Professional Documents
Culture Documents
10 Day Unit Plan Template
10 Day Unit Plan Template
10 Day Unit Plan Template
Contextual Information
1. Knowledge of characteristics of students
Use the spaces provided below to address indicated characteristics of your students
Age-Range, Gender, Total number of students
o Mrs. Bynums second period and third period class has a range of thirteen to
fifteen year old students. Each class is very different in the number of students and
how the class runs. Second period is comprised of twenty-two students. There are
nine girls and thirteen boys. While the class is majority boys, the girls play a big
role in the leadership while in the classroom. Third period has a total of twenty-six
students. There are sixteen girls and ten boys. In this class, the majority is girls, but
the males play an equal role in leadership in the classroom.
Achievement Levels (Remedial, Average, Advanced/ Accelerated, or specify range in
percentiles or grade-equivalent)
o Lafayette Middle School is an average performing school. The students in Mrs.
Bynums second period class have a wide range of achievement levels. There are
three students that are deemed inclusion students. Although those students perform
average socially, their achievement level is quiet under the average level. The
students often make failing grades on individual assignments. I feel as if they
know the information, but they are not good at showing their understanding on
paper. The rest of the second period class is on an average level. They all perform
at different ranges, but they have not been deemed inclusion. There are no
specified advanced students in second period, but I do believe many of the students
do function at an accelerated level. Mrs. Bynums third period is also made up of
students that function at a wide range of achievement levels. The majority of the
third period class performs average. There are six students that have been deemed
advanced. These students spend time in an accelerated classroom for one period of
the day. There are no students that have been deemed remedial in the classroom by
the school, but there are some students that do not perform average on most
assignments.
Socio-Economic Description
o Lafayette Middle School is made up of a range of socio-economic levels. Some
families hold high positions in the community including lawyers, doctors, and
professors at the University of Mississippi. Other families hold blue collar jobs that
allow for a low class economic description. Mrs. Bynums second and third period
class have the same make up as the school as a whole. The students can be seen
wearing very expensive clothing including brands like the Northface, Drake, Nike,
Ugg, etc. Although these brands can be found, many of the students do not wear
name-brand clothing. The students wear a mixture of jeans, sweats, t-shirts, and
polos. Some students take pride in dressing very well for school. Many of the
males wear boots and carhart pants. The females often carry name brand handbags
and backpacks. Sixty-two percent of the district is on free or reduced lunch.
Typical Demeanor of Students
o The Students in Mrs. Bynums second and third period classes emulate many traits
of typical teenagers. The students engage in conversation and socializing
throughout the period. However, Mrs. Bynum does not encourage this behavior if
it becomes too loud. The students like to be with their friends during group
activities, and Mrs. Bynum often lets them pick who they want to work with. Mrs.
Bynum often gives lecture notes, and the students do not engage in group work
often. The students in Mrs. Bynums first period have a range of high self-esteem
students to lower self-esteem students.
Typical Interest and Involvement of Students
o Many of the students in Mrs. Bynums second and third period classes are involved
in extracurricular activities like sports, band, hunting, etc. Both the male and
female students take part in these activities. The students participate in sports
programs including baseball, basketball, football, soccer, and cheerleading. There
are multiple students who talk about their hunting activities on the weekend.
2. Knowledge of students varied approaches to learning (Include information from
learning styles inventory)
o Most of the students in Mrs. Bynums second and third period classes enjoy
working in groups. Although the students do not get in groups often, they seem to
connect with the information when they are allowed to work in groups. The
majority of the class identifies themselves as kinesthetic learners, while only a few
say they are visual learners. None of the students prefer auditory styles of learning.
The students explain that listening to the teacher talk all day bores them.
The Civil War shaped the United States politics and culture into what it is today.
The South was so unwilling to give up slavery that they were willing to begin a war that they were not
prepared for.
The Confederate army was very close to winning the war, but lack of leadership led them to a destructive
path.
The Civil War helped the Norths economy boom.
The loss of slavery crippled the Southern economy.
The Civil War created hostility between the Northern and Southern states that will last for over one hundred
years and into the current time.
Reconstruction. (DOK 4)
Compare and Contrast the factors that led to the development of the Southern economy. (DOK 3)
Measure the value and the challenge of diversity in American life. (DOK 1)
Assess the importance of certain character traits in a democracy like civility, freedom, justice, equality,
responsibility, etc. (DOK 3)
Recognize how American society has been influenced culturally by sectionalism and social movements.
