Title: Lesson 7: Amusement Park – In a Rush of Adrenaline!

Type: Metaphorical Expression

Subject: Social Studies: History

Grade Range: 4-5

Duration: 2-3 (50m) Segments

Author(s): Ashley Rolader

Instructional Unit Content

Standard(s)/Element(s)

Content Area StandardSocial Studies GSE:SS4H5 Explain the causes, major events, and consequences of the Civil War.

TAG:Advanced CommunicationACS 1: Uses written, spoken, and technological media to convey new learning or challenge existing ideas.

ACS 2: Produces written and/or oral work that is complex, purposeful, and organized, include relevant supporting examples and manipulation of language.

ACS 3: Creates products and/or presentations that synthesize information from diverse sources and communicate expertise to a variety of authentic audiences.

ACS 4: Uses a variety of multi-media and innovative technology to create illustrations, models, charts, tables, and graphs as tools for communication.

ACS 6: Anticipates and addresses potential misunderstandings, biases, and expectations in communication with others.

ACS 7: Respond to contributions of others, considering all available information.

ACS 8: Participates in small group discussions to argue persuasively or reinforce others’ good points.

ACS 9: Maintains a journal or log for self-reflection and/or self-evaluation.

ACS 10: Supports and defends his/her own opinions while respecting the opinions of others.

Creative Problem SolvingCPS 7: Uses analogies, metaphors, and models to explain complex concepts

CPS 8: Tolerates ambiguity when solving problems

CPS 10: Monitors and reflects on the creative process of problem solving

Summary/OverviewStudents will review their understanding of the Civil War and use metaphorical expression to compare the Civil War to amusement parks.

Enduring Understanding(s)At the end of this lesson students will be able to compare an amusement park to the Civil War.

Essential Question(s)How do business owners utilize theme and creative thinking to generate revenue?How is an amusement park like the Civil War?

Evidence of LearningWhat students should know:

1. The Battle of Gettysburg was a turning point in the Civil War.2. Abraham Lincoln was president during the Civil War.3. There were several reasons that the North and South were in conflict.

What students should be able to do:1. Make comparisons2. Draw conclusions3. Create and complete analogies and metaphors

Suggested Vocabulary:Civil WarBattle of GettysburgAbraham Lincoln

Modification: Allow students to use a dictionary to look up unknown words. The teacher will assiststudents as needed.

Procedure(s)

Hook: Give each student a penny and a copy of the five-dollar bill (or if you’re brave, pass out some real ones!) and a magnifying glass. Give students three minutes to list as many things as they can find on the coin and bill.

Share discoveries and any similarities between the coin and bill.

Divergent thinking – next to each item they found, students will list where else they have seen or could find that item. See how many items they can find alternates for.

For example:I found the number 5 on the bill – You could also find the number 5 on my little sister’s birthday card.

I found the Lincoln Memorial on the penny – You could also find the Lincoln Memorial on a postcard from Washington DC.

Phase 2: Reviewing and Practicing the Content

Civil War Background (Picture Carousel)1. Print and cut out the Civil War pictures. Label them with different numbers or letters.2. Display the pictures around the room or on the board.3. Distribute the paper titled “Picture Carousel” to students.4. Students will travel around the room to analyze the pictures. They will answer the questions by

indicating which picture they think matches each question.5. In whole group, discuss students’ answers to the questions. Use student answers and the pictures to

review facts about the Civil War.

Battle of Gettysburg Background1. Read aloud:

In the summer of 1863, Southern and Northern troops clashed in one of the bloodiest battles of the Civil War. After the Confederate, or Southern, Army won a battle in Virginia, it invaded the North and headed into Pennsylvania. It hoped to collect more supplies and weaken the Northern Army. Meanwhile, the Union Army of the North was pursuing the Confederate troops. The two sides met, and fought, near the town of Gettysburg, Pennsylvania. The Battle of Gettysburg has been called, “the most crucial battle in American history.”

Before the Battle of Gettysburg, the Confederacy had been doing very well in the Civil War. But at Gettysburg, the North defeated the South. The battles were bloody. The Union Army suffered 23,000 casualties, while the Confederate Army suffered 28,000. A casualty is someone who is killed, wounded, or captured in battle. The Battle of Gettysburg turned the tide of the war, and marked the beginning of the success for the North in defeating the South.

