Lesson Three: Noteworthy Americans-
Thomas "Stonewall" Jackson and Frederick Douglass
I. Objectives
a. Standard SOL- 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;
b. Learning Objective- Students will be able to interpret the contribution of Thomas “Stonewall” Jackson, and Frederick Douglass during the Civil War.
II. Materials for Learning Activities
a. Frederick Douglass Speech video
http://www.youtube.com/watch?v=gzcddec5cug&feature=related
b. Thomas “Stonewall” Jackson battle of Chancellorsville video
http://www.awesomestories.com/assets/chancellorsville-jackson
c. Student journals
d. Different levels of Civil War books for research
e. Think-Tac-Toe choice board
f. Smart Board
g. Computer w/Smart Board program for the teacher
h. Student computers for research
i. Pictures of Thomas “Stonewall” Jackson and Frederick Douglass to pass around
j. Primary sources from Thomas “Stonewall” Jackson and Frederick Douglass
III. Procedures for Learning Activities (approximately 1 hour)
a. Introduction: Ask the students to raise their hands if they can recall one of the Civil War figure heads we have discussed this week as well as one interesting fact about them. Do this until the students correctly identify Grant, Lee, Jefferson, and Lincoln. Share with the students that today will be our final day about famous people in the Civil War and we will be talking about two very different people, with one very important thing in common. These famous people are Thomas “Stonewall” Jackson and Frederick Douglass.
b. Do a KWL chart on Thomas “Stonewall” Jackson and Frederick Douglass with the students on the Smartboard. Students will take turns raising their hand to help fill in the three columns. (pre-assessment) (5 minutes).
c. Share with the students that unlike President Lincoln and President Jefferson or General Grant and General Lee, Thomas “Stonewall” Jackson and Frederick Douglass do not have a common title. However, what they do have in common is that they were two of the most loyal men in the Civil War and they fought for their causes and their loyalties with everything they had. One fought with weapons and one fought with his words. Both men play a significant role in the progress of their respective sides. Let the students know that you will be sharing some information about the lives of these two men as well as showing a video on each of the men. Encourage students to take notes because they can use their notes to help them with their Think-Tac-Toe choice later on in the class (25 minutes).
i. Share a brief biography about Frederick Douglass http://www.pbs.org/wgbh/aia/part4/4p1539.html
ii. Show a video of Frederick Douglass’ famous speech
http://www.youtube.com/watch?v=gzcddec5cug&feature=related
1. Ask specific students a few questions using Bloom’s Taxonomy question stems:
a) What do you think was the turning point in Frederick Douglass’ life?
b) How does Frederick Douglass differ from the other men we have learned about this week?
c) How did education help Frederick Douglass escape and become such an influential figure in the Civil
War?
d) Why is Frederick Douglass’ role in the Civil War significant?
iii. Share a brief biography about Thomas “Stonewall” Jackson
http://www.stonewalljackson.org/_lessons/Discovering%20TJ%20Jackson,%20A%20Biography.pdf
iv. Show the video of the Battle of Chancellorsville
http://www.awesomestories.com/assets/chancellorsville-jackson
1. Ask specific students a few questions using Bloom’s Taxonomy question stems:
a) Why did they call Thomas “Stonewall” Jackson, “Stonewall” Jackson?
b) What was “Stonewall” Jackson’s role in the war?
c) What qualities of strength did “Stonewall” Jackson demonstrate?
d) What was the significance of the Battle of Chancellorsville?
d. Ask the students to think about what I said during the introduction, that even though these two men do not have a common title like the other men we have discussed, their similarity shines through in their loyalty to their causes. Based on what they heard during the biographies and saw during the videos, have the students turn and talk to their tablemates about what they think that might mean. Have one representative from each table share their thoughts.
e. Instruct the students to pull out their poetry journals. Let the students know that we will be using our history content to make an entry in our poetry journals. Students are to select either Frederick Douglass or Thomas “Stonewall” Jackson and write a poem of their choice about their contributions to the Civil War. Inform the students that this assignment will be a draft for a larger assignment in their poetry unit. The purpose is to see how they can take content from a history lesson and incorporate it into the class poetry unit. (10 minutes)
f. While the students are working on their journal entries, I will walk around the classroom taking anecdotal notes on their progress and contribution to their partner. I will also offer my assistance if they have any questions.
g. After approximately 10 minutes I will use my classroom management strategy of clap echoing to get my students attention. I will ask them to get out of their seats and we will play “A tutti-ta” to get their blood flowing since they had been working very hard and stayed focus throughout the teaching and the poetry assignment.
