Slavery and Emancipation Fifth Grade Jesse …users.manchester.edu/Student/jcgray/ProfWeb/Final Unit.pdfSlavery and Emancipation . Fifth Grade . Jesse Charles Gray . ... The topic

Slavery and Emancipation

Fifth Grade

Jesse Charles Gray

EDUC 327: Social Studies Methods

December 6, 2010

Table of Contents

Title of Work Page #

Introductory Sheet……………………………………………………………………..2

Rationale…………………………………………………………………………........2

Goals…………………………………………………………………………………..3

Learning Objectives…………………………………………………………………...3 – 4

Standards………………………………………………………………………………4 – 7

Curriculum Map……………………………………………………………………….8

Letter to Parents……………………………………………………………………….8 – 9

Trade Books…………………………………………………………………………...9 – 10

Bulletin Board…………………………………………………………………………10 – 11

Field Trip/Guest Speaker………………………………………………………………11 – 12

Pre-Test/Post-Test……………………………………………………………………..13 – 14

Technology and Literature…………………………………………………………….14

Lesson Plans…………………………………………………………………………..14 – 47

Works Cited…………………………………………………………………………...48

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Introductory Sheet

The topic of slavery and emancipation is taught at the fifth grade level. Prior to learning

about slavery and the emancipation, fifth graders will have learned about different Native

Americans, colonization, Colonial America, The Revolutionary War, and America’s beginning.

This leads, chronologically, into slavery and emancipation. Students at the fifth grade level

begin to increase capacity to think and reason about abstract ideas (McDevitt, 2010 P. 25).

There are many abstract ideas that can be found while looking at the Civil War. These include

family members fighting on both the Union and the Confederate, slavery, and assassination. All

these abstract ideas will be taught and explored during this unit. Because 10 – 14 year olds

(McDevitt, 2010 P. 25) fall in the fifth grade region, the fifth graders should be able to think

about these abstract ideas and decide their own feelings and beliefs about those ideas.

Rationale

This unit is important to teach to fifth graders because at this age they are able to fully

understand the reasons why slavery was used and also why it was abolished. This topic also

meets many academic standards not only in the social studies area but in many other areas as

well. Also, this time period is extremely essential in the history of our nation and as United

States citizens students should know the history of their nation. Standard 5.1.18 states that fifth

graders should, “Read fiction and nonfiction stories about conflicts among and between groups

of people at different stages in the formation of the United States…” (Bennett, 2010). The topic

of slavery and the emancipation is an excellent example of conflicts between groups of people in

our nation’s history. This is a key part of our history and it should be taught to and learned by

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fifth graders. Also, in fifth grade, students are better able to make decisions for themselves as

well as express their feelings and opinions.

Goals

• Students will understand what life was like as a slave. • Students will understand why there were slaves. • Students will understand why the Civil War was fought. • Students will understand the concept of emancipation. • Students will understand the reasons why people wanted slavery to not end. • Students will understand why Lincoln was assassinated. • Students will understand what needed to be done after the war was over.

Learning Objectives

• After reading the sections listed below, students will make at least one reasonable prediction on the price of cotton based on the effects of the tariffs and defend their prediction.

• During the seed picking activity, students will follow all of the rules set forth by the teacher.

• During the seed picking activity, students will use safe methods of retrieving seeds from cotton balls.

• After learning about cotton and its effect on slavery the students will investigate 2 songs that the slaves would sing while working.

• After learning about cotton and its effect on slavery the students will sing as a class 1 song that the slaves would sing while working with correct tone.

• After learning about cotton and its effect on slavery, the students will explain why the tariffs forced the South to decrease slavery coming up with at least 1 answer.

• After the lesson students will name the states that cotton was grown and shipped to by filling out a worksheet with a maximum of 2 errors total.

• After the lesson students will locate the states that cotton was grown and shipped to by filling out a worksheet with a maximum of 2 errors total.

• After the lesson students will name the major cities of the states that cotton was grown and shipped to by filling out a worksheet with a maximum of 2 errors total.

• After the lesson students will name the capitols of the states that cotton was grown and shipped to by filling out a worksheet with a maximum of 2 errors total.

• After the lesson students will solve problems using variables on a worksheet with no more than 2 errors total.

• After the lesson students will solve problems using multiplication and division of whole

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numbers on a worksheet with no more than 4 errors. • After learning about persuasive voice and slavery, students will write a one page typed

persuasive letter to either President Lincoln or President Davis explaining why slavery is good or bad using correct letter format.

• After learning about the different elements/principles of art (listed in above standard), students will create a map showing their strategic battle strategy for winning the Civil War while correctly marking the mountains, rivers, ocean, states, and their capitols and cities as well as their battle plan.

• Given the proper materials and background knowledge, the students will construct a working model of the CSS H.L. Hunley submarine with less than two malfunctions.

• Students will be able to locate and describe which States had the most battles and why based on the physical features of that state being able to come up with 3 states and explanations as to why those 3 states were chosen.

• Students will discuss the effect that culture has on health practices and behaviors by comparing today’s diet to the diet of the mid 1800’s coming up with at least 2 similarities and 3 differences each.

• After the lesson, students will be able to utilize knowledge taken from primary sources and create a letter home explaining the events of war that they have witnessed while in battle with the use of plot, point of view, setting, and conflict.

• After the lesson, students will create a letter home that uses language and writing that make the events come to life rather than telling about them.

• After the completion of a read aloud book, students will recite a play based on the book read aloud in class by the teacher using sensory details.

• After the S.S. lesson, students will actively participate in Civil War Dodgeball being able to throw a ball well and exercising civic virtues with peers.

• While reading their lit circle books, students will identify the plot (including the conflict). • While reading their lit circle books, students will identify the solution to the conflict of the

plot. • While reading their lit circle books, students will interpret the problems in the lit circle

book.

Standards

Standard # Standard Explanation Activity How to teach

5.2.8 (S.S.)

Describe group and individual actions that illustrate civic virtues, such as civility, cooperation, respect and

responsible participation.

Civil War Dodge Ball

Tell students that each soldier on the battle had to cooperate in

order to win and respected their leaders

and nurses were responsible for the

health of the soldiers.

Using primary and secondary sources to examine an historical account about

Tell the students that it was not uncommon for

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5.1.19 (S.S.)

an issue of the time, reconstruct the literal meaning of the passages by

identifying who was involved, what happened, where it happened, what

events led to these developments and what consequences or outcomes

followed.

Letter Home

soldiers to write letters after battles to their families describing

what a battle was like or how they are doing

and what has been going on with the war.

5.1.18 (S.S.)

Read fiction and nonfiction stories about conflicts among and between

groups of people at different stages in the formation of the United States; give examples of how these conflicts were resolved and analyze the accuracy of

the stories' historical details and sequence of events.

Pink and Say Reader’s Theatre

Tell the children that different people view

different things differently than one

another sometimes and that these differences in thinking sometimes

cause conflicts.

5.4.8 (S.S.)

Analyze how the causes and effects of changes in price of certain goods and services had significant influence on

events in United States history.

Slave Songs

Tell the students that the tariffs effected the price of cotton and that

prices on cotton effected the income of

the country.

5.3.3 (S.S.)

Name and locate states, regions, major cities and capitals, major rivers and

mountain ranges in the United States.

Distances and Time

Worksheet And

Battle Strategy Map

Tell the students that farmers needed to know the different

states and their capitals in order to ship their cotton and generals needed to know the terrain for battles

which meant that they needed to know where

everything was in regards to land and

property.

