ELA.15

STANDARDS

Reading Standards

R.CCR.1:  Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

R.CCR.8:  Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Writing Standards

W.CCR.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.CCR.7:  Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

W.CCR.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

W.CCR.9:  Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and Listening Standards

SL.CCR.1:  Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

SL.CCR.2:  Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.CCR.5.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on Grade 5 topics and texts, building on others' ideas and expressing their own clearly.

SL.CCR.5.5: Include multimedia components and visual displays in presentations when appropriate to enhance the development of main ideas and themes.

Language Standard

SL.CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Standards courtesy of Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved

REQUIRED KNOWLEDGE AND EXTENSIONS

PRIOR KNOWLEDGE

Prior knowledge on the Civil War and Reconstruction will be required. Students should have  prior experience with knowing the people and important events of the time period. They should know how to navigate both literary and informational texts to extract important information. Students should have experience writing about a specific non-fiction topic.

PLACEMENT

BEFORE

It is suggested that this Cornerstone comes at the end of Unit 3. Students will have learned about the Civil War and Reconstruction. They will have learned different points of view in understanding the historical events of that time period. Students will have the opportunity to revisit and reread a variety of texts and multimedia, including historical depictions, media accounts, novels, poetry, videos, etc. Students will be able to apply their knowledge of why the nation was divided during this time, which will serve as a solid foundation for the Cornerstone.

DURING

1. Students will learn about the divisions in the United States during the Civil War and Reconstruction period, and the historical impact it had on the nation.
2. Students will understand the theme “America Divided” and how it connects to the events and people of the Civil War and Reconstruction period.
3. Students will learn how visual representation and accompanied text can capture the theme of  â€œAmerica Divided.”
4. Students will be able to create museum exhibits that evoke meaningful experiences for the viewers that evoke specific thoughts and feelings. 

PLANNING

PLANNING

To plan for this Cornerstone, read the summary, consult the rubrics and lesson plans, and utilize student work provided.

INSTRUCTIONAL APPROACH

Throughout the Cornerstone, students will synthesize information about the Civil War and Reconstruction. They will gain a wider and stronger understanding of this time period, while connecting it to a broader theme: America Divided. At the end of the unit, students will be able to apply their knowledge of the nation's division and why the North and South could not agree on slavery. They will understand the different racial relationships that divided the people in the United States. These key understandings will be pivotal in the creation of the students' museum exhibit.

BACKGROUND INFORMATION

Teachers should enter this Cornerstone with command of the subject material, specifically the information related to the unit at hand.