h. Re-introduce the Think-Tac-Toe board (document attach)
i. Instruct students that for the remainder of the class they will be working on their choice from the
Douglass/Jackson column. They can use their notes from the biographies and videos, their poems, as well as
any of the resources in the classroom. (25 minutes)
ii. Let the students know that it is important that they stay focused during this Think-Tac-Toe time. All of the
activities must be turned in before the end of class today.
iii. While the students are working on their Think-Tac-Toe project I will go around and assist students in choosing
their project, answering any individual questions they might have, and observing their progress
j. Closing: Bring the students back together and ask them to self-evaluate their progress. Have students hold up a “1” if they are less than half way done with their Think-Tac-Toe project and feel they are going to need a lot more time to finish, a “2” if they are approximately half way done with their project, or a “3” if they are more than half-way done.
i. Let the students know that tomorrow they will be watching a video to introduce our lessons on Civil War battles
and will also have some time to finish up and turn in their Think-Tac-Toe projects.
IV. Assessment-
a. Pre-assessment –
i. Informal and Formative: The class will work together to fill out a KWL chart about Frederick Douglass and
Thomas “Stonewall” Jackson
b. During the lesson-
i. Informal and Formative: I will use the technique of questioning to informally check my student’s understanding.
I will target specific students for specific questions based on their readiness and using varying levels of
questioning from Bloom’s taxonomy. I will do this while discussing the biographies and videos of Douglass and J
Jackson
ii. Informal and Formative: Poetry journal entry- Students will be asked to choose either Douglass or Jackson to
write a poem of their choice about their contributions to the Civil War. This will be a draft of a final poem that will
be graded on for their poetry unit. I thought this was a great way to incorporate another content area into this
History unit. Being able to see things across disciplines I believe is very effective and important to incorporate in
the classroom.
iii. Informal and Formative: While the students are working on their poetry journal entries and Think-Tac-Toe
boards, I will observe their progress and take anecdotal notes on their collaboration, progress, and knowledge.
iv. Formal and Summative: Students will work with a Think-Tac-Toe choice board. There will be a column about
Douglass and Jackson that students must pick from to complete before the end of this lesson sequence.
V. Differentiation and Accommodations
a. Content differentiation by interests and readiness based on the types of resources students have access to. I have provided picture books, textbooks, encyclopedias, other non-fiction books, articles, as well as Internet resources and videos complete their Think-Tac-Toe activity. A lot of our students are very interested in media, which is why it is important to include videos and media prints. Furthermore, print difficulty ranges from picture books for our ESOL students to more complex biographies and encyclopedias for our students who receive GT services.
b. Content differentiation by learning profile during my introduction of the Douglass and Jackson. I shared with them an oral biography and showed them a video that depicted their contributions in graphic form. I also passed around pictures of these men as well as primary documents including letters to their families.
c. Product differentiation by interest in their poetry journal responses. Even though they all wrote poems, this is an example of product differentiation because they got to choose which man they wanted to write about as well as which type of poem they wanted to use to represent their contributions.
d. Process differentiation by learning profile through table groups and partners when the students paired up to do research.
e. Content differentiation by readiness based on the different levels of questioning I address the students with. Bloom’s taxonomy offers questions that range from knowledge to evaluation and each level asks for a higher level of thinking that some students are ready for and other students are not.
f. Product differentiation by learning profile through the Think-Tac-Toe boards. The different rows represent different multiple intelligences that focus on the strengths of my students. These intelligences include spatial for all of our artistic students, interpersonal, and kinesthetic for those with strengths in dance and music. The Think-Tac-Toe board is my high-prep differentiation task that will carry through the entire lesson sequence. A Think-Tac-Toe board gives students an element of choice while also making sure their tasks align with my objectives.
g. Accommodations- I have made several accommodations for individual students that go beyond the differentiating I did for the class.
i. For students with learning disabilities, I have created a checklist to help monitor their way through both the poetry journal entry and think-tac-toe board. This includes showing them what books to look at for specific information that will help him organize his assignment. I also guided him into a particular think-tac-toe assignment.
ii. For GT students, I asked them to do the artistic choice in addition to one of the other two choices if they finish their work ahead of time
iii. For ESOL students. Not only do I guide them to the easier leveled resources, I encourage them to use the videos and the Internet resources that have been translated into Spanish. I have guided them to the spatial choice for their think-tac-toe pick.
iv. Allow ADHD students to take frequent breaks and provide fidget sticks
a. Standard SOL- 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;
b. Learning Objective- Students will be able to interpret the contribution of Thomas “Stonewall” Jackson, and Frederick Douglass during the Civil War.
II. Materials for Learning Activities
a. Frederick Douglass Speech video
http://www.youtube.com/watch?v=gzcddec5cug&feature=related
b. Thomas “Stonewall” Jackson battle of Chancellorsville video
http://www.awesomestories.com/assets/chancellorsville-jackson
c. Student journals
d. Different levels of Civil War books for research
e. Think-Tac-Toe choice board
f. Smart Board
g. Computer w/Smart Board program for the teacher
h. Student computers for research
i. Pictures of Thomas “Stonewall” Jackson and Frederick Douglass to pass around
j. Primary sources from Thomas “Stonewall” Jackson and Frederick Douglass
III. Procedures for Learning Activities (approximately 1 hour)
a. Introduction: Ask the students to raise their hands if they can recall one of the Civil War figure heads we have discussed this week as well as one interesting fact about them. Do this until the students correctly identify Grant, Lee, Jefferson, and Lincoln. Share with the students that today will be our final day about famous people in the Civil War and we will be talking about two very different people, with one very important thing in common. These famous people are Thomas “Stonewall” Jackson and Frederick Douglass.
b. Do a KWL chart on Thomas “Stonewall” Jackson and Frederick Douglass with the students on the Smartboard. Students will take turns raising their hand to help fill in the three columns. (pre-assessment) (5 minutes).
c. Share with the students that unlike President Lincoln and President Jefferson or General Grant and General Lee, Thomas “Stonewall” Jackson and Frederick Douglass do not have a common title. However, what they do have in common is that they were two of the most loyal men in the Civil War and they fought for their causes and their loyalties with everything they had. One fought with weapons and one fought with his words. Both men play a significant role in the progress of their respective sides. Let the students know that you will be sharing some information about the lives of these two men as well as showing a video on each of the men. Encourage students to take notes because they can use their notes to help them with their Think-Tac-Toe choice later on in the class (25 minutes).
i. Share a brief biography about Frederick Douglass http://www.pbs.org/wgbh/aia/part4/4p1539.html
ii. Show a video of Frederick Douglass’ famous speech
http://www.youtube.com/watch?v=gzcddec5cug&feature=related
1. Ask specific students a few questions using Bloom’s Taxonomy question stems:
a) What do you think was the turning point in Frederick Douglass’ life?
b) How does Frederick Douglass differ from the other men we have learned about this week?
c) How did education help Frederick Douglass escape and become such an influential figure in the Civil
War?
d) Why is Frederick Douglass’ role in the Civil War significant?
iii. Share a brief biography about Thomas “Stonewall” Jackson
http://www.stonewalljackson.org/_lessons/Discovering%20TJ%20Jackson,%20A%20Biography.pdf
iv. Show the video of the Battle of Chancellorsville
http://www.awesomestories.com/assets/chancellorsville-jackson
1. Ask specific students a few questions using Bloom’s Taxonomy question stems:
a) Why did they call Thomas “Stonewall” Jackson, “Stonewall” Jackson?
b) What was “Stonewall” Jackson’s role in the war?
c) What qualities of strength did “Stonewall” Jackson demonstrate?
d) What was the significance of the Battle of Chancellorsville?
d. Ask the students to think about what I said during the introduction, that even though these two men do not have a common title like the other men we have discussed, their similarity shines through in their loyalty to their causes. Based on what they heard during the biographies and saw during the videos, have the students turn and talk to their tablemates about what they think that might mean. Have one representative from each table share their thoughts.
e. Instruct the students to pull out their poetry journals. Let the students know that we will be using our history content to make an entry in our poetry journals. Students are to select either Frederick Douglass or Thomas “Stonewall” Jackson and write a poem of their choice about their contributions to the Civil War. Inform the students that this assignment will be a draft for a larger assignment in their poetry unit. The purpose is to see how they can take content from a history lesson and incorporate it into the class poetry unit. (10 minutes)
f. While the students are working on their journal entries, I will walk around the classroom taking anecdotal notes on their progress and contribution to their partner. I will also offer my assistance if they have any questions.
g. After approximately 10 minutes I will use my classroom management strategy of clap echoing to get my students attention. I will ask them to get out of their seats and we will play “A tutti-ta” to get their blood flowing since they had been working very hard and stayed focus throughout the teaching and the poetry assignment.