5.2.5 (S.S.) Describe and give examples of

individual rights guaranteed by the Bill of Rights.

Letter to the President

Explain that as humans, we have

certain rights.

5.3.12 (S.S.)

Describe and analyze how specific physical features influenced historical

events and movements.

Picking Cotton Seeds

Tell the children that cotton used to be de-seeded by hand until the invention of the

cotton gin which made producing cotton easier

and more efficient.

5.2.2

Exhibit how different cultures have different

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(Health and

Wellness)

Identify the influence of culture on health practices and behaviors.

Army provisions

foods and how different people have

different foods (astronauts and military men).

5.2.3 (Science)

Choose appropriate common materials for making simple mechanical

constructions and repairing things.

CSS H.L. Hunley

Submarine

Explain that air is lighter than water and that is why an empty bottle floats but that

submarines can control how much air they retain which allows

them to sink.

5.7.1 (Art)

Apply elements (line, shape, form, texture, color, value, and space) and

principles (repetition, variety, rhythm, proportion, movement, balance,

emphasis, and unity) in work that effectively communicates ideas.

Battle Strategy Map

Exhibit the Anaconda Plan and how it was a strategy and explain what components are necessary to a battle

strategy.

5.5.4 (Writing)

Write persuasive letters or compositions that:

• state a clear position in support of a proposal.,

• support a position with relevant evidence and effective emotional

appeals. • follow a simple organizational pattern, with the most appealing

statements first and the least powerful ones last.

• address reader concerns.

Letter to the President

explaining why it is good/bad to have slaves.

Exhibit actual letters to

people and have the children look for

common themes in the letters. Also discuss

the difference between persuasive and simply

listing facts.

5.3.1 (Math)

Use a variable to represent an unknown number.

Calculating travel time to ship cotton.

Explain that a variable is the same thing as an equation where you are trying to figure out the other number using the

answer.

5.2.1 (Math)

Solve problems involving multiplication and division of any

whole numbers.

Calculating travel time to ship cotton.

Explain miles per hour and model how it takes

time to travel long distances.

5.9.1 (Music)

Investigate and perform music associated with historical periods,

individuals, events, and movements in the United States such as songs of the

railroad, American heroes, the

Sing slave songs

Discuss with the

students how songs portray feelings and that the songs helped

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American Revolution, or a specific decade.

the slaves feel happy.

5.7.15 (English)

Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people,

places, things, or experiences.

Pink and Say Reader’s Theatre

Tell the children that actors use sensory

details when they act to help portray the scene which makes it more

life-like for the audience.

5.5.1 (Writing)

Write narratives that:

• establish a plot, point of view, setting, and conflict.

• show, rather than tell, the events of the story

Letter home from war

Use the read aloud book to give an

example of a narrative that uses those key

themes and have the children explore what

each means.

5.1.2 (P.E.) Develop the ability to manipulate objects with the skills necessary to participate in games and lead-up

activities.

Civil War dodge ball

Model the appropriate way to throw a ball.

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Unit Web

Letter to the Parents

Dear Parent,

Next week we will be exploring slavery and the emancipation. This will last for twelve social studies class periods spanning twelve days. This is a large unit bursting with information, in order to teach your child about all of the information covered in this unit, I will need to spend more time on it than usual. I am very excited to begin this unit and I know that when it starts your child will be just as excited as I am if not more.

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During these twelve days students will make their own submarines, learn what it is like to live on army provisions, and create their own battle strategy, along with many other fun activities and projects. As any day, you are more than welcome to join your child’s class. The social studies time frame is right after lunch from 12:00 – 12:50 so feel free to just stop in. Again this unit will take this long to teach because it is such a major topic in American history. By spending this much time on this topic, children will be able to grasp the idea of slavery and the emancipation as well as form their own ideas and beliefs about slavery. I would like to thank you for your support in this unit and encourage you to ask your child about it if you are unable to attend a class time. Thank you. Sincerely, Jesse Gray

Annotated List of Trade Books for Slavery and the Emancipation

Hurmence, B. (1997). Slavery time when i was a chilun. New York, NY: G. P. Putnam's Sons. ~This is not a book per say, rather it is a compilation of actual writings from slaves from

the Civil War. There are 12 different slaves who are in this book, both men and women, who share their memories during the war. You will be able to see the Civil War and slavery through the accounts of these slaves.

Immel, M. B. (2005). Captured!: A boy trapped in the Civil War. Indianapolis, IN: The

Historical Society Pres. ~A true story about a boy who gets arrested during the Civil War. A 14 year old boy

named Johnny Ables gets kidnapped by Confederate soldiers and placed in Camp Morton Prison in Indianapolis Indiana. What will Johnny do now?

Kamma, A. (2004). If you lived when there was slavery in America. New York, NY: Scholastic. ~In this book, slavery is told from a 3rd person viewpoint. It describes slave auctions and

compares the slaves to goods in respect to buying and selling. Answers are given to questions such as, where did slaves come from and what did they do as well as many other things about slavery.

McGovern, A. (1991). Wanted dead or alive: the true story of Harriet Tubman. New York, NY:

Scholastic. ~This book is about Harriet Tubman, the African American woman who helped runaway

slaves through the Underground Railroad. It tells about how Harriet Tubman went from being a slave to helping others escape slavery. Details about her life are also included in this story including how many lives she saved by conducting on the Underground Railroad.

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Murray, A. R. (2004). Civil war battles and leaders. New York, NY: DK Publishing Inc.

~This book includes photographs and maps of the Civil War. It also has a narrative with loads of information about the war and the leaders and battles of the war. Extremely informative and interesting.

Pinkney, A. D. (2001). Silent thunder: a civil war story. New York, NY: Hyperion Books for

Children. ~What did slaves do during the Civil War? This question is answered in this book by

two slaves, a brother and sister, which live and work on a Virginia plantation. It tells about the slaves who were not part of the war who still had to work for their “masters”.

Ratliff, T. (2004). You wouldn't want to be a Civil War soldier: A war you'd rather not fight.

Danbury, CT: The Salariya Book Company Ltd. ~Think you have what it takes to be a soldier in the Union Army? This book will test

your beliefs. It is told through the (first person) eyes of a farmer who decides to join the Union army. At the end of the book, would you really want to be a soldier?

Shura, M. F. (1991). Gentle annie: the true story of a civil war nurse. New York, NY:

Scholastic. ~Discussed in this unit is the woman, Clara Barton, who founded the American Red

Cross during the Civil War. This book is about a nurse during that time who would risk her life to save the lives of the soldiers. It tells the tale of Anna Blair Etheridge, a real nurse during the Civil War as a fictional tale.

Stolz, M. (1998). A ballad of the civil war. New York, NY: Harper Collins Publishers Inc. ~A well known fact about the Civil War is that many times families would have to fight

other family members. This book brings that sad fact to reality. It tells the tale of two brothers who share everything they own until it comes to their beliefs on the War. One brother joins the Union army, while the other joins the Confederate army.

Sullivan, G. (2002). Harriet tubman. New York, NY: Scholastic. ~Like Wanted Dead or Alive: The True Story of Harriet Tubman, this book describes

Harriet’s life. She first escapes slavery and becomes free and then continues to go back to rescue other slaves including her family. It is the tale of a brave woman who saved the lives of many.

