The Civil War Melita Hadley, Mike Rodgerson , Serena Franklin & Kristine Rodriguez

1. The Civil WarMelita Hadley, Mike Rodgerson, Serena Franklin & Kristine Rodriguez

2. Unit Summary Our interdisciplinary unit is written with the overall theme of “The Civil War”. Each of our lessons uses events, people, or data from this important time period in United State history. Each of our lessons was developed to be implemented over multiple days. Our math lesson involves using real data collected by the students to compare the number of troops killed in various battles. Our science lesson relates to the prevalent diseases of the time and how medical care providers treated them. Our music lesson focuses on the significance of music and how it helped the slaves pass hidden messages and gave hope during the civil war. Our reading lesson uses readers theater to illustrate what life was like in the 1860’s. Using these lessons, our students will gain a greater understanding of the events and outcomes of the Civil War. By relating each of these subjects, the students will have multiple exposures to information with a common theme. By interrelating the curriculum, the students have the opportunity to see the Civil War from different perspectives and be able to tie the information to prior knowledge.

3. UNDERGROUND RAILROAD MUSICAL PERFORMANCE RESEARCH PROJECT STRATEGIES KWL CHART Math MUSIC READING Collect Data MAIN IDEA AND DETAILS READER’S THEATRE CIVIL WAR: RECONSTRUCTION Compare FIELD TRIP COMPREHENSION Contrast FLUENCY SCIENCE FAIR EXHIBIT Assessment RESEARCH, REPORTS, DISCUSSIONS

4. Major Concepts • Math • Number Order • Data Collection • Greater than, Less than • Music • Slavery and Freedom • Patriotism, North and South • Music as Communication • Music as Emotion • Reading • A (Serena, please include concepts here) • B • C • Science • Disease: Bacteria • Discover & Research • Medical Technology • Working Together

5. Math Lesson OverviewInstructor: Mike Rodgerson My lesson as it relates to our interthematic unit is a math lesson about comparing and ordering numbers. This is a real world skill that can be used by students throughout their academic careers and on into the real world. My lesson uses real world data collected by the students from on line data bases. The students collect various data about the number of soldiers killed in specific battles and in the war as a whole. Through active learning and small group cooperation, the students will compare the number killed in one battle with the number killed in other battles using individual white boards to show their understanding of which number is larger.

6. Science Lesson OverviewInstructor: S. Melita Hadley Students will review different diseases that confronted the Civil War soldiers and how the medical personnel addressed their care. Students will learn that bacteria related deaths totaled more than battle wound deaths. Students will research the different disease states by visiting various web sites, reviewing reports, conducting research, collaborating and discussing medically related issues pertinent then and now in and outside of class. Students will gain a better understanding on how simple hygiene protocols can prevent disease and death. Students will make a field trip to a local Civil War Museum. The ITU will culminate with student groups presenting posters and science projects on disease states, medical technology & knowledge sharing, and how working together can alleviate suffering. It is the hopes of this instructor, that students will be motivated to learn more about their world and how they can make it better for all humankind.

7. Music Lesson OverviewInstructor: Kristine Rodriguez The focus of the music lesson is on the power of song to bring people together, even in times of great divide. Students will study the hidden meanings of spirituals sung by slaves as they prepared for their journey to freedom. They will read poems written by soldiers and learn battlecries of the North and the South. Students will learn the significance of music to energize the war effort, and to give hope to the suffering. The culminating activity will be a performance of Civil War music for an invited audience.

