I. Curricular Framework

Concept:

Perspective

Essential Question:

Explain the statement, “No historical writing is free from subjectivity.”

Bridge:

Personal Refflections

Content:

Revisionist History

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To increase student understanding that history is not a mathematical science, but rather a constantly changing and vibrant blend of subjectivity and objectivity.

Activity: 1) Class divided into four sections with each section facing a different wall. 2) One student sent out of room. 3) Teacher goes about the room doing usual and unusual things. 4) Student returns; all students face front.

Assessment: Each student writes down what he or she witnessed.

2. Attend: Attending to the Connection

Objective: To have students reflect on this experience.

Activity: 1) The absent student attempts to piece together what actually happened from student lists. 2) Absent student shares with the class his/her perception of what happened. 3) Class determines "accuracy" of that moment of history. 4) Students discuss why their narrowed viewpoint made getting the "big picture" so difficult and perhaps then impossible.

Assessment: Students will hand in their original list and a rewrite when all of the knowledge has been pooled together.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To integrate the personal reflections with artistic expressions of the 1960's and 1860's.

Activity: 1) Play 1960's pro-war music (Barry Sadler, "Ballad of the Green Beret"; Merle Haggard, "Okie from Muskoqee"). Anti-war (Country Joe and the Fish "We're All Going to Die Rag"; Barry Maquire, "Eve of Destruction". 2) Play "Dixie" and "Battle Hymn of the Republic."

Assessment: Students discuss their "reaction" to these musical examples.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To increase student knowledge of various published histories of the time period.

Activity: 1) Students read their text. 2) Students read "traditional" Southern historians William Archibald Dunning and James Ford Rhodes. 3) Students read revisionist historian W.E.B. DuBois.

Assessment: Essay exam.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To reinforce concept of different "truths."

Activity: Show brief parts of video/films that show different aspects and point of view of the Civil War. Possible sources: "Gone With the Wind," "Red Badge of Courage," "Dances With Wolves," "They Died With Their Boots On," Ken Burns' "The Civil War." Students will write essays on the questions of point of view of each film, drawing their own conclusions as to the "truth" about the American Civil War.

Assessment: Student essays.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: 1) To personalize learning experience. 2) To increase students' ability to analyze and evaluate data. 3) To enhance students' understanding that they must seek the "truth."

Activity: Students choose to write, film, speak, perform, etc. a historical analysis of the Civil War. While the implementation must be "factual" the presentation will have a point of view.

Assessment: Student obtains approval of teacher for their project upon the submission of a written proposal.

7. Refine: Refining the Extension

Objective: To aid students in formulating their opinions and supporting them with relevant details.

Activity: 1) Teacher guides completion of project. 2) Teacher provides library opportunities.

Assessment: Teacher checks progress of students.

8. Perform: Creative Manifestation of Material Learned

Objective: 1) To bring full circle the students personal learning experience. 2) To share what they have learned with others.

Activity: 1) Presentation of student projects. 2) Discussion of the various points of view presented. 3) Class writes a consensus history.

Assessment: Projects will be graded by teacher.

Assessment, Phase Five,Performance, Creative Use of Material Learned: