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The Civil War and The Reconstruction

A Social Studies Resource Unit for K-6 Students

Submitted as Partial Requirement for CRIN E05

Elementary and Middle Social Studies Curriculum and Instruction

Professor Gail McEachron

The College of William and Mary

Fall 2009

Prepared By:

Historical Narrative: All

Lesson One: Courtney Cocke

Lesson Two: Anna Turpin

Lesson Three: Erin Brady

Lesson Four: Addison Howell

Artifact One: Courtney Cocke and Caitlin Dreyer

Artifact Two: Jenny Lester

Artifact Three: Caitlin Dreyer

Artifact Card Four: Jenny Lester

Assessments: All

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Introduction

The Civil War (1861-1865) was a time of turmoil and fighting and marked an important

epoch in the history of America (U.S. Civil War, 1996). The results of the Civil War have

shaped the country that we live in today. In the days leading up to and during the Civil War, the

North and the South had differing opinions about states rights, civil rights, and human rights.

The Civil War broke out when the South seceded from the Union to create its own nation with

laws that followed their beliefs and ideals. The North, on the other hand, wanted to keep the

Union intact and end all forms of slavery. Many important people, White, African American, and

Native American, played essential roles which determined the outcome of the war and the issue

of slavery.

The Civil War and Reconstruction is an extremely important topic for K-6 students to

study and understand; the outcome led to a new nation, a new way of looking at the rights of all

people, and many of the laws that we live under today. Students can use the Civil War to study

geography, art, influential people, and global issues at the time. After studying the war, the

students will be able to answer questions such as “What were the causes of the Civil War?”,

“What battles were turning points of the war?”, and “Who were the important historical figures

that helped to shape the war and the nation?”

The importance of studying the Civil War and its aftermath is underscored by the

National and Virginia Social Studies Standards. A complete list of those addressed in this unit

can be found in Appendix A. Virginia Standards VS 7 and VS8 directly explore the Civil War

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and its aftermath but other Virginia History Standards such as 1.2, 1.4, and 2.12, can be tied to

any study on the topic.

Key Ideas and Events

Causes of the Civil War

The causes of the Civil war is often a heavily debated topic. The most immediate cause

was the debate of whether slavery should be allowed to expand into the Western territories; such

a move was seen as threatening to oppoents of slavery (American Civil War). However, social,

economic, and political tensions had been growing for a while, culminating in the eruption of the

Civil War soon after the election of Abraham Lincoln. The South, having much of its economy

in cotton production, began to lose power as the Northern industry and Western expansion grew.

As their political and economic status fell, they held more tightly to their ideals and strengthened

their resistance to federal power. Threatened by LIncoln's potential to disrupt their system of

slavery, they chose to secede and caused Lincoln to take action in order to attempt to preserve

the Union (American Civil War). This action became The War Between the States, or the

American Civil War.

Fort Sumter

Bitterness between the North and South grew in the years leading up to the Civil War.

With the election of Lincoln and the growth of the abolitionist movement, the South began to

hold even tighter to their beliefs about state’s rights. State’s Rights are certain rights and powers

that are believed to remain sovereign to the state to be exercised (Bearss, 2006). For this

reason, on December 20, 1860 at a convention in Charleston, South Carolina, the Ordinance of

Secession was unanimously voted into effect (Bearss, 2006). On February 4, 1861, the

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Confederate States of America was formed in Montgomery, Alabama. Following this on

February 18 was the swearing in of Jefferson Davis as president of the Confederate States.

The first cannon shots of the Civil War were fired on the Star of the West by South

Carolinian forces stationed in Fort Moultrie off the coast of Charleston (Bearss, 2006). After this

attack, negotiations were held with no result. The first shot on Ft. Sumter was fired April 12 at

4:30 a.m. following a refusal by Major Anderson to surrender. The Union returned fire around 7

a.m. and held Ft. Sumter for thirty-four hours before finally surrendering and being allowed to

march out of the fort with their colors and their arms. This victory at Ft. Sumter caused other

states to secede from the Union (Bearss, 2006).

Battles of Bull Run

The first Battle of Bull Run occurred 21 July 1861 and showed both sides that the war

was going to be neither brief nor romantic (Wert 1986). The battle was disorganized and chaotic

on both sides and only resulted in a Confederate victory due to strategic placement of troops and

the constant stream of reinforcements. It was in this battle that General Thomas Jackson earned

his nickname, “Stonewall” Jackson. Jackson and a brigade of five Virginian regiments took a

defensive stance on Henry Hill and held it against the Union troops until the Union troops finally

retreated (Wert, 1986).

As a result of this battle, the entire country realized that the war would be a long, hard

struggle rather than a quick, easy victory. The second Battle of Bull Run in 1863, also a

Confederate victory, opened the way for the Northern invasion and the Battle of Gettysburg

9Wert, 1986).

Gettysburg

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The Battle of Gettysburg was a crucial battle of the Civil War, occurring between July 1

and July 3, 1863. General Robert E. Lee, who will be discussed more in depth in the next part,

sought in this battle and the war altogether to demoralize the Northern army into giving up;

instead, because of Lee’s foolhardy determination for aggressive action, the battle of Gettysburg

was a crushing blow to Confederate morale (McPherson, 2007). This was the first battle in

which General Meade was commander of the Northern army (Gavin, 1996). The most famous

battles of Gettysburg were the Battle of Little Round Top on July 2 and Pickett’s fateful charge

on July 3. It was after this charge that the Confederate Army retreated back to Virginia

(McPherson, 2007).

On November 19, President Lincoln came to Gettysburg to dedicate it as a military

cemetery. It was on that day, after a two hour oration by Edward Everett of Massachusetts, that

Lincoln delivered the two minute speech that symbolized the true meaning of the freedom both

sides were fighting for and went down in history as the Gettysburg Address (Gavin, 1996).

States' Rights

The South’s adamant belief in states' rights over federal rights is the reason the South

seceded and, eventually, the reason they lost. The South had a conflicting opinion over the

amount of power the Federal government should have over states, and this opinion only grew

stronger after secession. These states resisted all attempts by Jefferson Davis to centralize

Confederate power (Bearss, 2006). Especially in terms of property rights, the Southern states

refused to comply with any laws and withheld taxes and troops in order to resist. The pride and

self-interest which colored their ideas about states' rights caused the Southern states to be unable

to band together and eventually ended in their downfall (Bearss, 2006).

Battle of Antietem/Sharpsburg

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The Battle of Antietem is often referred to as the bloodiest day of the entire Civil War.

On September 17, 1862 in Maryland 40,000 Confederates found themselves face to face with

87,000 Yankees in the Federal Army of the Potomac. The battle raged on from dawn until late in

the afternoon. Though there was never a decisive victory, there were decisive losses. The

confederates lost 10,700 men while the Federal losses were 12,410. Both sides sustained massive

casualties and Lee’s failure to carry the war from Southern ground back to Northern soil through

this battle caused Great Britain to further postpone their acknowledgment of the Confederate

government. Great Britain was hesitant to acknowledge the Confederate government due to the

fact that they had recently outlawed slavery, so acknowledging a government that supported and

actually used slavery as a means of income would have been a controversial move for Britain.

Also, Great Britain was becoming more independent from Southern cotton as a traded product.

They now went to Egypt for their cotton needs, making importing it from the South no longer

necessary. Britain’s denial of acknowledging the Confederate government gave President

Abraham Lincoln the opportunity to issue the Emancipation Proclamation which declared all

slaves in rebelling States to be free (Civil War Home, 2002).

Appomattox Courthouse

After three long years of the war raging on, on April 3, 1865 Richmond fell to Union

troops. This fall came as The Army of Northern Virginia under General Robert E. Lee was

retreating westward being pursued by General Ulysses S. Grant and the Army of the Potomac.

On April 7, General Grant initiated contact with General Lee through a series of dispatches

(Eyewitness to History, 1997). They arranged a meeting at the McLean home in Appomattox,

Virginia. In their home the two generals mapped out the terms of the surrender and signed the

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surrender papers. Thus, the South had surrendered to the North and the North was therefore

victorious.

Northern Occupation of the South

After the papers had been signed the victorious Northerners moved down to occupy the

South. President Abraham Lincoln favored a full reconciliation process to unite the two sides.

However, he was assassinated by John Wilkes Booth less than a week after the South

surrendered, so his Vice President Andrew Johnson was then handed the task to reconstruct the

broken nation. Lincoln’s assassination was considered one of the last major events of the Civil

War. Had Lincoln lived, the plans for reconstruction may have looked vastly different. Johnson,

unlike Lincoln, was a Southerner, and he pardoned many Southerners and restored their political

rights. However, Southerners quickly acted to attempt to repeal the acts of succession and the

abolition of slavery. Therefore, the Union took note and drew their version of Reconstruction,

which was harsher on the Confederates than what Southerners had envisioned. They took

measures to prevent the former Confederate leaders from taking and holding offices and they

divided the South into five military districts that were led by Union generals. Voting rights were

allowed only to those who took a loyalty oath to the Union. Those who refused to take the oath

could not vote. The reconstruction of the South can be viewed as positive or negative. It was

enacted to unite a country, but in turn aided in seeding deep resentment for many Southerners

towards Yankees. It ended a way of life for Southerners. The plantation owners who once had

thrown lavish parties now found the money they had saved was useless because it was

Confederate money and no longer usable since the Confederacy was now abolished. The

economic stronghold that had once been tobacco farms, crops, and cotton in the South was now

not able to compete with the capital earned from Northern factories. This Southern genteel way

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of life was now replaced by economic hardship that could only be helped by the Northerners who

in the minds of the Confederates destroyed that lifestyle in the first place.

From the ashes of the Civil War emerged the Reconstruction Era (1865-1877). After the

assassination of President Lincoln, Andrew Johnson took office and set out to ease the south’s

readmission to the Union. Johnson’s reconstruction plan established May 29, 1865, consisted of

two parts; first, the Amnesty Proclamation pardoned all members of the rebellion pending their

taking of a loyalty oath, however high confederate officials were excluded from such pardon as

were those who owned more than $20,000 worth of land (President Profieles, 2008). Those

individuals not granted a pardon through the Amnesty Proclamation were required to petition to

the president themselves in order to obtain pardon and regain their right to vote (President

Profiles, 2008). The second proclamation provided that the president would assign a new

governing leader to each southern state without a pro-Union government already in place

(President Profiles, 2008). These assigned leaders would work to create a new governing body

for these states and draw up new constitutions to reunite these states with the Union (President

Profiles, 2008). Southern states had to re-enter the union with their tails between their legs

essentially, that in addition to their continued separation over states rights, led to lingering

tension and animosity.

Men, Women, Youth, and Children

The individuals whose lives were shaped by the American Civil War are vast and varied.

In a history often singularly marked by men’s contributions, it is both essential and enriching to

recall the accomplishments of women and children. Sojourner Truth, Clara Barton, and John

Lincoln Clem seemingly had little in common apart from their devotion to the betterment of the

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United States, but over time their contributions have helped define this pivotal period in

American history.

Sojourner Truth

Sojourner Truth’s renown stems from her commitment to the abolition of slavery,

women’s suffrage, and prison reform. Having made inroads through her spiritual preaching,

Truth’s authenticity as an African American female slave carried much weight during the Civil

War and Reconstruction (Painter, 1996). During this time, she busied herself by enlisting African

American troops for the Union Army and by improving the conditions of African American

soldiers. Truth is also credited with riding the streetcars in Washington D.C. in 1864, initiating

the desegregation of these vehicles. Her work did not stop with the Civil War, however.

Through 1870, Truth worked tirelessly to obtain land grants for newly freed slaves—a project

which was ultimately unsuccessful (Washington, 2009). Convinced that her perspective was

worth a presidential vote, she made a failed attempt to vote in the 1872 election: she was turned

away at the polls (Women in History, 2009).

John Lincoln Clem

Children during the Civil War were also moved to action. John Lincoln Clem, born John

Joseph Clem in 1851 in Newark, Ohio, felt so drawn to demonstrate his loyalty to the Union

Army that he left his home at age 11. Clem was initially turned away from the 3rd Ohio Infantry,

and then pursued a place in the 22nd Michigan Infantry. After being rejected from there as well

on account of his age, he simply tagged along until the Infantry officially declared him its

drummer boy and mascot. Clem could not skirt the impact of the Civil War, however. During the

Battle of Chickamauga, Clem shot and killed a Confederate soldier who proposed that Clem

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surrender. Following this brave act, the youngest noncommissioned soldier of the Civil War was

promoted to sergeant (Hakim, 1994).

Still a very young sergeant, Clem was captured by Confederates in Georgia of 1864. He

was teased mercilessly for his youth, and the Confederates used the incident to illustrate the

terrible straits in which the Union Army found itself: they were forced to recruit their own

children. After being injured twice throughout the course of the war, Clem was discharged in

1864 (Old Main, 2009).

