Middle+School+UDL+Group

Welcome...

We will be teaching an 8th grade Social Studies lesson.

Classtime: 45 minutes

Classroom: 16 students Females: 9 girls Males: 7 boys

ELL: 1 IEP: 3

free/reduced lunch: 3 African-American: 5

Discussing Primary sources to determine Abraham Lincoln's stand on the future of freed slaves and the status of the Union (also known as was he a racist?)

SS-08-5.1.1 Students will use a variety of tools (e.g., primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in U.S. history prior to Reconstruction.

Ways to differentiate/UDL -guided notes -visual literacy strategies -summaries (written and oral) -mind map -audio/visual station

Co-teaching method: Station Teaching

2 day of station, 1 day of debate and prep

Grouping: conscientious (divided by ability and disposition) (ELL paired with high reader) (talker with mute) (divide chatting girls) (tutoring)

Management System:

4 total stations -2 with teachers -1 independent -one audio station

(teacher) Thirteenth Amendment and background knowledge (wanted to rush it before war ended so that Emancipation Proclamation would not be overturned)

(teacher) Letter to Mary Speed: You remember there was some uneasiness about Joshua’s health when we left. That little indisposition of his turned out to be nothing serious; and it was pretty nearly forgotten when we reached Springfield. We got on board the Steam Boat Lebanon, in the locks of the Canal about 12. o’clock. M. of the day we left, and reached St. Louis the next monday at 8 P.M. Nothing of interest happened during the passage, except the vexatious delays occasioned by the sand bars be thought interesting. By the way, a fine example was presented on board the boat for contemplating the effect of// condition // upon human happiness. A gentleman had purchased twelve negroes in different parts of Kentucky and was taking them to a farm in the South. They were chained six and six together. A small iron clevis was around the left wrist of each, and this fastened to the main chain by a shorter one at a convenient distance from, the others; so that the negroes were strung together precisely like so many fish upon a trot-line. In this condition they were being separated forever from the scenes of their childhood, their friends, their fathers and mothers, and brothers and sisters, and many of them, from their wives and children, and going into perpetual slavery where the lash of the master is proverbially more ruthless and unrelenting than any other where; and yet amid all these distressing circumstances, as we would think them, they were the most cheerful and apparantly happy creatures on board. One, whose offence for which he had been sold was an over-fondness for his wife, played the fiddle almost continually; and the others danced, sung, cracked jokes, and played various games with cards from day to day. How true it is that “God tempers the wind to the shorn lamb,” or in other words, that He renders the worst of human conditions tolerable, while He permits the best, to be nothing better than tolerable. https://soundcloud.com/house-divided-project/letter-to-mary-speed-september

Steven-Douglas debate: I, as well as Judge Douglas, am in favor of the race to which I belong, having the [socially] superior position. I have never said anything to the contrary, but I hold that notwithstanding all this, there is no reason in the world why the negro is not entitled to all the natural rights enumerated in the Declaration of Independence, the right to life, liberty and the pursuit of happiness

Emancipation Proclamation: audio http://www.youtube.com/watch?v=pM3HS3rr-w0 Product? -guided worksheet (3-4 things taken from each station) -debate (graphic designer, character, reporter) -incorporate visual literacy as bell-warmer, activate schema 15 per station

Summary of Proclamation http://www.youtube.com/watch?v=pM3HS3rr-w0 http://herb.ashp.cuny.edu/items/show/534 http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/transcript.html Lincoln-Douglas Speed Letter 13th amendment

Worksheet for students to complete at each station:

Concise explanation of lesson: