Lesson 1: A Virtual Field Trip
Essential Questions Addressed:
· What problems did Virginia face after the Civil War?
· How did Reconstruction try to solve Virginia’s problems?
NCSS Theme Addressed:
· NCSS Standard 2: Time, Continuity, and Change
VA SOLs Addressed:
· VA SOL VS.8: The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by
o a) Identifying the effects of Reconstruction on life in Virginia.
· VA Fine Arts SOL 4.18: The student will analyze works of art based on visual properties and contextual information.
Student Objectives:
· Students will be able to identify the major problems faced by Virginia at the start of Reconstruction: a ruined infrastructure that needed rebuilding and lots of freed slaves who needed to figure out how to claim their place in a new society.
Materials:
· Laptop computer for each pair of students
· Worksheet for each student
· Pencils
Procedure (45 minutes):
· Inform students that today we will begin our new unit – Reconstruction, the era that followed the Civil War – with a virtual field trip to introduce them to problems of the time period.
· Pair students randomly.
· Pass out laptops, one to each pair, and the worksheet, one for each student.
· Guide students to the correct website: http://emilinibinidoessocialstudies.weebly.com/introduction-virtual-field-trip.html
· Show the website on the projector, and show students how to click on the pictures to bring up more photos.
· Instruct students to follow website’s instructions, and the instructions on their worksheets. Go to each link in order and answer the questions relating to that link. Students only need to answer questions under two of the photographs per page. Remind them to do good historical thinking, as the teacher will be collecting their responses.
· When time is up, collect student answer sheets and have them log off and return laptops to the cart.
Assessment:
· The teacher will take anecdotal notes of how students work through the virtual field trip to use later in the unit when making groups for research for the historical newspapers.
· The teacher will collect student worksheets to asses their ability to think historically when analyzing primary sources – photographs. The teacher will also note what information about Reconstruction in Virginia they were able to gather from looking at the photographs and related text.
Differentiation and Accommodation:
· Some of the more advanced students in this class will be able to complete the virtual field trip relatively quickly. I will give those students the opportunity to explore the links on the bottom of the webpage. These links will take them to museum websites where they can further explore the Civil War, Reconstruction, and segregation in Virginia and the United States.
· I am hoping that those students with ADHD will be calmed enough by working with supportive partners to be able to focus fully and complete the assignment. Those who receive additional classroom support will have that as well.
· Both the classroom teacher and ESOL teacher will circulate in the classroom to answer questions for and provide guidance to support ESOL students during this activity.
· This lesson addresses some of Gardner’s multiple intelligences: visual-spatial (looking at images to get information), and interpersonal (working with a partner).
Technology Integration:
This lesson requires the use of laptops for each pair of students, so they can go through the virtual field trip.
· What problems did Virginia face after the Civil War?
· How did Reconstruction try to solve Virginia’s problems?
NCSS Theme Addressed:
· NCSS Standard 2: Time, Continuity, and Change
VA SOLs Addressed:
· VA SOL VS.8: The student will demonstrate knowledge of the reconstruction of Virginia following the Civil War by
o a) Identifying the effects of Reconstruction on life in Virginia.
· VA Fine Arts SOL 4.18: The student will analyze works of art based on visual properties and contextual information.
Student Objectives:
· Students will be able to identify the major problems faced by Virginia at the start of Reconstruction: a ruined infrastructure that needed rebuilding and lots of freed slaves who needed to figure out how to claim their place in a new society.
Materials:
· Laptop computer for each pair of students
· Worksheet for each student
· Pencils
Procedure (45 minutes):
· Inform students that today we will begin our new unit – Reconstruction, the era that followed the Civil War – with a virtual field trip to introduce them to problems of the time period.
· Pair students randomly.
· Pass out laptops, one to each pair, and the worksheet, one for each student.
· Guide students to the correct website: http://emilinibinidoessocialstudies.weebly.com/introduction-virtual-field-trip.html
· Show the website on the projector, and show students how to click on the pictures to bring up more photos.
· Instruct students to follow website’s instructions, and the instructions on their worksheets. Go to each link in order and answer the questions relating to that link. Students only need to answer questions under two of the photographs per page. Remind them to do good historical thinking, as the teacher will be collecting their responses.
· When time is up, collect student answer sheets and have them log off and return laptops to the cart.
Assessment:
· The teacher will take anecdotal notes of how students work through the virtual field trip to use later in the unit when making groups for research for the historical newspapers.
· The teacher will collect student worksheets to asses their ability to think historically when analyzing primary sources – photographs. The teacher will also note what information about Reconstruction in Virginia they were able to gather from looking at the photographs and related text.
Differentiation and Accommodation:
· Some of the more advanced students in this class will be able to complete the virtual field trip relatively quickly. I will give those students the opportunity to explore the links on the bottom of the webpage. These links will take them to museum websites where they can further explore the Civil War, Reconstruction, and segregation in Virginia and the United States.
· I am hoping that those students with ADHD will be calmed enough by working with supportive partners to be able to focus fully and complete the assignment. Those who receive additional classroom support will have that as well.
· Both the classroom teacher and ESOL teacher will circulate in the classroom to answer questions for and provide guidance to support ESOL students during this activity.
· This lesson addresses some of Gardner’s multiple intelligences: visual-spatial (looking at images to get information), and interpersonal (working with a partner).
Technology Integration:
This lesson requires the use of laptops for each pair of students, so they can go through the virtual field trip.
virtual_field_trip_worksheet.docx | |
File Size: | 58 kb |
File Type: | docx |