Bulletin Board

The bulletin board that I have designed will be interactive. I will attach pictures of 6

important men during the Civil War to popsicle sticks and then put these sticks in holders at the

bottom of the bulletin board. At the beginning of the Unit I will have the students arrange the

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sticks on either the Confederate side, or the Union side of the bulletin board (marked by the blue

side and the gray side). Throughout the Unit, the class will make necessary changes to the order.

Here is a picture of a sample bulletin board.

Field Trip/Guest Speaker

Field Trip – A trip to the Eli Lilly Civil War Museum and monument in Indianapolis,

Indiana would be a great field trip for fifth graders because they are old enough to understand

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and appreciate the information that is rendered at this museum. Of course I would have to

discuss who Eli Lilly was and why he was important to the Civil War. I would teach the children

about him during the week prior to the field trip. This trip would also be opened up to all fifth

graders, not just my class.

We would first visit the monument and take observations of the details and make

assumptions of what the monument means. After looking at the monument for awhile, we would

then venture into the museum part of the field trip and take a tour. During the tour we will be

able to see many different aspects of the War and the soldiers and families. The students could

also ask the tour guide any questions they may have while taking the tour so that their learning is

authentic and interesting to them on a personal level. The children will receive much

information on the Civil War and what it meant to be alive during the Civil War as well as being

a soldier.

Once the tour is over we will spend some time at the gift shop for those students who

wish to bring their parents or siblings a souvenir. Once the children are done at the gift shop and

have used the restroom, we will continue back outside and look at the monument again, this time

students will come up with different ideas as to what the monument symbolizes. Hopefully after

going through the exhibits the students will be better able to come up with ideas. Then the tour

guide, another fifth grade teacher, or I will explain the true meanings behind the many details of

the monument.

Guest Speaker – I would invite a history teacher from a nearby college to come in and

discuss the Civil War with my students. They would bring in any authentic items they may have

in their possession or pictures of authentic items. Main topics of the presentation would include

the food that soldiers ate during their marches, the different soldiers’ uniforms, the races of the

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soldiers, what families did during the War, what slaves did during the War, and anything else

that he/she may find interesting or necessary to fifth graders.

I would invite the parents to come and sit in on the presentation because they may ask

questions about the War that the students might not think of, but would interest the children.

Because there is so much information that could be shared, I would allow the speaker the entire

social studies timeframe to talk to the students. The students will also take notes on anything

that they find interesting, not extensive notes that would make them just spit out information, but

information that they personally find interesting.

Once the speaker is done with his/her presentation, I would have the students write on a

scrap piece of paper 3 things that they found interesting that they did not already know, and at

least one additional question that did not get asked. By doing this I would get the children

interested in the topic and also encourage more learning of the topic. I would then have the

speaker answer those questions on a piece of paper that I would then read to the class the

following day so that they can learn the answers to their questions.

Pre-Test/Post-Test

Pre-Test – This will be a short quiz that will not be taken for a grade but rather as a tool to help

me see where the students are at in regards to their knowledge on the Civil War Era. This pre-

test would resemble the following format.

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After the students take the pre-test, we would go over the answers together as a class and I would

then introduce the unit to the children.

Post-Test – The post-test would be for a grade and be much longer than the pre-test. It would be

a test with about 30 questions on it consisting of multiple choice, true/false, short answer, and

one essay. The test would cover all the knowledge covered throughout the unit and the essay

will have them relate to the unit topic on a personal level relating to the above stated goals;

sharing with me the things they have learned, what they found interesting, and something that

they will always remember about the Civil War. By having this kind of test, I will be able to

check for understanding and see the connections that the students have made with the subject.

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Technology and Literature

In today’s society, technology is the key to hands on learning for children. Because of

this, teachers must integrate technology into their lessons. For this unit on slavery and the

emancipation, I will be using the Smart Board for most of my lessons, allowing the students to

interact with it. I will also be having the children make their own submarines. In addition to

these two forms of technology, the students will use the computers to look up information on

different aspects of the Civil War. Along with technology, literature is another important aspect

of learning. Literature holds all sorts of information on many different subjects. I will utilize

several different forms of literature including novels, poems, song, and letters. Through this

supply of literature, my students will learn many new and interesting facts about the Civil War

that they did not know previously or would not have learned just from the school text book.

Lesson Plans

Lesson Plan by: Jesse Gray Lesson: Unit 6: Lesson 1_ Length: _1 hour_ Age or Grade Intended: _5th_ Academic Standard(s):

• 5.4.7 (S.S.): Predict the effect of changes in supply and demand on price. • 5.5.2 (P.E.): Perform activities safely and follow rules.

Performance Objectives:

• After reading the sections listed below, students will make at least one reasonable prediction on the price of cotton based on the effects of the tariffs and defend their prediction.

• During the seed picking activity, students will follow all of the rules set forth by the teacher.

• During the seed picking activity, students will use safe methods of retrieving seeds from cotton balls.

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Assessment:

• Listen to predictions and check for reasonability and a good defense. • Watch the children to make sure they are following the rules and being safe.

Advanced Preparation by Teacher:

• Obtain enough cotton balls for each student to have 2. • Obtain poppy seeds. • Place poppy seeds into the cotton balls so that the students will have to work hard to get

them out. Procedure: Introduction/Motivation:

• Read the book, Working Cotton, by Sherley Anne Williams aloud to the class. • Discuss book as a group. (Gardener, Interpersonal) • Ask the students if they know what types of things can be made from cotton and

how cotton is made into fabric. (Bloom, Knowledge)

Step-by-Step Plan: • Introduce lesson 1 and go over vocabulary words. • Have students buddy read Lesson 1 sections labeled Cotton Rules the South,

Political Balance, and Tariffs Divide States from their social studies text books. • Ask the children if there are any questions about the reading that they came up with

while reading. • Ask students what the machine was called that picked the seeds out of the cotton

and what did slaves have to do before the machine was invented. • Tell the students that cotton seeds are very small and difficult to get out of cotton

and tell them that they are going to find out just how tedious it really was. • Hand out the cotton balls to each student and have them pick out the poppy seeds

for 10 minutes. (Gardener, intrapersonal) (Gardener, Bodily-Kinesthetic) • Ask the students how difficult it was to get the seeds out of one cotton ball and

imagine doing that for thousands of cotton balls each day. • Tell them that that is what the slaves had to do. • What is a tariff and who did they effect? • Why were tariffs created? (Bloom, Comprehension) • What do you think happened to the cotton business after the tariffs were created?

(Bloom, Evaluation) (Gardener, Verbal-Linguistic) Closure:

• Go back and revisit the importance of cotton and slaves. (Bloom, Analysis) • Ask the children what they think will happen in the next chapter without looking

ahead while having them put away their books to get ready for their next subject. Adaptations/Enrichment:

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• Adaptations o Help the student read the sections of the book. o Explain some things in different ways to help the child understand better.

• Enrichment o If the child ripped apart their cotton ball, have them try to do it while keeping the

cotton ball intact. o Have the child explain why a prediction different to theirs is wrong.

Self-Reflection:

• If I could change one thing about the lesson it would be______________________________________________________________________.

• What did the children like most? • What did the children not like?


• 5.9.1 (Music): Investigate and perform music associated with historical periods, individuals, events, and movements in the United States such as songs of the railroad, American heroes, the American Revolution, or a specific decade.

• 5.4.8 (S.S.): Analyze how the causes and effects of changes in price of certain goods and services had significant influence on events in United States history.


