The Civil WarThe Civil War

Melita Hadley, Mike Rodgerson, Serena Franklin & Melita Hadley, Mike Rodgerson, Serena Franklin & Kristine RodriguezKristine Rodriguez

CIVIL WAR: RECONSTRUCTION

READING

STRATEGIES

MAIN IDEA AND

DETAILS

KWL CHART

READER’S

THEATRE

FLUENCYCOMPREHEN

SION

MUSIC

RESEARCH

PROJECT

MUSICAL PERFORMANCE

UNDERGROUND RAILROAD

SCIENCE FAIR EXHIBIT

RESEARCH, REPORTS,

DISCUSSIONS

FIELD TRIP

Math

Collect Data

Compare

Contrast

Assessment

Math SummaryMath Summary

Math Lesson OverviewMath Lesson Overviewby Mike Rodgersonby Mike RodgersonEDE 6206 Spring 2010EDE 6206 Spring 2010

My lesson as it relates to our interthematic unit is a math My lesson as it relates to our interthematic unit is a math lesson about comparing and ordering numbers. This is a lesson about comparing and ordering numbers. This is a real world skill that can be used by students throughout real world skill that can be used by students throughout their academic careers and on into the real world. My their academic careers and on into the real world. My lesson uses real world data collected by the students from lesson uses real world data collected by the students from on line data bases. The students collect various data about on line data bases. The students collect various data about the number of soldiers killed in specific battles and in the the number of soldiers killed in specific battles and in the war as a whole. Through active learning, the students will war as a whole. Through active learning, the students will compare the number killed in one battle with the number compare the number killed in one battle with the number killed in other battles. The students will use individual killed in other battles. The students will use individual white boards to show their understanding of which white boards to show their understanding of which number is larger.. number is larger..

Science SummaryScience Lesson OverviewScience Lesson Overview

by S. Melita Hadley, B.S.by S. Melita Hadley, B.S.

Students will review different diseases that confronted the Students will review different diseases that confronted the Civil War soldiers and how the medical personnel addressed Civil War soldiers and how the medical personnel addressed their care. Students will learn that bacteria related deaths their care. Students will learn that bacteria related deaths totaled more than battle wound deaths. Students will research totaled more than battle wound deaths. Students will research the different disease states by visiting various web sites, the different disease states by visiting various web sites, reviewing reports, conducting research, collaborating and reviewing reports, conducting research, collaborating and discussing medically related issues pertinent then and now in discussing medically related issues pertinent then and now in and outside of class. Students will gain a better understanding and outside of class. Students will gain a better understanding on how simple hygiene protocols can prevent disease and on how simple hygiene protocols can prevent disease and death. Students will make a field trip to a local Civil War death. Students will make a field trip to a local Civil War Museum. The ITU will culminate with student groups Museum. The ITU will culminate with student groups presenting posters and science projects on disease states, presenting posters and science projects on disease states, medical technology & knowledge sharing, and how working medical technology & knowledge sharing, and how working together can alleviate suffering. It is the hopes of this together can alleviate suffering. It is the hopes of this instructor, that students will be motivated to learn more about instructor, that students will be motivated to learn more about their world and how they can make it better for all humankind.their world and how they can make it better for all humankind.

Music Summary

Music Lesson OverviewKristine A. Rodriguez

The focus of the music lesson is on the power of song to bring people together, even in times of great divide. Students will study the hidden meanings of spirituals sung by slaves as they prepared for their journey to freedom. They will read poems written by soldiers and learn battlecries of the North and the South. Students will learn the significance of music to energize the war effort, and to give hope to the suffering. The culminating activity will be a performance of Civil War music for an invited audience.

Major ConceptsMajor ConceptsMath•Number Order•Data Collection•Greater than, Less than

Language Arts•Letter, Narrative, and List Writing•Comprehension•Reading Environmental Print•Letters and Sounds

Music•Slavery and Freedom•Patriotism, North and South•Music as Communication•Music as Emotion

Science•Disease: Bacteria•Discover & Research•Medical Technology•Working Together

Sunshine State Sunshine State StandardsStandards

Science by S. M. Hadley:Science by S. M. Hadley:* SC.G.1.3.3 The student understands that the classification of living things is based on a given set of criteria and is a tool * SC.G.1.3.3 The student understands that the classification of living things is based on a given set of criteria and is a tool

for for

understanding biodiversity and interrelationships.understanding biodiversity and interrelationships.

* SC.H.1.3.1 The student knows that a scientific knowledge is subject to modification as new information challenges * SC.H.1.3.1 The student knows that a scientific knowledge is subject to modification as new information challenges prevailing theories prevailing theories

and as a new theory leads to looking at old observations in a new way.and as a new theory leads to looking at old observations in a new way.

