Replace This Text with the Title of Your Learning Experience s16
Wait a second, women helped in the Civil War too?
Teaching with Primary Sources
Illinois State University
Jodi Hartman
Tri-Valley Middle School
Summer 2013
Teaching with Primary Sources
Illinois State University
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 BarObjectives / 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/resources/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.
· 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/civilwar/
· Discuss the meaning of primary sources and what some examples are.
· Give students the choice of two laminated images from Library of Congress, have students complete the Primary Source Analysis Tool for Analyzing Photographs and Prints individually. http://www.loc.gov/teachers/usingprimarysources/resources/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.
· 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:
· 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, 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&pageid=294878&sessionid=243b226d0dc6186d95fe6387940f61cc
Primary Resources from the Library of Congress
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Image / Description / Citation / URL/ Photo
Camp of 31st Pennsylvania Infantry near Washington, D.C.. / Library of Congress, Prints and Photographs Division. Reproduction number: LC-USZC4-7983 DLC (color film copy transparency) / http://memory.loc.gov/cgi-bin/query/r?ammem/awhbib:@field(NUMBER+@od1(cph+3g07983))
/ Poster
To the patriotic women of Philadelphia. A meeting of the ladies 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. / Library of Congress, Rare Book and Special Collections Division. / http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+15702500))
/ Book
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. / 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 &, 876. Print. / http://memory.loc.gov/cgi-bin/query/r?ammem/uncall:@field(DOCID+@lit(AXE-4432))
/ Letter, Mary Todd Lincoln to Abraham Lincoln advising her husband to remove the hesitant Gen. George B. McClellan from command, 2 November [1862]. / Library of Congress, Manuscript Division / http://lcweb2.loc.gov/cgi-bin/query/r?ammem/mcc:@field(DOCID+@lit(mcc/032))
/ Fredericksburg, Va. Nurses and officers of the U.S. Sanitary Commission] / Library of Congress, Prints & Photographs Division. Reproduction number: LC-DIG-cwpb-01195 DLC / http://memory.loc.gov/cgi-bin/query/r?ammem/cwar:@field(NUMBER+@band(cwp+4a39585))
/ Letter (pages 13-20), Varina Davis to Montgomery Blair describing the capture of her husband, Jefferson Davis, 6 June 1865.
(Blair Family Papers) / Library of Congress, Manuscript Division / http://lcweb2.loc.gov/cgi-bin/query/r?ammem/mcc:@field(DOCID+@lit(mcc/005))
Rubric
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Name______
Multimedia Project : Civil War PowerpointsCATEGORY / 4 / 3 / 2 / 1
Presentation / Well-rehearsed with smooth delivery that holds audience attention. / Rehearsed with fairly smooth delivery that holds audience attention most of the time. / Delivery not smooth, but able to maintain interest of the audience most of the time. / Delivery not smooth and audience attention often lost.
Sources / Source information collected for all graphics, facts and quotes. All documented in desired format. / Source information collected for all graphics, facts and quotes. Most documented in desired format. / Source information collected for graphics, facts and quotes, but not documented in desired format. / Very little or no source information was collected.
Attractiveness / Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. / Makes good use of font, color, graphics, effects, etc. to enhance to presentation. / Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. / Use of font, color, graphics, effects etc. but these often distract from the presentaion content.
Requirements / All requirements are met and exceeded. / All requirements are met. / One requirement was not completely met. / More than one requirement was not completely met.
Mechanics / No misspellings or grammatical errors. / Three or fewer misspellings and/or mechanical errors. / Four misspellings and/or grammatical errors. / More than 4 errors in spelling or grammar.
Accuracy / All sources and information are accurate in their descriptions. / Most of the sources and information are accurate in their descriptions. / One of the sources and information is accurate. / None of the sources and information is accurate.
Primary Source______
Secondary Source______
Comments:______