ELL Sheltered Content-Area Unit

ELL Sheltered Content-Area Unit

Name:

Date: November 7, 2011 – November 23, 2011

Title of Unit: The Civil War

Unit Description: This unit will include the events leading up to the Civil War, events during the Civil War and the events after the Civil War, such as Reconstruction. The unit will require students to consider how these events impacted history and society. Students will look closely at the causes of the Civil War and understand that there were many political, social and economic causes of the Civil War. Students will use a variety of sources: text, political cartoons, diaries and letters, maps, charts and graphs in order to more closely examine and analyze the Civil War.

1. Content-Area Enduring Understandings

Content-Area Enduring Understandings / Content-Area Essential Questions
American national character has been shaped by unique political, economic and social forces.
(USI.36 Summarize the critical developments leading to the Civil War) / Was the Civil War inevitable?
What would make brothers fight brothers; fathers to fight their sons?
Prejudice has had a significant impact on the roles of race, class and ethnicity throughout US History.
(USI.41 Explain the policies and consequences of Reconstruction) / How was the Civil War like an onion?
Was Reconstruction a failure or a success?

2. Unit Learning Outcomes – Content

In the table below, add or delete cells as necessary

Students will understand, explain and analyze the social, economic and political causes of the Civil War. / Assessment – How will you and the student know that she or he has met the learning outcome? What will she or he do to demonstrate content-area understanding/mastery?
Beginner: Students will complete a sense web (done by bulleting) after viewing various political cartoons from events leading up to the Civil War.
Early Intermediate: Students will complete graphic organizers (partially filled in) after viewing various political cartoons from events leading up to the Civil War.
Intermediate: Students will complete a partially created political cartoon and will supplement the cartoon with text and caption after viewing various political cartoons from events leading up to the Civil War.
Transitioning: Students will create his/her own political cartoon, with text and caption after viewing various political cartons from events leading up to the Civil War.
FEP:
Students will demonstrate their understanding that slavery did not end with the Civil War and understand the effect Reconstruction had on society. / Assessment – How will you and the student know that she or he has met the learning outcome? What will she or he do to demonstrate content-area understanding/mastery?
Beginner: Students will create a timeline by matching photos to important dates/captions of the events of Reconstruction.
Early Intermediate: Students will complete a timeline of the various events of Reconstruction by adding bulleted text to photos and by added photos to bulleted text on the timeline of events of Reconstruction.
Intermediate: Students will complete a timeline of the various events of Reconstruction by adding full sentence text to photos and adding photos to full sentence text on the timeline of events of Reconstruction.
Transitioning: Students will create a timeline of the various events of Reconstruction by including both pictures and text.
Students will learn and identify different perspective during the Civil War period by analyzing different perspectives and by taking choosing a perspective to write papers and create various projects on. / Assessment – How will you and the student know that she or he has met the learning outcome? What will she or he do to demonstrate content-area understanding/mastery?
Beginner: Students will create a small photo album that includes photos based upon a perspective (North/South, white/black, male/female).
Early Intermediate: Students will create a small photo album that includes photos and a bulleted caption of the photo based upon a perspective. (North/South, white/black, male/female).
Intermediate: Students will create a short diary or letter from a photo based upon a perspective. (North/South, white/black, male/female).
Transitioning: Students will create his/her own diary or letter based upon a perspective chosen by the student (North/South, white/black, male/female).

