Iowan Born Influencers
Grade | 9th -12th Grades | Class | U.S. History | Length of Lesson | 1-2 Days |
Lesson Title | Iowan Born Influencers |
Unit Title | Iowa Born Influencers |
Unit Compelling Question | How have Iowa born citizens affected American history? |
Historical Context: Iowans, young and old, male and female, native born and immigrant, have made important contributions to their state and nation. This lesson identifies and examines the impact of some of Iowa's native sons and daughters. ### 2018.029.001 This "Funeral Escort Badge" was worn by U.S. Representative James Falconer Wilson of Fairfield, Iowa. It entitled him to a seat on president Abraham Lincoln's funeral train After the assassination of President Abraham Lincoln, a funeral procession that lasted nineteen days involved the transfer of the body from Washington D.C. to Lincoln's hometown of Springfield, IL. Along the way of 17,000 miles, the train stopped at ten cities where the coffin was taken off of the train to be viewed by citizens. In addition to Lincoln, the body of his young son who had passed away in 1862 of typhoid fever was carried on the train to be buried with his father. Passengers, including Lincoln's oldest son, Robert, could gain access to the train if they received a funeral escort badge. |
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Lesson Supporting Question | |
Lesson Overview | This lesson uses individual student research to develop an understanding of important figures in Iowa history who were also influential in American history. In this lesson, students will become familiar with many Iowans. The lesson would best be suited as a wrap-up of a complete Iowa History Unit that focuses on more than one time period. Students will be introduced to primary sources pertaining to historical figures as they begin the class. Next, each student will be given a historical person to research and ultimately create a biography that is designed to be written as if they were their designated individual. Lastly, students will participate in a timed speed dating activity where they will be given forms to fill out with questions to ask to each other.
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Primary Sources Used |
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Resources Needed | https://docs.google.com/presentation/d/1AFut3HAeXqCJ2P58jHt6ij4zHATda67ioW7IbKFTcT8/edit#slide=id.g35f391192_00 https://docs.google.com/document/d/1udKMi4CCa7RqKD706AdsN-d9jfC5um7_ogt1iEfzObo/edit |
Standard | |
Lesson Target | Students will be able to locate information about their designated individual.;Students will be able to interpret information through research regarding their individual.;Students will be able to create a biography regarding their designated individual.;Students will be able to connect their knowledge regarding their individual into a speed dating activity. |
Lesson Themes | Innovators |
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Formative Assessment (How will you use the formative assessments to monitor and inform instruction?) |
In this lesson students will do a speed dating activity that will be monitored by the teacher to assess learning on their Iowan figure, most importantly teacher should monitor students ability to communicate how their figure is important to Iowa and U.S. History., Students will also fill out speed dating forms that can also be used to monitor their understanding of other historical figures learned during the speed dating activity. |
Summative Assessment (How does the lesson connect to planned summative assessment(s)?) |
In this lesson, students will turn in a biography regarding the historical figure appointed to them. This assessment is important for students to develop and understanding of not only their figure but their figure's importance to U.S. History.; The reflection is to be turned in to monitor understanding of other figures learned during the speed dating activity. Reflections will be published online for students to look at. |
Author | Bryce Rigdon | Created | Last Edited | ||||
Reviewer: Chad Christopher, History Education, University of Northern Iowa | |||||||
Lesson Plan Development Notes: Teaching Methods, University of Northern Iowa, Spring 2019 |