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Solid leadership is crucial in times of conflict or war.
• Students will understand that:
-geography can have an important influence on war.
-solid leadership is crucial in times of conflict or war.
• Students will know:
-the importance of the Battle of Gettysburg in the eventual Union victory.
-how high ground helped the Union to secure a victory.
-Robert E. Lee’s role and ambitions in the Battle of Gettysburg.
-the definitions and significance of turning point, high ground, and repelled in the Battle of Gettysburg
• Students will be able to:
-explain why the Battle of Gettysburg was a turning point.
-define key terms such as repelled, turning point, and high ground.
-take a side in a Civil War issue and explain their thinking behind their choice.
-describe the Battle of Gettysburg through adjectives or draw a visual representation of the battle.
-summarize a paragraph’s worth of information in one sentence individually or in groups.
Standards of Learning:
USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war;
e) using maps to explain critical developments in the war, including major battles;
f) describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers), women, and enslaved African Americans.
• Agenda: 1) Starter + Review: Turning Points 2) Gettysburg: Sequencing the Text + Worksheet 3) Gettysburg: Clip 4) Gettysburg: Agree or Disagree? 5) Exit Slip
• Starter worksheet & review: The students will answer several questions about turning points in their life, and the teacher will connect this idea of a turning point to the Battle of Gettysburg. The teacher will also use this time to pass out the formative assessment from the previous class and discuss it with the class as part of the review. (10 minutes)
• Sequence the text: Students will be given envelopes with strips of text for a sequencing activity. This will be a way for them to learn about the events surrounding and during the Battle of Gettysburg without having to do a class reading of the material. (10 minutes)
• Summarizing the text: The students will have an accompanying worksheet for the sequencing text activity. The worksheet asks students to summarize the paragraphs that they had to sequence, as well as to define key vocabulary and the effects of the Battle of Gettysburg. The worksheet will also require that students draw a picture to represent what each paragraph of the reading is saying or select three adjectives that best describe what is happening.
• Agree/Disagree : In this activity, the teacher will have the entire class stand up and ask the students questions about the Battle of Gettysburg that are open ended. The students will move to either the “agree” or “disagree” side of the room, and the teacher will take volunteers to explain their answers. (10 minutes)
• Exit Slip: Students will write a few sentences about what they learned today or they can answer multiple-choice and true-false questions about what they learned. This will give the students options. (5 minutes)
• Starter worksheet
• Classroom map
• Envelopes with strips of text for sequencing activity
• Accompanying worksheet for text
• Clip of the Battle of Gettysburg (4-8 minutes): http://www.youtube.com/watch?v=dSraOEtrhWY&feature=fvwrel
Method(s) of Assessment:
Diagnostic- We will review the information learned in the previous class during the “starter” to check students’ understanding of the previous lesson (the Battle of Vicksburg). The “starter” worksheet will have five review questions and a few questions about the upcoming lesson to gauge students’ prior knowledge.
Formative- At the end of class, students will write an exit slip which asks them to write several sentences about what they learned or answer multiple choice questions about what they learned.
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