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NEH Lincoln Project

Title: Civil War Final Assessment: Stories Through the Senses

Intended grades: Eighth

Subject Areas: Language Arts, & Social Studies

Correlation to State Standards:

Florida :

Sunshine State Writing Standards:

The student will prewrite by:

L.A.910.3.1.1 generating ideas from multiple sources based upon teacher-directed topics

and personal interest.

3.1.2 make a plan for writing that addresses purpose, audience, a controlling

idea, logical sequence and time frames for completion.

The student will edit for correct use of:

L.A.910.3.4.1 spelling and spelling rules correctly.

3.4.5 sentence formation, including complete sentences and fragments for

The student will:

L.A.910.4.1.1 write in a variety of expressive forms that use a range of appropriate

strategies and specific narrative techniques, employ literary devices, and

sensory description.

L.A.910.4.1.2 incorporate figurative language, emotions, gestures, rhythm, dialogue,

characterization, plot, and appropriate format.

Texas :

Texas Essential Knowledge and Skills for Social Studies

Subchapter B: Middle School

113.21

(31) (B) S.S. Skills: SWBAT use standard grammar, spelling, sentence structure, and punctuation.

(8) (B) History Skills: SWBAT explain the issues surrounding significant events of the Civil War.

Objectives: SWBAT write a narrative piece from the point of view of a person in a Civil War Photograph, using specific details from classroom activities, readings, and discussions.

Approximate Time Required: Two single class periods or one block period.

Materials Required: Matthew Brady photographs from the Civil War Collection at the Library of Congress; Civil War Journal Notebook; Photograph Worksheets.

Website: www.loc.gov/fedsearch/matthew+brady+photos

Background Knowledge:

Students will have experienced "A Day in the Life" of a Soldier as a class activity.

Students will have read the textbook chapter on The Civil War.

Students will have performed a Mini-Play depicting Civil War events.

Students will have taken a field trip to the local Civil War Museum.

Students with have viewed the films:

Glory, (amazon.com/Glory-Matthew-Broderick/dp/0800177967) and

Sherman 's March to the Sea (http://store.aetv.com/html/product/index.jhtml?id=77438)

Prewriting:

1) After each class event/activity/discussion, students will write a 5 minute journal entry "debriefing" the activity and listing at least three factual details that they learned that day.

2) Students will view 50 Matthew Brady Photos in a "Gallery Walk." (Pictures are posted around the room-students walk silently around the room to view all of them.)

3) Students will choose one photograph, sit near it, and fill out the Photograph Worksheet (See Appendix #A).

Writing:

Using their Civil War Journal and their Photograph Worksheet, students will write a first person narrative from the point of view of a person, either real, or imagined, who is in the photograph. It must be at least one typed page long, have a distinct beginning, middle, and end, and must use sensory and factual details accurately.

Evaluation and Grading:

Teacher Observation of background class work activities

Classwork grade for Civil War Journal.

Teacher-made rubric including the following elements: inclusion of prewriting, RD, and final copy, creativity, appropriate narrative elements, accuracy of information, and correct use of conventions.

Appendix A

Photograph Worksheet

Name: ______________________________ Photographer and Year: _______________

Date: _______________________________ Class Period : _______________________

1) Describe what you see in the photograph. (Include people, clothing, expressions, background, etc)

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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2) Imagine and list what other sensory images you might experience if you were in the situation depicted in the photograph. What might you smell, taste, hear, touch, etc?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

3) Explain what you can infer or conclude from the details in the photograph. Use AT LEAST 5 of your sensory details (sight or other) in your explanation.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

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