3. Unit Learning Outcomes – Academic Language

Students demonstrate their comprehension of text headings by verbalizing and writing questions, thoughts and conclusions through classroom lessons, Do-Now and Ticket to Leave activities. / Beginner: Students will identify and comprehend important pictures, maps and graphs within a text.
Early Intermediate: Students will bullet the main ideas by looking at a text.
Intermediate: Students will identify and draw conclusions based upon the headings and main ideas of a text in writing and verbally.
Transitioning: Students will explain the relationship between the main ideas and headings of a text in writing and verbally.
Students will demonstrate their understanding of perspective by within a text, speech, political cartoon, etc. / Beginner: Students will group together photos of people, places, etc. that fall under the same perspective to be used in debate.
Early Intermediate: Students will compare and contrast different perspectives by bulleting, to be used in debate.
Intermediate: Students will create graphic organizers listing pros/cons of each perspective, to be used in debate.
Transitioning: Students will indentify perspective by choosing a side to be on and debating an issue.
Students will recognize and use key vocabulary words and terms relating to the Civil War. / Beginner: Students will be able to recognize and use vocabulary words and terms either by bulleting or in picture form appropriately with the assistance of the vocabulary tent sheet, word wall, and help of the instructor and classmates.
Early Intermediate: Students will identify and use vocabulary words and terms appropriately and accurately in lesson activities, Do-Now and Ticket to Leave, with the assistance of the vocabulary tent sheet, word wall and with help of the instructor and classmates.
Intermediate: Students will identify and use vocabulary words and terms appropriately and accurately in lesson activities, Do-Now and Ticket to Leave, with the assistance of the vocab tent sheet, word wall and other aids.
Transitioning: Students will indentify and use vocabulary words and terms appropriately and accurately in lesson activities, Do-Now and Ticket to Leave.

Number of Lessons in Unit: ____8____

(You will submit 5 lessons. You may have more lessons in the unit. If there are lessons that are part of your unit, but you will not include in this unit, please add a sentence or two to describe what students learned in the missing lesson. For example, if you are including lessons 1, 3, 5, 6, 7, include a brief description of lessons 2 and 4.)

Lesson 1: This will be an introduction to the Civil War unit. The students and instructor will spend time looking at the text, going over important vocabulary and academic language. The Civil War unit can be particularly difficult with both vocabulary and academic language so this class period will be imperative to both ELLs and mainstream students. Students will begin creating vocabulary sheets for personal use throughout the unit. Word walls and word splashes will be created to help facilitate this. The text will be highlighted and glossed to ensure a solid base for the unit.

Lesson 2: In this lesson students will begin to look at the events leading up to the Civil War. Students will work in groups and create various graphic organizers based on the events and causes leading up to the Civil War. This scaffolds the previous lesson and the focus on academic language and content area language. Students will use this prior knowledge in order to create graphic organizers that include important language that is essential to understanding the Civil War. Students will then go one more step by beginning to integrate primary sources. Students will be given a DBQ (Document Based Question) packet that will include questions regarding various different primary and secondary sources. This will be due in one week, after primary sources have been gone over completely in class.

Lesson 6: This is a two-part lesson that will look at important battles, figures and aspects of the Civil War. The focus has been on the events leading up to the Civil War and this will focus on what actually happened. The first part of the lesson will include the first half of the Civil War. The second part of the lesson will include the wrap up of the war, Lincoln’s assassination and the aftermath of the Civil War. Students will look at Reconstruction, Jim Crow Laws and Amendments 13-15 as a scaffold to the next lesson which is a debate on state’s rights which will tie in events leading up to the Civil War through the end of the war and Reconstruction.

Civil War Unit
November 2011
Sun / Mon / Tue / Wed / Thu / Fri / Sat
1 / 2 / 3 / 4 / 5
6 / 7Lesson 1: Pre-teach vocab, review text, create word wall, word splash / 8Lesson 2: DBQ and graphic organizers on causes/events leading to Civil War / 9Lesson 3: DocsTeach: Using National Archives to understand primary sources / 10Lesson 4: Through Who’s Eyes? Part 1 of 2, looking at political cartoons / 11Lesson 4: Through Who’s Eyes?
Part 2 of 2, wrapping up on political cartoons and visual literacy / 12
13 / 14Lesson 5: Can We Fix It? Looking at Declaration of Independence and Constitution. Was the Civil War inevitable? / 15Lesson 6: Part 1 of 2 Looking at start of Civil War, important figures and key battles/ events / 16Lesson 6: Part 2 of 2 Looking at wrap up of Civil War and focusing on Reconstruction and Jim Crow Laws. / 17Lesson 7: The Great Debate. Part 1 of 2. Preparing for debate on state’s rights from events leading up to Civil War through war and Reconstruction / 18Lesson 7: The Great Debate Part 2 of 2, Participate in debate on state’s rights from events leading up to Civil War through war and Reconstruction / 19
20 / 21
Lesson 8: Where Do you Stand? Review for exam and lesson on different issues of Civil War and Reconstruction / 22
EXAM
/ 23
½ DAY
Wrap up Civil War lesson, go over any questions from exam or unanswered questions / 24
OFF / 25
OFF / 26
27 / 28 / 29 / 30

Lesson # 3: Docs Teach (50-minute class period)

EU: American national character has been shaped by unique political, economic and social forces.

