Student Response and Assessment Tools

Lesson Idea Name: The Civil War

Content Area/Grade Level(s): Social Studies/4th Grade
Content Standard Addressed
SS4H5 Explain the causes, major events, and consequences of the Civil War.
a. Identify Uncle Tom’s Cabin and John Brown’s raid on Harper’s Ferry and explain how each of these events
was related to the Civil War.
b. Discuss how the issues of states’ rights and slavery increased tensions between the North and South.
c. Identify major battles, campaigns, and events: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman’s
March to the Sea, and Appomattox Court House.
d. Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, Thomas
“Stonewall” Jackson, and William T. Sherman.
e. Describe the effects of war on the North and South.

Technology Standards Addressed

Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments
and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats

Selected Technology Tool:

☐ Socrative ☐ Quizizz ☐ Plickers ☐ Kahoot! ☐ Office365 Forms ☒ Flipgrid ☐ Blooket
☐ Other: Get permission please
URL(s) to support the lesson (if applicable):
https://collections.leventhalmap.org/search/commonwealth:4m90fk27g
https://www.loc.gov/collections/american-cartoon-prints/?dates=1860-
1869&fa=subject:political+cartoons&sp=2
https://admin.flipgrid.com/manage/topics/29221197
Technology that student will use to respond to questions/prompts:
☒ Computer ☒ Phone ☒ Tablet (such as iPad)
☐ Other wireless device (such as iPod Touch)
Type of session: Will the teacher guide the class through the assessment or will students take it on their
own individually
☐ Teacher-Paced ☒ Student-Paced
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating

Levels of Technology Integration

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☒ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

ITEC3100, 2021
 Student Response and Assessment Tools

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
In the beginning of the lesson, I will show two political cartoons. One will be of what mainly started the Civil
War and what it did to the US at the time. The other cartoon will show what sides there were in the war. We
will discuss as a class what they notice. Then for the main part of the lesson, they will choose someone from
their group to go and choose an artifact about the Civil War out of the Journey Box. A Journey Box is a box
that is a representation of what the lesson is about and includes artifacts related to the war. The groups will
then do research and inquiry about their artifact. They will present their findings to the class, and I will record
their responses on our class anchor chart. As a formative assessment, students will go on Flipgrid and answer
some open-ended questions about the Civil War. We will then talk about the questions as a class. At the end
of the lesson, the students will choose to write about the war from someone else’s Point of View. They can
choose to do it on the Union troops, Confederate Troops, civilians, the slaves, the slave owners, Abraham
Lincoln, or anyone else they can think of.
Describe the purpose of the SRT activity (check all that apply):
☐ Assess prior knowledge ☐ Anticipatory set (Create interest in a topic) ☒ Formative assessment of
content knowledge (for purpose of differentiation and mastery for ALL students) ☐ Summative assessment
of content knowledge ☐ Test preparation
☐ Survey/Poll ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity:

The students will go to our class Flipgrid and click on the Civil War button. There they will be able to answer
open-ended questions about what we have learned so far. They can use the class laptops, their phones, or
tablets to do this. The activity will last about 25 minutes, but I will give extra time to those who need it as
these questions can have lengthy answers and will have the students use their critical thinking skills.

Type of questions/prompts used in this activity (check all that apply):

☐ Multiple choice ☐ Multiple select ☐ True/False ☐ Yes/No
☒ Short open-ended response or fill-in the blank ☒ Longer open-ended response

List two questions about your topic that requires an open-ended response. These questions should prompt
critical thinking skills and offer a variety of responses that may be acceptable.
1) Why did the North have an advantage over the South when it came to winning the Civil War?
2) Rewrite the Gettysburg Address in your own words.
Immediate corrective feedback: Will you pre-select correct answers to some or all the questions and display
correct responses to the class after the SRT activity?
☒ Yes
☐ No
Why or why not?
I will show the students and go over the correct answers when we go over the questions as a class. I collect
their answers mainly to see where they are at after the activity and see if I need to adjust my instruction.
Describe what will happen AFTER the SRT activity?
After the activity, we will go over their answers as a class and I will record their responses on the class anchor
chart. If I need to provide another activity to help further with their understanding, then I will do so by having
them watch a video over the war and recording what they learned on a graphic organizer. They can use the
graphic organizer for their paper if they would like to.

How will the data be used?

ITEC3100, 2021
 Student Response and Assessment Tools
I will use the data to see where I need to go with the instruction. I will see if I need to change the instruction
and provide another activity or more to help them further with their understanding. I will provide a video
with a graphic organizer and for another activity I will have each group research one of the major battles. We
will discuss their findings as a class.

Describe your personal learning goal for this activity.

I have a couple personal goals when it comes to this lesson. I want to not only see what students know but to
see how history impacts their way of thinking and how they see the world. I want to help them enhance their
critical thinking, research, and collaboration skills. At the end of the lesson, students should be able to use
their critical thinking, their research, and their collaboration skills. They should be able to use their empathy,
creativity, and understanding to write their papers. They should be able to write in another person’s point of
view. They should also be able to name and describe the people and events that were involved in the war.
They should be able to write in another point of view of another person.

Reflective Practice:
The political cartoons will have them use their observation skills and their context clues in order to
understand the meaning behind the cartoons. The Journey Box will allow them to use their student choice,
participate in research and inquiry, and continue to learn how to work with others. The formative assessment
on Flipgrid will allow them to check their understanding of the material and to use their critical thinking skills
in order to answer the questions. The video responses will help those who may struggle with writing down
their thoughts. The paper at the end of the lesson will allow them to continue to have student choice through
choosing their topic and to see the war through someone else’s eyes. They will be able to use their empathy
and humility. If a student wants to provide their paper in another format such as a comic strip, flipbook,
storybook, PowerPoint, poster, they can. This will extend their knowledge through the use of multiple
mediums that support their strengths.

ITEC3100, 2021