8. Reading Lesson OverviewInstructor: Serena Franklin • Serena, please include your lesson overview here in 20 pt. font

9. Sunshine State StandardsScience, Instructor: S. Melita Hadley * SC.G.1.3.3 The student understands that the classification of living things is based on a given set of criteria and is a tool for understanding biodiversity and interrelationships. * SC.H.1.3.1 The student knows that a scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory leads to looking at old observations in a new way. * SC.H.1.3.2 The student know that the study of the events that led scientists to discoveries can provide information about the inquiry process and its effects. *SC.H.1.3.6 The student recognizes the scientific contributions that are made by individuals of diverse backgrounds, interests, talents, and motivations. *SC.H.3.3.6 The student knows that no matter who does science and mathematics or invents things, or when or where they do it, the knowledge and technology that result can eventually become available to everyone. *SC.H.3.3.7 The student knows that computers speed up and extend people’s ability to collect, sort, and analyze data; prepare research reports; and share data and ideas with other. FELE *SC.8.N.4.2: Explain how political, social, and economic concerns can affect science, and vice versa. FTCE *SC.K.N.1.1: Collaborate with a partner to collect information. *SC.K.N.1.2: Make observations of the natural world and know that they are descriptors collected using the five senses. *SC.K.N.1.3: Keep records as appropriate -- such as pictorial records -- of investigations conducted. *SC.K.N.1.4: Observe and create a visual representation of an object which includes its major features. *SC.K.N.1.5: Recognize that learning can come from careful observation.

10. Sunshine State Standards (Cont)Music, Instructor Kristine Rodriguez • Literary Analysis, Standard 2: Nonfiction • The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented. • Benchmark: LA.7.2.2.2: The student will use information from the text to state the main idea and/or provide relevant details.

11. Sunshine State Standards (cont)Math, Intructor: Mike Rodgerson • MA2A13 Compare and order multi digit numbers through the thousands place. Reading, Instructor: Serena Franklin • Serena, please insert your standards here

12. Weekly Schedule

13. Daily ScheduleScience, Instructor: S. Melita Hadley • Monday Disease States of Civil War Soldiers: Study of Germs & Bacteria • Tuesday Complete and Review Disease States of Civil War Soldiers: Germs & Bacteria Microscope Manipulation • Wednesday Medical Contributions from the Civil War: Hygiene, medical methods, medical tools/inventions, knowledge sharing Research Comparisons to current world events • Thursday Working Together during the Civil War: Solving today’s health related problems by understanding our past; using research and technology when evaluating, observing and solving health-related problems in their current world; medical organizations Comparisons to current world events • Friday Wrap up/Review/Discuss Level I: Medical Science: Civil War – Before, During and After”

14. Daily Schedule Math, Instructor: Mike Rodgerson Monday: Review concept of greater, than Less than.Tuesday: Complete data collections sheetWednesday: Complete lesson activity using white boards.Thursday: Review what we have learned.Friday: Greater than, less than assessment. Discuss possible extension projects.

15. Daily ScheduleMusic, Kristine Rodriguez • Monday – Music of Freedom • Listen to spirituals and discover hidden codes • Meet in journal groups to discuss interpretations • Internet research to find additional songs • Tuesday – Poetry of the Civil War • Read poems written by Yankee and Confederate soldiers during the war • Volunteers choose poems to read for Friday assembly • Wednesday – Musical rehearsal • Students have been learning music for Songs of Freedom assembly for the last month • Rehearse all songs for Friday’s assembly • Thursday – Dress Rehearsal • Rehearse entire performance, including riser order and processional • Include poetry readings • Friday – Performance: Songs of Freedom • Perform Songs of Freedom at an assembly of students, families, and staff • Performance followed by snacks provided by families: extends into first half of lunch hour

16. Daily ScheduleReading, Instructor: Serena Franklin • Serena, please insert m – f schedule

17. Media List • Books • Overhead Projector & Smart Board • Computers • Internet Access • Pre-selected Websites • Videos • Computer Video Clips • DVDs • Audio • CD Player • CDs

18. Culminating ActivitiesScience, Instructor: S. Melita Hadley Students will break off into three groups. Three groups will be assigned one of three outcomes: 1) Bacterial Disease and Civil War Soldiers, 2) Medical Technology & Knowledge Sharing Then and Now, 3) Working Together to Alleviate Suffering – Then and Now. Each group will create a science project/poster for presentation at the annual science fair. Math, Instructor: Mike Rodgerson The students will work in small groups with dry erase boards to identify number that are greater than or less than using real world data from the Civil War period.