(DOK 1)
Recognize the central idea of a diary entry and/or letter. (DOK 1)
Analyze how the diary entries and/or letter make connections among and distinctions between individuals,
ideas, or events. (DOK 4)
Identify the authors point of view or purpose in a text. (DOK 1)
Create narratives to develop real or imagined experiences or events in a diary entry and/or letter. (DOK 4)
Use precise words or phrases, relevant descriptive details, and sensory language to capture the action and
convey experiences and events. (DOK 1)
Show findings in a focused, coherent manner; use appropriate eye contact, adequate volume, and clear
pronunciation. (DOK 2)
Distinguish among fact, opinion, and reasoned judgement in a text. (DOK 2)
Analyze the relationship between a primary and secondary source on the same topic. (DOK 4)
Test/Quiz Item(s) and Other Traditional Assessments: List the names of each
test/quiz/homework/etc. here and attach a copy of each to your plan.
Homework: Section 1 Quiz
Homework: Section 2 Quiz
Homework: Section 3 Quiz
Chapter 16: Civil War Unit Test
Informal Check(s): List ways you will check for understanding throughout your unit.
Bell Ringer (Day 1): KWL Chart; Civil War Pre-Test
Bell Ringer (Day 2): True Issue Political Cartoon
Bell Ringer (Day 3): If you were there Section 2
Bell Ringer (Day 4): Why was the First Battle of Bull Run such a major point in the Civil War? Explain.
Bell Ringer (Day 5): If you were there Section 3
Bell Ringer (Day 6): Quick Quiz Section 3
Bell Ringer (Day 7): If you were there Section 4
Bell Ringer (Day 8): Section 4 Quiz
Why do you think the South was so reluctant to give up slavery that they were willing to start a war?
Explain.
Do you think the Civil War would have happened if the Confederates had not attacked Fort Sumter?
Explain your reasoning.
Many families split during the Civil War due to differences in opinion. Would you have supported your
family even though you may have disagreed with their position? Explain.
The Civil War had a major impact on American culture. How has the Civil War affected you personally?
Why do you think President Lincoln was so patient with the South at the beginning of the war? How do
you think the Civil War would have turned out if President Lincoln had been more willing to go to war?
Explain.
Can you see how something that happened so long about has made a connection in your life? The American
Red Cross has always been something that has been available to us if it was every needed.
Monday
Analyze the
causes, key
events, and
consequences of
the Civil War.
(DOK 4)
Tuesday
Analyze the
causes, key
events, and
consequences
of the Civil War.
(DOK 4)
Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)
Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)
Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)
Interpret
political and
social impacts of
the Civil Rights
Movements of
the United
States preReconstruction.
(DOK 2)
Interpret
political and
social impacts
of the Civil
Rights
Movements of
the United
States preReconstruction.
(DOK 2)
Interpret
political and
social impacts
of the Civil
Rights
Movements of
the United
States preReconstruction.
(DOK 2)
Interpret political
and social
impacts of the
Civil Rights
Movements of
the United States
preReconstruction.
(DOK 2)
Interpret
political and
social impacts
of the Civil
Rights
Movements of
the United
States preReconstruction.
(DOK 2)
Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom,
justice, equality,
and
Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom,
justice, equality,
and
Assess the
importance of
certain character
traits in a
democracy like
civility, freedom,
justice, equality,
and
responsibility,
Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom,
justice, equality,
and
Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom, justice,
equality, and
responsibility,
etc. (DOK 4)
Identify slaverys
effect on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)
Friday
Analyze the
causes, key
events, and
consequences
of the Civil War.
(DOK 4)
Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)
Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)
Bell Ringer: KWL
Chart; Civil War
Pre-Test
United States
History :
Beginnings to
1877 Textbook
Chapter 16
Section 1
Chapter 16
Section 1 Power
Point Notes
Chapter 16
Section 1
Guided Notes
Handout
responsibility,
etc. (DOK 4)
responsibility,
etc. (DOK 4)
Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)
Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)
Bell Ringer:
True Issue
Political Cartoon
Bell Ringer: If
you were there
Section 2
United States
History :
Beginnings to
1877 Textbook
Chapter 16
Section 1
United States
History :
Beginnings to
1877 Textbook
Chapter 16
Section 2
Chapter 16
Section 1 Power
Point Notes
Chapter 16
Section 2 Power
Point Notes
Chapter 16
Section 1
Guided Notes
Handout
Chapter 16
Section 2
Guided Notes
Handout
etc. (DOK 4)
Recognize how
American society
has been
influenced
culturally by
sectionalism and
social
movements.
