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Civil War Vocabulary Learning Experience
An Adventure of the American Mind
Illinois State University
Michelle Fogal and Betsy Cease
Wilson Intermediate School
Summer 2007
An Adventure of the American Mind
Illinois State University
Library of Congress, Prints & Photographs Division, [reproduction number, LC-DIG-cwpb-02387 DLC.
Students will spend four days becoming familiar with fifteen Civil War related vocabulary terms. Teachers will use seven pre-selected words as well as their corresponding photos, documents, etc. to have the students match each term to the appropriate photo after looking up the meaning in the dictionary or glossary. The students will then be shown how the artifacts were searched for and found through an introduction to the LOC – American Memory website. By using “American Memory” on the Library of Congress website students will find photos, documents, etc. that best represent the remaining eight words. This overall learning experience is intended to be used as an introductory activity before an in-depth study of the Civil War as the students will need to be familiar with these terms in order to proceed through the rest of the unit.
Overview/ Materials/LOC Resources/Standards/ Procedure/Evaluation/Rubric/Handouts/Extension
Overview Back to Navigation BarObjectives / Students will:
· demonstrate understanding of fifteen Civil War vocabulary terms by matching each term to an artifact that best shows what the word means.
· organize their eight words, meanings, and artifacts into a teacher-made table.
· demonstrate mastery of vocabulary through a matching assessment (quiz) with 80% accuracy.
Recommended time frame / Four days (45 minutes per day)
Grade level / Fifth grade
Curriculum fit / Language Arts, Social Sciences
Materials / · Library of Congress website: http://www.loc.gov
· Dictionary/Social Studies glossary (day one and three)
· Pictures/documents from Civil War image table (day one)
· Post-its for matching (day one)
· List of vocabulary terms (day one-day four)
· Use of enough computers for class (day two and three)
· Instruction sheet for using the Library of Congress site (day two)
· Computer file saved to the desktop with a table for students to copy and paste artifacts in as well as to type the meanings of the remaining eight words (day three)
· Civil War Vocabulary Quiz (day four)
· Index cards (extension activity)
Illinois State Learning Standards Back to Navigation Bar
Language Arts:
GOAL 1: Read with understanding and fluency.
· 1.A. Apply word analysis and vocabulary skills to comprehend selections.
GOAL 5: Use the language arts to acquire, assess, and communicate information.
· 5.A. Locate, organize, and use information from various sources to answer questions, solve problems, and communicate ideas.
Social Sciences:
GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States, and other nations.
· 16.B. Understand the development of significant political events.
Procedure
Preplanning:
Day One:
· Introduce vocabulary activity to students.
· Hand out the list of vocabulary and the Civil War Vocabulary Day One activity and read over the list of fifteen words students will be learning about.
· Explain that you, the teacher, have already selected seven words and have found artifacts that would help someone understand what each word means.
· Group the students into six groups, hand each group a file folder containing printed and laminated copies of the artifacts (copied and pasted from Civil War Image Table) and a pad of Post-its.
· One person from each group will need to get a dictionary and/or glossary.
· Instruct them to look up the meaning of each word, write it in their individual charts, record the word on a Post-it, and attach it to the artifact that the group agrees that it matches.
· After each group has matched all seven words, instruct them to place artifacts with attached notes back into the file folder and to sit with hands raised until you can come to check that each group understands all of the terms.
· Once all groups are done, go over and discuss the seven words and how each group went about deciding which photo went with which word.
Day Two:
· Take class to the computer lab. Show students how you went about finding the images that went with yesterday’s activity using a few of the words (more if needed until they understand the process) from Day one’s list.
· Have students open the file on the desktop (that you have already saved there) with a chart (Learning to Use American Memory) which contains Illinois related words for students to practice copying and pasting images.
· Students can click on the link (http://www.loc.gov) within the document to access the website. Guide students through the activity including how to copy and paste into the document. Monitor the students’ work while you walk around room.
Day Three:
· Have students return to their copy of the vocabulary list from day one and read over the remaining eight words together.
· Explain that you will be returning to the computer lab to use the LOC-American Memory website to find artifacts that best represent each term.
· Have students sit at a computer with at least one person from their group next to them. After each student is assigned a computer (depending on the number of computers you have available you may choose to have students pair up and share), have them open the document saved to the desktop containing a table for them to input their images in.
