THE CIVIL WAR JOURNAL LESSON
Day 5,6 and 7
Student Teacher-  Susan Tufts
Date Lesson is to be taught-  August 25, 1998
Grade-  8
Lesson topic- Journal writing for the Antebellum period of the Civil War
Materials- Texbook, class notes, computer lab time and computers 

Instructional Model-  Direct Instruction, group and individual work.

General Objective- The students will be able to make connections 
   from readings in the textbook and class notes to write journal
   entries according to their specific roles.


Specific Learning Objectives-
* The students will be able to identify major issues during the Antebellum
  period and write a journal entry accordingly.
* The students will be able to examine how their character would
  react to certain issues and events through journal writing.
* The students will be able to use a computer word processing program 
  to make a first and second journal draft.(All Students have used the 
  program previously in class)

Expected time needed for activities-
Length of class period- 40 minutes
        Initiation- 3 minutes
        Discussion about writing journal entries- 5 minutes
        Brainstorming- 8 minutes
        Frist draft begun on computer- 13 minutes
        Closure- 3 minutes 
Initiation- Hello, for the last few days we have been talking about the time
period before the Civil War.  What other word describes this period?  Yes the 
Antebellum period!  Today we are going to write journal articles that describe
how your character's reaction to the Dred Scott Case, "Bleeding Kansas",
and Uncle Tom's Cabin.  First we need to decide what to include in our journals.
Let's brainstorm some ideas and begin!  Later in class we will go to the 
computer lab and begin our first drafts!  
1. The class begins brainstorming ideas for journal articles.
2. Students get into geographical sections and begin brainstorming ideas 
   for their sections.
3. Students take notes from brainstorming session.
4. Students use examples from book and notes to illustrate 
   an understanding about their character and the Antebellum period. 
5. Each student makes a web about their first journal entry.
6. Students go to computer lab. 
7. Students begin first draft using word processing program.
8. Teacher facilitates a discussion 
9. Students are asked about how their sections will respond to the 
   events during the Antebellum period.
12. Teacher asks students to summarize what was learned in class.  
13. Teacher reminds students to continue working at home and be ready to 
    oomplete the first draft tommorrow.

Closure-  I am impressed by the ideas and creativity I have seen today in
your journal entrys!  (Students name), your a Northerner, what is your role
and give one example of one of your ideas for your journal.  GREAT, that's
creative, keep working on the idea and your entry will come out nicely!  
I saw some good Southerner ideas too, who can offer some ideas from that
group?  Wonderful, keep working hard and I am looking forward to reading 
some great journal entrys when they are completed! 

Evaluation-  My students will be expected to show notes from brainstorming,
and their webs for 50% of the journal grade.  The rest of the 25% will be
on the first draft and 25% on the second draft both using the word 
processing document.  All students have been enrolled in a computer course
in my school by the eigth grade and are familiar with the word processing
program.  In the past I have found that students are very motivated with
computer use and more creative.  Because the brainstorming and webs are worth
as much as the drafts so they put as much time into the planning as well
as the final draft!

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