h. Re-introduce the Think-Tac-Toe board (document attach)
i. Instruct students that for the remainder of the class they will be working on their choice from the
Douglass/Jackson column. They can use their notes from the biographies and videos, their poems, as well as
any of the resources in the classroom. (25 minutes)
ii. Let the students know that it is important that they stay focused during this Think-Tac-Toe time. All of the
activities must be turned in before the end of class today.
iii. While the students are working on their Think-Tac-Toe project I will go around and assist students in choosing
their project, answering any individual questions they might have, and observing their progress
j. Closing: Bring the students back together and ask them to self-evaluate their progress. Have students hold up a “1” if they are less than half way done with their Think-Tac-Toe project and feel they are going to need a lot more time to finish, a “2” if they are approximately half way done with their project, or a “3” if they are more than half-way done.
i. Let the students know that tomorrow they will be watching a video to introduce our lessons on Civil War battles
and will also have some time to finish up and turn in their Think-Tac-Toe projects.
IV. Assessment-
a. Pre-assessment –
i. Informal and Formative: The class will work together to fill out a KWL chart about Frederick Douglass and
Thomas “Stonewall” Jackson
b. During the lesson-
i. Informal and Formative: I will use the technique of questioning to informally check my student’s understanding.
I will target specific students for specific questions based on their readiness and using varying levels of
questioning from Bloom’s taxonomy. I will do this while discussing the biographies and videos of Douglass and J
Jackson
ii. Informal and Formative: Poetry journal entry- Students will be asked to choose either Douglass or Jackson to
write a poem of their choice about their contributions to the Civil War. This will be a draft of a final poem that will
be graded on for their poetry unit. I thought this was a great way to incorporate another content area into this
History unit. Being able to see things across disciplines I believe is very effective and important to incorporate in
the classroom.
iii. Informal and Formative: While the students are working on their poetry journal entries and Think-Tac-Toe
boards, I will observe their progress and take anecdotal notes on their collaboration, progress, and knowledge.
iv. Formal and Summative: Students will work with a Think-Tac-Toe choice board. There will be a column about
Douglass and Jackson that students must pick from to complete before the end of this lesson sequence.
V. Differentiation and Accommodations
a. Content differentiation by interests and readiness based on the types of resources students have access to. I have provided picture books, textbooks, encyclopedias, other non-fiction books, articles, as well as Internet resources and videos complete their Think-Tac-Toe activity. A lot of our students are very interested in media, which is why it is important to include videos and media prints. Furthermore, print difficulty ranges from picture books for our ESOL students to more complex biographies and encyclopedias for our students who receive GT services.
b. Content differentiation by learning profile during my introduction of the Douglass and Jackson. I shared with them an oral biography and showed them a video that depicted their contributions in graphic form. I also passed around pictures of these men as well as primary documents including letters to their families.
c. Product differentiation by interest in their poetry journal responses. Even though they all wrote poems, this is an example of product differentiation because they got to choose which man they wanted to write about as well as which type of poem they wanted to use to represent their contributions.
d. Process differentiation by learning profile through table groups and partners when the students paired up to do research.
e. Content differentiation by readiness based on the different levels of questioning I address the students with. Bloom’s taxonomy offers questions that range from knowledge to evaluation and each level asks for a higher level of thinking that some students are ready for and other students are not.
f. Product differentiation by learning profile through the Think-Tac-Toe boards. The different rows represent different multiple intelligences that focus on the strengths of my students. These intelligences include spatial for all of our artistic students, interpersonal, and kinesthetic for those with strengths in dance and music. The Think-Tac-Toe board is my high-prep differentiation task that will carry through the entire lesson sequence. A Think-Tac-Toe board gives students an element of choice while also making sure their tasks align with my objectives.
g. Accommodations- I have made several accommodations for individual students that go beyond the differentiating I did for the class.
i. For students with learning disabilities, I have created a checklist to help monitor their way through both the poetry journal entry and think-tac-toe board. This includes showing them what books to look at for specific information that will help him organize his assignment. I also guided him into a particular think-tac-toe assignment.
ii. For GT students, I asked them to do the artistic choice in addition to one of the other two choices if they finish their work ahead of time
iii. For ESOL students. Not only do I guide them to the easier leveled resources, I encourage them to use the videos and the Internet resources that have been translated into Spanish. I have guided them to the spatial choice for their think-tac-toe pick.
iv. Allow ADHD students to take frequent breaks and provide fidget sticks