(DOK 1)
Recognize the
central ideas of a
diary entry
and/or letter.
(DOK 1)
Analyze how the
diary entries
and/or letter
make
connections
among and
distinctions
between
individuals,
ideas, or events.
(DOK 4)
Identify the
authors point of
view or purpose
in a text. (DOK 1)
Create narratives
to develop real
or imagined
experiences or
events in a diary
entry and/or
letter. (DOK 4)
Use precise
words or
phrases, relevant
descriptive
details, and
sensory
language to
capture the
action and
convey
experiences and
events. (DOK 1)
responsibility,
etc. (DOK 4)
Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)
Bell Ringer: If
you were there
Section 3
United States
History :
Beginnings to
1877 Textbook
Chapter 16
Section 3
Chapter 16
Section 3 Power
Point Notes
Chapter 16
Section 3
Guided Notes
Handout
Analyze the
causes, key
events, and
consequences
of the Civil War.
(DOK 4)
Analyze the
causes, key
events, and
consequences
of the Civil War.
(DOK 4)
Analyze the
causes, key
events, and
consequences of
the Civil War.
(DOK 4)
Analyze the
causes, key
events, and
consequences
of the Civil War.
(DOK 4)
Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)
Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)
Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)
Identify slaverys
effect on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)
Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)
Interpret political
Interpret
political and
social impacts of
the Civil Rights
Movements of
the United
States preReconstruction.
(DOK 2)
Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom, justice,
equality, and
responsibility,
etc. (DOK 4)
Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)
Analyze how the
diary entries
and/or letter
make
connections
among and
distinctions
between
individuals,
ideas, or events.
(DOK 4)
Identify the
authors point of
view or purpose
in a text. (DOK
1)
Bell Ringer:
Quick Quiz
Section 3
Siege of
Vicksburg Close
Interpret
political and
social impacts
of the Civil
Rights
Movements of
the United
States preReconstruction.
(DOK 2)
Interpret
political and
social impacts
of the Civil
Rights
Movements of
the United
States preReconstruction.
(DOK 2)
Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom,
justice, equality,
and
responsibility,
etc. (DOK 4)
Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom,
justice, equality,
and
responsibility,
etc. (DOK 4)
Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)
Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)
Bell Ringer: If
you were there
Section 4
United States
History :
Beginnings to
1877 Textbook
Chapter 16
Section 4
Bell Ringer:
Section 4 Quiz
United States
History :
Beginnings to
1877 Textbook
Chapter 16
Section 5
Chapter 16
Section 4 Power
Point Notes
Chapter 16
Section 4
Guided Notes
Handout
Chapter 16
Section 5 Power
Point Notes
Chapter 16
Section 5
Guided Notes
Handout
and social
impacts of the
Civil Rights
Movements of
the United States
preReconstruction.
(DOK 2)
Assess the
importance of
certain character
traits in a
democracy like
civility, freedom,
justice, equality,
and
responsibility,
etc. (DOK 4)
Recognize how
American society
has been
influenced
culturally by
sectionalism and
social
movements.
(DOK 1)
Bell Ringer: If
you were there
Section 5
United States
History :
Beginnings to
1877 Textbook
Chapter 16
Section 5
Chapter 16
Section 5 Power
Point Notes
Chapter 16
Section 5 Guided
Notes Handout
Section 5 Quiz
Interpret
political and
social impacts
of the Civil
Rights
Movements of
the United
States preReconstruction.
(DOK 2)
Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom,
justice, equality,
and
responsibility,
etc. (DOK 4)
Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)
Analyze how the
diary entries
and/or letter
make
connections
among and
distinctions
between
individuals,
ideas, or events.
(DOK 4)
Identify the
authors point of
view or purpose
in a text. (DOK
1)
Create
narratives to
develop real or
imagined
Reading Activity
Siege of
Vicksburg
Student
Handout
Homework:
Section 3 Quiz
experiences or
events in a
diary entry
and/or letter.
(DOK 4)
Use precise
words or
phrases,
relevant
descriptive
details, and
sensory
language to
capture the
action and
convey
experiences and
events. (DOK 1)
Distinguish
among fact,
opinion, and
reasoned
judgement in a
text. (DOK 2)
Analyze the
relationship
between a
primary and
secondary
source on the
same topic.
(DOK 4)
Bell Ringer:
Copperhead
Political Cartoon
Notebook Check
Sections 1-5
Civil War Family
Scrapbook
Instructions
Civil War Family
Scrapbook
Rubric
Analyze the
causes, key
events, and
consequences of
the Civil War.