Content-Area LO: Students will understand, explain and analyze the social, economic and political causes of the Civil War.

Content-Area Lesson Objective(s): Students will look at various primary source documents (charts, photos, maps, passages, etc.) on DocsTeach (National Archives) and explain different perspectives and how this relates to the causes of the Civil War.

Language Learning Outcome: Students will understand perspective within a text, speech, political cartoon, etc.

Massachusetts Frameworks

USI.36 Summarize the critical developments leading to the Civil War. (H)

A.  the Missouri Compromise (1820)

B.  the South Carolina Nullification Crisis (1832-1833)

C.  the Wilmot Proviso (1846)

D.  the Compromise of 1850

E.  the publication of Harriet Beecher Stowe’s Uncle Tom’s Cabin (1851-1852)

F.  the Kansas-Nebraska Act (1854)

G.  the Dred Scott Supreme Court case (1857)

H.  the Lincoln-Douglas debates (1858)

I.  John Brown’s raid on Harper’s Ferry (1859)

J.  the election of Abraham Lincoln (1860)

USI.41 Explain the policies and consequences of Reconstruction. (H, C)

A.  Presidential and Congressional Reconstruction

B.  the impeachment of President Johnson

C.  the 13th, 14th, and 15th Amendments

D.  the opposition of Southern whites to Reconstruction

E.  the accomplishments and failures of Radical Reconstruction

F.  the presidential election of 1876 and the end of Reconstruction

G.  the rise of Jim Crow laws

1. the Supreme Court case, Plessy v. Ferguson (1896)

ELPBO Frameworks

Listening and Speaking (S)

S.3: Academic Interaction

Beginner-Early Intermediate: Identify main idea of a story that is heard, identify whom to consult for assistance, retell steps of a process in logical order.

Early Intermediate to Intermediate: Participate in reaching consensus in group, Participate orally in class activities, using appropriate words, phrases and expressions, explain the thinking process used in academic content areas.

Intermediate to Transitioning: Distinguish irrelevant information, elaborate on and extend other people’s ideas using extended discourse.

Reading (R)

R.1.14: Read, understand, and spell previously learned specific, technical, and/or abstract works and phrases of grade-level, academic content.

R.6 Research: Differentiate between primary and secondary source materials. Evaluate relevant information gained from a variety of sources

Writing (W)

W.2: Writing a Story, write a story with a clear theme and adequate detail. Write a story of script with an explicit or implicit theme. Use elements of writing that contribute to mood or tone.

Lesson Assessment: Complete the following table.

Content / Language
FEP* / Students will identify, categorize and analyze perspective and how perspective and differences caused the Civil War. / Students will fill out the SOAPS primary source sheet in full, complete sentences with little to no use of the Civil War Timeline graphic organizer or a vocabulary sheet
Transitioning / Students will identify, categorize and analyze perspective and how perspective and differences caused the Civil War. Students will support a conclusion by stating the facts or logical reasoning. / Students will fill out the SOAPS primary source sheet in full, complete sentences with some use of the Civil War Timeline graphic organizer or a vocabulary sheet
Intermediate / Students will identify and categorize perspective and also begin to analyze perspective. Students will describe how two things within a given academic content are alike or different. / Students will fill out the SOAPS primary source sheet in full, complete sentences with the assistance of the Civil War Timeline graphic organizer and vocabulary sheet.
Early Intermediate / Students will understand/categorize different perspective such as North and South, Slave and Free by viewing primary sources. Identify important information about academic content, using prior knowledge and/or visual cues as needed. / Students will fill out the SOAPS primary source sheet by bulleting/writing sentence fragments with the assistance of the Civil War Timeline graphic organizer or a vocabulary sheet, the instructor and peers.
Beginner / Students will understand/categorize different perspective such as North and South, Slave and Free by viewing primary sources. Identify important information about academic content, using prior knowledge and/or visual cues as needed. / Students will fill out the SOAPS primary source sheet by bulleting and with the assistance of the Civil War Timeline graphic organizer and a vocabulary sheet, the instructor and peers.

*Fully English Proficient