John Lincoln Clem proceeded to have a successful military career. He was appointed 2nd

lieutenant in the 24th United States Infantry by Ulysses S. Grant, and arose to colonel before

retiring in 1916. Clem is also the inspiration for the 1963 Disney film, “Johnny Shiloh”

(Historical Boys Clothing, 2005).

Clara Barton

During the Civil War, Clara Barton (1821-1912) emerged as a true leader, pioneering

first-aid efforts on many Civil War battlefields. At the start of the war, Barton was employed

with the Commissioner of Patents as a secretary; she was the first woman publically employed in

a government office. As the severity of the War became known, Barton found herself providing

relief to scarred soldiers from the 6th Massachusetts Volunteers who had been injured in the

Baltimore attack of April 1861. Quickly seeing the need for support from women on this front,

Barton set about providing relief at sixteen battlefields. Because women were not aloud in

hospitals, on battlefields, or in camps, her efforts were initially viewed with genuine

bewilderment. When soldiers could not afford to carry on without her help, Barton found her

real calling (Harper, 1912).

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By the summer of 1865, Ms. Barton took it upon herself to identify and lay to rest over

13,000 captured soldiers in Andersonville, GA. Without her devotion to the task, these

individuals would have gone unaccounted for the services they provided. Barton spent the

following four years appropriately marking each grave (Harper, 1912).

The Civil War also bore witness to the remarkable leadership of such individuals like

Robert E. Lee, Ely Parker, and Nat Turner. During this turbulent period, these men rose to the

occasion and remain an inspiration. The African American slave culture must also be noted as a

distinct and powerful force of the time; their perseverance and unique faith during the period

were remarkable.

Robert E. Lee

Since Virginia joined the Confederacy, it is apparent that it would supply the

Confederate army with prominent Virginians, like Robert E. Lee. The Virginia Standards of

Learning require fourth graders in Virginia know what Virginia’s role was in the Civil War,

which means that they should be able to identify important Virginians, like Robert E. Lees, who

influenced the beginnings and outcomes during the Civil War as a white male. Although Lee is

seen as a major supporter of the Confederacy, historians have come to the conclusion that he,

like many Virginians, struggled with the decision to have Virginia secede from the Union in

support of the South (Pryor 20). This inward struggle is apparent in a conversation Lee has with

a fellow officer from Texas. Elizabeth Pryor of the journal, American Heritage cites the

conversation as follows:

‘"Colonel, do you intend to go South or remain North?" Lee stuck his head out of a covered wagon and replied, "I shall never bear arms against the United States, — but it may be necessary for me to carry a musket in defense of my native State, Virginia, in which case I shall not prove recreant to my duty." In another moment of supreme confliction Lee confusedly

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declared: "While I wish to do what is right, I am unwilling to do what is not, either at the bidding of the South or the North"(Pryor 20).’ Lee basically states that he will join the side that the state of Virginia decides to support as a

whole. Like most of the inhabitants of Virginia, Lee was loyal to Virginia. Lee was a

professional soldier by choice, and served as a general in the Confederate Army until the

infamous day he surrendered his career and loyal army at Appomattox in 1865 (Fishwick, 1950).

Lee did not return to work as a professional soldier and he died in 1870. Despite the loss of the

Confederate Army, General Lee was respected by both the North and the South for his

courageous military tactics. Lee has been a highly researched and written about Virginian,

which began during the five years after his surrender until present day.

Ely S. Parker

Ely S. Parker (1828-1895), a Native American born of a distinguished Seneca family in

Indian Falls, New York, also arose to prominence during the Civil War. Parker developed a

facility with the English language while he attended a white Baptist school as child. Recognized

for his unique skills, the Seneca tribe made Parker their official translator and government

contact at just 14. Having this early exposure to politics, Parker was eager to enlist as a Union

Army engineer at the start of the Civil War. Because of his race, however, Parker was turned

away several times before his appointment as Captain of Engineers for the 7th Division, XVII

Corps (PBS, 2009).

Following this role, Parker came under the tutelage of Ulysses S. Grant and the two

developed a close relationship that greatly propelled his status. In 1864, Grant appointed Parker

to be his military secretary. Parker is noted for editing the final terms of surrender at the Battle of

Appomattox in 1865. Following the Civil War, Parker served politically and was key consultant

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on Indian policies, ultimately being appointed Commissioner of Indian Affairs. He was the first

Native American to have this distinction (Brown, 1971).

In 1871, Parker resigned from his political career due to unfortunate relations with a foe and

growing speculations concerning his loyalty from both the white population and his native

Seneca tribesmen. Parker was buried in 1897 at his Seneca homelands of western New York

(Brown, 1971).

Nat Turner

Although history usually focuses on the “great white man” theory, minority groups have

played a major role in Virginia history; this concept is apparent in the Civil War. One minority

group that contributed to the events during and before the Civil War and is well documented is

African Americans. Since African Americans and the controversial issue of slavery were one of

the causes of the Civil War, African Americans played a major role in the events of the Civil

War. Many slave rebellions lead up to the beginnings of the Civil War, including Nat Turner’s

Rebellion. Nat Turner was born in 1800 on a plantation in Southampton County Virginia, and

was an African American slave who did not simply accept his life as a slave (MSN Encarta,

2009). Turner was a religious man who believed that God had given him the right to fight and

lead his fellow slaves to freedom from enslavement. Turner put his plan into action on August

22nd, 1831, when he and seven other slaves killed the plantation owner and his family (MSN

Encarta, 2009). This event led Turner and about sixty other slaves from neighboring plantations

to fight for freedom by causing a rebellious riot. Two days later the revolt was ended by the

militia and other white volunteers. Nat Turner’s Rebellion ended with the death of over fifty

white men as well as unrecorded numbers of slaves who were lynched in the process by white-

led mob groups. Turner was eventually captured about two months later, and along with fifteen

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of his followers, they were convicted and hanged in Jerusalem, Virginia (MSN Encarta, 2009).

Nat Turner’s Rebellion was a major catalyst for the Civil War, because southern legislatures

used his death as an example for those who spoke out against slavery, and stricter laws were

passed and enforced in southern states. The stricter laws on slaves in the South not only created

a more unjust life for slaves in the South, but also heightened the northern push for Abolitionism.

Slave Culture

African Americans on a whole were greatly impacted by the Civil War. As slaves worked

in the fields it was common to hear them singing spirituals to help the day go by. Some popular

ones were Swing Low Sweet Chariot and There Is a Balm in Gilead (Negro Spiritulas, n.d.).

These songs were often inspired by African music with the lyrics being spiritual in nature. Many

of the spirituals dealt with the days in which slaves were in bondage in Egypt and how God will

not leave slaves alone.

Some songs had a double meaning. For example the song The Gospel Train’s A’Comin’

was sung to alert other slaves that a group was planning to escape soon. The Gospel Train was a

code for the Underground Railroad. The song sounds like any other spiritual and therefore would

not alert the Plantation owner (Owen Sound's Black History, 2004).

Music was a large part of the slave culture before and during the Civil War. The songs had

meaning whether it was to alert other slaves of an escape, or to liken their situation to the slaves

of Egypt. Every song had a meaning and these meanings helped develop a culture through music.

Closing and Legacy Despite the abolishment of slavery by the end of the Civil War, social injustice was in no

way eradicated. Jim Crow Laws had been in effect since the 1840s segregating use of public

amenities, transportation, and establishments for African Americans (Davis, 2009). Perhaps the

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larger task was not to free African Americans, but to change the views of the white southerners

who resisted treating African Americans as equals. Hence the efforts of noteworthy figures like

Sojourner Truth were so crucial to society at this time. African Americans were no longer slaves

to plantation owners, but they had no education, no money, no home, and no knowledge of any

other way of life. Landowners would sell a portion of their farmland to African American

families in exchange for a percentage of their crops’ yield. African Americans were thus slaves

again, but this time to the land. Black codes put in place in Confederate states prohibited blacks

from owning firearms, imposed fines that could be paid in labor, and required them to remain

employed or face vagrancy charges (Sage, 2008). In 1866 the Ku Klux Klan (KKK), an

organization comprised of white southern men, formed and began to terrorize both African

Americans and white sympathizers (Davis). The violence of the KKK severely destroyed the

impact of the Civil Rights Act of 1866, which sought to grant citizenship and rights to all those

born in the U.S. but did not include Native Americans; though this was an important step in the

direction of the later Civil Rights Movement of the 19650s and 60s, it ultimately failed.

By 1867 U.S. Congress held hearings on the activities of the South and enlisted the

Reconstruction Act, which used military force to readmit southern states, pacify white

opposition, and actively encouraged blacks to register to vote. Military force was needed due to

the violent nature of the white resistance and the influence of the KKK in southern states,

without military protection the KKK would have either obliterated the African American race in

the Confederate states or at least held them back in submission for fear of being lynched.

Ultimately, the legacy of the Civil War and Reconstruction can be seen in our 13th, 14th,

and 15th amendments that abolished slavery, created citizenship, and allowed access to the

academic process to all American adult males (Sage). However, an unfortunate trend of ignoring

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these statutes lasted for nearly a century until the victory of the Civil Rights Movement

spearheaded by the Supreme Court decision in 1954 Brown v. Board of Education that declared

the “separate but equal” doctrine established in Plessy v. Ferguson (1896) inherently unequal

(http://www.britannica.com). The Civil Rights Movement put in place the Civil Rights Act of

1964 and the Voting Rights Act of 1965 (http://www.britannica.com). These are key

foundational stones to America’s status as “e pluribus Unum,” and have culminated to this date

in U. S. citizens voting for and swearing in the first African American President, Barack Obama.

Obama’s victory shows what great strides the American people have made in uniting and

overcoming their fear of differences, however it is important to remember the legacy of these

historical figures and events and realize that discrimination and hate organizations have yet to be

completely eradicated. Furthermore, it must be noted that the full intentions of the Civil Rights

Act of 1964 and the 13th-15th Amendments are still facing some opposition when it comes to the

rights of other demographic groups such as Latin Americans and Native Americans, who

continue to experience oppression and limitation.

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Lesson #1: An Imaginary Field Trip to Appomattox Courthouse

Prepared by: Courtney Cocke Audience: This lesson is designed for a 1st Grade class in York County School Division. The average class is 20 students of varied academic ability. Standards: Virginia Social Studies Standards

Geography 1.4 The student will develop map skills by:

b) using cardinal directions on maps

Materials: Globe; 20 copies of the Virginia die-cut; overhead projector; overhead markers; 20 copies map of Appomattox State Park; outline map of Virginia with triangles on overhead transparency; 20 copies of Civil War Virginia map; pencils; large image of a compass rose; 20 copies of Handout 1; 20 copies of Handout 2 plus 1 on an overhead transparency Time: 1 Hour Space: Whole group lesson in a single classroom with space for 20 students Lesson Description Anticipatory Set: Tell the students: Today, we are going on an imaginary field trip. We will be visiting a very important site in the history of our country, the Appomattox Courthouse. It was there that the Civil War ended over 100 years ago. If the Civil War had ended in another way, the United States may not be the nation it is today. It might be two! We are going to first figure out which way the bus will take us to the Courthouse then we will explore the site itself where this historic event took place. Objective and Its Purpose: -Given a blank compass rose, students will be able to write North, South, East, and West in the correct place with 100% accuracy. -Given a map depicting various locations (both cities and buildings), students will be able to identify specific locations using the cardinal directions with 90% accuracy. Input/Modeling: -Display Globe and Explain to the students that the cardinal directions are based on the location of a place in relation to the North and South Poles. Point to each of the poles on the globe. North correlates with the North Pole and South with the South Pole. Explain that the other cardinal directions are West and East. -Display the large compass rose and Tell students that they can remember which way the cardinal directions face by Never Eat Shredded Wheat. This is the order if we move around the compass rose in a clock-wise direction. Start at the Top: North, East, South, West. -Display the outline map of Virginia with triangles on the overhead projector and Explain to the students that they will be helping you decide which direction to go to get from one colored triangle to another. - Do the first one as a model for the students. Say: We are starting at the red triangle. I am going East, what color triangle will I reach first? -Hold up the large compass rose and make the children point to the East. Then draw a line to the East and circle the triangle that we come to first. -Choose students to come up and draw the lines and circle the triangle as you vary the questions. Ask questions such as: I want to go to the (insert color) triangle, which direction will I go from the (insert different color) triangle? and From the (insert color) and going (insert direction) which triangle will I reach first?