(DOK 4)
Analyze the
causes, key
events, and
consequences
of the Civil War.
(DOK 4)
Analyze the
causes, key
events, and
consequences
of the Civil War.
(DOK 4)
Analyze the
causes, key
events, and
consequences of
the Civil War.
(DOK 4)
Analyze the
causes, key
events, and
consequences
of the Civil War.
(DOK 4)
Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)
Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)
Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)
Identify slaverys
effect on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)
Identify
slaverys effect
on African
Americans and
on the nations
political, social,
economic, and
cultural
development.
(DOK 1)
Interpret
political and
social impacts of
the Civil Rights
Movements of
the United
States preReconstruction.
(DOK 2)
Interpret
political and
social impacts
of the Civil
Rights
Movements of
the United
States preReconstruction.
(DOK 2)
Interpret
political and
social impacts
of the Civil
Rights
Movements of
the United
States preReconstruction.
(DOK 2)
Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom,
justice, equality,
and
responsibility,
etc. (DOK 4)
Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom,
justice, equality,
and
responsibility,
etc. (DOK 4)
Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)
Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)
Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom, justice,
equality, and
responsibility,
etc. (DOK 4)
Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)
Analyze how the
diary entries
and/or letter
make
connections
among and
Interpret political
and social
impacts of the
Civil Rights
Movements of
the United States
preReconstruction.
(DOK 2)
Assess the
importance of
certain character
traits in a
democracy like
civility, freedom,
justice, equality,
and
responsibility,
etc. (DOK 4)
Recognize how
American society
has been
influenced
culturally by
sectionalism and
social
movements.
(DOK 1)
Bell Ringer:
Finish KWL Chart
Chapter 16 Study
Guide
Chapter 16 Study
Interpret
political and
social impacts
of the Civil
Rights
Movements of
the United
States preReconstruction.
(DOK 2)
Assess the
importance of
certain
character traits
in a democracy
like civility,
freedom,
justice, equality,
and
responsibility,
etc. (DOK 4)
Recognize how
American
society has
been influenced
culturally by
sectionalism
and social
movements.
(DOK 1)
Chapter 16: The
Civil War Unit
Test
distinctions
between
individuals,
ideas, or events.
(DOK 4)
Identify the
authors point of
view or purpose
in a text. (DOK
1)
Create
narratives to
develop real or
imagined
experiences or
events in a diary
entry and/or
letter. (DOK 4)
Use precise
words or
phrases,
relevant
descriptive
details, and
sensory
language to
capture the
action and
convey
experiences and
events. (DOK 1)
Distinguish
among fact,
opinion, and
reasoned
judgement in a
text. (DOK 2)
Analyze the
relationship
between a
primary and
secondary
source on the
same topic.
(DOK 4)
Bell Ringer:
Southern defeat
high order
thinking
connections
among and
distinctions
between
individuals,
ideas, or events.
(DOK 4)
connections
among and
distinctions
between
individuals,
ideas, or events.
(DOK 4)
Identify the
authors point of
view or purpose
in a text. (DOK
1)
Identify the
authors point of
view or purpose
in a text. (DOK
1)
Create
narratives to
develop real or
imagined
experiences or
events in a
diary entry
and/or letter.
(DOK 4)
Create
narratives to
develop real or
imagined
experiences or
events in a
diary entry
and/or letter.
(DOK 4)
Use precise
words or
phrases,
relevant
descriptive
details, and
sensory
language to
capture the
action and
convey
experiences and
events. (DOK 1)
Use precise
words or
phrases,
relevant
descriptive
details, and
sensory
language to
capture the
action and
convey
experiences and
events. (DOK 1)
Distinguish
among fact,
opinion, and
reasoned
judgement in a
text. (DOK 2)
Distinguish
among fact,
opinion, and
reasoned
judgement in a
text. (DOK 2)
Analyze the
relationship
between a
primary and
secondary
source on the
same topic.
(DOK 4)
Analyze the
relationship
between a
primary and
secondary
source on the
same topic.
(DOK 4)
Bell Ringer:
Show findings in
Guide Key
question
Civil War Family
Scrapbook
Instructions
Civil War Family
Scrapbook
Rubric
Computers
Emancipation
Political Cartoon
Civil War Family
Scrapbook
Instructions
Civil War Family
Scrapbook
Rubric
Computers
a focused,
coherent
manner, use
appropriate eye
contact,
adequate
volume, and
clear
pronunciation.
(DOK 2)
Bell Ringer:
Quick Quiz
Section 5
Presentation of
Civil War Family
Scrapbook