Materials:
Grade Levels:
9-12
Subject:
Language Arts
Learner
Outcomes:
To react to some personal responses to the American Civil War
To analyze differences in tone among writers
To write a summary of content
To write a character's perspective
To research personal diaries of the American Civil War
Duration
of Lesson:
Two hundred seventy minutes of class time
Three class sessions on the 90 minute block
Thirty-five to forty-five minutes of lunch hour
Materials:
Class notebook, pencil, review and response worksheets, The Civil War by Geoffrey C. Ward, et,al., flour, water, mixing bowls, spoons, measuring cups, baking sheet, pot holders
Technology
Tools/ Courseware:
Internet accessible computer lab with Power Point, Map Quest, and Microsoft Word programs, LCD panel, conventional ovens
Teacher
Notes:
Special requirements - reserve computer lab and/or library for research; reserve home economics room during lunch hour
Procedures:
Day 1
Discuss and build on students' prior knowledge of the American Civil
War.
Demonstrate power point lesson to
introduce the authors and theme of study.
Establish purpose of study through class discussion of PowerPoint
introduction.
Emphasize the human element involved in the approach to this lesson.
Discuss photos of artifacts of the American Civil War era, using
Ward's book The Civil War.
Discuss definition, concept, and purpose of a journal.
Read the April 7-12, 1861 entries from Mary
Chesnut's Diary.
Issue student's response sheet
for class discussion after reading Chesnut's diary entries.
Discuss food rations and diet of the field soldiers. Explain
what hardtack biscuits are.
Discuss looting and pillaging during times of war.
Student activities for Day 1
Students bring a recipe for "hardtack" (flour and water biscuits),
bring ingredients and make hardtack during the lunch hour in the home economics
room; save for the next class session.
Day 2-3
Students go to computer lab to research American Civil War battlefields
and forts.
In computer lab, use Map
Quest to make a map from their home to a selected battlefield or fort.
Print out map for report.
In computer lab, use the Smithsonian
Institution's web site to research Civil War songs; record sound files
to play for class.
Research diaries and letters from soldiers of the Civil War.
Compile written report on information located. Turn in report.
Assignment
Recreate the dialogue of soldiers sitting around the campfire during
a non combat period; write a letter home from the battlefield, revealing
feelings and experiences.
Students may make accompanying illustrations of battlefield scenes.
Read letters aloud, while eating the hardtack (depending on the
weather, this may be done outside).
Post letters on the wall in the classroom.
Modifications:
For students with limited ability, bring attention to descriptive
details that are essential to the reading material. Make a tape recording
of the reading excerpts for the students to follow along and/or replay
to aid in comprehension. They may also benefit from a Civil War time line,
outline or chart that lists each writer and title along with a brief summary
of the content.
Students who have recently arrived from other countries will need
a brief review of the basic facts about the American Civil War. They may
be able to tell stories about civil war in countries from which they have
emigrated.
Enrichment
Activities:
Students will think about "voices" in present day newspaper and magazine
accounts of battles and coups around the world. Locate two accounts
that reveal events, observations, ideas, and attitudes similar to those
expressed in this unit. Bring these articles to class for demonstration,
discussion, and interpretation.
Students will look at the photographs and text in The Civil War,
a book based on the documentary film by Geoffrey C. Ward, Rici Burns, and
Ken Burns (Knopf, 1990). Discuss reactions and interpretations.
Students will use the internet to research 5 other women involved
in the American Civil War. They may answer the activity
sheet for each one. Turn in compilation of activity sheets to
be graded.
Teacher may select reinforcement films to view.
Evaluation/Assessment:
Teacher observation of students' participation in discussions, sharing of impressions and interpretations. Students' reports, letters and diaries must reflect knowledge and interpretation of excerpts and research.
National
Goals and Objectives
West Virginia
Process/Workplace
Objectives
Job/Career
Cluster
References
Anderson, Robert, John Brinnin, Gary Arpin, and Susan Toth. (1993),
Elements
of Literature, Fifth Course. Holt Rinehart and Winston, Inc.
Brundage-Rude, Patricia and Barbara Freiberg, and Andyce Orde. (1993).
Elements
of Literature, Fifth Course. Holt Rinehart and Winston, Inc.
Dailey, Wanda. "Voices of the Civil War." PowerPoint Presentation.
(1999).
Smithsonian
Institution
Martin, Isabella D. and Myrta Lockett Avary. A Diary from Dixie.
(1905).
The American Experience. Prentice Hall. (1989).
Ward, Geoffrey, Rici Burns, and Ken Burns. The Civil War.
(1990).
TeacherLink Resources
Created byDate Created:
June 16, 1999
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