· Click on the link within the document to access the website. Students will then use the process you practiced with them on day two to gather images for the remaining eight words.
· Have the students save the document with their additions and also print a copy to turn in to the teacher.
Day Four:
· Spend the beginning of your time today having the students review the fifteen vocabulary words and their meanings within their groups by using the documents they have received and created throughout the four days.
· Students may also use any matching activities that were created as an extension. After a sufficient amount of review time has been given, hand out the Civil War Vocabulary Quiz (http://www.mce.k12tn.net/civil_war/printable.htm) for students to complete independently.
· Collect and check for accuracy. Remediation may need to be planned and provided for those students not reaching a minimum of 80% accuracy.
Evaluation Back to Navigation Bar
· On day one the teacher will use the file folder with the images and attached Post-it notes to determine that each group understands the first seven vocabulary terms.
· On day three the teacher will assess the completed chart containing the remaining eight words using the assessment rubric.
· On day four students’ overall understanding of all fifteen words will be determined by the Civil War Vocabulary Quiz that they will take. The teacher will check for a minimum of 80% mastery.
Extension Back to Navigation Bar
Students may complete either or both of the following extension opportunities:
1. Create a matching game using the images they found and index cards on which they write the word and meaning for other classmates to solve.
2. Use the Writing Template, select an image from the Extension Image Table to copy and paste into the document. Print the document and write a story about the picture. Use at least ten of your vocabulary words.
Primary Resources from the Library of Congress
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Civil War Image Table
Image / Description / Citation / Permanent URLarsenal / Charleston, S.C. Blakely guns and ammunition in the Arsenal yard / Library of Congress, Prints & Photographs Division, [reproduction number, LC-DIG-cwpb-02387 DLC. / http://memory.loc.gov/cgi-bin/query/r?ammem/cwar:@field(NUMBER+@band(cwp+4a39798))
secede / Map showing Secession, 1860-1861
Wall map of the United States, showing "forts held by loyal forces," and forts, arsenals, branch mints and navy yards "seized by seceding forces." Free states and territories, "loyal slave states," and "territories adhering to C.S.A." indicated by color and symbol. / Library of Congress, Geography and Map Division. / http://memory.loc.gov/cgi-bin/query/r?ammem/gmd:@field(NUMBER+@band(g3701s+cw0004000))
repeal / Hon. Luke Lea : Senator from Tennessee / Courtesy of the Special Collections Department, University of Iowa Libraries / http://memory.loc.gov/cgi-bin/query/h?ammem/tccc:@field%28NUMBER+@band%28iauchau++lea+1%29%29
emancipation / General Lee Freed Slaves? [from newspaper] / Cleveland Advocate 04, no. 47 (03/30/1918): 01 / http://memory.loc.gov/cgi-bin/query/r?ammem/aaeo:@field(DOCID+@lit(o6945))
http://memory.loc.gov/cgi-bin/np_item.pl?collection=sgp&agg=sgpsas&iss=19190530&page=8
(searched by ‘opposition + Civil War’ p.3 first item
opposition / The Stars and Stripes was published in France by the American Expeditionary Forces (AEF) of the United States Army from February 8, 1918, to June 13, 1919. General John J. Pershing wanted a newspaper written by servicemen for the soldiers on the battlefront / The Stars and Stripes (Paris, France), May 30, 1919, Vol. 2 No. 17, page 8. / http://memory.loc.gov/cgi-bin/np_item.pl?collection=sgp&agg=sgpsas&iss=19190530&page=8
compromise / Colonel Rush's Light Cavalry Company K, active men wanted! The regiment is now in camp on the Second Street Road ab. Nicetown Lane. [Poster] / Civil War Treasures from the New-York Historical Society, [Digital ID, nhnycw/ac ac03279]
http://memory.loc.gov/ammem/ndlpcoop/nhihtml/cwnyhshome.html / http://memory.loc.gov/cgi-bin/query/r?ammem/cwnyhs:@field(DOCID+@lit(ac03279))
rebellion / Civil war- Draft riots. / Library of Congress, Rare Book and Special Collections Division. / http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+1240300a))
Extension Image Table
Image / Description / Citation / Permanent URL/ Civil War cannon / DN-0009075, Chicago Daily News negatives collection, Chicago Historical Society / http://memory.loc.gov/cgi-bin/query/r?ammem/cdn:@field(NUMBER+@band(ichicdn+n009075))
/ Daily News Civil War reenactments, boy with rifles and a drum in front of a backdrop / DN-0056879, Chicago Daily News negatives collection, Chicago Historical Society. / http://memory.loc.gov/cgi-bin/query/r?ammem/cdn:@field(NUMBER+@band(ichicdn+n056879))
/ Combination knife, fork, and spoon carried by Henry W. Dudley as a member of Taylor's battery during the Civil War / DN-0064357, Chicago Daily News negatives collection, Chicago Historical Society. / http://memory.loc.gov/cgi-bin/query/r?ammem/cdn:@field(NUMBER+@band(ichicdn+n064357))
