Original Lesson

Overview/ synapsis: The class of 8

th

grade students have begun studying

the American Civil War. A major part of understanding the causes and effects of the War
fall on the understanding of the students ability to obtain knowledge about how each
side fought the war. Throughout the lesson, the teacher will use minimal lecturing, and
more inquiry based instruction. The students will use applications and web 2.0 tools such
as Symbaloo and list.ly to create collections of primary and secondary resources that they
will use to complete a letter showing their understanding of the way of life for many of
the soldiers. The lessons will take place over several days, and will conclude with a letter
written in the language, terminology, and facts about their choice of sides.

Lesson 1:
Unit name (Way of life for soldiers of the American Civil War)
Standards:
(Technology Standards)
1.) Creativity and Innovation
b. create original works as a means of personal or group expression
c. use models and stimulations to explore complex systems and issues
3.) Research and information fluency
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use
a variety of sources and media
c. evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
4. Critical thinking, problem solving, and decision making
b. plan and manage activities to develop a solution or complete a project
d. use multiple processes and diverse perspectives to explore alternative
solutions
5. Digital Citizenship
a. advocate and practice safe, legal, and responsible use of information and
technology
b. exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity
c. demonstrate personal responsibility for lifelong productivity
d. exhibit leadership for digital citizenship
6. Technology operations and concepts
a. understand and use technology systems
b. select and use applications effectively and productively
d. transfer knowledge to learning of new technologies
(Performance standards)
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on
Georgia.

1. Explain the importance of key issues and events that led to the Civil War; include
slavery, states rights, nullification, Missouri Compromise, Compromise of 1850 and
the Georgia Platform, Kansas-Nebraska Act, Dred Scott Case, Election of 1860, the
debate over secession in Georgia, and the role of Alexander Stephens.
2. State the importance of key events of the Civil War; include Antietam, the
Emancipation Proclamation, Gettysburg, Chickamauga, the Union blockade of
Georgias coast, Shermans Atlanta Campaign, Shermans March to the Sea, and
Andersonville.
3. Analyze the impact of Reconstruction on Georgia and other southern states,
emphasizing Freedmens Bureau; sharecropping and tenant farming; Reconstruction
plans; 13th, 14th, and 15th amendments to the constitution; Henry McNeal Turner
and black legislators; and the Ku Klux Klan.
Non-technological Resources used:
Text Book
Paper
Pencil/pen
Social Studies Notebook
Tech tools:
School issued iPads
Prezi
Youtube
Data Collection tools such as, but not limited to:
o List.ly
o Bubbl.us
o Symbaloo
o marqueed

Learning Targets:
The students will be able to define and verbalize the differences in demographics
between the northern and southern states.
The students will create collections of primary and secondary resources
The students will practice ethical research as it pertains to the American Civil War
Guiding Essential Question(s):
How did the economies of the North and the South effect the way of life for
soldiers?

Why were the ideals and thought processes so much different, does this carry over
into modern day?
Expected time lapse:
2, 75 minutes class periods

Day 1:

The students will enter the room, gather their supplies, and wait for the CNN
student news to begin. After the news is over, the students will write a short
reflection on what was going on in the news, how it effects them, and their take
on what is going on in the world (15 mins)
After discussing current issues seen on the news, the teacher will transition to the
topic, Lives of The American Civil War.
The teacher will introduce this by showing the video:
The Civil War in Four Minutes: Soldier Life
https://www.youtube.com/watch?v=FxnDnxUwl4Y (5 mins)
After the video, the class will have a short discussion of the living conditions
observed in the video, the teacher will then give a short presentation on Prezi
made by Kathryn Ann at: https://prezi.com/_dy3zwhb5vdh/average-soldier-ofthe-civil-war/
(15 mins)
The teacher will introduce their writing assignment to be done at the end of the
unit. The teacher will explain that the assignment will be done as a letter using
primary sources researched to develop a letter that will depict the way a soldier
lived in the days of the American Civil War (5 Mins)
The teacher will discuss the role of primary resource in research, the teacher will
go back to the video and ask the set of questions below throughout the video: (15
mins)
o What was happening during this time period?
o What was the creators purpose in making this primary source?
o What does the creator do to get his or her point across?
o What was this primary sources audience
The teacher will have an in depth discussion on what makes a primary resource,
some of the questions will be, but will not be limited to:(10 mins)
o Does the image, letter, video, etc. depict elements of the era
o Does the image, letter, video, etc. contain historical information
o Can the information depicted be proved through research (not fictional)
The teacher will instruct the students to open their iPads and open the link:
o https://www.marqueed.com/collections/195322 (5mins)
The list contains examples of primary sources (letters and images)
from the time of the Indian removal act.
The teacher will have the students to create a list of primary sources on a piece of

history of their choosing using a digital collection tool found under the yellow
links in the school tools tab on the school tools- symbaloo, and they will use the
links under the primary source database tab for their sources(5mins)
The students will have a chance to begin working on the curation in class, but will
also work on the collection at home.