• After learning about cotton and its effect on slavery, the students will investigate 2 songs that the slaves would sing while working.

• After learning about cotton and its effect on slavery, the students will sing as a class 1 song that the slaves would sing while working with correct tone.

• After learning about cotton and its effect on slavery, the students will explain why the tariffs forced the South to decrease slavery coming up with at least 1 answer.

Assessment:

• Students will print off and hand in their 2 songs and teacher will check them off. • Class will sing the selected song as a group with correct tone. • Students will turn in a short answer (4-6 sentences) explaining their thoughts.


• Secure computer lab • Find 3-5 websites that have slave songs and post them on the wall so children can go

straight to them. Procedure:

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• Introduction/Motivation:

o What can you guys remember about the lesson yesterday? (Bloom, Knowledge) o What about slaves? o Ask students how many of them like music. o Ask students if they ever sing songs or listen to music while they work or do other

things. o State that slaves also sang while they worked to help the time go by faster.

• Step-by-Step Plan:

o Revisit the reading from yesterday mentioning points of interest for the lesson (tariffs and their effect on slavery).

o Tell the students that many times the slaves would sing while they worked and that they will be learning about those songs today.

o Take students down to computer lab to look up 2 songs from the internet and print them off and hand them in. (Gardener, Visual-Spacial)

o Take children back to the classroom and have them vote on their favorite song. o Make copies of the song and have the children sing the song together as a class

using the correct tone. (Gardener, Musical) (Bloom, Interpersonal) o Restate that the tariffs on cotton lead to tensions between the North and the South.

(Gardener, Existential) o Ask the students why they think that is and have them respond to the question using

4-6 sentences. (Bloom, Comprehension, Evaluation) (Gardener, Verbal-Linguistic, Intrapersonal)

• Closure:

o The example of cotton and slavery could be used to express supply and demand. o Let’s take out your math books and learn more about supply and demand.

Adaptations/Enrichment:

• Enrichment o Have the students who are musically/acoustically inclined sing or play a song to the

teacher in private or to the whole class. o Have the students who understand poetry and music take a copy of the song sung as

a class home and evaluate the lyrics and write a half page paper telling me what the song is about and why they think that slaves came up with those lyrics.

• Adaptations o Have the students who are deaf/hard of hearing (meaning their tone could be off) sit

in the chairs and evaluate the singing of the class acting as though they are a song critic.

o Print off copies of the song(s) with large font for the students who are visually impaired.

Self-Reflection:

• Do the students understand the impact of cotton on the slave industry? • Do the students understand the impact of songs on the spirits of the slaves?

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• If I would change one thing about the lesson it would be _________________________________________________________________________


• 5.3.3 (S.S.): Name and locate states, regions, major cities and capitals, major rivers and mountain ranges in the United States.

• 5.3.1 (Math): Use a variable to represent an unknown number. • 5.2.1 (Math): Solve problems involving multiplication and division of any whole

numbers.

Performance Objectives: • After the lesson students will name the states that cotton was grown and shipped to by

filling out a worksheet with a maximum of 2 errors on this section. • After the lesson students will locate the states that cotton was grown and shipped to by

filling out a worksheet with a maximum of 2 errors on this section. • After the lesson students will name the major cities of the states that cotton was grown and

shipped to by filling out a worksheet with a maximum of 2 errors on this section. • After the lesson students will name the capitols of the states that cotton was grown and

shipped to by filling out a worksheet with a maximum of 2 errors on this section. • After the lesson students will solve problems using variables on a worksheet with no more

than 4 errors total. • After the lesson students will solve problems using multiplication and division of whole

numbers on a worksheet with no more than 2 errors total. Assessment:

• Teacher will collect the worksheets and grade looking for correct answers to the questions and correct placements of cities and states.


• Create worksheet. • Obtain a large map of the Midwest/Eastern states to exhibit to the whole class during class.

Procedure: Introduction/Motivation:

• What are some of the states that grew cotton? Flip back in your books if you need to refresh your memory.

• Revisit the states that cotton was grown in and which states would ship the cotton to

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Britain (Gardener, Visual-Spatial). • Ask the children how long it took them to get to school today (Bloom, Knowledge). • See if any of the children know how many miles away from the school they live. • Inform students that before cars and busses, horses were the only form of

transportation besides walking and that it took hours to go just a few miles. • Explain that this cotton had to be shipped by horseback to those states. • Ask the students how they could find out how long it would take for their cotton

shipment to go from their plantation in Alabama, to the shipyards in Georgia and South Carolina.

• State that the use of variables is a good way to figure out the answer.

Step-by-Step Plan: • Introduce variables and allow students to practice identifying variables by

observing created problems on the board. • Ask students what practical purposes they believe variables could have (Bloom,

Comprehension). • Once the students exhibit that they know what a variable is and can correctly

identify one, model how to solve a math problem using a variable. • After completing 3-5 examples, allow the students to work out 5 examples on white

boards (Gardener, Logical-Mathematical, Intrapersonal). • Ask the students what the importance of variables in the use of everyday life is

(Bloom, Analysis). • Once the children show that they have a good grasp on variables and how to solve

equations using variables, give students the worksheet. • Allow for work time after the lesson and before the next subject to ensure that the

children understand the material.

Closure: • How would you use variables in real life? (Bloom, Application) (Gardener, Verbal-

Linguistic). • Have the students take out the next subject’s books as they put their math books

away. Adaptations/Enrichment:

• Adaptations o Give less complicated problems. o Allow to work in pairs or groups of 3 o Allow the use of multiplication chart. o Allow the use of a step-by-step chart on how to solve equations using variables.

• Enrichment

o Give more advanced problems. o Work alone o Do not allow the use of a multiplication chart. o Give a problem using 2 variables.

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Self-Reflection:

• Were the students engaged the whole time? • Did the students have a hard time understanding the material? • If I could change one thing about my lesson it would be

_________________________________________________________________________

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Name: ______________________ Date: _______________

Variables Worksheet

1. You are a farmer in Nashville, TN with a shipment of cotton that needs to go to Charleston, SC. Charleston is 551 miles away from Nashville and your fastest horses can travel 12 miles per hour. How many hours will it take to get your shipment to Charleston?

2. A ship captain in Brunswick, GA received a letter on Monday stating that a shipment of cotton would be arriving at noon Wednesday from a farm in Montgomery, AL to be shipped to England. If the horses travel at 10 miles per hour, by what time and day would the farmer have to leave his farm in order to get to the docks by noon Wednesday? It is 327 miles from Montgomery, AL to Brunswick, GA.

3. Farmer Frank lives in Jackson, MS. He needs to ship a load of cotton to Georgetown, SC which is 717 miles away. Farmer Frank has horses that can travel at 15 miles per hour. If Farmer Frank needs to get his shipment to SC by Friday, what day should he leave?

4. Carl the Cotton Farmer needed to ship a load of cotton to Augusta, GA. He woke up at 8:00 AM. If he needs his shipment at the docks by 5:00 PM and his horses can travel 16 miles per hour, will he be able to make it to the docks in time?

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Name: ________________________ Date: _________________

States and Capitols

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• 5.5.4 (Writing): Write persuasive letters or compositions that: state a clear position in support of a proposal, support a position with relevant evidence and effective emotional appeals, follow a simple organizational pattern, with the most appealing statements first and the least powerful ones last, and address reader concerns.

• 5.2.5 (Social Studies): Describe and give examples of individual rights guaranteed by the Bill of Rights.


• After learning about persuasive voice and slavery, students will write a one page typed persuasive letter to either President Lincoln or President Davis explaining why slavery is good or bad using correct letter format taught by the teacher.

• After reading from the textbook, students will discuss what they believe rights are giving at least a total of 6 rights.

Assessment:

• Letter will be turned in and graded based on persuasive tone, argument topics, format, spelling, and punctuation (rubric).


• Be prepared to rough draft in classroom and book the computer lab for two consecutive days.

Procedure: Introduction/Motivation:

• Do you remember about how we talked about slavery the other day and the songs that the slaves sang while they were working? (Bloom, Knowledge)

• Can you remember some of the words of those songs or the mood of those songs? • Once slavery was adopted by the Southern farmers, conflict began between the

North and the South. This conflict was called the Civil War. • It started because of disagreements between the Northern states and the Southern

states. Have you ever had a disagreement with someone? Step-by-Step Plan:

• Students will follow along in their books while listening to the Smart Board program read the passages in their text book titled The Fight Over Slavery, Compromise Leads to Violence, and A Nation Divided in Lesson 2.

• Read and discuss the Bill of Rights to the students stressing what rights people have and the wording used in the document.

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• The states in the North generally believed that all people no matter their color had equal rights, where the Southern states generally believed that African Americans, or slaves, did not have any rights and were beneath the White people.

• The Northern states also believed that slavery was wrong because it conflicted with the rights of people, where the South was pro-slavery. This lead to conflict and eventually war between the two sides.

• Create a T-Chart Diagram on the Smart Board with the help of the students discussing why slavery is good and bad. (Bloom, Comprehension)

• After about 3-5 things are on both sides of the chart, tell the students that they will be writing letters to either President Lincoln describing why slavery is a good thing and why he should allow it; or to President Davis describing why slavery is bad and should be abolished. (Bloom, Evaluation) (Gardener, Existential)

• Go over how to write a letter (heading, body, footer, and signature). • Before they begin writing, have the children pair up and share their feelings on

slavery. (Teacher will walk around and check to make sure there are no “fence-sitters.” (Bloom, Analysis) (Gardener, Interpersonal)

• After about 5 minutes of sharing with a partner, students will begin writing on notebook paper a letter to a President. Stress to the children to think back to the Bill of Rights and discuss the rights of humans based on their interpretations of the document. (Gardener, Intrapersonal, Verbal-Linguistic)

• When the letters are complete, have the children go to the computer lab and type up their letters (making sure they leave room to sign their name).

Closure:

• Well what are some things that you guys came up with? • Alright well put everything away it is time to go to lunch because you have the right

to eat while in school. Adaptations/Enrichment:

• Adaptations (Learning Disabled in writing) o Lessen the length of the letter for the children who struggle with writing. o Modify rubric scale to match the ability of the children with IEPs in writing.

• Enrichment o Connect slavery with something in today’s society to discuss in the letter (chores

being child labor, homework, etc). o Modify rubric to be more strict for the children who excel in writing.

Self-Reflection:

• Did the students enjoy the lesson? YES NO • If I could change one thing about the lesson it would be: ___________________________

_________________________________________________________________________. • Did the children grasp the concept of human rights and how slavery abused these rights?

YES NO

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Rubric for Letter

Criteria 0 – 1 2 – 3 4 – 5 Total

Format

Student does not

use correct letter

format.

Student mostly

uses correct letter

format.

Student correctly

uses letter format.

_____

Persuasive Tone

Student does not

use a persuasive

tone in the letter.

Student uses some

persuasive tones in

the letter.

Student uses

persuasive tone in

letter.

_____

Content

Student does not

use appropriate

content in letter.

Student mostly

uses appropriate

content in letter.

Student uses

correct content in

letter.

_____

Score: ____ / 15 Percentage: %


• 5.3.3 (Social Studies): Places and Regions: Name and locate states, regions, major cities and capitals, major rivers and mountain ranges in the United States.

• 5.7.1 (Art): Apply elements (line, shape, form, texture, color, value, and space) and principles (repetition, variety, rhythm, proportion, movement, balance, emphasis, and unity) in work that effectively communicates ideas.


• After learning about the different elements/principles of art, students will create a map showing their strategic battle strategy for winning the Civil War while correctly marking

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the mountains, rivers, and ocean. • After learning about the different elements/principles of art, students will create a map

showing their strategic battle strategy for winning the Civil War while correctly marking states, and their capitols and cities as well as their battle plan.

Assessment:

• Maps will be collected and a rubric will be used to define a grade for the map based on the principles and elements of art and the correctness of the locations of states and capitols and other natural features of the Eastern United States.


• Obtain and cut large recycled paper, paints (acrylic and water color), colored pencils, crayons, ribbon, sand, rocks, and anything that the children could use to create texture on their maps.

• Draw the states involved in the Civil War on the papers. Procedure: Introduction/Motivation:

• Who can tell me about what we learned about Abraham Lincoln yesterday? (Bloom, Knowledge)

• Who did Lincoln run against for the presidential candidacy? • Children read At the Edge of War in lesson 2 silently to themselves. • What happened after Lincoln was elected? • What happened when the Southern states seceded? • What do generals do in a war to help them win battles? • Well today we are going to learn more about the war and the different strengths and

weaknesses that affected the battle strategies of both the North and the South. Step-by-Step Plan:

• Have the children follow along in their books while the teacher reads sections The War Begins, Strengths and Weaknesses, and The War Continues.

• The North and the South obviously had their differences, but they also had some similarities. Let’s explore these similarities and differences together.

• Create a Venn diagram on the Smart Board having the students come up with the similarities and the differences. (Bloom, Comprehension)

• So what was the main strategy for the North? • What was the main strategy for the South? • What do you realize about both of these strategies? • Explain to the students that a good battle strategy utilizes the strengths of that side,

while using those strengths against the weaknesses of the opponent. • A weakness for the South was the lack of transportation modes to ship supplies to

troops, taking this into consideration is how General Scott devised his strategy. (Bloom, Analysis)

• Tell the students that they are Generals in the Civil War and that they will be having a military council to devise a strategy to end and win the war.

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• Split the students up into groups of 3-4 and then split those groups into North and South. (Gardener, Interpersonal)

• Give each group a piece of recycled paper that has the states involved in the Civil War drawn on it in Sharpie (by the teacher).

• Students in the groups will discuss (secretively) their ideas for a winning battle strategy and decide on ONE of those strategies to draw on the map. (Bloom, Application)

• Students will then map out their strategy using markers, crayons, or colored pencils. • Once the map is drawn out students will label the states, cities, and capitals of the

states on the map. (Gardener, Visual-Spatial) • The students will then add texture to their map using the materials provided (ribbon,

sand, rocks, etc.) and any other materials they can think of. (Gardener, Bodily-Kinesthetic)

• Once the landscape (texture) is completed, students will then take ribbon and mark their strategy.

• Groups will present their strategies to the class as a group (everyone talks). They will explain the terrain (what they used and what it represents), which side they are on, their strategy from start to finish (chronologically), and whose idea it was. (Gardener, Verbal-Linguistic)

Closure:

• Excellent work on your maps and strategies Generals! • It’s a good thing that you weren’t Generals in the Civil War because it would have

never ended because of how good your strategies are. • Well that was just a warm up before art class so put everything away and line up at

the door. Adaptations/Enrichment:

• Adaptations (Autism Spectrum Disorders) o For the students who do not like textures of things, allow them to observe and direct

their classmates as they apply the materials. o For the students who have social disorders, allow them to either write/draw their

ideas on paper and show to the group or conference with the teacher or have the teacher present the idea to the group.

• Enrichment o Allow for more than one day to do the map so students can bring materials from

home. o Don’t have the states previously drawn for them and have the students work

together to draw them out. Self-Reflection:

• Did the students enjoy this activity? YES NO MOSTLY • Did they understand the concept of strategies and how important they were to both sides

in determining victory? YES NO MOSTLY • If I could change one thing about this lesson it would be: _________________________

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_______________________________________________________________________.

Map Rubric

Criteria 0 – 1 2 – 3 4 – 5 Total Elements of Design (line, shape, form,

texture, color, value, space)

Student does not use elements of

design.

Student uses

some elements of design.

Student uses

many elements of design.

_____

Principles of Design

(repetition, variety, rhythm,

proportion)

Student does not use principles of

art.

Student uses

some principles of art.

Student uses

many principles of design.

_____

Places and

Regions

Student incorrectly

labeled states, cities, and capitals.

Student correctly labeled most

states, cities, and capitals.

Student correctly labeled states,

cities, and capitals.

_____

Landforms

Student did not include

landforms.

Student included some landforms.

Student included all landforms.

_____

Score: ___ / 20

Percentage: %


• 5.2.3 (Science): Choose appropriate common materials for making simple mechanical constructions and repairing things.

• 5.1.19 (S.S.): Using primary and secondary sources to examine an historical account about an issue of the time, reconstruct the literal meaning of the passages by identifying who was involved, what happened, where it happened, what events led to these developments and what consequences or outcomes followed.


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• Given the proper materials and background knowledge, the students will construct a working model of the CSS H.L. Hunley submarine with less than two malfunctions.

• After reading the text from the textbook, students will answer 5 questions correctly about the CSS H.L. Hunley submarine.


• Obtain 4-5 24 oz (empty) soda bottles (with holes drilled in the top of the caps), duct tape, 4-5 12” long rubber tubing (small enough to fit in the hole in the bottle caps), 96-120 pennies, 12-15 rubber bands, and 4-5 clear plastic tanks, 4-5 bendable straws, and aluminum foil (enough to wrap the pennies in groups of 4, 8, and 12).

Lesson:

• Read aloud to the students section A New Kind of War in Lesson 3 and ask questions that correspond to the sections read the previous lesson and section read today i.e.: who was involved, what happened, where it happened, what events led to these developments and what consequences or outcomes followed.

• Divide students into 4 or 5 different groups. Give each group the following supplies: 1 24oz plastic bottle, 3 rubber bands, 1 rubber tube, 24 pennies, 1 plastic tank, some aluminum foil, some duct tape, and 1 straw.

• Have groups create their submarines and test their torpedoes and buoyancy. • Inform the students about buoyancy, water pressure, and how it relates to the submarine. • Students will have a grand conversation about the effectiveness, practicality, and

ingenuity of the submarine in the Civil War. Assessment:

• Teacher will look at each group’s submarine and make sure everything is going well and make sure that none of the submarines have more than 2 malfunctions.


• 5.3.12 (Social Studies): Environment and Society: Describe and analyze how specific physical features influenced historical events and movements.


• Students will be able to locate and describe which States had the most battles and why based on the physical features of that state being able to come up with 3 states and explanations as to why those 3 states were chosen.


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• Obtain information on the battles of the civil war and which states had the most. Lesson:

• Have the students read along with the Smart Board Sections A and B in Unit 6 Lesson 4 allowing the children to answer the Quick Check questions. Discuss how the war went from looking good for the South (victory at the port with the CSS H.L. Hunley) to looking good for the North.

• Inform the students that battles took place in many of the states, but some states had a lot more than others. Have the students write down which 3 states had the most battles with explanations as to why that is in their Social Studies Journals. Have them share their predictions and explanations to the class.

• Have the children look up the battles of the Civil War online in the computer lab and compare their predictions with the actual records.

• Have students write a reflection of their findings discussing their thoughts and comparing their predictions with the facts and why they think that their predictions were wrong and why the facts are facts in their journals.

Assessment:

• Teacher will collect the journals and assess (diagnostically) their reasoning and their information checking for logical reasoning as to why their answers were chosen and why the factual battles took place in those states.


• 5.2.2 (Health & Wellness): Identify the influence of culture on health practices and behaviors.


• Students will discuss the effect that culture has on health practices and behaviors by comparing today’s diet to the diet of the mid 1800’s coming up with at least 2 similarities and 3 differences each.


• Obtain information on the diet of the mid 1800’s. • Create a Venn Diagram labeled “Civil War” and “Present Day”

Lesson:

• Have the students read with a partner sections The Turning Point and The War Effort in Lesson 4 allowing the children to answer the Quick Check questions. Discuss that the

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soldiers needed provisions. Discuss what types of provisions these would be and that during the battles (last lesson) that were fought, the soldiers had to carry their food in a satchel.

• Bring in examples of the provisions and have the children eat those for lunch rather than their lunch (in the rations that would be used during war).

• Discuss the nutritional value of the provisions compared to the school lunch’s nutritional value and the effect that our culture today has on the food we eat and the effect that the mid 1800 culture had on the food they ate.

• Hand out the Venn diagram and have the children do it for homework. • Have the children eat the school lunch in the classroom after handing out the diagram.

Assessment:

• Teacher will collect and grade the Venn diagrams the next day looking for accurate similarities and differences.

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• 5.1.19 (S.S.): Using primary and secondary sources to examine an historical account about an issue of the time, reconstruct the literal meaning of the passages by identifying who was involved, what happened, where it happened, what events led to these developments and what consequences or outcomes followed.

• 5.5.1 (Writing/English): Write narratives that: establish a plot, point of view, setting, and conflict; show, rather than tell, the events of the story.


• After the lesson, using knowledge taken from primary sources the student will write a letter home explaining the events of war that they have witnessed while in battle with the use of plot, point of view, setting, and conflict.

• After the lesson, students will create a letter home that uses language and writing that make the events come to life rather than telling about them.


• Obtain several pieces of primary resources for students to observe. Lesson:

• Have children buddy read the sections in their book titled The Final Battles and Sherman’s March.

• Go over the topics they have been learning about in literacy class (expressive tone, “sound” words (bang, crash, etc.), and letter format). Then discuss that many soldiers carried and wrote in journals every day and that many other soldiers wrote letters home to their families telling about the events of their day.

• Tell the students that you have made copies of letters from soldiers that they will read and tell them that they will be writing their own letter home describing their day as a Civil War soldier using the correct format and words that make their letter come to life instead of telling.

Assessment:

• Read the letters and grade using rubric

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Name: Date:

Points 0-1 2-3 4-5

Format

Student does not use

correct letter format.

Student mainly uses

correct formatting.

Student uses correct letter

formatting.

Word Usage

Student does not use

words that bring the

letter’s contents to life.

Student uses some words

that attempt to bring the

letter’s content to life.

Student uses a variety of

words that bring the letter’s

contents to life.

Content

Letter’s contents are not

relevant to the Civil War.

Letter’s contents include

some aspects of the Civil

War.

Letter’s contents are

corresponding to the Civil

War.

