students will play capture the flag!

Union vs. Confederacy!

Differentiation - Students with physical impairments may bring “cannon balls” across enemy lines.

Students will play capture the flag!

Union vs. Confederacy!

Differentiation - Students with physical impairments may bring “cannon balls” across enemy lines.

The following checklist will be used during a Civil War capture the flag activity. The room will be divided in half between the Union and Confederacy. Each team will have a set of soft foam balls to throw at the other side to attempt to get opposing team members “out.” When a person is out, he/she will sit on the sidelines until another member of the opposing team is hit. The object of the game is to run to the opposing team’s side, retrieve their flag, and return it safely to their own team’s side. If a member of the opposing team tags the person, then they would be out. The students will receive full or partial participation points, depending on their checklist marks. Student Name: _________________________ The student… Completed Uncompleted Participated fully Was respectful of both teams Came Prepared (dressed out) Helped teammates Followed directions Participated in warm-ups

Tuesday: Physical Education

Summative Assessment FTW!

Summative Assessment FTW!

The students will create a PowerPoint describing the significance of an influential figure, battle, or event.

The main focus of the presentation is placed on how the topic influenced the Civil War’s end and its relevance today.

Three different rubrics were constructed for each of the three categories of topic.

The students will create a PowerPoint describing the significance of an influential figure, battle, or event.

The main focus of the presentation is placed on how the topic influenced the Civil War’s end and its relevance today.

Three different rubrics were constructed for each of the three categories of topic.

Assessment TaskAssessment TaskCivil War Unit Presentation

This week, we have all learned a lot about the United States Civil War and its long-term effects. Throughout the week, each student has had a chance to see the war from many different vantage points, including Union and Confederate soldiers, slaves, ordinary citizens, etc. Each student has also become familiar with important people and events that helped to shape the war. It is now time to showcase how well each of you have grasped the main ideas and concepts of the conflict. Each of you will be assigned an influential figure (Robert E. Lee, Abraham Lincoln), Battle (Bull Run, Battle of the Wilderness), or Event (Inaction of the Emancipation Proclamation, Surrender at Appomattox). Each student will then compose a PowerPoint presentation of his/her topic, highlighting why it was important in shaping the outcome of the Civil War. The project will be worth 100 points and graded in content, understanding, formatting (utilizing tools in PowerPoint such as animation, templates, transitions, etc.), images, and usage. The following areas must be addressed for topic content: Influential Figures For students tasked to give a presentation on an influential figure, the main idea to focus on is why that figure was important in shaping the outcome of the Civil War. Start the presentation with important background knowledge on the figure and give at least four examples of why the figure was important in shaping the end of the conflict. Students will want to highlight any important events or battles the influential figure was apart of and why their participation was so important. Influential Battles Students tasked with giving a presentation over an influential battle must focus on what role that battle played in shaping the outcome of the war. Students must first start by explaining why the battle occurred. Next, the students will describe who the battle was between, including the names of commanding generals. The students must then highlight important moments in the battle and their outcomes. Finally, the students must note why the battle was important by highlighting future events that the battle influenced. Influential Events Students tasked with presenting an influential event must focus on the importance of the event to the Civil War and American Society. The students must first start by giving adequate background information surrounding the event. Why did this event take place and what was its cause? Next, the students must describe what the event was. They must discuss the important figures involved and why its timing was so important. Finally, the student must discuss why the event was important in ending or exacerbating the war, and what future ramifications the event had for American society. READ THROUGH THE ACCOMPANYING RUBRIC CAREFULLY TO MAKE SURE YOUR PRESENTATION CONTAINS ALL APPROPRIATE ELEMENTS!!!!!!!!

RubricsRubricsFinal Presentation Rubric

Influential Figures

Advanced Proficient Progressing Beginning Content The student’s

presentation thoroughly explained the influential figure’s background, provided four examples of importance, and highlighted important events/battles they were apart of. (40-36 pts)

The student’s presentation mostly explained the influential figure’s background, provided three examples of importance, and highlighted important events/battles they were apart of. (35-31 pts)

The student’s presentation partially explained the influential figure’s background, provided two examples of importance, and highlighted important events/battles they were apart of. (30-26 pts)

The student’s presentation had little to no explanation, facts, or information regarding their influential figure. (25 and below)

