TEACHER NOTES Grade Level/Unit 1. students explain how major events are related to each other in time Information Literacy Skills Adaptations for Special Needs: Name: Jo Anne M. Gill
Grade 8 Unit 5
H/SS Content Standards:
8.5 Students analyze U.S. foreign policy in the early Republic, in terms of:
1. the political and economic causes and consequences of the War of
1812 and the major battles, leaders, and events leading to a final peace
Historical and Social Science Analysis Skills Grade 6-8
Chronological and Spatial Thinking
Research, Evidence and Point of View
4. students assess the credibility of primary and secondary sources and draw
sound conclusions from them
5. students detect the different historical points of view on historical events
and determine the context in which the historical statements were made
(the questions asked, sources used, authors perspectives)
1. students explain the central issues and problems of the past, placing people
and events in a matrix of time and space
2. students understand and distinguish cause, effect, sequence, and
correlation in historical events....
3. students recognize the role of chance, oversight, and error in history
English/Language Arts Content Standards:
2.0 Students read and understand grade-level-appropriate material.
2.3 Find similarities and differences between texts in treatments, scope, or
organization of ideas.
2.6 Use information from a variety of consumer, workplace, and public
documents to explain a situation or decision and to solve a problem.
1.0 Students write clear, coherent, and focused essays...awareness of audience
1.2 Establish coherence within and among paragraphs through effective transitions,
parallel structures, and similar writing techniques.
1.4 Plan and conduct multiple-step information searches by using computer
networks and modems.
1.5 Achieve an effective balance between researched and original ideas.
2.3b Record important ideas, concepts and direct quotations from significant
information sources and paraphrase and summarize all perspectives
on the topic, as appropriate.
2.3c Use a variety of primary and secondary sources and distinguish the nature
and value of each.
2.5a Present information purposefully and succinctly and meet the needs of the
Written and Oral English Language Conventions
1.4 Edit written manuscripts to ensure that correct grammar is used.
1.5 Use correct punctuation and capitalization.
By having students research various events during the War of 1812 and then create magazine articles with supporting illustrations, the students are in control of their learning. Youngsters are actively involved, rather than just passive learners. The War of 1812 is certainly a turning point in our American history. As students are given a brief overview of the reasons for the war by the teacher, they then can become the investigator, or detective of history. In addition, by having students work both individually and in small groups, as well as determining information on the K-W-L chart as a whole class, many facets of the multiple intelligence learner are being served.
Goals: Students will work both independently and collaboratively by completing
research, preparing news articles, and sharing knowledge.
Student Objectives: The students will:
about the event researched
"Should the War of 1812 be considered the Second War of Independence,
Why or Why not?"
Length of Lesson: 5-10 class periods (research, typing of articles, creation
of magazines, self and peer critiquing, creation of Venn and process paper, and
If you have blocks of time in your schedule or flexible scheduling the entire process could be done in one week. However, you may need additional class period(s) for students to present optional extra credit. Students should continue research and write articles as homework. You may have student's create Broad Sides and then share information, create a Venn and complete the process paper, in fewer class periods.
Resources or material needed:
Internet access for all students is important to cut down on the time required for research. You could capture sources through Web Whacker or another means and then network computers so that students are able to access information. Students can also review and research the print source, while others are using the Internet.
Background information that might be helpful:
An understanding of the Battle of Tippecanoe, the Embargo Act, the Non-Intercourse Act, as well as impressment of American seamen will be helpful. Your social studies text is a great source for this information.
Classroom Management Suggestions:
Create a brief lecture about the above-mentioned events, so that students have a sense of this period in American history before they begin their investigative research. Present the lecture and any needed vocabulary before students create the K-W-L chart.
Use a large piece of butcher paper for the K-W-L chart and have students add information in the L (What I have Learn) section as each team discovers the material. I use a different chart for each class. However, you may want to create a chart for your entire group of students.
A sample Investigation Information Sheet, and other helpful sample forms, for student use are attached following the credits.
When designing your rubric for individual articles make sure you include the good writing skills that are part of the English/Language Arts Standards.
students work independently to research and create Broad Sheets.
This lesson is geared more for the visual learner, however, through discussion and peer/teacher critique the auditory learner is also involved. Small group discussions through the magazine teams also help the auditory learner. The ability to analyze, sketch, and create fits into Gardners seven multiple intelligences. Low-achieving or ability students should be encouraged to write less complex news articles, perhaps stating the facts as they know them, rather than moving on to more complex writing. High-achieving students often clamor for enrichment and they have many opportunities through these activities.
Extension Activities: (As the teacher, you will determine bonus or extra credit points and design a rubric to determine such points.)
School/District: Raymond Cree Middle School - Palm Springs Unified
SCORE History/Social Science and Science Designing Web-Based Lessons to Engage Students in Learning Standards
1. students explain how major events are related to each other in time
Information Literacy Skills
Adaptations for Special Needs:
Name: Jo Anne M. Gill