* SC.H.1.3.2 The student know that the study of the events that led scientists to discoveries can provide information about * SC.H.1.3.2 The student know that the study of the events that led scientists to discoveries can provide information about the inquiry the inquiry

process and its effects.process and its effects.

*SC.H.1.3.6 The student recognizes the scientific contributions that are made by individuals of diverse backgrounds, *SC.H.1.3.6 The student recognizes the scientific contributions that are made by individuals of diverse backgrounds, interests, talents, interests, talents,

and motivations.and motivations.

*SC.H.3.3.6 The student knows that no matter who does science and mathematics or invents things, or when or where *SC.H.3.3.6 The student knows that no matter who does science and mathematics or invents things, or when or where they do it, the they do it, the

knowledge and technology that result can eventually become available to everyone.knowledge and technology that result can eventually become available to everyone.

*SC.H.3.3.7 The student knows that computers speed up and extend people’s ability to collect, sort, and analyze data; *SC.H.3.3.7 The student knows that computers speed up and extend people’s ability to collect, sort, and analyze data; prepare research prepare research

reports; and share data and ideas with other.reports; and share data and ideas with other.

FELEFELE

*SC.8.N.4.2: Explain how political, social, and economic concerns can affect science, and vice versa.*SC.8.N.4.2: Explain how political, social, and economic concerns can affect science, and vice versa.

FTCEFTCE

*SC.K.N.1.1: Collaborate with a partner to collect information.*SC.K.N.1.1: Collaborate with a partner to collect information.

*SC.K.N.1.2: Make observations of the natural world and know that they are descriptors collected using the five senses. *SC.K.N.1.2: Make observations of the natural world and know that they are descriptors collected using the five senses.

*SC.K.N.1.3: Keep records as appropriate -- such as pictorial records -- of investigations conducted. *SC.K.N.1.3: Keep records as appropriate -- such as pictorial records -- of investigations conducted.

*SC.K.N.1.4: Observe and create a visual representation of an object which includes its major features. *SC.K.N.1.4: Observe and create a visual representation of an object which includes its major features.

*SC.K.N.1.5: Recognize that learning can come from careful observation.*SC.K.N.1.5: Recognize that learning can come from careful observation.

Math Sunshine State Standard:Math Sunshine State Standard:MA2A13 Compare and order multi digit numbers MA2A13 Compare and order multi digit numbers

through the thousands place.through the thousands place.

Student Objectives and Sunshine State Standards

Music, Kristine Rodriguez Given reading materials and class discussions pertaining to slavery and the music

linked to the underground railroad, students will be able to select correct multiple choice questions in a quiz format with at least 75% accuracy. (Cognitive)

When given a journal entry, students will be able to organize their thoughts effectively in 4 out of 5 opportunities. (Cognitive, Affective)

After learning several Civil War Era songs, students will perform a musical set for an invited audience, demonstrating poise and memorization (90% accuracy). (Cognitive, Affective, Psychomotor)

Sunshine State Standards: Literary Analysis, Standard 2: Nonfiction

The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented.

Benchmark: LA.7.2.2.2: The student will use information from the text to state the main idea and/or provide relevant details.

Daily ScheduleDaily Schedule Science by S. M. HadleyScience by S. M. Hadley

DAILY ScheduleDAILY Schedule: Collaborative ITU : Collaborative ITU “CIVIL WAR – BEFORE, DURING, & AFTER”“CIVIL WAR – BEFORE, DURING, & AFTER” SOUTHEAST4 ACADEMY: 8th Grade Students SOUTHEAST4 ACADEMY: 8th Grade Students 8:00 AM to 10:00 AM8:00 AM to 10:00 AM MondayMonday Disease States of Civil War Soldiers: Study of Germs & BacteriaDisease States of Civil War Soldiers: Study of Germs & Bacteria TuesdayTuesday Complete and Review Disease States of Civil War Soldiers: Germs & BacteriaComplete and Review Disease States of Civil War Soldiers: Germs & Bacteria Microscope ManipulationMicroscope Manipulation WednesdayWednesday Medical Contributions from the Civil War: Hygiene, medical methods, medical Medical Contributions from the Civil War: Hygiene, medical methods, medical

tools/inventions, knowledge sharingtools/inventions, knowledge sharing Research Research Comparisons to current world eventsComparisons to current world events ThursdayThursday Working Together during the Civil War: Solving today’s health related problems by Working Together during the Civil War: Solving today’s health related problems by

understanding our past; using research and technology when evaluating, observing and understanding our past; using research and technology when evaluating, observing and solving health-related problems in their current world; medical organizations solving health-related problems in their current world; medical organizations

Comparisons to current world eventsComparisons to current world events FridayFriday Wrap up/Review/Discuss Level I: Medical Science: Civil War – Before, During and Wrap up/Review/Discuss Level I: Medical Science: Civil War – Before, During and

After”After”

Weekly Schedule for Math Lesson

Monday: Review concept of greater, than Less than.