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-Continue until all of the triangles have been circled and you have addressed each cardinal direction at least three times. Check for Understanding: -Pass out the Virginia die-cuts so each student has one. -Have students look at the compass rose on the shape and then label it with North, South, East, and West. -Check for accuracy. Guided Practice: -Pass out the Civil War Virginia map and Handout 1 so each student has one. -Explain that you are going to give them the path that the bus will take to get from York County to the Appomattox Courthouse. -Say: This will be a crazy route that does not go directly there, so pay attention. -The students need to follow your directions and mark the answers on Handout 1. -Say: The directions I give may not directly match the cardinal directions, so you will need to use your estimation skills to decide which answer fits best. -The students can ask for help because the class is doing this together. -Read the locations found on Handout 1. The students will circle if the bus is going North, South, East, or West as it goes to the next location. Independent Practice: -Pass out the map of Appomattox State Park and Handout 2 so each student has one. -Tell the students that they need to complete the questions on the Handout by using the map. -Explain that you will read the questions out loud and the students need to circle the correct answer. -Explain that they may need to estimate the direction like they did in the previous activity. -Explain that these questions needed to be completed individually. Closure: -Collect Handout 2. -Tell the students that you will be going over the questions from the handout. -Display Handout 2 on the Overhead. -Go through each question giving the students time to supply the answers. -Explain any answers that the students miss. -Follow up by asking if the students have any questions about cardinal directions. If they do, then answer them. -Have students point to each direction as a review of North, South, East, and West. Evaluation Formative: Walk around the classroom during guided practice to make sure that students are following directions and understanding the concept of cardinal directions. Review before independent practice of necessary. Summative: Check Handout 2 for accuracy and record grades for every student. Also, include the multiple choice question attached in the unit geography quiz that each student takes. Background Information/Content:

After three long years of the war raging on, on April 3, 1865 Richmond fell to Union troops. This fall came as The Army of Northern Virginia under General Robert E. Lee was retreating westward being pursued by General Ulysses S. Grant and the Army of the Potomac. On April 7, General Grant initiated contact with General Lee through a series of dispatches (Eyewitness to History, 1997). They arranged a meeting at the McLean home in Appomattox, Virginia. In their home the two generals mapped out the

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terms of the surrender and signed the surrender papers. Thus, the South had surrendered to the North and the North was therefore victorious. (Taken from The Civil War and Reconstruction Historical Narrative) A compass rose is “a circular diagram printed on a chart or map to show the direction of north and other main points of the compass” (MSN Encarta, 2009).

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Handout 1 Circle the Correct Answer What direction do we go to get from Magruder to Williamsburg? NORTH SOUTH EAST WEST What direction do we go to get from Williamsburg to White House? NORTH SOUTH EAST WEST What direction do we go to get from White House to Richmond? NORTH SOUTH EAST WEST What direction do we go to get from Richmond to Petersburg? NORTH SOUTH EAST WEST What direction do we go to get from Petersburg to Farmville? NORTH SOUTH EAST WEST What direction do we go to get from Farmville to Appomattox? NORTH SOUTH EAST WEST

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Handout 2 Circle the Correct Answer

Which direction would we travel to go from the Courthouse to the County Jail? NORTH SOUTH EAST WEST Which direction would we travel to get from the Jail to the Tavern Guesthouse? NORTH SOUTH EAST WEST Which direction would we travel to get from the Clover Hill Tavern to McLean House? NORTH SOUTH EAST WEST Which direction would we travel to get from the Tavern Guesthouse to the Tavern Kitchen? NORTH SOUTH EAST WEST Which direction would we travel to get from Meeks’ Stable to the Well?

NORTH SOUTH EAST WEST

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Social Studies/Arts Lesson #2: Civil War Period Art Expressed Through Quilting Preparer: Anna Turpin Context: Elementary grade 3 Time: 45 minutes -1 hour per day over a 2 day span OR 1 hour 30-45 minutes in one day (if reading the stories can count as language arts and reading time) Space/Students: Whole group instruction with 25 students Standards and Objectives: Social Studies: 3.12 The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions, who are united by the basic principles of a republican form of government and respect for individual rights and freedoms. Art: 3.2 The student will use various art processes and techniques to produce works of art that demonstrate craftsmanship. 3.13 The student will discuss how history, culture, and the visual arts influence each other. Objectives:

1. The student will create a KWL chart about the Underground Railroad beginning with what they know and what they want to know and then after the lesson, writing down what they have learned.

2. Given a biographic book and a historical non-fiction book, the student will describe and write in a KWL chart what the Underground Railroad was, who helped to conduct it, and how the slaves communicated with each and with other families through messages.

3. Given a teacher demonstration, and pictures of an Underground Railroad Quilt, the student will choose and independently create a quilt block from the selection of authentic blocks available on the website.

Resources:

- Who Conducted the Underground Railroad And Other Questions About the Path to Freedom written by Peter and Connie Roop.

- Moses: When Harriet Tubman Led Her People to Freedom the book. Written by Carole Boston Weatherford and illustrated by Kadir Nelson.

- Owen Sound’s Black History. (2004).Quilt Codes. Retrieved October 17, 2009 from http://www.osblackhistory.com/quiltcodes.php.

Content and Instructional Strategies: Introduction: The lesson will begin with a read-aloud of Moses: When Harriet Tubman Led Her

People to Freedom. The students will sit at their desks and listen as the story is read about Harriet Tubman and how she was a conductor of the Underground Railroad. Begin by asking the students what they know about Harriet Tubman and what they know about the Underground Railroad. Write these answers on the board under the Know column of the KWL chart. Ask them what they would like to know about Harriet Tubman and the Underground Railroad and write that in the Want to know column of the KWL chart. Have the students copy these charts into their Social Studies notebooks. After copying the charts begin reading the book. Throughout the book choose stopping points to engage the class in a discussion. Content Focus: Explain that the North Star represented the freedom the slaves would find in the North. Expand on the book Moses… by reading parts of Who Conducted the Underground Railroad. This book is broken down into many sections including sections about life as a slave, The Underground Railroad, the free states, how the slaves followed the Underground Railroad through songs, signs, and codes embedded in quilts. During this book we will stop after we have learned new information and add it to the Learned column of our KWL chart. After reading each selected section of this book, go more in depth and ask questions to prompt discussion about each topic. For instance,

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with the Codes in Quilts section read the short section in the book, then bring up the website with the explanations of each symbol that a slave quilt potentially had. Go over each quilt block and ask the students why they think it was important to have secret messages like these and like the songs. Why couldn’t people tell each other where they were going or what they were doing? Objective Questions: What are the symbols in the quilt? How many squares make up this quilt? What is the meaning behind each quilt square? What colors do you see in the quilt? Reflective Questions:Pick one or two of the quilt squares/blocks. What do you see in those squares? What do you think the meaning behind the square(s) you chose could be?What does this quilt make you think of?Can you relate to the images you see or imagine in this quilt?

Interpretive Questions:Why do you think the quilter chose these squares/blocks to make this quilt? How do the colors used in this quilt make you feel? Knowing the meaning behind the blocks/squares, what services were the owners of this quilt providing to the escaping slaves?

Decisional Questions:How has knowing the meaning of this quilt impacted your views on life or on the Civil War time period? How can you relate to the family who owned this quilt? How can you relate to a slave using the Underground Railroad seeing this quilt? How did the owners/makers of this quilt contribute to society?

Independent Practice: Each student will receive 3 pieces of construction paper to make their quilt block. As they construct their quilt block I will be walking around the room to assist. On the back of their quilt square they will write which block they demonstrated and the meaning of the square. There will be several copies of each quilt block available for the students to take to their table. Closure: Close the lesson by asking the students to write in their KWL chart why they think the Underground Railroad was so important. Have several students share their response. Do a 5 minute recap of the most important points from each story read and from the lesson about the slave quilts and the meanings behind the different patterns. Finally, pass out a 5 question quiz with short answer questions. Have each student bring forth their quilt block and piece (tape) them all together to make a big coded slave quilt to display in the room or in the hall. Assessment: Formative:Walk around the room to assess participation. Assess participation in group discussions and their contributions to the KWL chart. Summative:Evaluate the quiz for a grade. Also evaluate the individual quilt blocks. Also check the Social Studies notebook for the KWL chart. Background Information: The Underground Railroad was an escape route (there were many possible routes on the Underground Railroad) for slaves to go from the South to the North. The escaping group of slaves was led by a conductor who helped them make the journey from station to station. A station was a place where the runaway slaves could stay and be safe.

Both African American and white families helped the slaves to escape by either being conductors or having their houses or property become a station where the slaves could stay safe.

There were many secret codes and signs hidden in songs and quilts that acted as warnings and messages for the escaping slaves. That way the slaves would know when to escape, what to wear, or where to meet while their owners didn’t know anything about their escape plans.

In the slave quilts there were many different blocks that meant different things. Some blocks such as the boat meant that help may be near through a boat or body of water, while others were warnings such as the bow tie block. That block meant that you needed to travel in disguise so people didn’t know you were a slave (put on a bow tie!)

Slaves would often follow the North Star because it served as a guide (like our maps do today) to help them reach the North.

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Key Concepts: Underground Railroad: escape route North to freedom

Secret codes for slaves hidden in songs and quilts Quilt codes mean many different things, so it was important to know and understand the meanings of each block. North Star is a guide to the North.

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Name_______________________________

Underground Railroad Quiz

1. Who was the famous conductor of the Underground Railroad that we studied today?

2. What was the purpose of the Underground Railroad?

3. Where were the people using the Underground Railroad trying to go?

4. What were some symbols or clues people used to help the slaves using the Underground

Railroad?

5. What was the name and meaning of one of the quilt blocks used in the coded Slave Quilts on

the Underground Railroad?

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Materials:

- Who Conducted the Underground Railroad And Other Questions About the Path to

Freedom written by Peter and Connie Roop. - Moses: When Harriet Tubman Led Her People to Freedom the book. Written by Carole

Boston Weatherford and illustrated by Kadir Nelson. - 75 pieces of construction paper plus collected scraps in various colors equaling

approximately 3 per student at 25 students in the classroom. - Document camera projector - pictures of slave quilt (from my own personal collection) displayed on the board and

examples of a slave quilt block displayed on document camera

- Slave quilt explanation posted on overhead or document camera

- Notebook to write KWL chart - Owen Sound’s Black History. (2004).Quilt Codes. Retrieved October 17, 2009 from

http://www.osblackhistory.com/quiltcodes.php. - Laptop or other computer (to bring up website above) - Projector - Glue

- Short Quiz. 1 per student - Several copies of each type of quilt block (scanned from webpage) - Tape

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Lesson Plan #3 – Thomas “Stonewall” Jackson Prepared by: Erin Brady

Topic: Thomas “Stonewall” Jackson Subject/Theme: Biography, civic engagement Grade Level: Upper Elementary, (4-5th grade) Number of Students: 15-20 students Lesson Length: 2 days, 45 minutes each Space: whole group Standards: VS.1 The student will develop skills for historical and geographical analysis including the ability to

e) make connections between past and present; h) evaluate and discuss issues orally and in writing;

VS.7 The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by

b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia.

USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by

d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the War.

Objectives: 1. Given a letter written by Stonewall Jackson and a discussion of his achievements during

the Civil War, students will, with 100% participation, be able to: a. Identify Jackson’s importance in the Civil War. b. Discuss and describe in a letter the concept of civic duty.

2. Given a discussion about Stonewall Jackson and prompts about his leadership qualities, students will be able to find modern-day great leaders and identify what qualities make them such with 100% accuracy and participation.

3. Given three biographies and at least thirty total minutes, students will be able to write from a differing perspective about specific battles Jackson was involved in and show effective questioning of them with 100% participation.

Resources: Jackson’s letter to Rev. Dr. Francis McFarland: http://www.vmi.edu/archives.aspx?id=9309 Document projector Poster board Sharpie Biography of Jackson: http://www.civilwarhome.com/jackbio.htm Biography #2 of Jackson: http://xroads.virginia.edu/~UG97/monument/jacksbio.html

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Biography #3 of Jackson: http://www.biographybase.com/biography/Jackson_Thomas_Stonewall.html Content and Instructional Strategies

Introduction: Begin lesson by having individual students read Jackson’s letter aloud from the projection. Ask students to draw out the important aspects of the letter which highlight the concept of civic duty. Highlight the sentences they name and ask them to start thinking about why these sentences are such. Content Focus: Give students several biographies of “Stonewall” Jackson, asking them to highlight what they believe are key points about his actions during the Civil War. Discuss the effect his achievements had on the early outcome of the war and any differences between the biographies. Discuss why such differences exist and how it relates to historical interpretation and opposing viewpoints. Ask students what aspects of him appeal to them most. Key questions:

- Objective: What role did Jackson play in the early outcomes of the war; what battle gave Jackson his nickname and why is it so?

- Reflective: What elements of civic duty can you see in Jackson’s life; what leaders today show these same qualities?

- Interpretive: How are the ideas we have brought up about civic duty applicable in today’s world; why is “Stonewall” Jackson and his story still important today?

- Decisional: If you were a soldier under Jackson’s command, would you follow him; Why or why not? Why are there differences between the two biographies?