19. Culminating Activities (cont)Music, Instructor: Kristine Rodriguez Students will study poems, music, and lifestyles of Civil War era soldiers and slaves. They will be assigned discussion groups to explore content of the music covered. Students will then perform “Songs of Freedom,” a musical collection of period spirituals and patriotic songs for an invited audience of students, families, and staff at an assembly. Reading, Instructor: Serena Franklin Serena, please insert culminating activity

20. Student Objectives and AssessmentsScience, Instructor: S. Melita Hadley The students will be able to perform the following by the end of the school year (August through May term) with 70% degree of accuracy/completion: Rubric in percentages = 100%, or A+· 5% Name the three most prevalent disease states of Civil War soldiers. COGNITIVE· 5% Describe symptoms of each disease state. PSYCHOMOTOR· 5% Use a microscope to view germs, bacteria and viruses. PSYCHOMOTOR · 5% Written Exam. Explain the life cycle of germs, bacteria, viruses. COGNITIVE, AFFECTIVE· 5% Compile a picture/graphic journal of germs, bacteria, viruses. COGNITIVE, AFFECTIVE· 5% Identify, compare and contrast medicines/treatments/procedures used during the Civil War and with current/modern medicine. AFFECTIVE·5% List, compare and contrast education levels of Civil War Physicians and Modern Doctors. AFFECTIVE·10% Conduct research and write reports. COGNITIVE·5% Determine impact of “working together” to alleviate suffering during Civil War and how this compares to current war efforts. COGNITIVE·5% List medical organizations/societies formed during the Civil War. COGNITIVE·5% State if these organizations/societies exist today. AFFECTIVE·5% Participate in a field trip. AFFECTIVE, COGNITIVE, PSYCHOMOTOR·30% Participate in a science fair. AFFECTIVE, COGNITIVE, PSYCHOMOTOR·5% Each student will give a presentation. COGNITIVE, AFFECTIVE, PSYCHOMOTOR

21. Student Objectives and Assessments Math, Instructor: Mike Rodgerson At the end of this lesson, the students will be able to utilize self collected data to arrange three or more numbers up to the ten thousands place in numerical order with 90% accuracy. interpret data from a bar graph. (cognitive) arrange three or more numbers in chronological order. (affective) compare two numbers up to the hundred thousands place (cognitive)

22. Student Objectives and AssessmentsMusic, Instructor: Kristine Rodriguez Given reading materials and class discussions pertaining to slavery and the music linked to the underground railroad, students will be able to select correct multiple choice questions in a quiz format with at least 75% accuracy. (Cognitive)When given a journal entry, students will be able to organize their thoughts effectively in 4 out of 5 opportunities. (Cognitive, Affective)After learning several Civil War Era songs, students will perform a musical set for an invited audience, demonstrating poise and memorization (90% accuracy). (Cognitive, Affective, Psychomotor)

23. Student Objectives and AssessmentsReading, Instructor: Serena Franklin • Serena, please insert objectives/assessments

24. References Science, S. M. Hadley • http://www.civilwarhome.com/casualties.htm • HTTP://WIKI.ANSWERS.COM/Q/WHAT_DISEASE_CAUSED_THE_MOST_DEATHS_DURING_THE_CIVIL_WAR&ALREADYASKED=1&RTITLE=WHAT_CAUSED_DEATHS_DURING_THE_CIVIL_WAR • http://wwwnc.cdc.gov/travel/yellowbook/2010/chapter-2/travelers-diarrhea.aspx • HTTP://WWW.EARTHLIFE.NET/PROKARYOTES/DISEASE.HTML#2 • http://videos.howstuffworks.com/hsw/8501-how-to-use-a-microscope-single-lens-vs-compound-video.htm • HTTP://EN.WIKIPEDIA.ORG/WIKI/DIARRHEA • http://en.wikipedia.org/wiki/Dysentery • http://en.wikipedia.org/wiki/Typhoid_fever • http://images.ask.com/pictures?q=bacteria&qsrc=8&o=0&l=dir • http://www.cellsalive.com/cells/3dcell.htm • http://www.encyclopedia.com/topic/bacteria.aspx • http://www.healthhype.com/microorganisms-types-harmful-effects-on-human-body-pictures.html • HTTP://WWW.ATSU.EDU/FACULTY/CHAMBERLAIN/WEBSITE/GALLERY.HTM • MARTINELLO, M. L., COOK, G.E. (2000). INTERDISCIPLINARY INQUIRY IN TEACHING AND LEARNING. UPPER SADDLE RIVER, NEW JERSEY. • ROBERTS, P.L., KELLOUGH, R.D. (2008). A GUIDE FOR DEVELOPING INTERDISCIPLINARY THEMATIC UNITS, 4TH ED. UPPER SADDLE RIVER, JEW JERSEY

