1. ETE 335 Elementary Social Studies Lesson deBono’s Thinking Hats

2. ETE 335 Elementary Social Studies Lesson deBono’s Thinking Hats Renee Bulmer Sociology Civil War 8th Sociology in the Civil War

3. ETE 335 Elementary Social Studies Lesson deBono’s Thinking Hats Goals: The students will be able to identify the major players in the Civil War The students will be able to write from the perspective of an African American slave during the Civil War. Objectives: Content/Knowledge: Will be able to write from another person’s point of view Identify the major players in the Civil War Process/Skills: Writing and reading Values/Dispositions: Writing and reading

4. ETE 335 Elementary Social Studies Lesson deBono’s Thinking Hats Rationale: The reason for this lesson is for students to understand why the battles were fought and where. Standards: State – Illinois Common Core or Learning Standards Assess how point of view or purpose shapes the content andstyle of a text. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. National – NCSS Themes examples of social studies performance-based assessment measures conducted at local and state levels b.research findings that support the use of performance-based assessment to inform instruction, and c. existing educational policies that can inform advocacy efforts for the inclusion of social studies performance-based assessment at the local, state and national level.

5. Objective

6. Objective The teacher may wish to open with a discussion of the last days of the Civil War as well as Grant’s strategy to defeat Lee. The teacher may also wish to discuss battle strategy with the students, and can utilize the maps on this site to do so. If the teacher has not noted to this point Grant’s strategy of forcing the Confederates to lose men and material that they could not replace, that issue might be used to help explain why Lee decided to surrender. https://delicious.com/bulmer24

7. Intuitive

8. Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled, That the persons who have been, or may hereafter be, appointed commissioners, in virtue of any act of Congress, by the Circuit Courts of the United States, and Who, in consequence of such appointment, are authorized to exercise the powers that any justice of the peace, or other magistrate of any of the United States, may exercise in respect to offenders for any crime or offense against the United States, by arresting, imprisoning, or bailing the same under and by the virtue of the thirty-third section of the act of the twenty-fourth of September seventeen hundred and eighty-nine, entitled "An Act to establish the judicial courts of the United States" shall be, and are hereby, authorized and required to exercise and discharge all the powers and duties conferred by this act. The first Act of the fugitive Slave Act, the students will be able to write about it from the Slave’s point of view Intuitive

9. Positive/Strengths

10. Positive/Strengths Activity 1: Off to War Ask students when they last wrote a hand written letter. What prompted them to write their letters? Now ask them when they last sent an email, and what occasioned their writing it. Did any of these communications contain important news? If students had something highly important to convey, what means of communication would they use? Why? Now ask students how important they think letter writing may have been in 19th century America. With telegraphs, but no telephones, and relatively slow means of transportation, people were often separated from one another without any other way to communicate except by letter. Ask students to imagine they are living during the Civil War. They themselves, or one of their family members, has just enlisted and gone off to fight. How important would it be to receive a letter in this situation? What would those left at home hope to hear about? What would those gone off to fight yearn to know

11. Negatives/Weaknesses

12. In addition give them the Civil War Letter Analysis Worksheet below. As they fill it in remind students that from one person’s letter they may be able to make inferences about the recipient of the letter as well as its author. Civil War Letters Analysis Worksheet What can we infer about the letter writer at the time the Civil War started, his or her home, family members, work, level of education? How do you know? Can we tell which side the author of this letter supported, the Union or Confederacy? If so, how do we know? Give specifics. What is happening during the Civil War at the time the letters were written? (Students can check their texts and/or internet sources) If the author is a man, why do you think he has enlisted? Does he say anything about the views or attitudes he holds that have led him to make the commitment to fight, or can we infer them in any way? If the author is a woman, does she say anything that enables us to know which side of the conflict she supports and why? If either the author or recipient is a woman, what can we learn about the lives of women during the Civil War from the letters? How did women make sacrifices for or contributions to the war effort, even though they themselves could not fight or hold political power? What personal concerns does the author express? Is the Civil War the only threat to his or her well being and happiness? How important does it appear to be for the author to receive letters and/or to write letters at this time? Why? By searching the Internet site where the letters appear, or any other sources, what can you discover about the letter writer ? Negatives/Weaknesses

13. Creative

14. Creative Begin the lesson with a brief lecture. Review the Northern objectives and the course of the Civil War up to, and including, the battle of Antietam. Introduce the documents and discuss what is found in each. View with the class the 1898 drama Glory, a fictional account of the 54th Massachusetts, the American Experience documentary, The 54th Colored Infantry, or excerpts on black regiments from the Ken Burn’s series The Civil War. Instruct students to record any references in the films to any primary sources. Identify an African-American soldier who served in a Civil War regiment and collect biographical data. Search for an appropriate subject from popular Civil War era biographies, published collections of letters and diaries, or African- American regimental histories found at public libraries. Discuss with the students when and how the Emancipation Proclamation, War Department General Order 143, and 15th Amendment affected the soldier or how he responded to them. Where there is no documented source of the soldier’s response, instruct students to compose a letter of diary excerpt that might explain his participation in the Civil War. Tell students to defend their explanations from evidence in the biographical data or the related local and state documents.

15. Thinking About Thinking

16. The lesson begins with a review of the cultural and physical landscape of the U.S. during the antebellum era, i.e., slave states and non-slave states, the importance of cotton and slave labor to the economic prosperity of the South, and the strong abolitionist feelings stirring in the North. Next, the teacher will describe to the student the book, Uncle Tom's Cabin to include information about its author, the characters and general plot, and its impact on society. Then, the teacher will describe the Dred Scott decision, the raid on Harper's Ferry, the election of Abraham Lincoln, the states' secession from the union, and the attack on Fort Sumter. The teacher will emphasize that these events were causing a build-up of ill feelings between the North and the South. The lesson concludes with the teacher asking students how they would have felt during these times if they had been; a wealthy plantation owner in the south, an abolitionist in the north, a slave, a store owner, a poor farmer, a businessman, etc..

17. ETE 335 Elementary Social Studies Lesson deBono’s Thinking Hats Visual Learning, Assessment, and Online Resources: Visual Learning: NOTE: Be sure to include one image that is germane to the focus of your lesson on each of the 6 lesson activity PowerPoint slides. Assessment: 1. Identify how you will assess how much your students have learned. Online Resources: 1. Include a link to your Delicious Bookmarks for this chapter.