Independent Practice: Have the students write down a list of questions they still have about Stonewall Jackson and his career during the war. Using these questions, have them compose a letter to him. They can choose to write it either from a modern-day perspective asking about the past or from a perspective of a person during the Civil War. They can choose to work on this at home and will be given some time the next class to finish the letter. Students will be given the option of reading their letters aloud to the entire class. Closure: After the students have passed in their letters, have the entire class together list important qualities of civic engagement that they have seen recently, whether in themselves or in people close to them. Use this to have them explain why these qualities are important and what effect they can have on others. Write the essential qualities on a poster board and post it in the classroom for everyone to see. Background Information:

Thomas J. Jackson was born January 21, 1824 in Clarksburg, VA. He graduated fourth in his class at West Point in 1846. After serving in the Mexican War, he accepted a post at the Virginia Military Institute and resigned from the Army in 1852. At the outbreak of the Civil War, he was relatively unknown. He earned his nickname, “Stonewall,” at the first Battle of Bull Run from General Bernard Bee, when he and a single brigade of Virginians held their ground against the Union Army until Brigadier General Joseph E Johnston arrived. He showed his military prowess throughout the next couple years, at the second Battle of Bull Run, the Battle of Fredericksburg, and the Battle of Antietam. It was after this battle that he was given command

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of 2nd Corps. However, soon after at Chancellorsville, he was accidentally shot by his own men during a reconnaissance mission. He died eight days later of pneumonia, on May 10, 1863. Evaluation: Formative: The teacher will evaluate the students’ acquisition of knowledge in two ways: while students are reading biographies, the teacher will walk around and observe what key points students are describing and highlighting. During their discussion and independent activity the teacher will evaluate based on the students’ answers to questions. Summative: The teacher will evaluate based on student’s ability to answer below multiple-choice question and the letters that they write over the two day period. Multiple-Choice question: How did “Stonewall” Jackson exemplify the nickname given to him? a. He refused to follow his superiors’ orders. b. His men always built stone barriers against the Union Army. c. He and his men were able to hold off the large advancing army.

STONEWALL JACKSON BIOGRAPHIES 1. Next to Robert E. Lee himself, Thomas J. Jackson is the most revered of all Confederate commanders. A graduate of West Point (1846), he had served in the artillery in the Mexican War, earning two brevets, before resigning to accept a professorship at the Virginia Military Institute. Thought strange by the cadets, he earned "Tom Fool Jackson" and "Old Blue Light" as nicknames. Upon the outbreak of the Civil War he was commissioned a colonel in the Virginia forces and dispatched to Harpers Ferry where he was active in organizing the raw recruits until relieved by Joe Johnston. Leaving Harpers Ferry, his brigade moved with Johnston to join Beauregard at Manassas. In the fight at 1st Bull Run they were so distinguished that both the brigade and its commander were dubbed "Stonewall" by General Barnard Bee. (However, Bee may have been complaining that Jackson was not coming to his support). The 1st Brigade was the only Confederate brigade to have its nickname become its official designation. That fall Jackson was given command of the Valley with a promotion to major general. That winter he launched a dismal campaign into the western part of the state that resulted in a long feud with General William Loring and caused Jackson to submit his resignation, which he was talked out of. In March he launched an attack on what he thought was a Union rear guard at Kernstown. Faulty intelligence from his cavalry chief, Turner Ashby, led to a defeat. A religious man, Jackson always regretted having fought on a Sunday. But the defeat had the desired result, halting reinforcements being sent to McClellan's army from the Valley. In May Jackson defeated Fremont's advance at McDowell and later that month launched a brilliant campaign that kept several Union commanders in the area off balance. He won victories at Front Royal, 1st Winchester, Cross Keys, and Port Republic. He then joined Lee in the defense of Richmond but displayed a lack of vigor during the Seven Days. Detached from Lee, he swung off to the north to face John Pope's army and after a slipshod battle at Cedar Mountain, slipped behind Pope and captured his Manassas junction supply base. He then hid along an incomplete branch railroad and awaited Lee and Longstreet. Attacked

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before they arrived, he held on until Longstreet could launch a devastating attack which brought a second Bull Run victory. In the invasion of Maryland, Jackson was detached to capture Harpers Ferry and was afterwards distinguished at Antietam with Lee. He was promoted after this and given command of the now-official 2nd Corps. It had been known as a wing or command before this. He was disappointed with the victory at Fredericksburg because it could not be followed up. In his greatest day he led his corps around the Union right flank at Chancellorsville and routed the 11th Corps. Reconnoitering that night, he was returning to his own lines when he was mortally wounded by some of his own men. Following the amputation of his arm, he died eight days later on May 10, 1863, from pneumonia. Lee wrote of him with deep feeling: “He has lost his left arm; but I have lost my right arm." A superb commander, he had several faults. Personnel problems haunted him, as in the feuds with Loring and with Garnett after Kernstown. His choices for promotion were often not first rate. He did not give his subordinates enough latitude, which denied them the training for higher positions under Lee's loose command style. This was especially devastating in the case of his immediate successor, Richard Ewell. Although he was sometimes balky when in a subordinate position, Jackson was supreme on his own hook. Stonewall Jackson is buried in Lexington, Virginia. Source: "Who Was Who in the Civil War" by Stewart Sifakis

2.

Thomas Jonathan Jackson was born on January 21, 1824 in Clarksburg, Virginia. He entered West Point in July 1842 and, in spite of his poor childhood education, worked hard to graduate seventeenth in his class in 1846. Upon graduation, Jackson was sent on military duty to Mexico, and continued his service in the United States Army in positions in New York and Florida. In 1851, Jackson became professor of artillery tactics and natural philosophy at Virginia Military Institute in Lexington, Virginia. He resigned from the army as of February 29, 1852.

Jackson's summer vacations from teaching were often spent vacationing in the North and in Europe where his interests were aroused in art and culture rather than military or political aspects. This somewhat calm, domestic period in his life came to a close on April 21, 1861 when he was ordered to go to Richmond as part of the cadet corps. Since military aspirations had faded from his life, he was virtually unknown in this sphere.

It was during the Battle of Bull Run in the Civil War when Jackson assumed his nickname. Amidst the tumult of battle, Brigadier-General Barnard E. Bee stated, "There is Jackson standing like a stone wall." As the war continued, Jackson continually impressed his Confederate compatriots with his skill on the battlefield and in planning conferences. He distinguished himself in the Valley campaign of early 1862, the Battle of second Manassas in August 1862, and the Battle of Fredericksburg in December 1862. Jackson was a Southern hero, and in spite of

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his eccentricities, he was loved and respected by his soldiers. He strictly observed the Sabbath, and his religiosity was constant in all facets of his life.

On May 2, 1863, in his last march of the Civil War, Jackson was wounded by friendly fire. He died of pneumonia several days later on May 10 at Guiney's Station, Virginia. His body was carried to Richmond and then to Lexington where it was buried. It is said that The Army of Northern Virginia never fully recovered from the loss of Stonewall Jackson's leadership in battle. General Robert E. Lee believed Jackson was irreplaceable.

sources: Dictionary of American Biography

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Thomas Jonathan "Stonewall" Jackson (January 21, 1824 - May 10, 1863) was a Confederate general in the American Civil War. He was born at Clarksburg, Virginia (now in West Virginia) in 1824, and was orphaned at an early age. He attended West Point, class of 1846, and served in the Mexican War. He resigned from the Army in 1852 and became professor of artillery tactics and natural philosophy (physics) at Virginia Military Institute (VMI). When the American Civil War began, Jackson rose to prominence and earned his nickname after the first battle of Bull Run (known to the Confederates as the First Battle of Manassas) in July 1861, when Brigadier General Bernard E. Bee exhorted his own troops to reform by shouting, "There stands Jackson like a stone wall. Rally behind the Virginians!" Jackson was quickly promoted to divisional command. In May and June of 1862, he was given an independent command in the Shenandoah Valley. There he soundly thrashed the Union forces in a series of battles, showing great audacity, excellent knowledge and shrewd usage of the terrain, and the ability to inspire his troops to great feats of marching and fighting. In mid-June, he and his troops were called to Richmond, Virginia, to help oppose McClellan's advance up the York-James peninsula. They served under Robert E Lee in the series of battles known as the Seven Days' Battles. Jackson's performance in those battles is generally considered to be lackluster, for reasons that are disputed, though a severe lack of sleep after the grueling march from the Valley was probably a large factor. Jackson was now a corps commander under Lee. At Second Battle of Bull Run (or the Second Battle of Manassas), he helped to administer the Federals another defeat on the same grounds as in 1861. When Lee decided to invade the North, Jackson took Harpers Ferry, West Virginia, then hastened to join the rest of the army at Sharpsburg, Maryland, where they fought McClellan in the battle of Antietam. The Confederate forces held their position, but the battle had been

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extremely bloody for both sides, and Lee took the Army of Northern Virginia back across the Potomac River, ending the invasion. Jackson's troops held off a ferocious Union assault at Fredericksburg, Virginia. At the Battle of Chancellorsville, Jackson's forces flanked the Union army, and in an intense battle deep in the tangled woods drove them back from their lines. Darkness ended the assault, and by bad luck Jackson and his staff were mistaken for a Union cavalry force by Confederate troops and fired upon. Jackson was hit by three bullets; his arm had to be amputated, and he died seven days later of complications from the wound. Upon hearing of Jackson's death, Robert E. Lee mourned the loss of both a friend and a trusted commander. The night Lee heard of Jackson's death, he told his cook, "William, I have lost my right arm", and "I'm bleeding at the heart". Jackson is considered one of the great characters of the Civil War. He was profoundly religious, a deacon in the Presbyterian Church. He disliked fighting on Sunday, though that did not stop him from doing so. He loved his wife very much and sent her tender letters. He generally wore old, worn-out clothes rather than a fancy uniform, and often looked more like a moth-eaten private than a corps commander. He was also known to regularly chew lemons during marches, a taste for which he had acquired during his time in Mexico. In command Jackson was extremely secretive about his plans and extremely punctilious about military discipline. Upon hearing of Jackson's death, Robert E. Lee mourned the loss of both a friend and a trusted soldier The South mourned his death; he was and still is greatly admired there. He is buried at VMI, and memorialized on Georgia's Stone Mountain and in many other places.

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Lesson #4 – Inquiry Do You Hear the People Sing?: Music and War Then and Now

Prepared by Addison Howell Intended Audience: Lesson will be taught as a portion of unit to a heterogeneous 6th grade class of 18-20 students. Students will have knowledge of the causes and events of the Civil War as well as the general sentiments in relation to either side of the conflict. Students will also come with their own background knowledge and experiences with the current war in Iraq. Standards: VS.1 The student will demonstrate skills for historical and geographical analysis and

responsible citizenship, including the ability to c) compare and contrast historical events; d) draw conclusions and make generalizations; e) make connections between past and present; g) interpret ideas and events from different historical perspectives; h) evaluate and discuss issues orally and in writing;

VS.7 The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by a) identifying the events and differences between northern and southern states that divided

Virginians and led to secession, war, and the creation of West Virginia;

Objectives: 1. Given an aural hearing of “Tramp! Tramp! Tramp! The Boys are Coming,” “Dixie’s

Land,” “I’m a Patriot,” and “The Bumper of My SUV,” and printed handouts of the song lyrics, students will respond, and ask questions about the musicians’ sentiments, political ideas, and feelings about the world around them.

2. Students will conduct research on their questions inspired by the music using NetTrekker. 3. Given their research findings, students will draw conclusions about the effects of war.