Tuesday: Complete data collections sheet

Wednesday: Complete lesson activity using white boards.

Thursday: Review what we have learned.

Friday: Greater than, less than assessment. Discuss possible extension projects.

Daily ScheduleMusic, Kristine Rodriguez

Monday – Music of Freedom Listen to spirituals and discover hidden codes Meet in journal groups to discuss interpretations Internet research to find additional songs

Tuesday – Poetry of the Civil War Read poems written by Yankee and Confederate soldiers during the war Volunteers choose poems to read for Friday assembly

Wednesday – Musical rehearsal Students have been learning music for Songs of Freedom assembly for the last month Rehearse all songs for Friday’s assembly

Thursday – Dress Rehearsal Rehearse entire performance, including riser order and processional Include poetry readings

Friday – Performance: Songs of Freedom Perform Songs of Freedom at an assembly of students, families, and staff Performance followed by snacks provided by families: extends into first half of lunch hour

Weekly Schedule Weekly Schedule Monday Tuesday Wednesda

yThursday Friday

Math 7:00 to 8:00 7:00 to 8:00 7:00 to 8:00 7:00 to 8:00 7:00 to 8:00

Science 8:00 to 10:00

8:00 to 10:00

8:00 to 10:00

8:00 to 10:00

8:00 to 10:00

Music 10:00 to 11:00

10:00 to 11:00

10:00 to 11:00

10:00 to 11:00

10:00 to 11:00

Lunch 11:00 to 12:00

11:00 to 12:00

11:00 to 12:00

11:00 to 12:00

11:00 to 12:00

P.E./BreakStudents:Teachers:

12:00 to 1:00Open

12:00 to 1:00ITU Meeting

12:00 to 1:00ITU Meeting

12:00 to 1:00ITU Meeting

12:00 to 1:00Open

Reading 1:00 to 2:00 1:00 to 2:00 1:00 to 2:00 1:00 to 2:00 1:00 to 2:00

Social Studies

2:00 to 3:00 2:00 to 3:00 2:00 to 3:00 2:00 to 3:00 2:00 o 3:00

Media ListMedia List BooksBooks Overhead Projector & Smart BoardOverhead Projector & Smart Board ComputersComputers

Internet AccessInternet Access Pre-selected WebsitesPre-selected Websites

VideosVideos Computer Video ClipsComputer Video Clips DVDsDVDs

AudioAudio CD PlayerCD Player CDsCDs

Culminating ActivitiesCulminating Activities

Science: Students will break off into three groups. Three Science: Students will break off into three groups. Three groups will be assigned one of three outcomes: 1) groups will be assigned one of three outcomes: 1) Bacterial Disease and Civil War Soldiers, 2) Medical Bacterial Disease and Civil War Soldiers, 2) Medical Technology & Knowledge Sharing Then and Now, 3) Technology & Knowledge Sharing Then and Now, 3) Working Together to Alleviate Suffering – Then and Now. Working Together to Alleviate Suffering – Then and Now. Each group will create a science project/poster for Each group will create a science project/poster for presentation at the annual science fair.presentation at the annual science fair.

Culminating Activities (cont)

Music: Students will study poems, music, and lifestyles of Music: Students will study poems, music, and lifestyles of Civil War era soldiers and slaves. They will be assigned Civil War era soldiers and slaves. They will be assigned discussion groups to explore content of the music covered. discussion groups to explore content of the music covered. Students will then perform “Songs of Freedom,” a musical Students will then perform “Songs of Freedom,” a musical collection of period spirituals and patriotic songs for an collection of period spirituals and patriotic songs for an invited audience of students, families, and staff at an invited audience of students, families, and staff at an assembly.assembly.

Culminating Activity Culminating Activity (cont)(cont)

Math: The students will work in small groups with Math: The students will work in small groups with dry erase boards to identify number that are dry erase boards to identify number that are greater than or less than using real world data greater than or less than using real world data from the Civil War period. from the Civil War period.

