Replace This Text with the Title of Your Learning Experience s16

Wait a second, women helped in the Civil War too?

Jodi Hartman Tri-Valley Middle School Summer 2013

The woman in battle : a narrative of the exploits, adventures, and travels of Madame Loreta Janeta Velazquez, otherwise known as Lieutenant Harry T. Buford, Confederate States Army / Velazquez, Loreta Janeta. For this unit, I wanted to focus on the contributions of women during the Civil War. There is little documentation about this subject, especially in textbooks, so utilizing primary sources will help the students see the historical significance of women during this time. Focusing on primary and secondary sources, the students will analyze pictures, posters, letters and biographies about several women who made a difference whether she was serving as a soldier, supporting her husband, aiding in supplies or tending to wounds.

Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension Overview Back to Navigation Bar Objectives Students will:  understand the components of primary sources and secondary sources  investigate multiple examples of primary sources  compare and contrast primary sources of the role of women during this time  understand multiple perspectives of the Civil War  analyze and interpret images from the American Memory collections as well as posters  make inferences about historical figures  create a PowerPoint presentation utilizing a primary source and secondary source Recommended time frame Approximately 9 days (45 min. sessions) Grade level 5th Curriculum fit Social Studies, Language Arts, Reading Materials  Laminated copies of photographs of women in the war pictures *see resource table  Primary Analysis Tool http://www.loc.gov/teachers/usingprimarysources/r Teaching with Primary Sources Illinois State University esources/Analyzing_Photographs_and_Prints.pdf  Copy of poster *see resource table  Post-it Notes  Construction Paper  Posterboard  Markers, Colored Pencils, glue, etc.  Chart categorizing primary sources and secondary sources *see handouts  Video worksheet *see handouts  Large adhesive posters for wall  Journal notebooks or paper for students for creative writing  Women in Battle worksheet *see handouts  Laminated copies of letters from Mary Todd Lincoln and Varina Davis *see resource table  Rubric for final project http://rubistar.4teachers.org/index.php? screen=ShowRubric&rubric_id=2335394  Project directions with websites

Common Core Back to Navigation Bar CCSS.ELA and Literacy

Reading: Informational Text  RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.  RI.5.2 Determine two or more ideas of a text and explain how they are supported by key details; summarize the text.  RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in text.  RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.  RI.5.7 Draw on information from multiple print or digital sources; demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

Teaching with Primary Sources Illinois State University  RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably Reading: Foundational Skills  RF.5.4 Read with sufficient accuracy and fluency to support comprehension Writing  W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.  W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.  W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Speaking and Listening  SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.  SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically, and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Procedures Back to Navigation Bar Day One:  At this point the students will have some background knowledge of the Civil War and will have worked through their textbook. As an introduction activity for today (and a review for what they have learned so far), watch a brief free video giving an overview of the Civil War http://www.brainpop.com/socialstudies/freemovies/c ivilwar/  Discuss the meaning of primary sources and what some examples are.  Give students the choice of two laminated images

Teaching with Primary Sources Illinois State University from Library of Congress, have students complete the Primary Source Analysis Tool for Analyzing Photographs and Prints individually. http://www.loc.gov/teachers/usingprimarysources/re sources/Analyzing_Photographs_and_Prints.pdf  Then group students (2-3 students per group) based on those who chose the same picture. Discuss and reflect on their picture.  Make sure students explain what the women’s role might be in each picture and if the picture is reflective of the North or the South.  Next, discuss whole group the pictures and thoughts shared by the class. Homework: Have students brainstorm ideas as to other roles women could have played during the Civil War.

Day Two:  Review primary sources and show the students another example of a primary source, the poster of the Patriotic women of Philadelphia *see resource table.  Distribute post-it notes and ask students to write purpose of the publication, if they think it’s effective, and what the author might have meant by “giving aid and comfort” after making connections to what we have learned from our textbook. When the students have finished writing their thoughts, they can bring their post-it notes up to the board and get a chance to look at other students’ ideas. After looking through the post-it notes, the teacher will select a few examples to engage in a discussion. Classwork/Homework: Students will research work in small groups to create a Patriotic poster or pamphlet to persuade people to want help a particular side of the Civil War.

Day Three:  Collect posters/pamphlets from yesterday and post around the room. Students will have a chance to walk around the room and discuss what they thought of each other’s work and how accurate the information is based on prior knowledge and what they have learned.  Introduce secondary sources and what some examples would include.