Materials/Time/Space: Materials:

1. http://www.youtube.com/watch?v=VCYr8TWAGn0 “Do You Hear the People Sing?’ from Les Miserables

2. http://www.youtube.com/watch?v=0Mu7i651VZY “Dixie’s Land” 3. http://www.youtube.com/watch?v=AO65mllpTR8 “Tramp! Tramp! Tramp! The Boys are

Coming!” 4. http://www.iraq-songs.com/ “I’m a Patriot” 5. Wright, C. (2005). The bumper of my suv. On The Metropolitan Hotel. Dualtone Music

Group. 6. Handouts with lyrics to all four selected songs. 7. Guiding questions handout. 8. Computers with internet and NetTrekker access, LCD projector and screen. Some

suggested resources include: http://www.accessible.com/accessible/ for archives of Civil War newspaper articles, current newspapers i.e. The New York Times

9. Inquiry Research Sheets and writing utensils.

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Time: Five 45 minute time periods over five days. Space: Students at desks in their classroom. Lesson Description: Day One (Listen to Audio/View Presentation)

Introduce the lesson by showing the “Do You Hear the People Sing?” video on youtube on the LCD projector. The song is a petition for change and an expression of hope. While this clip is playing, distribute lyric handouts and question sheets. Ask students what “barricade” they may be singing about. Transition into “Dixie’s Land,” explain that these first two songs are very well known songs written by individuals who lived and/or fought during the Civil War. Ask students to listen closely while reading along with the lyrics and encourage them to jot down any questions that come up about the writer, the words, what was going on when the song was written, play the piece twice through. Following along and recording their thoughts on the guided questions sheet play “Tramp! Tramp! Tramp!” “I’m a Patriot,” and “Bumper of My SUV,” two times each. Then discuss any inferences or analysis of the pieces, their composers, what was going on and how these people felt. Have students bring their inquiry to the floor at this time and discuss. Inform students that they will have a chance to investigate their questions further the following day. What you don’t finish will be picked up the next day before students are released to research. Day Two (Research/Data-based Inquiry/Historical Prism)

Review highlights from previous day’s lesson. Discuss connections between Civil War songs and modern war songs by asking, “What do these songs tell us about what soldiers and people were thinking about war and their own convictions?” Distribute laptops along with research guide handouts, and allow students to research their questions generated on the guided question handout through NetTrekker, google, etc. Have students complete the research guide handout while conducting their Internet and literature searches. Day Three (Research/Data-based Inquiry/Historical Prism)

Students will continue to conduct their research and seek answers to their questions using the laptops. As students finish questions 1-4 on their handouts, have them begin sharing their findings with a partner who is also finished. Day Four (Craft a poem)

Students will be allowed to work in partners or individually to brainstorm and write their own war songs/poems based on the conclusions they draw from answers to question #5. Inform the students that they will be expected to either publish (display on the wall) or perform their work the following day!

Day Five (Do a performance)

Review with students expectations for respect for one another, as some may not be at ease performing for classmates, and discuss the procedure for the day’s rally. Of those students opting to perform or read aloud their work, ask for volunteers first and then randomly select. After they share, collect all their questions, research, brainstorming and write ups to be assessed and graded by the teacher.

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Evaluation Procedure: Formative Evaluation: Did students generate questions? Is student engaged in inquiry research? Summative Evaluation: Research guides, completed question handouts, and completed song or poem accompanied by a public performance or sharing. Background Information: Key concepts: the effects of war on humans, the nature of inquiry and the ongoing research process Skills: critical thinking/questioning, internet research, and public communications Values: curiosity/inquiry, respect for diverse viewpoints, the ramifications of war Inquiry Unit Rubric:

Total Possible Points: 60 1. Student generated questions to explore based on the materials provided. (5 points) 2. Student engaged in the inquiry and research process by visiting appropriate websites and

recording relevant data, successfully completing all portions of research guide. (15 points)

- Student visits appropriate websites and records relevant data, but fails to complete all portions of the research guide (10 points)

- Student does not visit appropriate website, does not record relevant data, and/or does not complete the research guide (0 points)

3. Student creates work independently or with a partner expressing their views on war stemming from their own inquiry and research inspired by the musical listenings. (10 points)

4. Student shares his/her created works with the class. (5 points) 5. Submitted materials include:

Completed Inquiry Sheet From Listenings (5 points) Research journal notes (10 points) Final drafts of song/poems (10 points)

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Essay Question: Describe the lyrics of music written about the Civil War and another war of your choice. Name the selections and explain what the musicians are expressing (5 pts). Based on your research of war songs, describe the global impact of a selected war or wars (5 pts). (Sample Answer) The lyrics of the music of the Civil War that we studied, particularly that of the Union side expresses great pride and confidence in their ability and cause. “Tramp! Tramp! Tramp! The boys are marching,” by George Root, is written in the voice of an imprisoned Union soldier, telling the tale of a recent battle in which the Union was victorious over the Confederacy, and while he is down and out over being in prison, he is confident that the Union will be victorious and “the boys” will come to set him and his comrades free. Fast forward to the present and examine Chely Wright’s “Bumper of my SUV,” which expresses pride in our servicemen and women, yet still raises questions and concerns about the current war in Iraq, and war in general. She mentions the various members of her immediate and extended family that have served or are currently serving in the armed forces and what wars they have been sent to fight in. She also points out that she has taken the time to visit some of the areas in the world directly impacted by war such as DMZ’s, to try and gain a greater understanding of what is going on in the world today and how war impacts societies. She explicitly states that her sticker in support of the U.S. Marines does not indicate a support of war, and that she still has many questions, but that she proudly honors our country’s service members. After researching the Civil War, it is clear the impact that it had. Had the Civil War not taken place, and the Union not experienced victory, and had Lincoln not emancipated the African American slaves, our own country might look very different today. The Civil War shattered the South, it destroyed their economy, resources, and way of life, but with the Reconstruction Era came a new united nation, and an abolishment of slavery. Though it would still take years for the African American people to truly experience equality on American soil, they at least had their freedom. Therefore, even though the cost of war is great, the changes victory brings are greater. (Sample Poem) What have we fallen to? This world’s a mess Why have we come to this? We’re missing you And trust you’re doing your best To ensure freedom for all And to come safely home As quickly as you can Just thought that you should know We’re fighting on the home front too To keep us all together From day to day to make it through We’ve got the flag up in the yard And we say our prayers each night For you and all the world That love would just shine through.

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Lesson #4 Guiding Questions Handout

Directions: Listen carefully to the following songs and follow along closely with the lyric handout. Respond to the prompts below for each song.

1. What can you conclude from listening to the music and reading the lyrics about the songwriter’s feelings about war? Record your answers in the space provided.

Dixie’s Land:

Tramp! Tramp! Tramp!

I’m a Patriot:

Bumper of my SUV:

2. If you could interview the songwriter about his/her experiences during wartime what would you ask? Record your questions in the space provided.

Dixie’s Land:

Tramp! Tramp! Tramp!

I’m a Patriot:

Bumper of my SUV:

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3. What would you like to know from the songwriter about his/her perception of war?

Record your questions in the space provided. Dixie’s Land:

Tramp! Tramp! Tramp!

I’m a Patriot:

Bumper of my SUV: 4. Based on your research on music with war themes, write 2-3 paragraphs that describe the effects of war on families, individuals, and/or countries. From these paragraphs create a song or poem to be shared with classmates.

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RESEARCH GUIDE

Directions: Using your completed guided questions sheet from the listening activities, choose two songs to focus on, one from the Civil War and one modern, use NetTrekker, and additional literature to research some of your questions. Let the prompts below guide you in your research; record what you discover and where you found your information. Civil War: Question:

Resource Consulted:

Information discovered relevant to question:

Additional information discovered:

Additional questions:

Time devoted to today’s research:

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Modern War

Question:

Resource Consulted:

Information discovered relevant to question:

Additional information discovered:

Additional questions:

Time devoted to today’s research:

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Lesson #4 Guiding Questions Handout

Directions: Listen carefully to the following songs and follow along closely with the lyric handout. Respond to the prompts below for each song.

1.What can you conclude from listening to the music and reading the lyrics about the songwriter’s feelings about war? Record your answers in the space provided.

Dixie’s Land: The songwriter expresses a strong sense of pride in his homeland. The fact that he says, “I wish I was in Dixie!” makes me think that perhaps he was far from home and missing his homeland. Even so, he sounds proud to be able to fight and die for his homeland.

Tramp! Tramp! Tramp!: Generally this indicates that times were hard for this songwriter when he wrote this, but that he believe s in what he is fighting for and has hope for a brighter future thanks to the change that will come about from the war. I think the songwriter is glad for the opportunity to impact change, but also wishes it didn’t take war to do it, and that he could just be at home with friends and family.

I’m a Patriot: I think he is proud for the opportunity to serve and protect his country, but I also think that he hates war because it takes him so far away from everything familiar that he loves, causes so much tension between his own people, and has a direct impact and threat to his very life.

Bumper of my SUV: I think this songwriter feels very torn about war, especially the war that’s taking place today in Iraq. She deliberately says, that she is still trying to wrap her head around this war, and that she still has many questions. She seems to be hurt and confused by war.

2. If you could interview the songwriter about his/her experiences during wartime what

would you ask? Record your questions in the space provided. Dixie’s Land: Were you away from home because of war when you wrote this? Where were you?

Tramp! Tramp! Tramp!: Can you tell me more about the specific battle you sang of in your song?

I’m a Patriot: How long were you away from your family and friends fighting?

Bumper of my SUV: What’s a DMZ?

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3. What would you like to know from the songwriter about his/her perception of war?

Record your questions in the space provided. Dixie’s Land: What to you was worth fighting for?

Tramp! Tramp! Tramp!: What victory were you seeking/fighting for?

I’m a Patriot: Why is it important to you that we keep the American flag flying?

Bumper of my SUV: What do you believe will come of this war?

4. Based on your research on music with war themes, write 2-3 paragraphs that describe the effects of war on families, individuals, and/or countries. From these paragraphs create a song or poem to be shared with classmates that presents your point of view about war. Both the Civil War and today’s war in Iraq have separated physically and divided internally families and friends from each other. Soldiers are deployed from their homes, shipped thousands of miles away from their home, family, friends, and familiarity, while spouses and children are left to carry on as if a piece of their lives isn’t missing. For many individuals and families, whether they support the war or not, don’t have a choice as to weather or not they or their soldier goes. And the worst part still is the uncertainty of the soldiers’ return. War torn countries experience a heightened lockdown on security, decrease in mobility, fear, unrest, and a number of life threatening hazards for all citizens and residents. However, these war torn areas are actually at the forefront of change. Had the Civil War not taken place, the United States of America might not even exist as a united nation, and African Americans might still be coerced into performing labor for free under foul conditions and gross unequal treatment. It is difficult to know now what change will come of the current war in Iraq, or if anything will come from it, but given the depleted resources, drained economy, and the number of soldiers and families who have sacrificed, to not experience some sort of success would be disastrous.

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RESEARCH GUIDE

Directions: Using your completed guided questions sheet from the listening activities, choose two songs to focus on, one from the Civil War and one modern, use NetTrekker, and additional literature to research some of your questions. Let the prompts below guide you in your research; record what you discover and where you found your information. Civil War: Tramp! Tramp! Tramp! Question: Can you tell me more about the specific battle you sang of in your song?

Resource Consulted: (1864). “The military situation: Our success everywhere!” The New York Herald. Retrieved on November 12, 2009, from http://www.accessible.com/accessible/print?AADocList=2&AADocStyle=STYLED&AAStyleFil e=&AABeanName=toc1&AANextPage=/printFullDocFromXML.jsp&AACheck=1.78.2.0.2

Information discovered relevant to question: There was a battle with General Lee’s army at the Potomac in which, at least over four thousand men were killed, and six thousand sent packing. General Lee was the one who instigated the attack, hoping it would go as a previous instance had gone before with General Hooker’s army, but this was not the case this time, with General Grant leading, the union proved successful.

Additional information discovered: General Grant was pretty slow about sending out dispatches updating the home front. Also, another dispatch notified people that Grant was requesting more grain, and construction trains, indicating advancement.

Also, that the James River had been lined with torpedoes and that one union boat was blown up by one.

Additional questions: What else can you tell me about the previous battle, this article spoke of with General Hooker? What was the significance of the taking of the railroads in Richmond? How did that effect the people of Richmond?

Time devoted to today’s research: 45 min

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Modern War: Bumper of my SUV

Question: What’s a DMZ?

Resource Consulted: Dictionary http://www.globalsecurity.org/military/facility/dmz.htm http://www.originvietnam.com/?page_id=1102

Information discovered relevant to question: DMZ stands for demilitarized zone, which is an area free from military control. An example of a DMZ would be the zone between North and South Korea after the Korean war. It is 4 Kilometers wide and stretches 151 miles. There’s also a DMZ in Vietnam that separated the North and South Vietnam areas, during the Vietnam war.

Additional information discovered: In Vietnam’s DMZ are the Vinh Moc Tunnels, which were dug in an effort to protect the villages caught in the cross fire of the Vietnam war. Located at the heart of the Vietnamese DMZ are these tunnels dug in three levels ranging from 40-75 feet deep, complete with living rooms, bedrooms, town hall meeting rooms, school rooms, kitchens, even a maternity ward where 17 babies were born! The Vinh Moc Tunnels are one of the most visited sites at the DMZ today.

Additional questions: How long did it take to dig the Vinh Moc tunnels? How many people lived in them? How long did they occupy the tunnels?

Time devoted to today’s research: 20 min

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Dixieland O, I wish I was in the land of cotton Old times there are not forgotten Look away! Look away! Look away! Dixie Land. In Dixie Land where I was born in Early on one frosty mornin' Look away! Look away! Look away! Dixie Land. Chorus: O, I wish I was in Dixie! Hooray! Hooray! In Dixie Land I'll take my stand To live and die in Dixie Away, away, Away down south in Dixie! Old Missus marry Will, the weaver, William was a gay deceiver Look away! Look away! Look away! Dixie Land. But when he put his arm around her He smiled as fierce as a forty pounder Look away! Look away! Look away! Dixie Land. Chorus: O, I wish I was in Dixie! Hooray! Hooray! In Dixie Land I'll take my stand To live and die in Dixie Away, away, Away down south in Dixie! His face was sharp as a butcher's cleaver But that did not seem to grieve her Look away! Look away! Look away! Dixie Land. Old Missus acted the foolish part And died for a man that broke her heart Look away! Look away! Look away! Dixie Land. Chorus: O, I wish I was in Dixie! Hooray! Hooray! In Dixie Land I'll take my stand To live and die in Dixie Away, away, Away down south in Dixie! Tramp! Tramp! Tramp!

