Local Field Trip; Seward House

Mrs. Smith 13 Nov 07
Education 401 Grade 8/Civil War

I. Pre Instructional Phase
1. NYS Standards:
SS Standards 1, 3& 5- Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States.
- use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live- local and national - including the distribution of people, places and environments over the Earth’s surface.
- use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civil values of American constitutional democracy; and the roles, rights and responsibilities of citizenship, including avenues of participation.
ELA Standards 1, 3, &4- Students will read, write, listen, and speak for:
- information and understanding.
- critical analysis and evaluation
- social interaction
2. Lesson Objectives: (LWDAT= Learner Will Demonstrate Ability To)
Cognitive:
a) Given the stories and information presented in the Seward House, LWDAT identify and describe Seward’s role in the Lincoln administration.
b) Given the stories and information presented in the Seward House, LWDAT identify and describe the relationship between Seward and Lincoln during the Lincoln administration.

Affective:
a) LWDAT give the proper attention and respect to the adult tour guides.
b) LWDAT be in a group with his or her peers and pay attention to the tour without fooling around with his or her friends.

3. Content:
Concept- Students will learn about Seward, the Seward family and Seward’s role in the Lincoln government. Before going to the field trip students will be learning about the civil war, Seward, and Seward as an abolitionist.
Key Vocabulary-
abolitionist
administration
Task Analysis- Students will be given a tour of the Seward House in Auburn, New York
- Focus will be on the relationship between Seward, Harriet Tubman, and other abolitionists
- On the relationship between Seward and Lincoln
- Seward’s role in the Lincoln administration
4. Instructional Aides/ Resources
- Tour phamlet
- Study guide
5. Student Modifications:
- positive reinforcement for students that have classroom disturbance problem
II. Interactive Phase
6A. Set/ Focusing Event:
“Today we will be touring the Seward House. William Seward, who was given the house from his father-in-law, served many different political positions in the government, including: statesman, Secretary of the State, Senator, and New York Governor. He and his wife, Frances, were active abolitionists who were friends with Harriet Tubman and helped with the Underground Railroad by hiding runaway slaves in the Seward House. There are seventeen rooms in the house that have been preserved by the museum personnel and will be toured by the students. There is an extensive library with many rare first edition books that Seward collected, amazing pieces of art by well known artists, and collections of souvenirs that Seward had brought back from his travels.
“The first thing that I want to say is that after we are done with the tour, everyone will be responsible for writing a reflection on your impressions of the house and your favorite part of the house. Also, later on we will be working on a project together about the house. This means that all students must make sure that you pay close attention to what you are being told about the Seward House and the Seward family. Next, I want to talk about how we are going to act. Remember that I expect everyone to respect all adults and no horsing around with each other. There are priceless artifacts in this house and we do not want to ruin anything. If there are any questions you want to ask the tour guides, then raise your hand just like you would in our classroom. I expect everyone to be on their best behaviors because you are representing our school and we want everyone to think our school has well behaved students. Now please split into the two pre assigned groups and we will begin the tour. ”
***Have the tour and make sure that students are behaving
Formative Check: Answer all questions that students in the group have and the reflection that students hand in.
Closure:
“I hope that everyone had a good time at the Seward House and learned a lot of neat things about him and his family.
Extending Activity:
“For homework, write a reflection about the Seward House and your favorite part of the house that has to be at least one page in length, but can be longer.
“Looking ahead, we will also be doing a poster project on the Seward House. I will have five groups of five people that I will assign within the next couple of days. We will go to the library and do some further research on Seward, his role in the Lincoln administration, and anything else interesting about him and his family. I will be handing out a rubric when we start the research, so you guys will know exactly what I expect from you.