Day 2:
1.) The students will enter the room, gather their supplies, and wait for the CNN
student news to begin. After the news is over, the students will write a short
reflection on what was going on in the news, how it effects them, and their take
on what is going on in the world (15 mins)
The day before the students began a unit on the life of a Civil War soldier. The
students were assigned to create a collection of primary sources of their choice.
The students were instructed to use tools found on the teachers Symbaloo
account to create the collection.
The teacher will allow the students to continue working on their collections in
class, and they will present 5 of their primary sources to the class, projecting to
the smartboard from their ipads using apple tv.
The students will take first 25-30 mins of class completing their collections, and
the last portion of class presenting.
The students presentations will be graded by a teacher made rubric.
Pre-Assessment:
This will be during the introduction of the lesson. The answers and participation
of the students during the discussions will be taken into account when completing
the lesson.
Formative Assessment:
Students will be continually assessed to determine the level of understanding of
the new knowledge being taught.
The teacher will ask answer-specific questions to check for understanding
Summative Assessment:
Students will complete a curation of primary resources using tools designated by the
teacher using databases assigned by the teacher. A teacher made rubric will grade the
presentations.

Revised Technology Lesson

Changes: Have been high lighted, and reasoning will
with the APP
Overview/ synapsis: The class of 8 grade students have begun studying
th

the American Civil War. A major part of understanding the causes and effects of the War
fall on the understanding of the students ability to obtain knowledge about how each
side fought the war. Throughout the lesson, the teacher will use minimal lecturing, and
more inquiry based instruction. The students will use applications and web 2.0 tools such
as Symbaloo and list.ly to create collections of primary and secondary resources that they
will use to complete a letter showing their understanding of the way of life for many of
the soldiers. The lessons will take place over several days, and will conclude with a letter
written in the language, terminology, and facts about their choice of sides.

Lesson 1:
Unit name (Way of life for soldiers of the American Civil War)
Standards:
(Technology Standards)
2.) Creativity and Innovation
b. create original works as a means of personal or group expression
c. use models and stimulations to explore complex systems and issues
3.) Research and information fluency
a. plan strategies to guide inquiry
b. locate, organize, analyze, evaluate, synthesize, and ethically use
a variety of sources and media
c. evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
4. Critical thinking, problem solving, and decision making
b. plan and manage activities to develop a solution or complete a project
d. use multiple processes and diverse perspectives to explore alternative
solutions
5. Digital Citizenship
a. advocate and practice safe, legal, and responsible use of information and
technology
b. exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity
c. demonstrate personal responsibility for lifelong productivity
d. exhibit leadership for digital citizenship
6. Technology operations and concepts
a. understand and use technology systems

b. select and use applications effectively and productively

d. transfer knowledge to learning of new technologies
(Performance standards)
SS8H6 The student will analyze the impact of the Civil War and Reconstruction on
Georgia.
4. Explain the importance of key issues and events that led to the Civil War; include
slavery, states rights, nullification, Missouri Compromise, Compromise of 1850 and
the Georgia Platform, Kansas-Nebraska Act, Dred Scott Case, Election of 1860, the
debate over secession in Georgia, and the role of Alexander Stephens.
5. State the importance of key events of the Civil War; include Antietam, the
Emancipation Proclamation, Gettysburg, Chickamauga, the Union blockade of
Georgias coast, Shermans Atlanta Campaign, Shermans March to the Sea, and
Andersonville.
6. Analyze the impact of Reconstruction on Georgia and other southern states,
emphasizing Freedmens Bureau; sharecropping and tenant farming; Reconstruction
plans; 13th, 14th, and 15th amendments to the constitution; Henry McNeal Turner
and black legislators; and the Ku Klux Klan.
Non-technological Resources used:
Text Book
Paper
Pencil/pen
Social Studies Notebook
Tech tools:
School issued iPads (if students have lost or broken their iPad, they may use
teachers iPad, computer, iPad from department head on hall COW, or may
comeplte assignment in Library (All will be up to teachers discretion)
Prezi
History3D:TheCivilWar($1.99)
TheCivilWarToday($5.99)
CivilWarbyKIDSDISCOVER($2.99)
Youtube
Data Collection tools such as, but not limited to:
o List.ly
o Bubbl.us
o Symbaloo
o marqueed
Learning Targets:

