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GROUP INVESTIGATION MODEL

John, Daniel, Connie, Nancy J.

US History & Geography: Growth & Conflict

PRESENT THE PUZZLEMENT

  • Grade Level: 8th
  • Subject Matter: Social Science
  • Skill focus: Reading, Writing, Critical Thinking

Objective

Standard

What are the Sources of History?

Students will be able to explain the factors leading to Lincoln's assasination using primary and secondary resources of Lincoln's presidential term by creating a cause and effect t-chart .

Standard: 8.10.4

Students analyze the multiple causes, key events, and complex consequences of the Civil War...

  • 4. Discuss Abraham Lincoln’s presidency, significant writings ,and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
  • Thinking Skill
  • Content Knowledge
  • Resource
  • Product

Academic Language & Key Concepts

  • The teacher will present the puzzlement using primary and secondary sources related to Abraham Lincoln's assassination
  • The teacher will show the class an example of both types of sources and will ask students to create questions about the images and the topic of what they see presented on the board
  • Student will have a few minutes (2-3 min) to think about what is being presented to them
  • Cause and Effect: the relationship between events or things; where one is the result of the other.
  • Primary sources: also include first-hand accounts that were documented later, such as autobiographies, memoirs, and oral histories. However, the most useful primary sources are usually considered to be those that were created closest to the time period you're researching (library.illinois.edu)
  • Secondary source of information is one that was created later by someone who did not experience first-hand or participate in the events or conditions you're researching (library.illinois.edu).
  • Explain: make (an idea, situation, or problem) clear to someone by describing it in more detail or relevealing relevant facts or ideas
  • Assassination: to kill suddenly or secretly, especially a politically prominent person; murder premeditatedly and treacherously (dictionary.com)
  • T-Charts are a type of chart, a graphic organizer in which a student lists and examines two facets of a topic, like the pros and cons associated with it, its advantages and disadvantages, facts vs. opinions, etc. (Enchantedlearning.com)

Students will be divided into groups to investigate their questions

RESEARCH

MODEL OF TEACHING

SOLICIT STUDENT QUESTIONS

Every binder will contain the same sources for each group

1

2

Group 1

Group 2

  • The teacher will provide a binder full of different types of sources (primary and secondary). Each binder will have about 8-10 resources printed, which includes short articles, images, excerpts from published books, biographies, etc. The students can use these binders as a reference for their investigation but the teacher will not interfere on how they use those references. It is up to the students to decide on how they incorporate the sources into their research. (Example of what is included in the binder is on the next slide)
  • In groups, students will design a Cause & Effect T-Chart to explain Lincoln's assination through an investigation by answering the questions that they have generated. The teacher will not interfere on how students construct their T-Chart.
  • Students will be given some time to generate more critical thinking questions and develop a method to answer those questions with their group members
  • Their investigation will eventually lead them to research the questions that they have created and it's up to them what type of resources they use (ex: the binder provided by the teacher, the course textbook, etc.)
  • The groups will discuss their questions & findings with each other and determine some of the causes and effects of Lincoln's Assasination.
  • The teacher will go around and observe each group to make sure that everyone is participating.
  • If students have questions about their research, the teacher will do his or her best to provide some guidance.
  • The teacher notices that some of these questions lacked critical thinking; therefore the teacher says:
  • "All of your questions are interesting but I would like to see some of your questions involve more critical thinking. A good question in this lesson should include the following....
  • The topic (Factors leading to his Assassination)
  • A cause and effect
  • The type of information embodied in the source that is given to you
  • After students observe the images that was presented to them in the beginning of class, the teacher asks the class to share some of the questions they have created about the images they saw on the topic (Lincoln's assasination).
  • The teacher writes the students' questions on the board and reads each question aloud once they are all written.
  • Some of the students questions include:
  • Is this related to Abraham Lincoln?
  • Is that a picture of Abraham Lincoln's Assassin?
  • What caused Abraham Lincoln's assassination?
  • Did they catch the man who killed Abraham Lincoln?
  • What kind of president was Abraham Lincoln?
  • Did the people like Abraham Lincoln?