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By George F. Root (1820-1895) In the prison cell I sit, thinking Mother, dear, of you, And our bright and happy home so far away, And the tears, they fill my eyes 'spite of all that I can do, Tho' I try to cheer my comrades and be gay. Chorus: Tramp, tramp, tramp, the boys are marching, Cheer up, comrades, they will come, And beneath the starry flag we shall breathe the air again Of the free land in our own beloved home. In the battle front we stood, when their fiercest charge they made, And they swept us off a hundred men or more, But before we reached their lines, they were beaten back dismayed, And we heard the cry of vict'ry o'er and o'er. CHORUS So within the prison cell we are waiting for the day That shall come to open wide the iron door, And the hollow eye grows bright, and the poor heart almost gay, As we think of seeing home and friends once more. CHORUS

I’m a Patriot

By JR Schultz

Twilight and I’m alone On a battle field so far from my home Wife is running through the fields of my mind My only prayer is to see her again sometime It’s been a year now since I have seen your face A beautiful thing that all my dreams could never replace And how I long to feel your touch And hear your voice And God knows how I want to hold my little boy And I am too proud to be forgotten Given too much to be forsaken now And just keep that American flag In our yard flyin’ Coz I’m a patriot And I don’t mind dyin’ I don’t know what God has in store for me And if I don’t return I only ask one thing Don’t Let my memory fade too far away Tell my son how much I love him everyday Coz I am too proud to be forgotten

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Given too much to be forsaken now And just keep that American flag In our yard flyin’ Coz I’m a patriot And I don’t mind dyin’ Bumper of my S.U.V.

By Chely Wright I've got a bright red sticker on the back of my car, Says: "United States Marines." An' yesterday a lady in a mini-van, Held up her middle finger at me. Does she think she knows what I stand for, Or the things that I believe? Just by looking at a sticker for the US Marines, On the bumper of my S.U.V. See, my brother Chris, he's been in, For more than 14 years now. Our Dad was in the Navy during Vietnam, Did his duty, then he got out. And my Grandpa earned his Purple Heart, On the beach of Normandy. That's why I've got a sticker for the US Marines, On the bumper of my S.U.V. But that doesn't mean that I want war: I'm not Republican or Democrat. But I've gone all around this crazy world, Just to try to better understand. An' yes, I do have questions: I get to ask them because I'm free. That's why I've got a sticker for the US Marines, On the bumper of my S.U.V. 'Cause I've been to Hiroshima, An' I've been to the DMZ. I've walked on the sand in Baghdad, Still don't have all of the answers I need. But I guess I wanna know where she's been, Before she judges and gestures to me, 'Cause she don't like my sticker for the US Marines, On the bumper of my S.U.V. So I hope that lady in her mini-van, Turns on her radio and hears this from me. As she picks up her kids, From their private school, An' drives home safely on our city streets. Or to the building where her church group meets: Yeah, that's why I've got a sticker for the US Marines, On the bumper of my S.U.V.

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Artifact #1: Thomas Nast’s “Emancipation” Cartoon Prepared by: Caitlin Dreyer and Courtney Cocke

Civil War and Reconstruction: Primary Activity

Students will have been introduced to the causes and events of the Civil War prior to the following artifact presentation and activities. Objective: Given a class discussion on the images of hardship and hope depicted in “Emancipation”, students will show an understanding of the cartoon by creating a flip-flap book that is labeled and depicts an image of hardship and an image of hope. Background Information (to be presented by the teacher prior to the activities): In his 1863 cartoon, “Emancipation”, Thomas Nast is depicting the ideas of hardship and hope. The outer images depict the lives of the slaves as they really were. They were forced to work without pay and many were often beaten by their owners. The central image, however, shows the hope that the slaves held; the ideal situation in which they would like to find themselves. The slaves had hope that with the Civil War, this dream may come true. The cartoon was created in response to, and in celebration of, President Lincoln’s declaration that slavery will no longer be allowed in the United States. Student Activities: Whole Group: Each student will contribute two adjectives that describe how they feel when viewing the realistic images of the slaves. One adjective will describe the outer images of hardship and one adjective will describe the center image depicting hope. Adjectives will be placed in a bag and read aloud by the teacher. (Examples for hardship: sad and scared; Examples for hope: happy and loved) Small Group: In groups of four or five, students will talk about times when they or someone they know felt both hardship and hope. (Example of hardship: being hungry; Example of hope: getting a large Thanksgiving meal) Independent: Students will create flip-flap books with illustrations depicting hardship and hope. They may use the ideas that were discussed by their group or others that they may think of. The pictures should be in the inner flaps with labels on the outside describing what the pictures are of. Primary Assessment: The “Emancipation” image by Thomas Nast showed:

A. Happiness

B. Hardship and Hope

C. Sadness

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Civil War and Reconstruction: Intermediate Activity

Students will have been introduced to the causes and events of the Civil War prior to the following artifact presentation and activities. Objective: Given instruction on the Civil War and its causes and a discussion of “Emancipation”, students will demonstrate their knowledge of the lives of slaves and the hopes held by the slaves through the writing of first-person journal entries. Background Information (to be presented by the teacher after the activities): Thomas Nast’s “Emancipation” cartoon, first published on the cover of the widely read Harper’s Weekly in 1863, illustrated the slaves’ unsavory position of the past alongside the promise of the future. It was created in response to Lincoln’s Emancipation Proclamation. Thomas Nast’s “Emancipation” is a unique and important piece because it is one of the few depictions of Civil War era African Americans that convey a sense of family and humanity. Previous portrayals of African Americans had solely emphasized their status of “property.” Because this image was first published in Harper’s Weekly, it presented this radical view in a format widely available to the general population. Its message was so effective because of the stark contrast of the outlying realistic images from the central ideal image of African Americans in a familiar, familial setting. Nast is predicting that through the granting of freedom, Northern Institutions will turn these people into respectable and cheerful workers and remove them from their brutal misery-filled past lives as slaves. In the cartoon, Nast compares the Emancipation to Patriotism with the depiction of the cheering woman, Columbia, who was an early symbol of the United States. Student Activities: Whole Group: The students will describe the images that they see depicted in “Emancipation”. They will discuss the implications for the artifact and what the artist’s message may have been. Small Group: In groups of three or four, students will discuss how the slaves may have been feeling in the images depicted in the artifact and what their lives would be like. Independent: Students will write two one-paragraph fictional journal entries in the first person. They will pretend that they are the slaves depicted in the artifact and write as though they were living through the images. One entry will be about one of the images around the outside of the artifact and the other will be about the center image. Intermediate Assessment: Thomas Nast’s “Emancipation” depicted what about the lives of slaves?

A. The real and the ideal

B. The causes of the Civil War

C. The effects of the Reconstruction

D. The past and the present

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“Emancipation” by Thomas Nast

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Artifact # 2 Prepared by: Jenny Lester

“When Johnny Comes Marching Home”

A Civil War song by Louis Lambert written in 1863 Primary Level: K-3

This activity will be conducted after the students listen to the song as the teacher does a word to word recognition on a poster sized copy of the song. Background Information: “When Johnny Comes Marching Home” is a popular song from the Civil War that Americans sang as a way of expressing their longing for the safe return of their family members. This song also expresses that the everyday Americans who were affected by the war only wished for the war to be over, so that their families could be once again reunited. Since this song is considered to be folk music, its lyrics vary between different areas in the United States, due to its orally transferred nature. The songwriter’s actual name is Patrick Gilmore, but he was more widely known by his pseudonym, Louis Lambert. Lambert was an Irish-American who wrote the song for his sister, whose husband was in the Civil War. The written version of the song is found in the Performing Arts Encyclopedia song sheet collection of the Library of Congress. Student Activities: Whole Group

1. Students will first listen to the song as the teacher uses a pointer to follow along, and then sing along the second time.

Small Group 1. Students will highlight rhyming words on their own copy of the song lyrics, and will write the words on index

cards. Students will review the phonetic structure of the words by sorting them into rhyming categories. Whole Group

1. The class will come together again and make a word chart of the words that rhyme. Independent

1. Students will receive a handout of additional rhyming words, some that relate to the Civil War and soldiers, which they will then cut each one out, and conduct a word sort that they will glue in their English notebook.

References:

Lambert, Louis (1863). “When Johnny Comes Marching Home.” Library of Congress Performing Arts Encyclopedia

online. Retrieved from http://lcweb2.loc.gov/diglib/ihas/loc.rbc.cw.106530/pageturner.html?page=1

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Intermediate Level: 4-6 This activity will be conducted following a lesson on the Ancient Chinese myth of Pangu. Background Information: “When Johnny Comes Marching Home” is a popular song from the Civil War that Americans sang as a way of expressing their longing for the safe return of their family members. This song also expresses that the everyday Americans who were affected by the war only wished for the war to be over, so that their families could be once again reunited. Since this song is considered to be folk music, its lyrics vary between different areas in the United States, due to its orally transferred nature. The songwriter’s actual name is Patrick Gilmore, but he was more widely known by his pseudonym, Louis Lambert. Lambert was an Irish-American who wrote the song for his sister, whose husband was in the Civil War. The written version of the song is found in the Performing Arts Encyclopedia song sheet collection of the Library of Congress. Student Activities:

Whole Group 1. Students will listen and follow along to the song with their own individual copies, then sing along the second time the song is played. Small Group

1. Students will work together to discuss the following questions: a. What was the purpose of this selection of music? b. Who do you think was intended to sing and play it? c. If someone created this song today, what how might it be different?

Independent Work 1. Students will write in their journals to the following prompt:

a. “Think about what you already know about this period in history, and what we have discussed today.

How does the song emphasize the values and opinions held during this period? How do you think the public reacted to this song?

References: Lambert, Louis (1863). “When Johnny Comes Marching Home.” Library of Congress Performing

Arts Encyclopedia online. Retrieved from http://lcweb2.loc.gov/diglib/ihas/loc.rbc.cw.106530/pageturner.html?page=1

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Primary Level Word Sort Handout

drum

plum

lost

cost

hero

zero

slave

brave

fight

light

win

spin

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Assessment Questions Primary Level:

1. Here are two lines from the song, “When Johnny Comes Marching Home.”

The village lads and lassies say, With roses they will strew the _ _ _ What word below rhymes with (has the same ending sound as) say? A. Boy B. Cat C. Way

D. Out

Intermediate Level:

1. Based on our class discussion of the song, “When Johnny Comes Marching Home,” what does the song symbolize?

A. Freeing the African American slaves in the South during the Civil War. B. Expressing the everyday Americans’ longing for their loved ones to come home safe

from the battles of the Civil War.

C. Colonists demanding freedom before the Revolutionary War. D. Native American frustration with the overwhelming amount of colonists settling on their

land and taking advantage of their natural resources that they depend on to survive.

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Artifact #3 Prepared by: Caitlin Dreyer

Letter from R. Miller: Primary Activity

Students will have been introduced to the events of the Civil War through the read aloud Pink and Say prior to the following artifact presentation and activities. Objective: Provided discussion of Pink and Say and letter by R. Miller, students will be able to describe what life was like for soldiers during the Civil War. Background Information (to be presented by the teacher prior to the activities): This letter written by R. Miller in 1861 helps articulate the Southerner’s perspective on the Civil War. He gives clues as to his position about the War. The writer also discusses his wife’s illnesses and asks the individual to whom he is writing to send provisions. The teacher will discuss with the students what life may have been like for R. Miller, who fought for the South, and compare his statements to Polacco’s characters, Pink and Say, who fought for the North. Student Activities: Whole Group: After pointing out the states that fought for the North and South on a map, teacher reads aloud the Miller letter and discusses which side the writer may have identified with—the North or the South. The teacher will indicate the writer’s position to the students. Repeat process for Pink and Say. Small Group: In small groups, students create lists of how Miller, Pink, and Say feel, in terms of their happiness, wealth, and family situation. Parent aides and teacher facilitate this process. Independent: Ask students to visualize how they might feel in a time of war and write at least two sentences about what they might ask for from loved ones if they were soldiers away from home. Primary Assessment: After having read and discussed the letter written by R. Miller that we examined in class, which side do you think the writer identified with?