/ The Heroes of the Civil War - Image 3 (W. Duke Sons & Co.) /
The Emergence of Advertising in America: 1850-1920 – Database #D0006-03
W. Duke Sons & Co.
/ http://memory.loc.gov/cgi-bin/query/r?ammem/eaa:@field(DOCID+@lit(eaa003461))/ Jefferson furnace-made iron for "Monitor" in Civil War, not far from Jackson, Ohio. / Library of Congress, Prints & Photographs Division, FSA-OWI Collection, LC-USF33-004128-M1 DLC. / http://memory.loc.gov/cgi-bin/query/r?ammem/fsaall:@field(NUMBER+@band(fsa+8a14323))
Rubric
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Library of Congress Civil War Image Search
Teacher Names: Mrs. Fogal and Mrs. CeaseStudent Name: ______
CATEGORY / 3 / 2 / 1
Definitions/Meanings / The student has all definitions accurate and matching the meaning of the words. / The student has six or seven of the definitions accurately matching the words, but not all eight. / The student has five or fewer definitions accurately matching the words.
Images / The student has all images accurate and matching the meaning of the words. / The student has six or seven of the images accurately matching the words, but not all eight. / The student has five or fewer images accurately matching the words.
Grammar/punctuation / The student copied all definitions without any errors. / The student has six or seven of the definitions with no errors but not all eight. / The student has five or fewer definitions with no errors.
Time on task / The student demonstrates good listening skills, cooperation with others, and the ability to work in a responsible manner. / The student mostly demonstrates good listening skills, cooperation with others, and the ability to work in a responsible manner, but the teacher has to intervene on one or two occasions. / The student mostly demonstrates good listening skills, cooperation with others, and the ability to work in a responsible manner, but the teacher has to intervene on three or more occasions.
Handouts
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Civil War Vocabulary List
compromise
fugitive
slavery
rebellion
abolition
repeal
arsenal
telegraph
secede
opposition
confederate
rebel
union
Yankee
emancipation
An Adventure of the American Mind
Illinois State University
Name______
Civil War Vocabulary-Day 1
Day 1 – Use the dictionary or glossary in your Social Studies text book to find the definition of each word below.
Word / Meaningcompromise
rebellion
repeal
arsenal
secede
opposition
emancipation
When you are finished filling in the table above, work with your group to match each vocabulary word to one of the pictures or documents given to you by your teacher. Each document or picture represents the meaning of one of the words above. Write each word on a post-it and stick it to the matching document or picture.
Name: ______
Learning to Use American Memory-Day 2
Now that your teacher has demonstrated how to use The Library of Congress/American Memory website, practice using it on your own! Fill in the following table using different words that relate to Illinois. For each word, copy and paste an image that represents each word.
Word / PictureIllinois
Abraham Lincoln
Chicago Fire
Mississippi River
Midwest
Mark Twain
Directions for How to Search Using American Memory:
1. Click on www.loc.gov to access the Library of Congress website.
2. Click on American Memory.
3. Find the box in the top right-hand corner underneath where it says “Search all Collections.”
4. Type in one of the words in the table above (Make sure to capitalize if necessary) and click Search.
5. A list of results should be displayed. Click on “Gallery View” to see the images.
6. Copy and paste the image you want to use into the table.
7. If you have any difficulties, raise your hand and wait for your teacher.
Name:______