1. Charelle

  • Charelle will sit in front of the class, near the teacher.
  • The teacher will constantly make eye contact with her and make sure that she is paying attention by helping her solicit some questions with the lesson
  • The teacher will walk around and observe her participation during group investigation

2. Tariq

  • The teacher can provide additional sources that Tariq can use for the research portion of the group investigation. He can bring forth his findings to his group during the activity.
  • Tariq can take part in facilitating by explaining his findings and asking questions to his group & also listening to his group as well. This will help Tariq be more challenged & develop skills in group work. Additionally, Tariq can expand on the causes and effects of Lincoln's assassination.

3. Xitlalic

  • Since Xitlalic misses a lot of classwork, this activity will be beneficial because the activity it is conducted during class.
  • The teacher will provide all the resources required for this activity; therefore, there is no excuse for Xitlalic to miss out on this activity.
  • The teacher will go back and forth to check progress and listen to their group interact with each other, making sure everyone is contributing in their investigation

  • 4. Alicia
  • The teacher will provide Alicia with a template that can provide extra guidance on the research and t-chart portion
  • Examples:
  • (Cause: Lincoln was assassinated because ______________).
  • (Effect: Lincoln's assassinated led to ________________).
  • She can share with her group using key words and the teacher will go back and forth, making sure she has a chance to share. If she is having trouble speaking, the teacher will spend a few minutes to guide her in speaking out her thoughts to her group members. This will challenge Alicia and help her grow confidence in sharing even though she is a few grade levels behind.

5. Charlie

  • Some of the sources in the binder include art pieces and text only articles.
  • Even though Charlie is slightly below grade level, the teacher will check that Charlie is able understand the purpose of this investigation. The teacher will check his progress by asking him to explain some of his findings related to Lincoln's assassination. The teacher will provide more guidance if he or she thinks Charlie need additional assistance.

6. Sarai

  • Sarai can help facilitate her group. She will ask critical questions and explain her thoughts about the investigation. She will ask others to engage in their thoughts about the topic.
  • The teacher will ask her to think aloud in front of her group and have her group participate in discussion related to their investigation. As the group facilitator, she will enhance understanding through in-depth discussions by posing questions and possible answers for their T-Chart.

Teacher provides some example questions:

  • What are the major causes that led to Lincoln's assasination?
  • What happened after Lincoln's assasination?

RECYCLE

Share & Summarize the Information

LESSON RESOURCES

Class Presentation

After every groups' presentation, the teacher facilitated a feedback session by asking the class to determine if the group presentations answered all their questions.

Sample Work

  • Giant poster for the Group T-CHART
  • Post - its
  • Markers & Pens
  • Binder full of resources
  • short articles, images, excerpts from published books, biographies, etc.
  • The Internet
  • Projector

EFFECTS

CAUSES

What caused Lincoln to be assasinated?

What are the effects

that led to Lincoln's assination?

Booth (Lincoln's assinator) was a supporter of slavery and believed that President Lincoln was going to destroy the South (teachinghistory.org).

Booth & conspiracors plotted a plan to kidnap Lincoln, but that plan did not work (teachinghistory.org)

Lincoln's reelection

Booth shot Lincoln at the Ford Theatre

after his first few plans failed

  • The teacher will post the Cause & Effect T-Chart on the board as each group shares and summarizes their findings to the class.
  • The teacher notices that every T-Chart is slightly different.
  • Each group will present their T-Chart and try their best to explain the factors leading to Lincoln's assasination.
  • The groups presented the causes and effects of President Lincoln's assasination using the variety of sources that the teacher provided.
  • During each presentation, the teacher observes how each group used the sources as reference for their investigation
  • During each presentation, the teacher will continuosly have the class pose questions and points of discussion about their findings and topic of Lincoln's assasination
  • After each presentation, each group that is presenting will facilitate a Q&A session with the class based on their investigation method
  • Students raise their hand to provide feedback about whether they believed their questions were answered.
  • After listening to each feedback, the teacher asks the class:
  • "If we were to re-do this lesson, what would you focus on?"
  • "What did you guys learn?"
  • "What questions would you re-create?"
  • "What knowledge did you gain from this lesson?"
  • "Did the cause & effect t-chart help you explain the factors that led to Lincoln's assasination?"
  • "What future research can we focus on?"
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