D. The South E. The North F. The writer did not support either side.

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Letter from R. Miller: Intermediate Activity

Students will have been introduced to the causes and events of the Civil War prior to the following artifact presentation and activities. Objective: Having listened to the letter read aloud by the teacher, as well as having conducted activities to enrich understanding about the letter and time period, students will recite key aspects about the letter. Background Information (to be presented by the teacher prior to the activities): This letter written by R. Miller in 1861 addresses a key event during the beginning of the Civil War. Contrary to the popular belief that the Battle of Manassas was the first engagement on Virginia soil, this letter lends weight to the belief that the engagement at Norfolk was actually the first. Additionally, the date of this letter is the day that North Carolina seceded from the Union. Student Activities: Independent: Write a letter to a distant loved one, telling him or her about your current state of affairs at home. If there are no long-distance relatives, then imagine that you have one. Include what you might ask from them, or describe what you might be sending them along with the letter. Be sure to use your most proper cursive writing for this letter. Small Group: In groups of no more than three, use the Internet to research the particulars of the Civil War during the Norfolk battle that the author speaks of. See attached for appropriate internet links. Whole Group: Discuss the findings of the online research, and confirm or refute that this letter addresses the first skirmish of the Civil War on Virginia soil based on resources consulted and persuasive arguments made by students. Based on R. Miller’s letter and class research, the class concluded that the first battle of the Civil War took place in:

A. Norfolk B. Manassas C. Gettysburg D. Lexington

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Letter Transcription

Co.’s Shops May 20, 1861

Dear Brother,

I write you again before hearing from you. I wrote you that I would go up next week. I

now find that it will be impossible for me to do so on account of my wife’s extreme illnesses.

She is very bad off, with her old diseases. You need not send for me as I can’t go at this time. I

am sorry of it—truly I want to go. I have just heard from the seat of War in Virginia. At

Norfolk, Old Abe’s forces attacked the Southern forces, but backed off with their ships after it

was disabled, but renewed the fight on Sunday morning and are still at it. I hope the South may

whip the hide off Old Abe’s crew. Our convention dissolved connection with the Northern states

on the first day it convened & will join the Southern Confederacy—good.

I have not time to say more. Send me some bacon and lard. I received the flour & meal

you sent and am much obliged.

Affectionately yours,

R. Miller

(C. Daley, personal communication, October 25, 2009)

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Internet Links for Small Group Intermediate Activity

http://www.norfolkhistorical.org/highlights/45.html

http://www.historyorb.com/events/date/1861

http://timelines.com/1861/5/18/battle-of-sewells-point-union-gunboats-duel-with-

confederate-batteries

http://www.civilwaralbum.com/misc7/sewells_point1.htm

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Artifact # 4- Interview with Mr. Barry Turpin

Prepared by: Jenny Lester

An Oral History about the lives of everyday people during/after the Civil War Primary Level: K-3

This lesson is designed to teach students about oral history. The teacher will have a prerecorded interview with Mr. Turpin that the students will listen to with a copy of the transcript in front of the students. Background Information: Barry Turpin currently is a resident of Bedford County, Virginia, where past generations of his family have lived since before the Civil War. For this interview, Mr. Turpin provided information on the lives and involvement of two relatives who lived before, during, and after the Civil War in Virginia, which include: Thomas Turpin(great great grandfather) and Reverend Randstall White Cridlin(great grandfather). Mr. Turpin described his relatives’ jobs before the Civil War, what their roles were during the Civil War, and how their lives changed and were affected by the outcomes of the Civil War. In this lesson, students will be introduced to the idea that history and the past are different depending on who is remembering and/or retelling it, especially with regards to oral history. Student Activities: Whole Group

2. Students will listen to the taped interview of Mr. Turpin (this interview will be made by the teacher and a selected male voice to be Mr. Turpin), as well as follow along on their own copies of a more primary level friendly version of the transcript (provided below) using their one to one word matching skills.

Small Group 2. Students will work together in groups of 4-5 to make a graphic organizer that puts the events of the Mr. Turpin’s

relatives into the categories of before, during, and after the Civil War. Whole Group

2. The class will come together again and go over the answers to the chart. Independent

2. Students will then create their own timeline that shows what they do on a typical day before, during, and after school to show their understanding of the three senses of time. Students will be instructed to provide illustrations.

References:

The interview with Mr. Turpin

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Artifact # 4- Interview with Mr. Barry Turpin

An Oral History about the lives of everyday people during/after the Civil War Intermediate Level: 3-6

This lesson is designed to teach students about oral history. The teacher will have a prerecorded interview with Mr. Turpin that the students will listen to with a copy of the transcript in front of the students. Background Information: Barry Turpin currently is a resident of Bedford County, Virginia, where past generations of his family have lived since before the Civil War. For this interview, Mr. Turpin provided information on the lives and involvement of two relatives who lived before, during, and after the Civil War in Virginia, which include: Thomas Turpin (great great grandfather) and Reverend Randstall White Cridlin (great grandfather). Mr. Turpin described his relatives’ jobs before the Civil War, what their roles were during the Civil War, and how their lives changed and were affected by the outcomes of the Civil War. In this lesson, students will be introduced to the idea that history and the past are different depending on who is remembering and/or retelling it, especially with regards to oral history. Student Activities:

Whole Group 1. Students will listen to the taped interview of Mr. Turpin, as well as follow along on their own copies of the

transcript. The teacher will also lead discussions with the students to explain the roles and titles of each relative

during the war.

Small Group 1. Students will work together in groups of 4-5 to compare and contrast the two different lifestyles that existed in

Virginia at the time: rural (Bedford) and urban (Richmond). Students will also be allowed to use resources and

laptops in the classroom to look up any information.

Whole Group 1. The class will come together again and share their information with the class and discussed their ideas.

Independent 1.Students will write a journal entry that takes on the perspective of one of the two men described in the interview.

(Writing prompt attached)

References: The interview with Mr. Turpin

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Interview with Mr. Barry Turpin

Mr. Turpin is Anne Turpin’s father, and she is a contributing member to the development of this unit. Mr. Turpin’s following relatives lived during the civil war, and below is the information obtained from the interview. 1. Thomas Turpin (Questions and answers about this family member)

Ms. Lester: What is Thomas Turpin’s relation to you? Mr. Turpin: He was my great great grandfather. Ms. Lester: What did he do for a living? Mr. Turpin: He was primarily a prosperous large farmer. Ms. Lester: Did he own any slaves? Mr. Turpin: He owned small number of slaves. Ms. Lester: What did he do during the Civil War? Mr. Turpin: Pvt(Private-soldier position). 28th Va. Infantry Confederate Army Ms. Lester: Where did he live? Mr. Turpin: He resided in Bedford County Va. (Where Mr. Turpin currently lives as well) Ms. Lester: What was the typical soldier’s life like during the Civil War? Mr. Turpin: There was never enough food or shelter for the soldiers. Ms. Lester: What did he do after the Civil War? Mr. Turpin: He returned to farming after the war. Ms. Lester: How did his life change after the Civil War? Mr. Turpin: No severe economic consequences after the war other than shortage of cash. At least 2 slaves remained with the family after the war as members of the family. They are buried in the family cemetery, beside Thomas Turpin and his wife.

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Rev. Randstall White Cridlin Ms. Lester: What was his relation to you? Mr. Turpin: He is my great grandfather. Ms. Lester: What was his job title? Mr. Turpin: Minister and educator Ms. Lester: Where was he from? Mr. Turpin: Richmond Va. Ms. Lester: What did he do during the Civil War? Mr. Turpin: Regimental Chaplin Captain in the Pickets Division of the Confederate Army He served the four years of the Civil War. He kept memoirs (diaries or journals) that discuss his experiences in the war as a minister. His future wife, Emma Snelling, also kept an entry journal during and after the war that discusses the hope that the Lord will save them and Richmond from the Yankee invaders and transgressors. The journal also discusses the wounding and death of many soldiers that she knew. Additional Information: Despite the overall hardships after the war, neither of Mr. Turpin’s two relatives suffered greatly.

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Graphic Organizer for Primary Activity

Before the Civil War During the Civil War After the Civil War

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Primary Independent Work

Before I Go To School While I am at School After School

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Upper Elementary Guided Small Group Questions

Here are some questions to answer during your discussions: Each group needs to write down thoughtful responses, and assign one member to be the scribe to record your thoughts.

1. What was important to rural versus urban families during the Civil War era?

2. How did the roles of the two men compare in the Civil War? Examine their titles during

the Civil War� Here is some background information on infantrymen and regimental

chaplains in the Civil War.

a. The Infantry in the American Civil War comprised foot-soldiers who fought

primarily with small arms, and they carried the brunt of the fighting on

battlefields across the United States. As the Civil War progressed, battlefield

tactics soon changed in response to the new form of warfare being waged in

America. The use of military balloons, rifled muskets, repeating rifles, and

fortified entrenchments contributed to the death of many men (Wikipedia).

b. Confederate Chaplains had not authorized uniforms, they were paid very little to

participate in the Civil War, they had not specific duties, no formal training, no

supervision, and they had to bring their own religious materials, because none

were supplies by the Confederate Army (Welborn).

3. Did the two men share similar values (use the information on their job titles)? If so,

explain. If not, then how did their values differ?

“Infantry in the American Civil War”. (2009, October 30). In Wikipedia, The Free

Encyclopedia. Retrieved 13:28, November 5, 2009, from http://en.wikipedia.org/w/index.php?title=Infantry_in_the_American_Civil_War&oldid=322919976

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Welborn, A., & Meulemans, J. (n.d.). National Civil War Chaplains Museum. National Civil

War Chaplains Museum. Retrieved November 5, 2009, from http://chaplainmuseum.org/religion.html

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Journal Prompt for Intermediate

From our discussions in class as well as with your small groups, imagine that you are either Thomas Turpin or Randstall White Cridlin. Describe your everyday life during the Civil War era. How did your life change once the war began? What did your responsibilities include during the war? What changes occurred when you returned home after the war? Please write your responses in the form of a diary or journal entry. Your responses should be between 2 and 3 composition book pages long. Make sure that you provide details, and add emotion to your writing.

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Assessment Questions: Primary Level: What war in history affected the relatives discussed in the interview with Mr. Turpin? A. World War I B. The Revolutionary War C. The Civil War

Intermediate Level: Based on the interview with Mr. Turpin, what was one of the main differences between his two relatives? A. One fought for the Confederacy and the other fought for the Union troops. B. One was a minster and educator before the war while the other was a successful farmer.

C. One was a supporter of slavery, while the other believed slavery was wrong. D. One died in battle while the other was not greatly affected.

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Interview with Mr. Barry Turpin (Primary Level Version)

Mr. Turpin is Anne Turpin’s father, and she is a contributing member to the development of this unit. Mr. Turpin’s following relatives lived during the civil war, and below is the information obtained from the interview.

1. Thomas Turpin (Questions and answers about this family

member)

Ms. Lester: How is Thomas Turpin related to you? Mr. Turpin: He was my great great grandfather. Ms. Lester: What did he do for a living? Mr. Turpin: He was a farmer. Ms. Lester: Did he own any slaves? Mr. Turpin: He owned small number of slaves. Ms. Lester: Where did he live? Mr. Turpin: He lived in Bedford County Va. (Where Mr. Turpin currently lives as well) Ms. Lester: What was the typical soldier’s life like during the Civil War? Mr. Turpin: There was never enough food or shelter for the soldiers. Ms. Lester: What did he do after the Civil War? Mr. Turpin: He returned to farming after the war.

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Ms. Lester: How did his life change after the Civil War? Mr. Turpin: No severe economic consequences after the war other than shortage of cash. At least 2 slaves remained with the family after the war as members of the family. They are buried in the family cemetery, beside Thomas Turpin and his wife.

Rev. Randstall White Cridlin Ms. Lester: What was his relation to you? Mr. Turpin: He is my great grandfather. Ms. Lester: What was his job title? Mr. Turpin: Minister and educator Ms. Lester: Where was he from? Mr. Turpin: Richmond Va. Ms. Lester: What did he do during the Civil War? Mr. Turpin: Regimental Chaplin Captain in the Pickets Division of the Confederate Army He served the four years of the Civil War. He kept memoirs (diaries or journals) that discuss his experiences in the war as a minister. Additional Information: Despite the overall hardships after the war, neither of Mr. Turpin’s two relatives suffered greatly.

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Civil War Unit Primary Level Pre-Post Test

Instructions: All questions and answer choices will be read out loud to the students allowing 1 minute per question for students to answer as they are read.