Teaching with Primary Sources Illinois State University  As we continue to focus on women during the Civil War, play the short movie from this website http://mrnussbaum.com/civil-war/women/ and complete worksheet.  On this website, there are 5 links to other famous women who contributed in war efforts. Assign students to a particular woman so there are fairly equal groups and have students read through the link and take notes. (Two of the links have comprehension tests that can be completed online and assessed immediately or a paper copy can be made—I will have some of my lower readers to participate in this additional activity so I can assess comprehension).  After the students have learned about a certain individual, the teacher will have five large adhesive sticky notes posted in my room and students will go to the poster matching the woman they researched and write what they learned.  Students will have an opportunity to walk around and learn about the other women. We will have a discussion whole group. Extension: Students can research on their own about other famous women and how they contributed in the Civil War. They may share their ideas later in the week.

Day Four:  As students will walk in, a chart will be displayed where they will have to fill in characteristics or examples of a primary source and a secondary source  Inform students we will be learning about a woman who ended up disguising herself as a man to enter into the Civil War. We will be looking at direct quotes from her and making notations about her adventures individually. (see handout) Students will show they are actively reading using symbols and writing more thorough responses in their journal notebook. Homework: Students will have to predict an ending to this heroine’s journey in their journal notebook. They will have to use first person and write at least a page.

Day Five:

Teaching with Primary Sources Illinois State University  The teacher will break the students into small groups and be a facilitator to the discussions using their homework from the previous night as well as the second sheet found in the handout section.  The teacher will have a brief whole group discussion talking about the dangers and significance of this woman’s decision.  The teacher will distribute two more primary sources this time in the form of letters from Mary Todd Lincoln and Varina Davis.  Students will be paired up and receive one of the letters. Together they will try to translate the letters and talk about their observations and thoughts about that particular person. Due to the complexity of the letters, I will probably try to group students with high ability and lower ability together.  Next, the class will discuss whole group the different attitudes, opinions, and views of their husband.

Day Six:  After seeing a few examples of primary sources and looking over biographies, describe the final assessment.  The teacher will remind students how to look through the LOC website and how to do the citation if necessary  Using the rubric, explain the expectations and allow the students time to research.  The teacher will walk around the room assisting students and answering questions.

Day Seven and Eight: Continue research and finish up Powerpoint.

Day Nine:  Presentations Evaluation Back to Navigation Bar Students will be evaluated using the attached Civil War PowerPoint Project rubric.  After exploring multiple examples of primary and secondary sources, students will research websites to select an example of a primary and secondary source from the Civil War.  Through the use of the PowerPoint program,

Teaching with Primary Sources Illinois State University students will present his/her examples with explanations of why the source is primary and secondary and share what they have learned with their classmates. Following along with the class examples, expectations are that they will analyze and reflect on each piece they research. http://rubistar.4teachers.org/index.php? screen=ShowRubric&rubric_id=2335394 Extension Back to Navigation Bar This website is filled with many additional links about the Civil War including Powerpoints, Short videos, and interactive games and activities (*Warning: Some of the videos may be violent in nature, so preview) http://www.neok12.com/American-Civil-War.htm This website contains tabs at the top all involving the Civil War including: Music and Poetry, Civil War for Kids, Causalities of the Civil War, EyeWitness accounts, etc http://www.livebinders.com/play/play?id=28787 View this website for soldiers’ letters, animated maps and interactive maps of battleground, currency, camp life, etc. http://sbsd.orchard.schoolfusion.us/modules/cms/pages. phtml? sessionid=243b226d0dc6186d95fe6387940f61cc&pagei d=294878&sessionid=243b226d0dc6186d95fe6387940f 61cc

Teaching with Primary Sources Illinois State University Primary Resources from the Library of Congress Back to Navigation Bar Image Description Citation URL Photo Library of Congress, http://memory.loc.gov Camp of 31st Prints and /cgi-bin/query/r? Pennsylvania Photographs ammem/awhbib:@fiel Infantry near Division. d(NUMBER+@od1(c Washington, D.C.. Reproduction ph+3g07983)) number: LC-USZC4- 7983 DLC (color film copy transparency)

Poster Library of Congress, http://memory.loc.gov To the patriotic Rare Book and /cgi-bin/query/r? women of Special Collections ammem/rbpebib:@fie Philadelphia. A Division. ld(NUMBER+@band meeting of the ladies (rbpe+15702500)) of the City of Philadelphia will be held this day, at 4 o'clock, P. M., at the School Room, in Tenth Street ... to devise means to give aid and comfort to our noble soldiers ... [Si Philadelphia, 1861. Book Worthington, C.J., ed. http://memory.loc.gov The woman in battle The Women in Battle: /cgi-bin/query/r? : a narrative of the A Narrative of the ammem/uncall:@field exploits, adventures, Exploits, Adventures, (DOCID+@lit(AXE- and travels of and Travels of 4432)) Madame Loreta Madame Loreta Janeta Velazquez, Janeta Velazquez, otherwise known as Otherwise Known as Lieutenant Harry T. Lieutenant Harry T. Buford, Confederate Bulford, Confederate States Army / States Army. Velazquez, Loreta Richmond, VA: Janeta. Dustin, Gilman &, 876. Print.

Teaching with Primary Sources Illinois State University Letter, Mary Todd Library of Congress, http://lcweb2.loc.gov/ Lincoln to Abraham Manuscript Division cgi-bin/query/r? Lincoln advising her ammem/mcc:@field( husband to remove DOCID+@lit(mcc/03 the hesitant Gen. 2)) George B. McClellan from command, 2 November [1862].

Fredericksburg, Va. Library of Congress, http://memory.loc.gov Nurses and officers Prints & Photographs /cgi-bin/query/r? of the U.S. Sanitary Division. ammem/cwar:@field( Commission] Reproduction NUMBER+@band(c number: LC-DIG- wp+4a39585)) cwpb-01195 DLC

Letter (pages 13-20), Library of Congress, http://lcweb2.loc.gov/ Varina Davis to Manuscript Division cgi-bin/query/r? Montgomery Blair ammem/mcc:@field( describing the DOCID+@lit(mcc/00 capture of her 5)) husband, Jefferson Davis, 6 June 1865. (Blair Family Papers)

Teaching with Primary Sources Illinois State University Rubric Back to Navigation Bar

Name______

Multimedia Project : Civil War Powerpoints

CATEGORY 4 3 2 1 Presentation Well-rehearsed Rehearsed with Delivery not Delivery not with smooth fairly smooth smooth, but able smooth and delivery that delivery that to maintain audience attention holds audience holds audience interest of the often lost. attention. attention most of audience most of the time. the time. Sources Source Source Source Very little or no information information information source collected for all collected for all collected for information was graphics, facts graphics, facts graphics, facts collected. and quotes. All and quotes. Most and quotes, but documented in documented in not documented desired format. desired format. in desired format. Attractiveness Makes excellent Makes good use Makes use of Use of font, color, use of font, color, of font, color, font, color, graphics, effects graphics, effects, graphics, effects, graphics, effects, etc. but these etc. to enhance etc. to enhance to etc. but often distract the presentation. presentation. occasionally from the these detract presentaion from the content. presentation content. Requirements All requirements All requirements One requirement More than one are met and are met. was not requirement was exceeded. completely met. not completely met.

Mechanics No misspellings Three or fewer Four misspellings More than 4 or grammatical misspellings and/or errors in spelling errors. and/or grammatical or grammar. mechanical errors. errors.

Teaching with Primary Sources Illinois State University Accuracy All sources and Most of the One of the None of the information are sources and sources and sources and accurate in their information are information is information is descriptions. accurate in their accurate. accurate. descriptions.

Primary Source______

Secondary Source______

Comments:______

______

Final Score: /24

Teaching with Primary Sources Illinois State University Handouts Back to Navigation Bar

Name______

The Contributions of Women during the Civil War

As you are watching the video “Encouraging Hearts, Strengthening Hands; Women Support the Confederate War Effort” located on the website, www.mrnussbaum.com/civil-war/women, please answer the following questions in complete sentences.

What are three interesting facts that you learned? 

Name three of these contributions the video mentioned. 

After watching the video clip, please click on the link for ______to find out about this heroic woman from the Civil War. Share the information you learned here as well as on the posters when we return to our room:

Comprehension Test Score: ______

Teaching with Primary Sources Illinois State University Primary Sources Secondary Sources Characteristics: Characteristics:

Examples: Examples:

Teaching with Primary Sources Illinois State University This passage contains excerpts from a book entitled “The Women in Battle: A Narrative of the Exploits, Adventures, and Travels of Madame Loreta Janeta Velazquez, Otherwise Known as Lieutenant Harry T. Bulford, Confederate States Army” edited by C.J. Worthington.