Trade; Power Point and Partial Outline

Name: Date:
Class: Unit: Early Civilizations
What does trade do?
Review:
1. The ________________ and the ___________________________ were two important trade routes.
2. Horses arrived in __________________ around 2000BCE, domesticated by
_________________, then brought to __________________, and ended up in
__________ by _______ BCE.
3. The definition of cultural diffusion is: _________________________________
________________________________________________________________.
4. Ideas were exchanged and technology was shared, such as: helping in _____. Horses were used on _________ by ___________.
5. China had a ______________ on the _______ trade. The long-distance travel had many ___________________.
6. The Silk Road brought back ____________________, such as: plants, new crops, medicine, and precious stones.
7. China sent new fruits, spices, and manufactured goods on the ____________.
8. Interactions between different peoples caused ethnic ___________________ and __________ values.
9. Causing a new interest in religions such as ____________________________
________________________________________________________________.
10. The ______________________ route in Africa was ___________ from other trade routes in different countries.
11. Trans-Saharan __________ routes was part of the ____________________
trade route.
12. Only ___ venture along this route due to the danger, but soon the _______ expanded.
13. _________ African merchants supplied salt to _________________ Africa.
14. ______ was brought by _____ to traders in _______, however, the religion quickly spread throughout _______.
15. Even though _____ was the most popular and widespread religion along most ______ routes, ______________ and ________________ was also noticed in Africa.
16. These ________________________ systems caused the exchange and flow of _________, ___________, and _________.
17. Most _________________________ traders did not exchange many ideas from different ____________. This was because there were ____ people were involved in __________ social systems, they were mostly _______________ and ______________.





Activity:
This activity involves a type of role playing. I would have a bunch of note cards that had different words about trade on them. Then, I would move all desks that were in the center of the room. I’ll have them count 1, 2, 3 to set up the groups. One will be on the lower south of the room; the second will be in the upper center of the room, and the third will be in the farther upper north of the room.
Most of the cards in the third group will say silk, but some of the other cards will say peaches, apricots, cinnamon, ginger, pottery, and paper. There will be other cards that say Buddhism and Chinese. The second group will not get cards yet. The first group’s cards will say alfalfa, wine grapes, copper oxides, zinc, and precious stones. And other cards that say Christianity and Islam. I will move group two in different places in the center, but the other groups are all together.
I will have the third group give the middleman all their cards, and then the middle men will keep some things that they want, and then pass them on and the next middle men will keep some things that they want, and then pass them on, and so on until the few left get over to the first group. The third group keeps the new cards and passes along their other cards to the middle men, and the same simulation talked about above will occur until the third group has different cards. I will ask everyone to look at the cards that they have and we will have a discussion about the simulation and how realistic the simulation was to back then.

Action plan: integrating History and English- slavery

Mrs. Smith 09 Aug 08
Edg Action Plan
I am going to be a secondary History or English teacher. For this action plan, I am pretending that I’m teaching a sixth grade History classroom. We are going to be starting the unit on slavery and in order to get students more involved and be able to retain the information better; I will begin this unit using Harry Potter as an example. I will have a few sections of the book that had Siruis treating the house elf poorly; and then, Ron telling Hermione and Harry about house elves and how they are slaves. Lastly, I will show them some of the sections that Hermione started talking about SPEW and the things that she did to try to trick the elves into freedom. All of the sections that I will need for this will be found in, Harry Potter and the Order of the Phoenix.
By using this information, I will show how this was very similar to the treatment of slaves in the United States. I plan on showing students how slaves were treated as property, and because of this, owners felt like they had the right to treat slaves anyway that they want to. I will use examples from Roots and maybe another slavery movie to show how they were treated. I want students to understand that slaves were beaten so bad sometimes they were killed. Even though a master killed a slave, there would be no murder charges filled because the master only treated his property badly.
I will also teach them how families were split up and marriages were not considered legal because the slaves were not treated like people. I will remind my students that not all master treated slaves badly, but a lot of them did not mind separating families because they needed the money from the sale.
When we start talking about people that were trying to help slaves escape and become free, I will remind my students about reading about SPEW and Hermione. There were some people that thought that a person should not be owned by another person and the United States was built on freedom. We will learn about the important people that helped lead slaves to freedom through the underground railroad. I will make sure that my students understand what the underground railroad was and how this was much like what Hermione was trying to do with SPEW.
Harry Potter can be used in almost any classroom, when used correctly. There are many benefits, including, being able to connect the new content to something that students already know and like. Even if some of the students haven’t read any Harry Potter, I will make sure that there is enough background information for students to be able to connect a fun theme with a hard subject. There can be a draw back because not every student is guaranteed to have read the series or even one of the books. The other problem could be that some students have read some of Harry Potter and just don’t like the books, so they decide to distract the other students. Also, there may be student’s parents that don’t want them hearing or reading about Harry Potter because of their religious beliefs. I will need to decide which classes this will work for and which ones this won’t because every classroom will be different.