25. References (cont) • Math, M. Rodgerson • Civil War Statistics gathered from Time Life Books, The Civil War Series. http://www.phil.muni.cz/~vndrzl/amstudies/civilwar_stats.htm Visual2. The Price of Blood, Casualties in the Civil War. Exerpts and facts taken from "The Civil War, Strange and Facinating Facts" by Burke Davishttp://www.civilwarhome.com/casualties.htm Visual3. American Civil War Battle Statistics: Commanders and Casualtiehttp://americancivilwar.com/cwstats.html Visual4.United Staes Department of Veterans Affairs America's Wars fact sheethttp://www1.va.gov/opa/fact/amwars.asp Visual5. Women's History Uncommon Soldiershttp://teacher.scholastic.com/lessonrepro/lessonplans/womcivwar.htm Visual

26. References (cont) Music, K.A. Rodriguez • Poetry and Music of the War Between the States. (2009). Retrieved from http://www.civilwarpoetry.org Visual • Davis, K.C. (1996). Don’t know much about the civil war. New York, NY: Harper Collins Publishing. Visual. • Maryland Public Television. (2010). Pathways to Freedom: Maryland and the Underground Railroad. Retrieved from http://pathways.thinkport.org/secrets/music1.cfm Visual • City of Owen Sound. (2004). Owen Sound's Black History. Retrieved from http://www.osblackhistory.com/songs.php Visual • National Geographic Society. (2009). The Underground Railroad. Retrieved from http://www.nationalgeographic.com/railrod Vicarious

27. References (cont) Reading, S. Franklin • Serena, please list references here

28. Songs of Freedom Quiz Read the questions and circle the best answer. 1. In Follow the Drinking Gourd, the “drinking gourd” represents a. the cup slaves drank from. b. the primary crop on Southern plantations. c. the Big Dipper. d. Harriet Tubman. 2. “The Land of Canaan” was referring to a. Canada. b. the river. c. West Virginia. d. the western states. 3. “Moses” was code for a. Frederick Douglass. b. Harriet Tubman. c. Abraham Lincoln. d. Jefferson Davis. 4. “Steal away” was a signal to a. steal food from the master. b. meet to talk about escape plans. c. go into the river. d. take the master’s dogs. 5. “Wade in the water” was a warning to a. dig a trench for the crops. b. pack extra food and water. c. give water to a soldier. d. go into the river. Appendix AMusic QuizInstructor: Kristine RodriguezThe students will complete a brief quiz. It will cover the important messages included in the lyrics of the first five songs (discussed in Presentation and Guided Practice.) Quiz follows.

29. Appendix B Math Worksheet Instructor: Mike Rodgerson Civil War Deaths Name:________________________ Date:_______________________ Directions: Using the following web sites, collect the data to answer the following questions. http://www.phil.muni.cz/~vndrzl/amstudies/civilwar_stats. www.civilwarhome.com/casualties.htmhttp://americancivilwar.com/cwstats.htmlwww1.va.gov/opa/fact/amwars.asp http://teacher.scholastic.com/lessonrepro/lessonplans/womcivwar.htm 1. How many confederate soldiers were killed at the battles of Gettysburg, Chickamauga, Shiloh and Fredricksburg?________________________________ 2. How many Union soldiers were killed at the battles of Antietam, Stones River, Shiloh and The Seven Days?__________________________________________ 3. How many Union troops were killed or mortally wounded in the Civil War?_________________________________________________________________ 4. How many Confederate soldiers were killed or mortally wounded in the Civil War?_________________________________________________________________ 5. How many soldiers from Florida died in the Civil War?____________________ 6. How many Confederate soldiers drowned during the Civil War?____________ 7. How many total service members were there in the American Revolution?____ ________________________________________________________________________ 8. How many total service members were there in World War II?_____________ 9. How many total service members were there in the Vietnam War?__________ 10. How many service members were there in Desert Shield. Desert Storm?____ ______________________________________________________________________