2. Watch the following 3-minute movie:http://www.history.com/topics/american-civil-war/battle-of-gettysburg/videos/the-battle-of-gettysburg?m=528e394da93ae&s=undefined&f=2&free=false

3. View the following website for an interactive map: http://www.civilwar.org/battlefields/gettysburg/maps/gettysburg-animated-map/

Making Connections to Amusement Park:4. Tell students that you have discovered a link between the Civil War and Disney World. Distribute the

included article, “Will the Real Abraham Lincoln Please Stand Up?” (Article focus: A former Disney

animator has discovered that Lincoln’s position in a photograph of the Gettysburg Address is different from previous thought).

Extensions:The following website shows an interactive of the photograph --- very cool!http://www.smithsonianmag.com/history/Interactive_Seeking_Abraham_Lincoln_at_the_Gettysburg_Address-180947919/

The following video is an interview with the people working on the “Virtual Lincoln Project.”https://www.youtube.com/watch?v=tvSvWVCHEAg

5. After reading, respond to the following questions:

a. What possible impact could the animator’s discovery have on our understanding of the history of the Gettysburg Address (i.e. why is it important?)

b. How did the animator use creative thinking to make his discovery?

Phase 3: Analogies

Direct Analogy- The students will be put into small groups. Students will identify similarities and differences between the Civil War and an amusement park. They will record their thoughts and ideas on a visual organizer.

Examples may include: competition between various entities, creator/instigator, strategy, spectators, “ups and downs,” uses lots of money, fueled by economic decisions, etc.

Personal Analogy- Next, the students will use a graphic organizer titled, “Personal Analogy.” They will individually complete this organizer pretending they are a cannon from the Civil War. They will answer the following the questions on the graphic organizer as if they were cannon:

Who do you belong to? What was your greatest victory? How do you feel when you are fired? What are you most afraid of? What are three questions you would ask a roller coaster?

Compressed Conflict - Students will brainstorm words that describe the Civil War and then come up with antonyms to those words in order to create compressed conflict phrases.

Modification: have students work in small groups if necessary for support and understanding of the material and concept.

Synthesis Activity:Students will generate another direct analogy by completing the following sentences:

The Civil War is like______________. Then they will be asked to give at least 3 reasons why the Civil War is like the item in their sentence.

An amusement park is like______________. Then they will be asked to give at least 3 reasons why an amusement park is like the item in their sentence.

Higher Achievers: /Early Finishers Modification:Students will research the Soldier’s Medal. Answer this metaphor: How is a Soldier’s Medal like a souvenir? How are they different?

Summarizing Activity (informal assessment)Display the “If you think of…” figural pictures on the board. Then ask students to respond to these questions:

1. If number 1 was a flag pole, what would number 5 be?2. If number 2 was a letter from a Confederate soldier to his family, what would number 7 be?3. If number 6 was a piece of cotton, what would number 8 be?4. If number 3 was a battlefield, what would number 6 be?5. If number 2 was the stage that President Lincoln stood on to deliver the Gettysburg Address, what

would number 4 be?6. If number 7 was Sherman’s fire that destroyed Atlanta, what would number 1 be?7. If number 4 was a path on the Underground Railroad, what would number 2 be?8. If number 2 was President Lincoln’s hat, what would number 5 be?9. Which figure would represent the North?10. Which figure would represent the South?

Technology:https://www.brainpop.com/socialstudies/ushistory/civilwar/http://www.socialstudiesforkids.com/subjects/civilwar.htmhttp://www.ducksters.com/history/civil_war.phphttp://www.history.com/topics/american-civil-war/battle-of-gettysburg/videos/the-battle-of-gettysburg?m=528e394da93ae&s=undefined&f=2&free=falsehttp://www.civilwar.org/battlefields/gettysburg/maps/gettysburg-animated-map/

Name: ______________

Picture CarouselWhich picture do you think shows comradery? ______________

Which picture do you think shows resourcefulness? __________

Which picture do you think is the most lonely? ______________

Which picture makes you think the most? __________________

Which picture shows intelligence? ________________________

If you were teaching someone about the Civil War, which picture would give the most information? ________________

Which picture shows something beautiful? _________________

Which picture could represent this quote by Abraham Lincoln, “A house divided against itself cannot stand.” ____________________

Which picture shows hope? _____________________

Which picture would a person living through the Civil War keep in a photo album? __________________

Which picture would you hang in a museum? _______________

Which picture reminds you of something in your life? _______________

Which picture could be compared to a roller coaster? _______________

Will the Real Abraham Lincoln Please Stand Up?A former Disney animator makes a provocative discovery by studying photos taken during the Gettysburg Address

Smithsonian Magazine, October 2013

A man named Christopher Oakley has stumbled upon what looks to be the most significant Abraham Lincoln photo find of the last 60 years. Having worked for Disney animation studios, what separates him from other “Abe-olitionists” is his animator’s eye—he’s been trained to track and recreate movement and understand how it works.

The Virtual Lincoln Project

Oakley, who now teaches at the University of North Carolina, is working on a three-dimensional animation of Lincoln called the Virtual Lincoln Project. Virtual Lincoln is both a marvel of computer Imagineering and exact, dedicated study. Oakley’s students have spent hundreds of hours studying photographs of Lincoln from November 1863. They are using a program called Maya, an animation and special-effects software program.

Through the Virtual Lincoln Project, Oakley is hoping to shed more light on what happened during the Gettysburg Address. After all, it is possible that many of our understandings about The Gettysburg Address are wrong. There are conflicting accounts from the people who were actually there and only a handful of unclear photographs.

Does the Camera Ever Lie?Up until the 2000’s, there was believed to be only one photograph that showed Lincoln at Gettysburg.

Then six years ago, a Civil War hobbyist named John Richter magnified a picture showing the crowd at the ceremony. He saw a man on horseback in what appeared to be a military procession. Too tiny to see without a magnifying glass, a tall, slim rider sported a bushy beard and a top hat. The discovery of a possible Lincoln photo made national news.

While working on the Virtual Lincoln Project, Christopher Oakley used the same photograph that Richter used. He zoomed in and spotted William H. Steward, Lincoln’s secretary of state. He figured the president must be close to Seward.

In fact, to Seward’s left there was a blurry outline of a bearded figure in a stovepipe hat. Oakley leaned into the flat-screen monitor and murmured, “No way!” Zooming in tight, real tight, he stared, and then sprang abruptly from his chair. After quickstepping around his studio in disbelief, he exclaimed, “That’s him!”

Can a Furry Face Reveal the Truth?

There are several clues that point to why Richter’s Lincoln may not have been the real deal, and one may be his beard.

Abe had taken a portrait 11 days before the Gettysburg Address. The portrait offers the most accurate representation of Lincoln’s hair and beard as they would have likely been at Gettysburg. In the portrait, Lincoln’s beard was trimmed. He also had an unmistakable gap between his beard and his sideburns. The guy on the horse that Richter thought was Lincoln has a beard that is long and full. Could a beard grow that full in 11 days?

Oakley downloaded a high-resolution scan of Lincoln’s portrait from the Library of Congress and used Photoshop to cut out an image of the face. He compared the face to the figure in the photograph, sizing it to the same scale and rotating it to look downward.

“The jaw line, beard, hair, cheekbones, heavy brow, ears, they line up perfectly!” Oakley says.

Drawing Conclusions

Of course, Lincoln could not have appeared in two different places in the same photograph, so Oakley and Richter can’t both be right. We may never know if Oakley’s Honest Abe is Honest-to-Goodness Abe. “All I can say is I’ve sculpted Lincoln, sketched him, painted him, and animated him,” Oakley says. “I’ve been looking at his face for nearly 50 years, and last March, at 3 a.m. in my studio, he looked back.”

Direct Analogy

How is the Civil War like an amusement park?

How are they not alike?

Personal Analogy

Pretend you are a cannon from the Civil War:

Who do you belong to? How do you feel when you are fired?

What was your greatest victory? What places have you traveled to?

What are three questions you would ask a roller coaster?

Compressed Conflict

What are five words that would describe the Civil War?

What are five antonyms to those words?

1. _

2. _

3. _

4. _

5. _

1. _

2. _

3. _

4. _

5. _

Review your original list and its antonyms. Do any of the pairs of words seem to fight each other but still describe the Civil War? Create three Compressed Conflict phrases.

If you think of...

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