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:
SunshineStateWriting 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 classwork 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?
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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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