The students will be able to define and verbalize the differences in demographics
between the northern and southern states.
The students will create collections of primary and secondary resources
The students will practice ethical research as it pertains to the American Civil War

Guiding Essential Question(s):

How did the economies of the North and the South effect the way of life for
soldiers?
Why were the ideals and thought processes so much different, does this carry over
into modern day?
Expected time lapse:
2, 75 minutes class periods

Day 1:

The students will enter the room, gather their supplies, and wait for the CNN
student news to begin. After the news is over, the students will write a short
reflection on what was going on in the news, how it effects them, and their take
on what is going on in the world (15 mins)
After discussing current issues seen on the news, the teacher will transition to the
topic, Lives of The American Civil War.
The teacher will group the students according to previous assessment scores and
will, introduce the APP:Civil War by KIDS DISCOVERY, the app will, Kids
willlearnallabouttheCivilWarastheydiscoverthedifferenceofopinionover
slaveryandstatesrights,roamthebattlefieldswiththesoldiers,followwomens
waractivities...Thiswillallowthestudentstogetafirstpersonpointofviewof
bothsidesoftheCivilWar.
After the students have used the App for several minutes the class will have a
short discussion of the living conditions observed in the videos/pictures,
information found in documents, and other information the students feel is
appropriate to the project.
the teacher will then give a short presentation on Prezi made by Kathryn Ann at:
https://prezi.com/_dy3zwhb5vdh/average-soldier-of-the-civil-war/
(15 mins)
The teacher will introduce their writing assignment to be done at the end of the
unit. The teacher will explain that the assignment will be done as a letter using
primary sources researched to develop a letter that will depict the way a soldier
lived in the days of the American Civil War (5 Mins)
The teacher will discuss the role of primary resource in research, the teacher will
introduce an app called The Civil War Today. (this app will allow the students to
look into the lives and experiences of civil war soldiers on both sides of the war,
and what is great about this app, is it actually has actual hand written letters
written by 15 different individuals and their experiences in the war).
The teacher will beg the question from the students on what they saw in the APP,

and if the information found in the APP, if it indeed was primary resources.
After a short Q and A, the teacher will introduce the following questions for
students and how the questions they can ask themselves to understand if the
resources are primary or secondary.
o What was happening during this time period?
o What was the creators purpose in making this primary source?
o What does the creator do to get his or her point across?
o What was this primary sources audience
The teacher will have an in depth discussion on what makes a primary resource,
some of the questions will be, but will not be limited to:(10 mins)
o Does the image, letter, video, etc. depict elements of the era
o Does the image, letter, video, etc. contain historical information
o Can the information depicted be proved through research (not fictional)
The teacher will instruct the students to open their iPads and open the link:
o https://www.marqueed.com/collections/195322 (5mins)
The list contains examples of primary sources (letters and images)
from the time of the Indian removal act.
The teacher will allow the students to use the APP History 3D to find pictures to
be added to their data collection. This is a great APP because with the use of 3-d
glasses, the images on the screen POP out to the viewer, giving the students
great points of view, and allowing them to make inferences on what they are
seeing.
The teacher will have the students to create a list of primary sources on a piece of
history of their choosing using a digital collection tool found under the yellow
links in the school tools tab on the school tools- symbaloo, and they will use the
links under the primary source database tab for their sources(5mins)
The students will have a chance to begin working on the curation in class, but will
also work on the collection at home.

Day 2:
1.) The students will enter the room, gather their supplies, and wait for the CNN
student news to begin. After the news is over, the students will write a short
reflection on what was going on in the news, how it effects them, and their take
on what is going on in the world (15 mins)
The day before the students began a unit on the life of a Civil War soldier. The
students were assigned to create a collection of primary sources of their choice.
The students were instructed to use tools found on the teachers Symbaloo
account to create the collection.
The teacher will allow the students to continue working on their collections in
class, and they will present 5 of their primary sources to the class, projecting to
the smartboard from their ipads using apple tv.

The students will take first 25-30 mins of class completing their collections, and
the last portion of class presenting.
The students presentations will be graded by a teacher made rubric.

Pre-Assessment:
This will be during the introduction of the lesson. The answers and participation
of the students during the discussions will be taken into account when completing
the lesson.
Formative Assessment:
Students will be continually assessed to determine the level of understanding of
the new knowledge being taught.
The teacher will ask answer-specific questions to check for understanding
Summative Assessment:
Students will complete a curation of primary resources using tools designated by the
teacher using databases assigned by the teacher. A teacher made rubric will grade the
presentations.