|Lesson Plan ID:
|| Collaborative Project on the Civil War |
During this lesson two or more schools will work together using distance learning to investigate and share their community's involvement in the Civil War.
|SS(4) Alabama Studies||8. Explain Alabama's role in and economic support of the Civil War. |
|TC2(3-5) ||2. Use various technology applications, including word processing and multimedia software. |
|TC2(3-5) ||5. Practice safe use of technology systems and applications. |
|TC2(3-5) ||6. Describe social and ethical behaviors related to technology use. |
|TC2(3-5) ||8. Collect information from a variety of digital sources. |
|TC2(3-5) ||10. Use digital environments to collaborate and communicate. |
|Primary Learning Objective(s):
|| Students will describe the role and support of their community in the Civil War and how human lives were impacted.|
|Additional Learning Objective(s):
|Approximate Duration of the Lesson:
|| Greater than 120 Minutes|
|Materials and Equipment:
|Technology Resources Needed:
Computers with Internet access
Two way (voice and video) distance learning camera (Polycom, Tandberg, or desktop camera) capable of connecting either by ISDN or IP
Video Projector or large computer monitor
External speakers if volume is not loud enough for the class to hear
Bridging services if equipment is ISDN (H.320) or if connecting multiple classrooms
The teacher must have background knowledge in assisting students in Internet research, the use of distance learning equipment, and presentation software.
1.)Begin the lesson by asking students to share their knowledge of the Civil War. Explain how Alabama was involved in the war. Tell students that they will be researching their community's involvement and resources provided during the Civil War. Let them know that they will be sharing their findings with a class from another community in Alabama.
2.)Give students a copy of the research goals (see attached) before allowing them to search for information about the Civil War. This will be a guide for students.
3.)Instruct students to begin researching their community's history by searching Google
. The teacher may want to contact the local community librarian to assist in the search for information.
4.)Allow students plenty of time to find information. Give them the resource sheet attached to record their findings.
5.)Once students have located their information, have them use the attached template to create a presentation of their findings.
6.)After the class has completed the slideshow, allow each student to present his/her findings. Once all students have finished, work as a group to create one presentations to present to the other school's class.
7.)Set up a videoconference to share presentations. Allow students to ask questions and answer questions the other school may have about their community.
|Attachments:**Some files will display in a new window. Others will prompt you to download.
||Civil War Resources.doc|
Our community during the Civil War.ppt
Students will be assessed on their slideshow presentations using the attached rubric.
Each area below is a direct link to general teaching strategies/classroom
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
|Presentation of Material
||Using Groups and Peers
|Assisting the Reluctant Starter
||Dealing with Inappropriate
Be sure to check the student's IEP for specific accommodations.
|Variations Submitted by ALEX Users: