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Peace in Word and Deed

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Summary

Starting with the Perry's Victory and International Peace Memorial quarter, students will explore how events lead to establishing memorials and demonstrate their understanding by creating a persuasive argument.

Coin Type(s)

  • Quarter

Coin Program(s)

  • America The Beautiful Quarters

Objectives

Students will explore how events lead to establishing memorials and demonstrate their understanding by creating a persuasive argument.

Major Subject Area Connections

  • Language Arts
  • Social Studies

Minor/supporting Subject Area Connections

  • Art

Grades

  • Ninth grade
  • Tenth grade
  • Eleventh grade
  • Twelfth grade

Class Time

Sessions: Two
Session Length: 45-60 minutes
Total Length: 91-120 minutes

Groupings

  • Whole group
  • Small groups
  • Pairs
  • Individual work

Background Knowledge

 Students should have a basic knowledge of:

  • The War of 1812
  • Past and present relationships between the United States and Great Britain
  • Past and present relationships between the United States and Canada

Terms and Concepts

  • Obverse (front)
  • Reverse (back)
  • Battle of Lake Erie
  • Oliver Hazard Perry
  • Perry’s Victory and International Peace Memorial

Materials

Preparations

  • Make overhead transparencies of the following:
    • “Perry’s Victory and International Peace Memorial Quarter” page
    •  Photograph(s) of Perry’s Victory and International Peace Memorial
    • “International Peace Memorial Rubric”
  • Make copies of the following:
    • "Perry’s Victory and International Peace Memorial Quarter" page (one per student)
    • "International Peace Memorial Rubric" (one per student)
  • Arrange the classroom for pair or small group (3–5 students) discussion.
  • Arrange to use the school computer lab for one class period (optional).
  • Locate Web sites that give background information about the Battle of Lake Erie and Perry’s Victory and International Peace Memorial (see examples under "Materials")

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/381.pdf.

Session 1

  1. 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. As background information, 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.
  2. As a class, review the Revolutionary War and America’s relationship with England at the beginning of the War of 1812.
  3. Divide the class into pairs or small groups of 3 to 5 (depending on class size).
  4. Have the students read and discuss the background information from one of the Web sites listed under "Materials" and record student responses. Have the students add their prior knowledge of the relationships between Britain, Canada and the United States during the War of 1812 and immediately after.
  5. As a class, discuss the symbolism of Perry’s Victory and International Peace Memorial when compared to America’s current-day close relationships with both Britain and Canada.
  6. Ask the students to provide other examples of how the United States (or other countries) have symbolized peace between nations.

Session 2

  1. Review the information from the previous session.
  2. Distribute the "International Peace Memorial Rubric" to the students and review the assignment instructions.
  3. Invite the students to create their own International Peace Memorial. Encourage students to think creatively about how peace could be symbolized. Allow time for them to complete their memorials and proposals.
  4. Have the students summarize their proposal and any symbolism they used in a paragraph so they can keep their presentation brief.
  5. Allow the students to briefly present their memorials to the class.
  6. Encourage peer review of classmates’ memorials during the presentations.

Differentiated Learning Options

  • Have students choose one of the three background Web sites given to review and analyze on their own as a pre-reading assignment before discussion.
  • Group students by reading ability level for the small group discussions.
  • Group students in mixed ability level groups with higher level students serving as facilitators or discussion leaders for individual groups.

Enrichments/Extensions

Have students research other peace memorials and compare their physical structure or inspiration to Perry’s Victory and International Peace Memorial.

  • Take anecdotal notes during group discussions and peer review of classmates’ memorials to assess students’ understanding of international peace.
  • Use the rubric to assesses the students’ peace memorials and the written proposals that accompany them.