Understanding The connections made between the student’s topic and its importance conveyed a strong understanding of its relevance. (30-26 pts)

The connections made between the student’s topic and its importance conveyed a mostly strong understanding of its relevance. (25-21 pts)

The connections made between the student’s topic and its importance conveyed a general understanding of its relevance. (20-16 pts)

Little or no connection was made from the student’s topic to the outcome of the civil war. No understanding present. (15 and below)

Formatting The student’s presentation utilized at least four tools in PowerPoint to create an effective slide show. (10 pts)

The student’s presentation utilized at least three tools in PowerPoint to create a mostly effective slide show. (9 pts)

The student’s presentation utilized two tools in PowerPoint to create a general slide show. (8-7 pts)

One or no tools utilized in PowerPoint to create an ineffective slide show. (6 or below)

Images At least four images are present and relate directly to the topic. (10 pts)

At least three images are present and relate directly to the topic. (9 pts)

At least three images are present and relate mostly to the topic. (8-7 pts)

Less than three images are present and have little relevance to the topic. ( 6 or below)

Spelling, Grammar, Punctuation

The presentation contains no more than two usage errors. (10 pts)

The presentation contains no more than four usage errors. (9 pts)

The presentation contains no more than six usage errors. (8-7 pts)

The presentation contains six or more usage errors. (6 or below)

Final Presentation Rubric Influential Battles

Advanced Proficient Progressing Beginning

Content The student’s presentation thoroughly explained the battle’s background information, important events , and why the battle was crucial to the outcome of the war with no factual errors. (40-36 pts)

The student’s presentation mostly explained the battle’s background information, important events , and why the battle was crucial to the outcome of the war with one or two factual errors. (35-31 pts)

The student’s presentation partially explained the battle’s background information, important events , and why the battle was crucial to the outcome of the war with three to four factual errors. (30-26 pts)

The student’s presentation had little to no explanation, facts, or information regarding their battle with five or more factual errors. (25 and below)

Understanding The connections made between the student’s topic and its importance conveyed a strong understanding of its relevance. (30-26 pts)

The connections made between the student’s topic and its importance conveyed a mostly strong understanding of its relevance. (25-21 pts)

The connections made between the student’s topic and its importance conveyed a general understanding of its relevance. (20-16 pts)

Little or no connection was made from the student’s topic to the outcome of the civil war. No understanding present. (15 and below)

Formatting The student’s presentation utilized at least four tools in PowerPoint to create an effective slide show. (10 pts)

The student’s presentation utilized at least three tools in PowerPoint to create a mostly effective slide show. (9 pts)

The student’s presentation utilized two tools in PowerPoint to create a general slide show. (8-7 pts)

One or no tools utilized in PowerPoint to create an ineffective s lide show. (6 or below)

Images At least four images are present and relate directly to the topic. (10 pts)

At least three images are present and relate directly to the topic. (9 pts)

At least three images are present and relate mostly to the topic. (8-7 pts)

Less than three images are present and have little relevance t o the topic. ( 6 or below)

Spelling, Grammar, Punctuation

The presentation contains no more than two usage errors. (10 pts)

The presentation contains no more than four usage errors. (9 pts)

The presentation contains no mo re than six usage errors. (8-7 pts)

The presentation contains six or more usage errors. (6 or below)

Final Presentation Rubric Influential Events

Advanced Proficient Progressing Beginning

Content The student’s presentation thoroughly explained the influential event’s background information, what it was, and its importance to the war with no factual errors. (40-36 pts)

The student’s presentation mostly explained the influential event’s background information, what it was, and its importance to the war with one or two factual errors. (35-31 pts)

The student’s presentation partially explained the influential event’s background information, what it was, and its importance to the war with three or four factual errors. (30-26 pts)

The student’s presentation had little to no explanation, facts, or information regarding their influential battle, which contained five or more factual errors. (25 and below)

Understanding The connections made between the student’s topic and its importance conveyed a strong understanding of its relevance. (30-26 pts)

The connections made between the student’s topic and its importance conveyed a mostly strong understanding of its relevance. (25-21 pts)

The connections made between the student’s topic and its importance conveyed a general understanding of its relevance. (20-16 pts)

Little or no connection was made from the student’s topic to the outcome of the civil war. No understanding present. (15 and below)

Formatting The student’s presentation utilized at least four tools in PowerPoint to create an effective slide show. (10 pts)

The student’s presentation utilized at least three tools in PowerPoint to create a mostly effective slide show. (9 pts)

The student’s presentation utilized two tools in PowerPoint to create a general slide show. (8-7 pts)

One or no tools utilized in PowerPoint to create an ineffective slide show. (6 or below)

Images At least four images are present and relate directly to the topic. (10 pts)

At least three images are present and relate directly to the topic. (9 pts)

At least three images are present and relate mostly to the topic. (8-7 pts)

Less than three images are present and have little relevance to the topic. ( 6 or below)

Spelling, Grammar, Punctuation

The presentation contains no more than two usage errors. (10 pts)

The presentation contains no more than four usage errors. (9 pts)

The presentation contains no more than six usage errors. (8-7 pts)

The presentation contains six or more usage errors. (6 or below)

Standards Addressed

Physical Education PE 8.5.1 Students will participate cooperatively in physical activity with persons of diverse characteristics and backgrounds.

Mathematics MA 7.1.1 Students will represent and show relationships among rational numbers. MA 7.2.2 Students will specify locations and describe relationships using coordinate geometry. MA 7.4.1 Students will formulate questions that can be addressed with data and then organize, display, and analyze the relevant data to answer their questions.

Social Studies SS 8.1.6 Students will identify and analyze causes, key events, and the effects of the Civil War and Reconstruction. SS 8.4.2 Students will demonstrate skills for historical analysis.

Science SC 8.1.1 Students will design and conduct investigations that will lead to descriptions of relationships between evidence and explanations. SC 8.1.3 Students will solve a design problem, which involves one or two science concepts. SC 8.3.3 Students will describe population and ecosystems. SC 8.4.4 Students will use evidence to draw conclusions about changes in Earth.

Language Arts LA 7.1.5 Students will build literary, general academic, and content specific grade level vocabulary. LA 7.1.6 Students will extract and construct meaning using prior knowledge, applying t ext information, and monitoring comprehension while reading grade level text. LA 7.2.2 Students will write for a variety of purposes and audiences in multiple genres. LA 7.3.1 Students will develop and apply speaking skills to communicate key ideas in a variety of situations.

Art V 7.1 Students will evaluate a work of art from at least two different cultural/historical perspectives based on historical investigation. V 7.2 Students will recognize how works of art provide a variety of perspectives on a common theme.

Music M 7.2 Students will identify music from our own cultures, which might play a similar function to music from a similar time/place/ culture.

Web-O-Standards

Fun IBP Acronyms Fun IBP Acronyms

Ill-Advised Bench PlacementInteresting Bean PlatformI Breathe PseudoscienceIntricate Body PicnicImmediately Bad PunIt Baked People?!?!?!?!Indoor Baseball PieIllinois Breakfast Professionals Irreplaceable Beat Production

Ill-Advised Bench PlacementInteresting Bean PlatformI Breathe PseudoscienceIntricate Body PicnicImmediately Bad PunIt Baked People?!?!?!?!Indoor Baseball PieIllinois Breakfast Professionals Irreplaceable Beat Production

BibliographyBibliographyWebsite utilized in LA on Monday: http://www.civilwar.org/education/history/glossary/glossary.html

Text utilized in SS on Monday: Stampp, Kenneth. America In 1857: A Nation on the Brink. Oxford University Press. 1990.

Website used in LA on Tuesday: www.rarebooks.nd.edu/digital/civil_war/diaries

Website utilized in SS on Tuesday: http://www.nps.gov/hps/abpp/battles/bystate.htm

Website utilized in SC on Tuesday: http://www.encyclopediavirginia.org/Weather_During_the_Civil_War

Website utilized in SS on Wednesday: http://mrkash.com/activities/civilwar.html

Website utilized in SC on Wednesday: http://nationalhumanitiescenter.org/tserve/nattrans/ntuseland/essays/amcwar.htm

Website utilized in SC on Thursday: http://www.civilwarhome.com/civilwarmedicineintro.htm

Website utilized in MA on Thursday: www.uscensus.gov

Text utilized in LA on Friday: Kantor, Mackinlay. Lee and Grant at Appomattox. Sterling Publishing. 2007.

Website utilized in SS on Friday: http://www.history.com/topics/american-civil-war