Goals & Objectives
Students will analyze political cartoons and their significance in the war effort.
Students will discover critical developments and events in the war by looking at images.
Students will examine various sources and use multiple perspectives to decipher each aspect of the images and documents.
Students will discover critical developments and events in the war by looking at images.
Students will examine various sources and use multiple perspectives to decipher each aspect of the images and documents.
California State Content Standards
8.10.6 Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee's surrender at Appomattox.
Common Core Literacy Standards
CCSS.ELA-LITERACY.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCAA.ELA-Literacy.WHST. 6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
CCAA.ELA-Literacy.WHST. 6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
Driving Historical Question
How do these images explain and help support the end of the Civil War?
Lesson IntroductionTime: 8-10
I will begin this lesson by asking students to partake in a quick gallery walk around the classroom looking at various images throughout the Civil War. These images will include battlefield images, soldiers, generals, slaves, and political cartoons. They will then come back to their seats and do a quick-write explaining what their initial thoughts of the images were. This will allow students the opportunity to get their brain thinking in multiple ways and allow them to preview images that they will later be discussing with one another. I will then have students share some of their answers with the class and we will have a brief class discussion. I will then lead into the Prezi presentation to help assist me in explaining the fun discussion activity that we will be using in class today!
Vocabulary ‖ Time: Throughout Lesson
Students will have already received their list of vocabulary words for this lesson. They will have the opportunity to use their new words in discussions with other students. They will be able to apply their new learned words into sentences and to help them understand the material at hand.
Content Delivery ‖ Time: 10 (to present lesson)
I will spend time explaining the upcoming discussion activity that we will be using for the remainder of the class. I will present the information and guidelines for the discussion through the use of a Prezi presentation. Students will be eager to find out what color “hat” they will be using for this class and their answer will be found underneath their desks. Once students have established their colors I will go over how they are to “think” with each color. Students will be grouped together around different images, cartoons, and documents. The groups will all consist of different colored hats so each person is thinking about the primary source in a different way. They will then hold a discussion with one another asking questions, giving advice, explaining their understanding and much more. Once the group finished their discussion on the image that they have, we will all rotate as a class to the next image to begin discussion once more. This will be at the end of the unit so students will have already learned the information and will use their prior knowledge and critical thinking skills to complete this activity. I will hand out six images, one for each colored hat group. Two images will be political cartoons, two will be from battles, and two will be newspaper clippings. Students will look at their assigned image and use their colored thinking cap to discuss with one another. They will then rotate images to view other ones throughout the lesson.
Student Engagement‖ Time: 40
Once we complete the opening anticipatory set and I deliver the Prezi students will be engaged with their groups for the remainder of the class. Students will be placed in their groups evenly depending on the color of their thinking cap. They will then work with their classmates and discuss the various points of view and perspectives that they draw from the images. Each student will present different questions and have a different way of viewing the images. This will encourage students to think outside the box and look more closely and the images provided to them. They will use what they have learned from the unit to help guide them throughout the discussion but much of it will be based off of what they see and what they can pull from their own perspective. Once the group finished their discussion on one image, we will then rotate clockwise so they have the opportunity to see different images to discuss. Students will record major bullet points from their discussion on the back side of each image. That way, students are able to see what other groups came up with and either see similarities, or see how differently an image can be assessed. Potential questions that will be asked include:
· What is happening in this image? Why? Any obstacles?
· What is the difference between this image and the previous one?
· Why is this important?
· What is another way to look at this?
· What do you think caused this?
· Who is present in the image? Who is the audience?
· What evidence can you provide for the legitimacy of this image?
· What type of technology is being used?
· How does geography play a role within this image?
· What is happening in this image? Why? Any obstacles?
· What is the difference between this image and the previous one?
· Why is this important?
· What is another way to look at this?
· What do you think caused this?
· Who is present in the image? Who is the audience?
· What evidence can you provide for the legitimacy of this image?
· What type of technology is being used?
· How does geography play a role within this image?
***These images will be printed out and used physically in the classroom for students. This is simply for you to browse through the images that will be used in this lesson.***
Lesson Closure ‖ Time: 5
To conclude this lesson students will complete an exit slip. They will be asked to write three things that surprised them from this activity, two things that they learned from their groupmates and one question that they still might have. I will be able to use this as a form of assessment to see what students were able to take away from this discussion and what they learned from each other. I want students to be able to relate and understand the different perspectives you can use when analyzing images, and other sources. It is important for them to appreciate the differences in opinions and be comfortable with questioning what is set in front of them.
Assessments (Formative & Summative)
Formative: The gallery walk in the beginning of the class will serve as a formative assessment for this lesson. Students will show the teacher what connections they are able to make from previous lessons. They will also be able to share their opinion on the images and I will be able to assess how well they are able to analyze primary sources.
Formative: During the group discussions I will walk around the classroom to listen in on their conversations to ensure that they are comprehending the information and using their correct colored thinking caps to look at the images and ask questions to their classmates. I will be able to assess how well they are using their analysis tools and engagement with one another.
Summative: The summative assessment for this lesson will be the upcoming assignment of their own interpretation of a political cartoon. It will be collected and graded.
Formative: During the group discussions I will walk around the classroom to listen in on their conversations to ensure that they are comprehending the information and using their correct colored thinking caps to look at the images and ask questions to their classmates. I will be able to assess how well they are using their analysis tools and engagement with one another.
Summative: The summative assessment for this lesson will be the upcoming assignment of their own interpretation of a political cartoon. It will be collected and graded.
Accommodations for English Learners, Striving Readers and Students with Special Needs
The group discussions will serve as the accommodations for the English learners, striving readers and students with special needs. For this lesson there will not be any major accommodations since these students each benefit from group work and class discussions. They will be able to use each other to help guide them through the discussion. They will also be able to use the images as a starting point for their analysis. They will also be able to use the list of potential questions I have provided to help them interact with their groups. I have also added in the gallery walk to provide visuals for students to be able to explore and assist in creating bridges between any readings.
Resources (Books, Websites, Handouts, Materials)
Glencoe, The American Journey (2012).
Images from Google.
Images from Google.