1. The compass rose tells us:

a) the weather b) the cardinal directions c) where flowers are

2. Where did the Underground Railroad run?

a) From Eastern states to Western states b) From Southern states to Western states c) From Southern states to Northern states

3. What group of people did the “Emancipation” image illustrate?

a) African Americans b) Native Americans c) Asian Americans

4. Here are two lines from the song, “When Johnny Comes Marching Home.” The village lads and lassies say, With roses they will strew the ____ What word below rhymes with (has the same ending sound as) say?

a) Boy b) Cat c) Way

5. We read a letter by R. Miller during the Civil War in class. Which side did he support? a) The Confederacy b) The Union c) Neither side 6. What war in history affected the relatives discussed in the interview with Mr. Turpin? a) World War I

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b) The Revolutionary War c) The Civil War

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Civil War Unit Intermediate Pre-Post Test

Instructions: Read the questions and answer choices carefully. Select the letter of the choice that BEST answers the question.

1. How did Stonewall Jackson exemplify the nickname given to him?

a) He refused to follow his superior’s orders b) His men always built stone barriers against the Union army c) He and his men were able to hold off the large advancing Union army. d) His stone cold facial expression depicted in portraits.

2. Thomas Nast was an important figure during the Civil War because:

a) He conveyed a novel image of African American slaves’ to the general public.

b) He created the modern image of Santa Claus.

c) He conveyed the importance of school reform in his cartoons.

d) He is responsible for emancipation of the African American slaves

3. Based on R. Miller’s letter and class research, the class concluded that the first battle of the Civil

War took place in:

a) Norfolk

b) Manassas

c) Gettysburg

d) Lexington

4. Based on our class discussion of the song, “When Johnny Comes Marching Home,” what does the

song symbolize?

a) Freeing the African American slaves in the South during the Civil War.

b) Expressing the everyday Americans’ longing for their loved ones to come home safe

from the battles of the Civil War.

c) Colonists demanding freedom before the Revolutionary War.

d) Native American frustration with the overwhelming amount of colonists settling on their

land.

5. Based on the interview with Mr. Turpin, what was one of the main differences between his two

relatives?

a) One fought for the Confederacy and the other fought for the Union troops.

b) One was a minster and educator before the war while the other was a successful farmer.

c) One was a supporter of slavery, while the other believed slavery was wrong.

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d) One died in battle while the other was not greatly affected.

Essay Question: Describe the lyrics of music written about the Civil War and another war of your choice. Name the selections and explain what the musicians are expressing (5 pts). Based on your research of war songs, describe the global impact of a selected war or wars (5 pts).

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Appendix A

National Standards, Social Studies K-4

Historical Thinking STANDARD 1 The student thinks chronologically: Therefore, the student is able to

A. Distinguish between past, present, and future time. B. Identify the temporal structure of a historical narrative or story: its beginning, middle,

and end (the latter defined as the outcome of a particular beginning). C. Establish temporal order in constructing their [students'] own historical narratives:

working forward from some beginning through its development, to some end or outcome; working backward from some issue, problem, or event to explain its origins and its development over time.

D. Measure and calculate calendar time by days, weeks, months, years, decades, centuries. E. Interpret data presented in timelines. F. Create timelines by designating appropriate equidistant intervals of time and recording

events according to the temporal order in which they occurred. G. Explain change and continuity over time.

Historical Thinking STANDARD 2 The student comprehends a variety of historical sources: Therefore, the student is able to

A. Identify the author or source of the historical document or narrative. B. Reconstruct the literal meaning of a historical passage by identifying who was involved,

what happened, where it happened, what events led to these developments, and what consequences or outcomes followed.

C. Identify the central question(s) the historical narrative addresses and the purpose, perspective, or point of view from which it has been constructed.

D. Read historical narratives imaginatively, taking into account (a) the historical context in which the event unfolded-the values, outlook, crises, options, and contingencies of that time and place; and (b) what the narrative reveals of the humanity of the individuals involved-their probable motives, hopes, fears, strengths, and weaknesses.

E. Appreciate historical perspectives--the ability (a) to describe the past on its own terms, through the eyes and experiences of those who were there, as revealed through their literature, diaries, letters, arts, artifacts, and the like; and (b) to avoid "present-mindedness," judging the past solely in terms of present-day norms and values.

F. Draw upon data in historical maps in order to obtain or clarify information on the geographic setting in which the historical event occurred, its relative and absolute location, the distances and directions involved, the natural and man-made features of the

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place, and critical relationships in the spatial distributions of those features and the historical event occurring there.

G. Draw upon the visual and mathematical data presented in graphs, including charts, tables, pie and bar graphs, flow charts, Venn diagrams, and other graphic organizers to clarify, illustrate, or elaborate upon information presented in the historical narrative.

H. Draw upon the visual data presented in photographs, paintings, cartoons, and architectural drawings in order to clarify, illustrate, or elaborate upon information presented in the historical narrative.

Historical Thinking STANDARD 3 The student engages in historical analysis and interpretation: Therefore, the student is able to

A. Formulate questions to focus their inquiry and analysis. B. Compare and contrast differing sets of ideas, values, personalities, behaviors, and

institutions by identifying likenesses and differences. C. Analyze historical fiction on such criteria as the accuracy of the story's historical details

and sequence of events; and the point of view or interpretation presented by the author through the words, actions, and descriptions of the characters and events in the story.

D. Distinguish fact and fiction by comparing documentary sources on historical figures and events with the fictional characters and events included in the story and its illustrations.

E. Compare different stories about a historical figure, era, or event and analyze the different portrayals or perspectives they present.

F. Analyze illustrations in historical stories for the information they reveal and compare with historic sites, museum artifacts, historical photos, and other documents to judge their accuracy.

G. Consider multiple perspectives in the records of human experience by demonstrating how their differing motives, beliefs, interests, hopes, and fears influenced individual and group behaviors.

H. Explain causes in analyzing historical actions, including (a) the importance of the individual in history, of human will, intellect, and character; (b) the influence of ideas, human interests, and beliefs; and (c) the role of chance, the accidental, and the irrational.

I. Challenge arguments of historical inevitability by giving examples of how different choices could have led to different consequences.

J. Hypothesize the influence of the past, including both the limitations and opportunities made possible by past decisions.

National Standards, Social Studies 5-6

United States History STANDARD 1

The causes of the Civil War

Standard 1A The student understands how the North and South differed and how politics and ideologies led to the Civil War.

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Therefore, the student is able to:

Explain the causes of the Civil War and evaluate the importance of slavery as a principal cause of the conflict. [Compare competing historical narratives]

United States History STANDARD 2

The course and character of the Civil War and its effects on the American people.

Standard 2A The student understands how the resources of the Union and Confederacy affected the course of the war.

Therefore, the student is able to:

Identify the turning points of the war and evaluate how political, military, and diplomatic leadership affected the outcome of the conflict. [Assess the importance of the individual in history]

Evaluate provisions of the Emancipation Proclamation, Lincoln's reasons for issuing it, and its significance. [Examine the influence of ideas]

Standard 2B The student understands the social experience of the war on the battlefield and homefront.

Therefore, the student is able to:

Compare women's homefront and battlefront roles in the Union and the Confederacy. [Compare and contrast differing sets of ideas]

Compare the human and material costs of the war in the North and South and assess the degree to which the war reunited the nation. [Examine historical perspectives]

United States History STANDARD 3

How various reconstruction plans succeeded or failed.

Standard 3A The student understands the political controversy over Reconstruction.

Therefore, the student is able to:

Explain the provisions of the 14th and 15th amendments and the political forces supporting and opposing each. [Consider multiple perspectives]

Analyze how shared values of the North and South limited support for social and racial democratization, as reflected in the Compromise of 1877. [Analyze cause-and-effect relationships]

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Standard 3C The student understands the successes and failures of Reconstruction in the South, North, and West.

Therefore, the student is able to:

Assess the progress of “Black Reconstruction” and legislative reform programs promoted by reconstructed state governments. [Marshal evidence of antecedent circumstances]

National Standards, Music

NA-M.K-4.1 SINGING, ALONE AND WITH OTHERS, A VARIED REPERTOIRE OF MUSIC Achievement Standard:

• Students sing independently, on pitch and in rhythm, with appropriate timbre, diction, and posture, and maintain a steady tempo

• Students sing expressively, with appropriate dynamics, phrasing, and interpretation

• Students sing from memory a varied repertoire of songs representing genres and styles from diverse cultures

• Students sing ostinatos, partner songs, and rounds

• Students sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor

NA-M.K-4.9 UNDERSTANDING MUSIC IN

RELATION TO HISTORY AND CULTURE

Achievement Standard:

• Students identify by genre or style aural examples of music from various historical periods and cultures

• Students describe in simple terms how elements of music are used in music examples from various cultures of the world

• Students identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use

• Students identify and describe roles of musicians (e.g., orchestra conductor, folksinger, church organist) in various music settings and cultures

• Students demonstrate audience behavior appropriate for the context and style of music performed

NA.5-8.1 SINGING, ALONE AND WITH OTHERS,

A VARIED REPERTOIRE OF MUSIC Achievement Standard:

• Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles

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• Students sing with expression and technical accuracy a repertoire of vocal literature with a level of difficulty of 2, on a scale of 1 to 6, including some songs performed from memory

• Students sing music representing diverse genres and cultures, with expression appropriate for the work being performed

• Students sing music written in two and three parts

• Students who participate in a choral ensemble sing with expression and technical accuracy a varied repertoire of vocal literature with a level of difficulty of 3, on a scale of 1 to 6, including some songs performed from memory

NA.5-8.9 UNDERSTANDING MUSIC IN

RELATION TO HISTORY AND CULTURE

Achievement Standard:

• Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures

• Students classify by genre and style (and, if applicable, by historical period, composer, and title) a varied body of exemplary (that is, high-quality and characteristic) musical works and explain the characteristics that cause each work to be considered exemplary

• Students compare, in several cultures of the world, functions music serves, roles of musicians (e.g., lead guitarist in a rock band, composer of jingles for commercials, singer in Peking opera), and conditions under which music is typically performed

National Standards, Visual Arts

NA-VA.K-4.4 UNDERSTANDING THE VISUAL

ARTS IN RELATION TO HISTORY AND

CULTURES

Achievement Standard:

• Students know that the visual arts have both a history and specific relationships to various cultures

• Students identify specific works of art as belonging to particular cultures, times, and places

• Students demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art

NA-VA.K-4.5 REFLECTING UPON AND

ASSESSING THE CHARACTERISTICS AND

MERITS OF THEIR WORK AND THE WORK OF

OTHERS

Achievement Standard:

• Students understand there are various purposes for creating works of visual art

• Students describe how people's experiences influence the development of specific artworks

• Students understand there are different responses to specific artworks

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NA-VA.5-8.4 UNDERSTANDING THE VISUAL

ARTS IN RELATION TO HISTORY AND

CULTURES

Achievement Standard:

• Students know and compare the characteristics of artworks in various eras and cultures

• Students describe and place a variety of art objects in historical and cultural contexts

• Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art

NA-VA.5-8.5 REFLECTING UPON AND

ASSESSING THE CHARACTERISTICS AND

MERITS OF THEIR WORK AND THE WORK OF

OTHERS

Achievement Standard:

• 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

Virginia Standards

History K.1 The student will recognize that history describes events and people of other times and

places by a) identifying examples of past events in legends, stories, and historical accounts of

Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln; b) identifying the people and events honored by the holidays of Thanksgiving Day,

Martin Luther King, Jr. Day, Presidents’ Day, and Independence Day (Fourth of July).

K.2 The student will describe everyday life in the present and in the past and begin to recognize that things change over time.

History 1.1 The student will interpret information presented in picture time lines to show sequence

of events and will distinguish between past and present. 1.2 The student will describe the stories of American leaders and their contributions to our

country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, and George Washington Carver.

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Civics 1.12 The student will recognize that communities in Virginia include people who have diverse

ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles.

Civil War and Post-War Eras VS.7 The student will demonstrate knowledge of the issues that divided our nation and led to

the Civil War by a) identifying the events and differences between northern and southern states that

divided Virginians and led to secession, war, and the creation of West Virginia; b) describing Virginia’s role in the war, including identifying major battles that took

place in Virginia. VS.8 The student will demonstrate knowledge of the reconstruction of Virginia following the

Civil War by a) identifying the effects of Reconstruction on life in Virginia; b) identifying the effects of segregation and “Jim Crow” on life in Virginia; c) describing the importance of railroads, new industries, and the growth of cities to

Virginia’s economic development.

Civil War and Reconstruction: 1860s to 1877 USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the

Civil War by a) describing the cultural, economic, and constitutional issues that divided the nation; b) explaining how the issues of states’ rights and slavery increased sectional tensions; c) identifying on a map the states that seceded from the Union and those that remained

in the Union; d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert

E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war;

e) using maps to explain critical developments in the war, including major battles; f) describing the effects of war from the perspectives of Union and Confederate

soldiers (including black soldiers), women, and slaves. USI.10 The student will demonstrate knowledge of the effects of Reconstruction on American

life by a) identifying the provisions of the 13th, 14th, and 15th Amendments to the

Constitution of the United States and their impact on the expansion of freedom in America; describing the impact of Reconstruction policies on the South.