1. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences

2. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Ian Jones Social Studies: History Grades5-8 The Civil War

3. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: The students will learn about The Civil War, and many important historical events surrounding the war; including the causes, the time period during the war, and the ramifications of the on the country. Objectives: Students will be able to: Identify the sides and major people involved in the Civil War. Identify famous poems, and historical events during the Civil War. Identify and analyze statistical information of the Civil War. Will analyze important parts of the Civil War, and even act some of those parts out. Will also need to write many papers and poems and songs that deal with Civil War subjects.

4. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Standards: State – Illinois Common Core or Learning Standards 16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 16.B.2d (US) Identify major political events and leaders within the United States historical eras since the adoption of the Constitution, including the westward expansion, Louisiana Purchase, Civil War, and 20th century wars as well as the roles of Thomas Jefferson, Abraham Lincoln, Woodrow Wilson, and Franklin D. Roosevelt. 16.B.3d (US) Describe ways in which the United States developed as a world political power. 16.C.2a (US) Describe how slavery and indentured servitude influenced the early economy of the United States. Rationale: The civil war is an incredibly important part of United States history, and it is vital that students learn about this important part of our nation. The war shaped the United States for many years to come, and students need to learn about their nations history. National – NCSS Themes Culture Time, Community, and Change People, Places, and Environments

5. Logical/Mathematical

6. Logical/Mathematical -Activity Students will use a website in order to track the total casualties of the 10 battles during the civil war with the most casualties. They will then order them two ways, from highest to lowest casualties and in the order that they occurred. They then have to do a line graph of those ten battles in the order that they occurred, and make a pie chart of the casualties as well. -Resources/Materials Needed: http://www.phil.muni.cz/~vndrzl/amstudies/civilwar _stats.htm A blank piece of paper and colored pencils/pens to draw the graphs.

7. Verbal/Linguistic

8. Verbal/Linguistic -Activity The students will listen to a recording of someone reading the Gettysburg Address, and then have to analyze why it is good and bad. They will also work in groups, and take turns trying to recite it back and fourth to each other. -Resources/Materials Needed: http://www.youtube.com/watch?v=BvA0J_2ZpIQ A copy of the Gettysburg address, written down so that they can take turns reading it and memorizing it in small groups.

9. Musical/Rhythmic

10. Musical/Rhythmic -Activity The students will use the website below to research the poetry and music that was created during the Civil War. Students will be required to pick a poem or a song that is their favorites, and explain why they like it in a general group discussion. In the discussion, we will each share the poem or song that we have picked out and read them to the class. Once we are done with the discussion, students will also be required to write a haiku on the Civil War. -Resources/Materials Needed: http://www.civilwarpoetry.org/ Students will need a computer with access to a printer, in order to access the website and look for poems and songs. The students will need a piece of paper, and pencil in order to write their Haiku.

11. Visual/Spatial

12. Visual/Spatial -Activity Students will first read the novel The Red Badge of Courage. Students will be required to purchase the novel, and we will read it over the course of 3 weeks. We will also have many group discussions throughout reading the novel. When we are done reading the novel, we will watch the film The Red Badge of Courage, and also discuss similarities and differences between the novel and the film. -Resources/Materials Needed: http://www.imdb.com/title/tt0043961/ http://www.amazon.com/Red-Badge-Courage- Stephen-Crane/dp/0812504798http://www.amazon.com/Red-Badge-Courage- Stephen-Crane/dp/0812504798

13. Body/Kinesthetic

14. Body/Kinesthetic -Activity Students will be required to put on a mini-skit, representing one of the major parts during the Civil War years. They will work in groups, and have to choose between the signing of the Emancipation Proclimation, the beginning of the war, the Gettysburg Address, and the surrender of the South at the Appomattox Court House. If students want to act out a different important historical event, they will have to as the teacher first. The students will be graded on originality, how accurately they portray the scene, and how well they use costumes, with a focus on the historical accuracy of the scene. -Resources/Materials Needed: Information on those four or more important events will need to be taught so that students have enough information to be able to perform the skit. Costumes for the students. A rubric to grade the students during their skit.

15. Interpersonal

16. Interpersonal -Activity Students will be put into groups of 3-4 and be required to create a timeline of at least 20 important historical events during the Civil War. They will need to research the Civil War and learn about the order of how things occurred. They will then present their timeline in front of the class, making sure that each person talks. Students will be graded on how well they work together as a group, and will do peer-evaluations at the completion of this project. -Resources/Materials Needed: Students will use websites to get timelines of important events during the Civil War. Some examples are: http://www.historyplace.com/civilwar/ And http://memory.loc.gov/ammem/cwphtml/tl186 1.html Students also need a long piece of paper and markers in order to write their timeline on.

17. Intrapersonal

18. Intrapersonal -Activity Students will be required to write a one page essay as if they were alive in 1861. The war is coming, and you live in Kentucky, a border state. You will have to write a paper on which side, the Union or the Confederacy, that you would like to fight for. They will need to back up their arguments on why they feel that they want to fight for either side. -Resources/Materials Needed: Students will just need a piece of paper in order to write their response and reasoning for choosing a side to fight on. A rubric to give the students on how they will be graded.

19. Naturalistic

20. Naturalistic -Activity Students will use the internet to study the famous march by the Union general, William Tecumseh Sherman. Students will study the damage that was done to the earth and surrounding cities by Sherman’s famous March to the Sea. They will study how much damage was done by this march, and we will discuss as a class what they can do to help repair the damage done. -Resources/Materials Needed: Students need to use the internet to research the march. Such website could be: http://www.history.com/topics/william- t-sherman And http://www.sonofthesouth.net/leefound ation/shermans-march-to-the-sea.htm

21. ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Assessment: I will just assess how my students do depending on what the activity is. If it is an activity that focuses on the Visual/Spatial part of the 8 intelligences, then I will grade that part harder for them. Each individual activity for each intelligence has a specific way to asses the students. Sometimes it’s a paper, sometimes it’s a rubric, it just depends on the specific activity. Online Resources: 1. http://www.delicious.com/ijones335