Score: _____ / 15 Percentage: %


• 5.1.18 (S.S.): Read fiction and nonfiction stories about conflicts among and between groups of people at different stages in the formation of the United States; give examples of how these conflicts were resolved and analyze the accuracy of the stories' historical details and sequence of events.

• 5.7.15 (English): Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.


• After the completion of a read aloud book, students will recite a play based on the book read aloud in class by the teacher using at least 3 sensory details.

34

Advanced Preparation by Teacher: • Create a play based on the read aloud book Pink and Say by Patricia Pollaco.

Lesson: • Have the students skim over the section in their book entitled The South Surrenders

writing down any important information they find and any questions they may create. • Check that the students understand why the South surrendered and why Lincoln was

assassinated. • Read aloud the book Pink and Say. After reading the book tell the students that they will

be acting this book out to the other 5th grade classes using a script. Assign roles to students as desired.

• Practice the skit for the next 2 days and then on the 3rd day present the script to the rest of the 5th grade classes.

Assessment: • Students will be graded on participation.

Pink and Say Script (Joshua, 2010)

Reader’s Theater Storyboard and Script NARRATOR: The following is the presentation of a reader’s theater of the book Pink and Say written by Patricia Polacco. The following characters are present in the book: Sheldon Curtis, Pinkus Aylee, Moe Moe Bay, and the Soldier. Each part is played by an individual in the class along with the part of narrator. Introduction music with sound effects: dark music, gunshots and yelling NARRATOR: Sheldon had been injured in a fierce battle and was left for dead in a muddy, blood-soaked pasture somewhere in Georgia. He was a mere lad of fifteen. He lay there for two days, by his reckoning, only to slip into unconsciousness and fever. He was rescued from this field by another lad who had also been separated from his company. PINKUS: Bein’ here, boy, means you gotta be dead. Where you hit? NARRATOR: He had never seen a man like him so close before. His skin was the color of polished mahogany. He was flyin’ Union colors too. His age, maybe. His voice was soothin’ and his help was good. SHELDON: Hit in the leg, not bad if it don’t go green. PINKUS: Can you put weight on it? We gotta keep movin’. If we stay in one spot, marauders will find us. NARRATOR: Say was pulled and carried, stumblin’ the whole way. They finally arrive at Pinkus’ house.

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SHELDON: Where am I? Is this heaven? NARRATOR: Moe Moe Bay tossed her head and laughed. Laughter after the narration lasting two seconds MOE MOE BAY: No child, Pinkus brung you home to me. Don’t you remember? Both you children been on the run for days, and a miracle of God Almighty brung you both here, yes indeed, child, a miracle. PINKUS: Guess you don’t remember much. “I’m Pinkus Aylee, fought with the Forty-eighth Colored. Found you after I lost my company. This is my mother, sweet Moe Moe Bay. SHELDON: My name is Sheldon. Sheldon Curtis. MOE MOE BAY: Lord, Lord, I have never thought I’d see my dear boy again. Warm things got left in the big house when the family left. PINKUS: Then you have been all alone here? Where is everybody? MOE MOE BAY: Your daddy runned off to fight a month ago. All the hands and their children runned off out of harm’s way. But I stayed. I prayed to the Lord every day. My prayers were surely answered ‘cause He brought my baby back here to stay. You ain’t never gonna leave your momma again, are you, child? NARRATOR: Pinkus looked troubled and didn’t answer. MOE MOE BAY: I’m goin’ down the stream and pound these clothes of yours. If you hear marauders comin,’ git for the root-cellar door. Stay down there ‘til they gone. That’s what I been doin’. PINKUS: Marauders, here? MOE MOE BAY: They’ve seen there’s nothin’ here for them, child…Nothin’! NARRATOR: As soon as she left us, Pinkus sank to my bedside. PINKUS: Sheldon, boy, as soon as you heal up we gotta get away from here. We are puttin’ Moe Moe Bay in great danger by bein’ here. If they come and find that she’s been holdin’ troopers… Silence for four seconds PINKUS: We gotta get back to our outfits if we can find ‘em. SHELDON: You mean back to the war?

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PINKUS: It’s the only way, ain’t it? Sheldon, you alright? You look bothered. SHELDON: You can call me Say. Everybody in my family calls me Say, not Sheldon. I ‘spect you’re my family now. PINKUS: Near ‘nuff, Say. Near ‘nuff. You can call me Pink. NARRATOR: For the next week Moe Moe Bay fed them both up good. Raw milk and corn bread never tasted so good in all their born days. She saw to it that Say tried to walk a little every day. Fire crackling while the following is being said When they slept, she sat near them, stoked the fire and watched over them. NARRATOR: Pinkus walked Say on his first day outdoors. PINKUS: And that there was the Master’s house. Master Aylee. SHELDON: How come you have his last name? PINKUS: Boy, when you’re owned, you ain’t got no name of your own. Even Kaylo had to take that name. PINKUS: Master Aylee had a library full of books right here. He taught me to read, even though it was against the law.” SHELDON: He must have been a good man. PINKUS: More bad than good, Say. Sometimes I think he just liked bein’ read to. There was this book of poetry, Say, that was this thick. Every night I’d read out loud to him from that book. I blessed this house because of all those beautiful books…but I cursed it, too, for what it stood for. NARRATOR: They walked a little bit further. PINKUS: To be born a slave is a heap o’ trouble, Say. But after Aylee taught me to read, even though he owned my person, I knew that nobody, ever, could really own me. SHELDON: You feel hot, Pink. Lord, I think you are as sick as me. Let me fetch you back to the house. PINKUS: I’ll be fine, boy. Just a little tired, that’s all. I’ll be ready to fight, though. I’ll be ready to fight. NARRATOR: That night as they ate, Moe Moe Bay looked so happy. Says heart ached at the thought of tellin’ her they’d be leavin’ soon. SHELDON: I done something important.

37

MOE MOE BAY: Of course you have, child, of course you have. SHELDON: I touched Mr. Lincoln’s hand. It were near Washington. We were quartered there just before Bull Run. The president himself were shakin’ everyone’s hands. And I just put my hand right out. PINKUS: And he took it? SHELDON: Yep, he took it. PINKUS: Now there’s a sign, ain’t it? SHELDON: Touch my hand, Pink. Now you can say you touched the hand that shook the hand of Abraham Lincoln! MOE MOE BAY: Next best thing to touchin’ him. NARRATOR: Most of the next day Pink was studyin’ an old map. PINKUS: Marauders don’t fan out further than thirty miles or so from their camps. If they come here then their units must be that close. We gotta get south of the river. See here, Say? That’s where my troops were headed. We can meet up with them about here, I figure. MOE MOE BAY: Meet up with who? You ain’t leavin’? PINKUS: Now, my mother, you knew we couldn’t stay here. You had to know that! NARRATOR: He tried to calm her. MOE MOE BAY: No, no, my babies…my dear babies! Play crying sound effect for two seconds NARRATOR: She cried. She was inconsolable for a time. She sat still and afraid as she just listened. Pause for four seconds PINKUS: Mother, this war has to be won or this sickness that has taken this land will never stop. NARRATOR: Pink always called slavery “the sickness” when he talked. PINKUS: We have to go. NARRATOR: He knelt at her feet. By the look that came into her eyes, she’d known that this day was comin’.

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NARRATOR: That night Say couldn’t sleep. MOE MOE BAY: What’s wrong, child? SHELDON: I don’t want to go back. MOE MOE BAY: I know, child. Of course you don’t. SHELDON: You don’t understand. I took up and run away from my unit. I was hit when I was runnin’. NARRATOR: He sobbed so hard his ribs hurt. SHELDON: “I’m a coward and a deserter.” NARRATOR: Moe Moe Bay looked at the fire and said nothing for the longest time. Then her voice covered his cries. MOE MOE BAY: You ain’t nothin’ of the kind. You a child…a child! Of course you scared. Ain’t nobody that ain’t. SHELDON: I’m not brave like Pink…I’m not brave. MOE MOE BAY: Child, bein’ brave don’t mean you ain’t afeared. Don’t you know that? SHELDON: I don’t want to die. MOE MOE BAY: They’s things worse than death, child. But you got nothin’ to fear. You are here now, and I’m huggin’ you up. You goin’ to be an old man someday. NARRATOR: The next mornin’ they mustered to leave. They packed corn bread, salt pork and dried beans. Say would have done just about anything to stay, but his place was to go with Pink. He owed him that. Just as they were makin’ the last sweep of the place, makin’ sure there were no signs of them ever bein’ there, they heard wild screams and shrieks comin’ from the woods. ALL: Marauders! NARRATOR: Pink grabbed a piece of wood for a club. But, Moe Moe Bay took it from him. MOE MOE BAY: Git to the root cellar. They ain’t got no truck with an old dark woman. You git to that cellar, you hear! NARRATOR: They didn’t like it but then she pushed them. MOE MOE BAY: Hurry, afore they’re here! Don’t come out ‘til I tell you!

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NARRATOR: When the marauders came in, their hearts were poundin’ so hard they were sure they could hear it up there above them. There was a terrible commotion as the marauders ransacked, lookin’ for food. Then there was silence. A single shot echoed throught the trees outside. They let out a war whoop as they thundered off. Pink and Say waited for a sign from Moe Moe Bay, but it didn’t come. Silence for two seconds Finally they climbed out and ran outside only to see Moe Moe Bay layin’ just beyond the porch. Pink cried as he rocked here in his arms. NARRATOR: The two finally set out. Pink figured they were a three days’ walk from Union troops. They walked in the open, as clear as a country stroll, until the mornin’ of the second day. Then they knew they were bein’ followed. When they caught up to them, one yelled at Say. SOLDIER: Where you goin’ with that dark, boy? NARRATOR: Say was afraid to answer because of his Northern accent. It would, dead sure, give them away. SOLDIER: Boy, what outfit you part of? NARRATOR: He couldn’t answer. SOLDIER: You Union, boy? NARRATOR: He pulled the uniform from Say’s knapsack. SHELDON: No…I ain’t no Yankee. I got that from a dead one. NARRATOR: They were grabbed. Say’s words had given them away. They were prisoners of the Confederate Army. They arrived at the gate. PINKUS: It says Andersonville. NARRATOR: Their hearts stopped. They had heard of this place. It was one of the worst of the Confederate camps. SHELDON: No, no! NARRATOR: Say begged as they pulled them both along. Because of his fever, Pink stumbled and fell. They dragged him along with such meanness. He did not protest until they forced us in different directions. Then he reached for Say. PINKUS: Let me touch the hand that touched Mr. Lincoln, Say, just one last time. NARRATOR: He cleaved Say’s hand to his until they wrenched them apart. Pause for three seconds

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Play gloomy track in the background as narrator speaks NARRATOR: Sheldon Russell Curtis was released from the Andersonville prison some months later, weighing no more than seventy-eight pounds. Andersonville was built to hold only ten thousand prisoners, but by the end of the war it held thirty-three thousand soldiers. There was no fresh water, no shelter, and no food. Thirteen thousand men and boys died of starvation and dysentery. Sheldon Curtis returned to his home and recovered. He settled in Berlin Township in Saranac, Michigan. He married Abigail N. Barnard and fathered seven children. He became a grandfather and great-grandfather during his long lifetime. He died a very old man in 1924. Pinkus Aylee never returned home. Fade gloomy track out


• 5.2.8 (S.S.): Describe group and individual actions that illustrate civic virtues, such as civility, cooperation, respect and responsible participation.

• 5.1.2 (P.E.): Develop the ability to manipulate objects with the skills necessary to participate in games and leadup activities.

Performance Objectives: • After the S.S. lesson, students will actively participate in Civil War Dodgeball being able to

throw a ball well. • After the S.S. lesson, students will actively participate in Civil War Dodgeball being able to

exercise civic virtues with peers. Advanced Preparation by Teacher:

• Obtain 10-12 dodgeballs and the gym/playground. Lesson:

• After the students read Rebuilding the South, discuss with the students why the South had to be rebuilt and what that took for the citizens to cooperate with one another after fighting.

• Discus with the children that civic virtues helped the people of America to collaboratively rebuild the South and describe each (civility, cooperation, respect and responsible participation).

• Take the children to the gym/playground to play Civil War Dodgeball after explaining the directions. Stress that they need civic virtues in order to win the game.

• Directions: balls must be thrown below the neck and not at the waist-line, automatic out if you hit someone in the head, do not cross the ¾ court line or you will be out, when hit with a ball sit down where you were hit, each team has a nurse who can “heal” fallen soldiers by touching them, defeat the other team.

Assessment: • Observe the students while they play the game and look for participation and civic

virtues.

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• 5.3.2 (English/Reading): Identify the main problem or conflict of the plot and explain how it is resolved.

• 5.1.20 (S.S.): Read and interpret primary and secondary source accounts that pertain to a problem confronting people during the Founding Era of the United States.

Performance Objectives: • While reading their lit circle books, students will identify the plot (including the conflict). • While reading their lit circle books, students will identify the solution to the conflict of the

plot. • While reading their lit circle books, students will interpret the problems in the lit circle

book. Advanced Preparation by Teacher:

• Obtain 4 – 5 copies of Captured!: A Boy Trapped in the Civil War, A Ballad of the Civil War, Gentle Annie: The True Story of A Civil War Nurse, and Silent Thunder: A Civil War Story.

• Obtain and print out several copies of the different roles of a lit circle. Lesson:

• Have children buddy read sections Congress Takes Charge and Reconstruction Ends. • Discuss with the students the political aspects of the Reconstruction of the South and

what it meant for our nation. • Show students the list of books available and have them write down which books they

would like to read in order from first to third. Divide students into groups based on their picks.

• Give each group the handouts (jobs) and help them assign how much to read every night (each night assign a different job).

Assessment: • Every day the teacher will meet with each group and discuss the plot, conflict, solution to

the conflict, and interpretations of the conflict with that group listening for comprehension and understanding.

A, B, C, Teach, . (2010). Literature circles. Retrieved from

http://www.abcteach.com/directory/basics/reading/literature

Lit Circle Jobs

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Works Cited

Bennett, T. Indiana Department of Education, (2010). Indiana standards and resources Indianapolis, IN: Indiana Department of Education. Retrieved from http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.

Joshua. (2010). Reader's theater story board and script. Retrieved from

education.uwec.edu/webusers/podcast/fall_2006/../joshua_script.doc McDevitt, T. M, & Ormrod, J. E. (2010). Child development and education. Upper Saddle River,

NJ: Pearson Education Inc.

http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch

Documents

Slavery and Emancipation Fifth Grade Jesse …users.manchester.edu/Student/jcgray/ProfWeb/Final Unit.pdfSlavery and Emancipation . Fifth Grade . Jesse Charles Gray . ... The topic