While reading this passage, please myself when I looked in the glass, and mark up direct quotes using these laughed at the thought of what my symbols to show that you are actively husband would say when he saw me in this disguise.” (68) reading and respond in your journal. “During the day I received two letters;  This is something I should one from my father, informing me that remember. he was about to return to Cuba, which relieved my anxiety lest he should come ? This is something I do not after me, and the other dated Vicksburg, understand. from my husband. In my reply to the latter, I stated that I was going to Texas,  This is something that I can agree for the purpose of accompanying my with. father to Cuba. This I thought would prevent my husband from being × This is something I can make a apprehensive with regard to me, and connection with or relate to. enable me to get matters under good headway before he could interfere, for I was extremely anxious to give him a ! This is something surprising. first-rate surprise.” (69) “The next day I completed my outfit by “My desire was to serve with him, if purchasing a pair of field-glasses, a pair possible; but if this could not be done, I of blankets, a rubber overcoat, and a intended to play my part in the war in rubber blanket. On returning to my room my own way, without his assistance.” I made out a form of attorney in my (71) friend's name, and authorized him to attend to all my business matters for me.”(p. 68) **Homework: Make some predictions about Loreta’s future by continuing her “My friend, thinking that my journey. Your response should be in disguise could be somewhat improved, completed in your journal and must be and a more manly air given to my at least a page written in first person. countenance, obtained a false mustache, Worthington, C.J., ed. The Women in Battle: A and a solution with which to stain my Narrative of the Exploits, Adventures, and face, in order to make it look tanned. I Travels of Madame Loreta Janeta Velazquez, rubbed on the solution until my skin was Otherwise Known as Lieutenant Harry T. about the right tint, and then my friend Bulford, Confederate States Army. Richmond, carefully fastened the mustache on my VA: Dustin, Gilman &, 1876. Print. upper lip with glue. This was a very great improvement, and I scarcely knew Teaching with Primary Sources Illinois State University In small groups, share your notations, thoughts, as well as your journal response. After everyone has had a turn sharing, answer the following questions:

Did you notice similarities in your notations?

Were you able to clarify any misunderstandings /difficult vocabulary words or are you able to better understand the passage now? Please describe.

Did you agree in your predictions as to what Loreta’s fate will be? If not, what were some of the other opinions of your group?

After hearing everyone’s predictions, do you want to change your thoughts or are you still confident in your conclusion?

Below are some other direct quotes. Based on these statements, what has happened? Answer this statement on the back. CLUE: The “he” she is referring to below is her husband!

“He had not the slightest idea who I was, and would not have recognized me had I not revealed myself. So soon as I was able, however, after landing my men from the train, I took him aside where I could speak to him privately, and disclosed my identity. He was intensely astonished, and greatly grieved, to see me come marching into Pensacola at the head of a body of men in such a guise, and said, that although I had done nobly, he would not for the world have had me attempt such a thing. I told him, however, that there was no use of discussing the matter, for I was determined to be a soldier, and then placed in his hands the muster-rolls of my company, to show him how well I could do what I undertook. He was proud of the ability I had displayed in carrying out my plans, and seeing the uselessness of further argument, took command of the men, and commenced putting them in training.” (p.86)

“ I had scarcely arrived at my destination when I received a despatch announcing the death of my husband, and requesting my immediate return. Terribly shocked, and nearly wild with grief, I started for Pensacola again, and found, upon my arrival there, that, while drilling his men, my husband undertook to explain the use of the carbine to one of the sergeants, and the weapon exploded in his hands, killing him almost instantly. I was now alone in the world, and more than ever disposed to take an active part in the war, if only for the purpose of revenging my husband's death.” (p.87)

Worthington, C.J., ed. The Women in Battle: A Narrative of the Exploits, Adventures, and Travels of Madame Loreta Janeta Velazquez, Otherwise Known as Lieutenant Harry T. Bulford, Confederate States Army. Richmond, VA: Dustin, Gilman &, 1876. Print.

Teaching with Primary Sources Illinois State University Name______Final Project

Now that we have learned the differences between primary sources and secondary sources, we will start our final project where you will research the websites below. You are not limited to these resources, but this is a great place to start. Your job will be to select one primary source and one secondary source that has historical significance from the Civil War. Good luck researching and try to find someone you would like to know more about! In your PowerPoint presentation, you will need to state whether the particular source is primary or secondary and explain why you think so. In addition to that, you will have to have an example of your primary source cited properly including the information you learned about that source. Take a look at the rubric to see the expectations for the project.

Here are some examples of documentation and photos: http://www.civilwar.org/education/history/primarysources/ http://memory.loc.gov/ammem/cwphtml/cwphome.html http://www.loc.gov

Here are some examples of biographies: http://www.civilwar.org/education/history/biographies/ http://americancivilwar.com/women/women.html http://www.civilwarhome.com/biograph.htm