• Technology• Entertainment Factor• Attention Disorders• Work Ethic Outside of Classroom• Can you name others?

How do we move students from boredom and confusion to genuine interest and understanding?

Historical narratives are believable accounts of human events, but more than that they have the power to disclose the intentions of the people involved, the difficulties they encountered and the complex world in which historical figures actually lived.

Students should develop the ability to read imaginatively.Students should develop the ability to take into account what the narrative reveals of the humanity of the individuals involved.Students develop the ability to describe the past on its terms

Identify the author or source of the historical document or narrative and assess its credibility.Reconstruct the literal meaning of the historical passage. Identify the central question the historical narrative seeks to answer.Define the purpose, perspective or point of view from which the narrative has been constructed.Read the historical explanations or analysis with meaning.

Recognize the rhetorical cues that signal how the author has organized the text.Draw upon data in historical maps.Utilize visual, mathematical and quantitative data.Draw upon visual, literary and musical sources.

http://www.pdmusic.org/civilwar.html http://www.pdmusic.org/civilwar2.html

K W L SWhat I

Know or Think I Know

What I Want to

Learn

What I Learned & Confirmed to be True

What I Still

Want to Know

• Students write their own story Students write their own story of friendship.of friendship.• On one hand, the students will On one hand, the students will put the Title of their story.put the Title of their story.• On the other hand the On the other hand the students will write a quote from students will write a quote from their stories.their stories.• Students will share their Students will share their friendship stories with the class.friendship stories with the class.• Display hands with titles and Display hands with titles and quotes on a bulletin board.quotes on a bulletin board.

DESSERTER, Pinkus Aylee For War Crimes

and Treason

Students make a Students make a WANTED Poster WANTED Poster using the using the information from information from the previous the previous Venn Diagram Venn Diagram exercise. exercise. Missing Union Soldier; former

Georgia slave; mother- Moe Moe Bay; knows how to read; brave

Students will create Venn Diagram in various shapes addressing the following aspects of the characters Pink and Say:

Physical/Personal Traits of Pink & Say

Backgrounds of Pink and SayEmotions displayed by

Pink and Say Throughout the Book

Situations That Pink and Say Find Themselves in Throughout the Book

Pink and Say’s Changes

•Traits of both Pink and Say (Physical and Personality)•Emotions displayed by Pink and Say throughout the book•Backgrounds of Pink and Say•Situations that Pink and Say find themselves in throughout the book•Pink and Say’s Changes

The science of the Civil War can bring to reality the historical facts of the textbook. Have the students research the ways in which wounded soldiers were removed from the battlefield and treated. Have the students construct a small-scale model which would assist in carefully removing wounded soldiers from the battlefield.

Using the information provided in the map on you left, have the students create a map that illustrates the Union, Confederate and Border states and the Western territories. Note that Pink and Say were both Union soldiers.

Gather information about the Emancipation Proclamation and write a letter to Abraham Lincoln from Say’s point of view after he was released from prison. It should express feelings about the importance of the Civil War in American History.

Construct a timeline of important events from 1860 – 1865 including illustrations.

In a class discussion, have the students explain why the Civil War had such a significant impact on the US. In addition, have the students give expected and unexpected consequences of the Civil War.

Expected Consequences

Unexpected Consequences

K W L SWhat I

Know or Think I Know

What I Want to

Learn

What I Learned & Confirmed to be True

What I Still

Want to Know

Revisit the KWLS Chart from the launch activity and have students complete the last two columns. As class discusses answers from their individual papers, add information to chart paper from class KWLS Chart.

Pink and Say Pink and Say by Patricia by Patricia Polacco provides an Polacco provides an excellent avenue by excellent avenue by which students can which students can travel from the point of travel from the point of historical confusion to historical confusion to the destination of the destination of genuine historical genuine historical understanding.understanding.

Cappenter, D. Literature. Retrieved July 10, 2009 from www.cartoonstock.com.

Civil War Music. Retrieved July 9, 2009 from http://www.pdmusic.org/civilwar.html.

Crabtree, C., Nash, P., and Waugh, S. Approaching United States History: Foundations of Good Teaching – Rationale: Why Study History/The Case of History in our Schools. Lesson From History, Essential Understanding and Historical Perspectives Students Should Acquire. 1992. pp. 1-10. The National Center for History in Schools. L.A., CA.

Polacco, P. Pink and Say. 1994. Philomel Books. New York.

Wood, J. 2007. Retrieved July 10, 2009. www.learninglaffs.com.

Miscellaneous Illustrations – www.clipart.com; www.patriciapolacco.com.