Science Assessments by S. M. HadleyScience Assessments by S. M. Hadley The students will be able to perform the following by the end of the school The students will be able to perform the following by the end of the school year (August through May term) with 70% degree of accuracy/completion: year (August through May term) with 70% degree of accuracy/completion: Rubric in percentages = 100%, or A+Rubric in percentages = 100%, or A+

· 5% Name the three most prevalent disease states of Civil War soldiers. · 5% Name the three most prevalent disease states of Civil War soldiers. COGNITIVECOGNITIVE· 5% Describe symptoms of each disease state. · 5% Describe symptoms of each disease state. PSYCHOMOTORPSYCHOMOTOR· 5% Use a microscope to view germs, bacteria and viruses. · 5% Use a microscope to view germs, bacteria and viruses. PSYCHOMOTOR PSYCHOMOTOR · 5% · 5% Written ExamWritten Exam. Explain the life cycle of germs, bacteria, viruses. . Explain the life cycle of germs, bacteria, viruses. COGNITIVE, COGNITIVE, AFFECTIVEAFFECTIVE

· 5% Compile a picture/graphic journal of germs, bacteria, viruses. · 5% Compile a picture/graphic journal of germs, bacteria, viruses. COGNITIVE, COGNITIVE, AFFECTIVEAFFECTIVE

· 5% Identify, compare and contrast medicines/treatments/procedures used · 5% Identify, compare and contrast medicines/treatments/procedures used during during

the Civil War and with current/modern medicine. the Civil War and with current/modern medicine. AFFECTIVEAFFECTIVE·5% List, compare and contrast education levels of Civil War Physicians and ·5% List, compare and contrast education levels of Civil War Physicians and Modern Modern

Doctors. Doctors. AFFECTIVEAFFECTIVE·10% Conduct research and write reports. ·10% Conduct research and write reports. COGNITIVECOGNITIVE ·5% Determine impact of “working together” to alleviate suffering during ·5% Determine impact of “working together” to alleviate suffering during Civil War Civil War

and how this compares to current war efforts. and how this compares to current war efforts. COGNITIVECOGNITIVE·5% List medical organizations/societies formed during the Civil War. ·5% List medical organizations/societies formed during the Civil War. COGNITIVECOGNITIVE·5% State if these organizations/societies exist today. ·5% State if these organizations/societies exist today. AFFECTIVEAFFECTIVE·5% Participate in a field trip. ·5% Participate in a field trip. AFFECTIVE, COGNITIVE, PSYCHOMOTORAFFECTIVE, COGNITIVE, PSYCHOMOTOR·30% Participate in a science fair. ·30% Participate in a science fair. AFFECTIVE, COGNITIVE, PSYCHOMOTORAFFECTIVE, COGNITIVE, PSYCHOMOTOR·5% Each student will give a presentation. ·5% Each student will give a presentation. COGNITIVE, AFFECTIVE, PSYCHOMOTORCOGNITIVE, AFFECTIVE, PSYCHOMOTOR

Math Assessment: At the end of this lesson, the students will be able to utilize self collected data to arrange three or more numbers up to the ten thousands place in numerical order with 90% accuracy.

interpret data from a bar graph. (cognitive)

arrange three or more numbers in chronological order. (affective)

compare two numbers up to the hundred thousands place (cognitive)

Music AssessmentKristine Rodriguez

The students will complete a brief quiz. It will cover the important messages included in the lyrics of the first five songs (discussed in Presentation and

Guided Practice.) Quiz follows.

Songs of Freedom Quiz Read the questions and circle the best answer.

1. In Follow the Drinking Gourd, the “drinking gourd” represents

a. the cup slaves drank from.

b. the primary crop on Southern plantations.

c. the Big Dipper.d. Harriet Tubman.

2. “The Land of Canaan” was referring to

a. Canada.b. the river.

c. West Virginia.d. the western states.

3. “Moses” was code fora. Frederick Douglass.b. Harriet Tubman.c. Abraham Lincoln.d. Jefferson Davis.

4. “Steal away” was a signal to a. steal food from the master.b. meet to talk about escape

plans.c. go into the river.d. take the master’s dogs.

5. “Wade in the water” was a warning to

a. dig a trench for the crops.b. pack extra food and water.c. give water to a soldier.d. go into the river.

References & WebsitesReferences & WebsitesSCIENCE, S. M. HadleySCIENCE, S. M. Hadley

http://www.civilwarhome.com/casualties.htm HTTP://WIKI.ANSWERS.COM/Q/WHAT_DISEASE_CAUSED_THE_MOST_DEATHS_DURING_THE_CI

VIL_WAR&ALREADYASKED=1&RTITLE=WHAT_CAUSED_DEATHS_DURING_THE_CIVIL_WAR

http://wwwnc.cdc.gov/travel/yellowbook/2010/chapter-2/travelers-diarrhea.aspx HTTP://WWW.EARTHLIFE.NET/PROKARYOTES/DISEASE.HTML#2 http://videos.howstuffworks.com/hsw/8501-how-to-use-a-microscope-single-lens-vs-compound-video.h

tm

HTTP://EN.WIKIPEDIA.ORG/WIKI/DIARRHEA http://en.wikipedia.org/wiki/Dysentery http://en.wikipedia.org/wiki/Typhoid_fever http://images.ask.com/pictures?q=bacteria&qsrc=8&o=0&l=dir http://www.cellsalive.com/cells/3dcell.htm http://www.encyclopedia.com/topic/bacteria.aspx http://www.healthhype.com/microorganisms-types-harmful-effects-on-human-body-pictures.html HTTP://WWW.ATSU.EDU/FACULTY/CHAMBERLAIN/WEBSITE/GALLERY.HTM MARTINELLO, M. L., COOK, G.E. (2000). MARTINELLO, M. L., COOK, G.E. (2000). INTERDISCIPLINARY INQUIRY IN TEACHING AND INTERDISCIPLINARY INQUIRY IN TEACHING AND

LEARNING.LEARNING. UPPER SADDLE RIVER, NEW JERSEY. UPPER SADDLE RIVER, NEW JERSEY. ROBERTS, P.L., KELLOUGH, R.D. (2008). ROBERTS, P.L., KELLOUGH, R.D. (2008). A GUIDE FOR DEVELOPING INTERDISCIPLINARY A GUIDE FOR DEVELOPING INTERDISCIPLINARY

THEMATIC UNITS, 4TH ED.THEMATIC UNITS, 4TH ED. UPPER SADDLE RIVER, JEW JERSEY UPPER SADDLE RIVER, JEW JERSEY

MUSIC, K.A. Rodriguez

Poetry and Music of the War Between the States. (2009). Retrieved from http://www.civilwarpoetry.org Visual

Davis, K.C. (1996). Don’t know much about the civil war. New York, NY: Harper Collins Publishing. Visual.

Maryland Public Television. (2010). Pathways to Freedom: Maryland and the Underground Railroad. Retrieved from http://pathways.thinkport.org/secrets/music1.cfm Visual

City of Owen Sound. (2004). Owen Sound's Black History. Retrieved from http://www.osblackhistory.com/songs.php Visual

National Geographic Society. (2009). The Underground Railroad. Retrieved from http://www.nationalgeographic.com/railrod Vicarious

Math Mike Rodgerson1.Civil War Statistics gathered from Time Life Books, The Civil War Series. http://www.phil.muni.cz/~vndrzl/amstudies/civilwar_stats.htm Visual2. The Price of Blood, Casualties in the Civil War. Exerpts and facts taken from "The Civil War, Strange and Facinating Facts" by Burke Davishttp://www.civilwarhome.com/casualties.htm Visual3. American Civil War Battle Statistics: Commanders and Casualtiehttp://americancivilwar.com/cwstats.html Visual4.United Staes Department of Veterans Affairs America's Wars fact sheethttp://www1.va.gov/opa/fact/amwars.asp Visual5. Women's History Uncommon Soldiershttp://teacher.scholastic.com/lessonrepro/lessonplans/womcivwar.htm Visual

Worksheet below:

Civil War DeathsName:________________________ Date:_______________________Directions: Using the following web sites, collect the data to answer the following questions. http://www.phil.muni.cz/~vndrzl/amstudies/civilwar_stats. www.civilwarhome.com/casualties.htm http://americancivilwar.com/cwstats.html www1.va.gov/opa/fact/amwars.asp http://teacher.scholastic.com/lessonrepro/lessonplans/womcivwar.htm1. How many confederate soldiers were killed at the battles of Gettysburg, Chickamauga, Shiloh and Fredricksburg?________________________________2. How many Union soldiers were killed at the battles of Antietam, Stones River, Shiloh and The Seven Days?__________________________________________3. How many Union troops were killed or mortally wounded in the Civil War?_________________________________________________________________4. How many Confederate soldiers were killed or mortally wounded in the Civil War?_________________________________________________________________5. How many soldiers from Florida died in the Civil War?____________________6. How many Confederate soldiers drowned during the Civil War?____________7. How many total service members were there in the American Revolution?____________________________________________________________________________8. How many total service members were there in World War II?_____________9. How many total service members were there in the Vietnam War?__________10. How many service members were there in Desert Shield. Desert Storm?__________________________________________________________________________