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Picture of Peace

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Summary

Starting with the Perry's Victory and International Peace Memorial quarter, students will analyze and summarize important events and battles for a greater understanding of history.

Coin Type(s)

  • Quarter

Coin Program(s)

  • America The Beautiful Quarters

Objectives

Students will analyze and summarize important events and battles for a greater understanding of history.

Major Subject Area Connections

  • Art
  • Language Arts
  • Social Studies

Grades

  • Seventh grade
  • Eighth grade

Class Time

Sessions: Three
Session Length: 45-60 minutes
Total Length: 121-150 minutes

Groupings

  • Whole group
  • Individual work

Materials

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/380.pdf.

  1. Before starting the lesson, create a class-sized timeline, focusing on the War of 1812, particularly the Battle of Lake Erie and the life of Oliver Hazard Perry, using the suggested dates on the "Timeline Teacher Directions" worksheet. Extend the timeline past the end of the War of 1812 to the present time if desired.
  2. Display and examine the "Perry’s Victory and International Peace Memorial Quarter" page. Locate this national site on a class map. Note its position in relation to your school’s location. Tell the students that the front of a coin is called the "obverse" and the back is called the "reverse." Explain to the students that the United States Mint began to issue the quarters in the America the Beautiful Quarters® Program in 2010. By the time the program ends in 2021, there will be a total of 56 designs. Each design will focus on a different national site—one from each state, territory and the District of Columbia.
  3. Visit the Perry’s Victory and International Peace Memorial Web site and explore the History and Culture link. As a class, identify the War of 1812 and some of its causes and effects. Emphasize the Peace Memorial and its significance.
  4. Assign each student to a different battle or event on the timeline up to and including the War of 1812. (Explain to the students that they will be researching the battle or event, then writing a two- or three-paragraph summary of the event using the writing process (prewriting, writing, editing and revising, publishing). The students will write and illustrate their final draft on an "Event" worksheet.
  5. The students will then research a timeline event after the War of 1812 that illustrates the cooperation and peace among Britain, Canada and the United States. The students will complete a second "Event" worksheet for this event.
There are no modification options for this lesson plan.

Use the "Picture of Peace Rubric" to evaluate whether the students have met the lesson objective.

Discipline: Language Arts
Domain: W.7 Writing
Grade(s): Grade 7
Cluster: Production and Distribution of Writing
Standards:

  • W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
  • W.7.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7.)
  • W.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Discipline: Language Arts
Domain: RL.7 Reading: Literature
Grade(s): Grade 7
Cluster: Key Ideas and Details
Standards:

  • RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
  • RL.7.3. Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Discipline: Language Arts
Domain: RL.8 Reading: Literature
Grade(s): Grade 7
Cluster: Craft and Structure
Standards:

  • RL.8.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
  • RL.8.5. Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
  • RL.8.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.

Discipline: Language Arts
Domain: RL.8 Reading: Literature
Grade(s): Grade 7
Cluster: Integration of Knowledge and Ideas
Standards:

  • RL.8.7. Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. 
  • RL.8.8. not applicable to literature.
  • RL.8.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new.

Discipline: Language Arts
Domain: RL.8 Reading: Literature
Grade(s): Grade 7
Cluster: Key Ideas and Details
Standards:

  • RL.8.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 
  • RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
  • RL.8.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Discipline: Language Arts
Domain: W.8 Writing
Grade(s): Grade 7
Cluster: Production and Distribution of Writing
Standards:

  • W.8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
  • W.8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 8.)
  • W.8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Discipline: Language Arts
Domain: W.8 Writing
Grade(s): Grade 7
Cluster: Text Types and Purposes
Standards:

  • W.8.1. Write arguments to support claims with clear reasons and relevant evidence.
    • Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
    • Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
    • Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
    • Establish and maintain a formal style.
    • Provide a concluding statement or section that follows from and supports the argument presented.
  • W.8.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
    • Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
    • Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
    • Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
    • Use precise language and domain-specific vocabulary to inform about or explain the topic.
    • Establish and maintain a formal style.
    • Provide a concluding statement or section that follows from and supports the information or explanation presented.
  • W.8.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
    • Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
    • Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
    • Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.
    • Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
    • Provide a conclusion that follows from and reflects on the narrated experiences or events.

Discipline: Language Arts
Domain: L.7 Language
Grade(s): Grade 7
Cluster: Conventions of Standard English
Standards:

  • L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Explain the function of phrases and clauses in general and their function in specific sentences.
    • Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
    • Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
  • L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
    • Spell correctly.

Discipline: Language Arts
Domain: L.8 Language
Grade(s): Grade 7
Cluster: Conventions of Standard English
Standards:

  • L.8.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
    • Form and use verbs in the active and passive voice.
    • Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
    • Recognize and correct inappropriate shifts in verb voice and mood.
  • L.8.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use punctuation (comma, ellipsis, dash) to indicate a pause or break.
    • Use an ellipsis to indicate an omission.
    • Spell correctly.

Discipline: Visual Arts and Music
Domain: 5-8 Visual Arts
Cluster: Standard 6: Making connections between visual arts and other disciplines
Grade(s): Grades 5–8
Standards:

  • Students compare multiple purposes for creating works of art
  • Students analyze contemporary and historic meanings in specific artworks through cultural and aesthetic inquiry
  • Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures