The book you will use: Bull Run Your name: Chris Prodis



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PRIMARY SOURCE COLLECTION TOOL Paste a copy of the primary source in the first box, its title and URL in the second, the workshop strategy you will design for these primary sources, and in the final column, how that strategy and these sources will work together in your book backdrop.

The book you will use: Bull Run Your name: Chris Prodis



Thumbnail photo

Title and Permanent URL

In what strategy from the workshop will you use these sources?

How will the primary source activity enrich your teaching of the book: how will you enhance student literacy?

c:\users\mich.303\pictures\cw0565000[1].gifhttp://cdn.loc.gov/service/gmd/gmd388/g3884/g3884m/cw0565000.gifhttp://cdn.loc.gov/service/gmd/gmd388/g3884/g3884m/cw0565000.gif


http://lccn.loc.gov/99439112

Plan of the Bull Run battle-field. [July 21, 1861].g3884m cw0565000 http://hdl.loc.gov/loc.gmd/g3884m.cw0565000 http://lccn.loc.gov/99439112g3884m cw0565000 http://hdl.loc.gov/loc.gmd/g3884m.cw0565000



Students will be placed in groups. The maps will be cut into a puzzle. Students will work together to put the puzzle together, and then make observations about the map. A map will be hung on a bulletin board throughout the lesson.

Students will compare this map with the Second Bull run map.



Students will become familiar with Bull Run. This will give them context for the book. Building background knowledge, and practicing the strategy of compare/contrast.

c:\users\mich.303\pictures\vhs00104[1].gif

Second Battle of Bull Run sunset 5 p.m. Aug 30 1862.

http://hdl.loc.gov/loc.ndlpcoop/gvhs01.vhs00104









c:\users\mich.303\pictures\31117_150px[1].jpg


http://lccn.loc.gov/2010648814

[Unidentified soldier in Union uniform with bayoneted musket in front of American flag]



Students will be creating character collages. They will choose pictures/artifacts they feel best relate to their character.

They will use the Primary Source Analysis tool to explore these photographs in class gallery walk. The tool will be on the wall with each picture, and students will add to it as they rotate through.



Enhanced understanding of point of character traits and circumstances. Students must be able to identify important qualities of their character in order to choose artifacts/pictures. The activity will deepen students understanding of the text, and of the different points of view during the Civil War.

c:\users\mich.303\pictures\36863v[1].jpg


http://lccn.loc.gov/2010648759

[Unidentified girl in mourning dress holding framed photograph of her father as a cavalryman with sword and Hardee hat]



They will use the Primary Source Analysis tool to explore these photographs in class gallery walk. The tool will be on the wall with each picture, and students will add to it as they rotate through.

Enhanced understanding of point of character traits and circumstances. Students must be able to identify important qualities of their character in order to choose artifacts/pictures. The activity will deepen students understanding of the text, and of the different points of view during the Civil War.

c:\users\mich.303\pictures\33306v[1].jpg


[Unidentified young soldier in Confederate infantry uniform]

http://hdl.loc.gov/loc.pnp/pp.print

http://lccn.loc.gov/2012648954


They will use the Primary Source Analysis tool to explore these photographs in class gallery walk. The tool will be on the wall with each picture, and students will add to it as they rotate through.

Enhanced understanding of point of character traits and circumstances. Students must be able to identify important qualities of their character in order to choose artifacts/pictures. The activity will deepen students understanding of the text, and of the different points of view during the Civil War.

c:\users\mich.303\pictures\36454_150px[1].jpg


http://lccn.loc.gov/2010647216

[Unidentified African American soldier in Union uniform with wife and two daughters]



They will use the Primary Source Analysis tool to explore these photographs in class gallery walk. The tool will be on the wall with each picture, and students will add to it as they rotate through.

Enhanced understanding of point of character traits and circumstances. Students must be able to identify important qualities of their character in order to choose artifacts/pictures. The activity will deepen students understanding of the text, and of the different points of view during the Civil War.

c:\users\mich.303\pictures\thumbnailb90ijhfc.jpg

All Pages: The Soldiers' journal., February 17, 1864
About The Soldiers' journal. (Rendevous of Distribution, Va.) 1864-1865

http://chroniclingamerica.loc.gov/lccn/sn89038091/1864-02-17/ed-1/seq-1/



Students will read/analyze the poem “Hymn for Liberty.” Is it Union or Confederate? Which characters in the book might have written this poem? Cite text evidence to support your answers. The poem can also be compared with the Epitaph.

In addition, the article on the page deals with a convalescence camp. Students can read this in tandem with the Letter from Cornelius V. Moore. How do these texts relate to one another?

Students will compare texts and use text evidence to support their thoughts. Read with a purpose-students will be reading to discover point of view.

c:\users\mich.303\pictures\33798v[1].jpg

http://lccn.loc.gov/2012648286

[Letter from Cornelius V. Moore to Secretary of War Edwin M. Stanton asking for discharge] http://lccn.loc.gov/2012648286



Students will talk about which characters in the book this letter might apply to. Do you think he should be discharged? Use text evidence to support your answer.

Point of View. State an opinion and use text evidence to support.

c:\users\mich.303\pictures\001t[1].gif

http://hdl.loc.gov/loc.rbc/lprbscsm.scsm0239

Epitaph. Here lie the mutilated and disjoined remains of the noblest form of government.



Students will read/analyze the poem “Epitaph.” Is it Union or Confederate? Which characters in the book might have written this poem? Cite text evidence to support your answers. The poem can also be compared with the the “Hymn for Liberty”.


Students will compare texts and use text evidence to support their thoughts. Read with a purpose-students will be reading to discover point of view.

Audio recording. No thumbnail

When Johnny comes marching home again

http://www.loc.gov/search/?in=&q=When+Johnny+comes+marching+home+again&new=true&st=



Listen to the song, and then read the lyrics for the original and the Confederate parody “For Bales”. Read the information about the song and the parodies in the last source.




c:\users\mich.303\pictures\178[2].jpg

When Johnny comes marching home. Johnson, Song Publisher, ... [Phila

http://lcweb2.loc.gov/diglib/ihas/loc.rbc.amss.cw106530/mets.xml



Listen to the song, and then read the lyrics for the original and the Confederate parody “For Bales”. Read the information about the song and the parodies in the last source.




c:\users\mich.303\pictures\208[1].jpg

For bales

http://lcweb2.loc.gov/diglib/ihas/loc.natlib.ihas.200002389/mets.xml



Listen to the song, and then read the lyrics for the original and the Confederate parody “For Bales”. Read the information about the song and the parodies in the last source.




c:\users\mich.303\pictures\johnny-image1[1].jpg

http://www.loc.gov/item/ihas.200000024/

Listen to the song, and then read the lyrics for the original and the Confederate parody “For Bales”. Read the information about the song and the parodies in the last source.






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