Discipline: Language Arts
Domain: RL.9-10 Reading: Informational Text
Grade(s): Grades 9– 10
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.9-10.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
  • RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
  • RI.9-10.9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

Discipline: Language Arts
Domain: W.9-10 Writing
Grade(s): Grades 9– 10
Cluster: Text Types and Purposes
Standards:

  • W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
    • Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
    • Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
    • Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
    • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
    • Provide a concluding statement or section that follows from and supports the argument presented.
  • W.9-10.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
    • Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
    • Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
    • Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
    • Use precise language and domain-specific vocabulary to manage the complexity of the topic.
    • Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
    • Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
  • W.9-10.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
    • Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
    • Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
    • Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.
    • Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
    • Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Discipline: Language Arts
Domain: RL.9-10 Reading: Informational Text
Grade(s): Grades 9– 10
Cluster: Key Ideas and Details
Standards:

  • RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  • RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Discipline: Language Arts
Domain: RL.9-10 Reading: Informational Text
Grade(s): Grades 9– 10
Cluster: Craft and Structure
Standards:

  • RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
  • RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
  • RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Discipline: Language Arts
Domain: L.9-10 Language
Grade(s): Grades 9– 10
Cluster: Conventions of Standard English
Standards:

  • L.9-10.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Use parallel structure.
    • Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
  • L.9-10.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
    • Use a colon to introduce a list or quotation.
    • Spell correctly.

Discipline: Language Arts
Domain: SL.9-10 Speaking and Listening
Grade(s): Grades 9– 10
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.9-10.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
  • SL.9-10.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
  • SL.9-10.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)

Discipline: Language Arts
Domain: W.9-10 Writing
Grade(s): Grades 9– 10
Cluster: Production and Distribution of Writing
Standards:

  • W.9-10.4. 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.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)
  • W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Discipline: Language Arts
Domain: W.9-10 Writing
Grade(s): Grades 9– 10
Cluster: Research to Build and Present Knowledge
Standards:

  • W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  • W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
    • Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Knowledge to Language
Grade(s): Grades K–12
Standards:

  • Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Using Technological Information
Grade(s): Grades K–12
Standards:

  • Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Global Connections
Grade(s): Grades K–12
Standards:

Teachers should:

  • enable learners to explain how interactions among language, art, music, belief systems, and other cultural elements can facilitate global understanding or cause misunderstanding
  • help learners to explain conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations
  • provide opportunities for learners to analyze and evaluate the effects of changing technologies on the global community
  • challenge learners to analyze the causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as health care, security, resource allocation, economic development, and environmental quality
  • guide learner analysis of the relationships and tensions between national sovereignty and global interests in such matters as territorial disputes, economic development, nuclear and other weapons deployment, use of natural resources, and human rights concerns
  • have learners analyze or formulate policy statements that demonstrate an understanding of concerns, standards, issues, and conflicts related to universal human rights
  • help learners to describe and evaluate the role of international and multinational organizations in the global arena
  • have learners illustrate how individual behaviors and decisions connect with global systems

Discipline: Social Studies
Domain: All Thematic Standards
Cluster: Time, Continuity, and Change
Grade(s): Grades K–12
Standards:

Teachers should:

  • assist learners to understand that historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions they seek to answer and the evidence they use
  • help learners apply key concepts such as time, chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity
  • enable learners to identify and describe significant historical periods and patterns of change within and across cultures, including but not limited to, the development of ancient cultures and civilizations, the emergence of religious belief systems, the rise of nation-states, and social, economic, and political revolutions
  • guide learners in using such processes of critical historical inquiry to reconstruct and interpret the past, such as using a variety of sources and checking their credibility, validating and weighing evidence for claims, searching for causality, and distinguishing between events and developments that are significant and those that are inconsequential
  • provide learners with opportunities to investigate, interpret, and analyze multiple historical and contemporary viewpoints within and across cultures related to important events, recurring dilemmas, and persistent issues, while employing empathy, skepticism, and critical judgment; and enable learners to apply ideas, theories, and modes of historical inquiry to analyze historical and contemporary developments, and to inform and evaluate actions concerning public policy issues.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Use of Spoken, Written, and Visual Language
Grade(s): Grades K–12
Standards:

  • Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Print/Non-print Texts
Grade(s): Grades K–12
Standards:

  • Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Applying Strategies to Writing
Grade(s): Grades K–12
Standards:

  • Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

Discipline: Language Arts
Domain: All Language Arts Standards
Cluster: Effective Communication
Grade(s): Grades K–12
Standards:

  • Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

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