Nick Smith

1
Nick Smith

• CI-350
• Portfolio Presentation

2
Introduction

• Civil War Unit
• Causes of the War
• Effects of the War
• Slavery
• States Rights
• Terms of Surrender and Reconstruction

3
Analyze Learners

• This Unit if for a 9th Grade Social Studies Class
• Normal Class with no special circumstances
• The Class will be following the 45 min. period
  system
• Students will have pervious knowledge of computer
  skills such as using PowerPoint.

4
State Objectives

• Geography Objectives
• SS.9.4.9 describe geographic differences that
  contributed to economic development and
  regionalism prior to the Civil War.
• SS.9.4.2 locate states and capitals, landforms
  and major events in United States history.
• History Objectives
• SS.9.5.16 describe the institution of slavery and
  its effect on the political, economic and social
  development of the United States.

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State Objectives (Contd)

• SS.9.5.17 compare and contrast the political,
  economic and social conditions in the United
  States before and after the Civil War.
• SS.9.5.18 analyze and sequence the causes and
  effects of the major events of the Civil War and
  reconstruction.
• Civics/Government
• SS.9.2.8 explain federalism and give examples of
  shared, delegated, reserved and implied powers.
• Technology
• TEC.9-12.3.4 create, publish, and present
  projects related to content areas using a variety
  of technological tools.

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Select Media Material

• Materials needed for Civil War unit
• Floppy Disk (1 per student)
• Access to Computer Lab
• The Film Gone With the Wind
• Supplies needed to complete project
• There are also four websites that I will be using
  to
• reinforce the unit. Here are two of them
• Civil War Herald WebQuest
• Civil War Reinforcement Materials

7
Utilize Media Materials

• This unit on the Civil War needs to challenge the
  students to understand how the Civil War occurred
  and the significance of the outcome.
• Day 1
• Students will discuss the significance of the
  Civil War and given background information
  leading up to the war.
• The election of 1860 will be introduced and a
  brief lecture will be implemented.

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Utilize Media Materials (contd)

• Day 2
• The Southern way of life as well as slavery will
  be discussed.
• The Film Gone With the Wind will be shown.
• (Notes will be taken during the film for an
  upcoming assignment)
• Day 3
• Continue film Gone With the Wind
• Day 4
• Finish the film Gone With the Wind
• Short Quiz on the Video.

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Utilize Media Materials (contd)

• Short Lecture on the split of the Union which
  created the Confederacy.
• Day 5
• Students will go to the computer lab to research
  what a soldier's life was like.
• Then the students will type a one page journal
  entry based on their research.
• Day 6
• Each student will present their journal entries.
• Lecture on the Major battles of the Civil War

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Utilize Media Materials (contd)

• Day 7
• Students will get into groups and become
  newspaper editors and report one of the two
  required stories.
• Students will need to express what side of the
  war they are on and tell what city they are
  reporting for.
• Day 8
• Continue newspaper articles.
• Day 9
• Once the newspaper articles are submitted, the
  students will get into two teams and play Civil
  War Jeopardy which will close out the unit.

11
Require Learner Participation

• It is always a difficult task when it comes to
  keeping
• students attention. I will do so however in the
• following ways
• Note Taking during the film Gone With the Wind
• The journal entry and newspaper article
  assignments are designed to give them a change of
  scenery.
• Group Work for the newspaper article
• Civil War Jeopardy

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Evaluate Revise

• The evaluation of the students will be
  implemented by playing Civil War Jeopardy.
• Once divided into two teams they will be asked
  questions from the unit including the film Gone
  With the Wind.
• Participation is key in this game and the winning
  team will receive extra credit points.

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• End of Unit!