Child Soldiers in the American Civl War

Cyberlesson created by Nathan Massicotte

Introduction

• It is 1865. The United States is at war with itself and the future of the country hangs in the balance. But as a teenager, what can you do? What should you do? Take care of your family as your father fights? Or could you make the ultimate sacrifice and go to war?

• You are about to read Pink and Say, the true story of two teenage Union soldiers and their experiences in the Civil War. The tale has been passed down from generation to generation and now onto your eyes. May it never be forgotten.

Resources

• Pen/pencil

• Frayer model vocabulary sheets

• Pink and Say by Patricia Polacco

• K-W-L Chart

• Active Reader Report

• Computer/Internet Access

Before Reading--Vocabulary

• Use the website www.dictionary.com to complete your Frayer model vocabulary sheet for the words marauder and mahogany.

• Then go to the website http://www.nps.gov/archive/gett/getteducation/bcast04/04activities/activity07.htm

and complete Frayer sheets for the following words: Union, Confederacy, and hardtack.

• With a partner, complete the K section of your K-W-L Chart with anything that you know about the role of children in the Civil War and the W section with questions that you might want to explore.

• Visit the website to learn about the role of child soldiers during the Civil War, then complete the L section of your organizer:

• http://www.digitalhistory.uh.edu/learning_history/children_civilwar/child_soldiers.cfm

• http://www.civilwarhome.com/boysinwar.htm

Before Reading--Child Soldiers During the

Civl War

During Reading

• As you read, continue to fill out your K-W-L sheet with what you have learned from reading.

• Use at least 3 active reading strategies as you read and record where you used them and how they helped you to better understand the text on your Active Reader Report.

After Reading

• Click here to post your after reading thoughts to our online message board. Sign in, then click on your group number and post your ideas. You must post at least two times. Ask important open-ended questions, share your thoughts and ideas, discuss any points of confusion and raise questions that you might want to explore further. Refer to the online discussion rubric for further instructions.

Beyond Reading

• Choose from the following activities:• Imagine that you are Say, returning home after being held prisoner in Andersonville. Write a letter in his

voice to President Lincoln about your experiences in the war and at the prison camp.

• Write a poem from two voices from the points of view of Pink and Say.

• Visit the author’s page for Patricia Polacco. After reading the Who am I section, write 10 questions that you would ask her if you were to interview her. Questions can be about her life, Pink and Say, or any of her other books.e

• Visit the following websites and design a pamphlet for anyone visiting Andersonville today. Include at least 10 interesting/important facts from the history of the prison camp.

• http://www.civilwarhome.com/andersonville.htm

• http://www.nps.gov/ande/historyculture/index.htm

Rubric--Before Reading

CriteriaScore Point

2Score Point

1Score Point

0

Before Reading--

Vocabulary

Frayer Model sheets are completed for all words and

show in depth understanding of the usage oand meaning of all of the

words.

Frayer Model sheets are mostly completed and show some understanding of the usage and meaning of the

words.

Frayer Model sheets are incomplete or show little or

no understanding of the usage and meaning of the

words

Before Reading--KWL

Chart is complete. K demonstrates level of prior

knowledge. W contains thoughtful and provocative

questions. L shows excellent evidence of student learning.

Chart is complete. K demonstrates prior

knowledge. W may contain some thoughtful questions. L may show some evidence of

student learning.

Chart is incomplete or show little or no growth from

prior knowledge.

Rubric--During Reading/After Reading

CriteriaScore Point

2Score Point

1Score Point

0

During Reading--Active Reader

Report

Report shows thoughtful and appropriate use of at

least 3 Active Reading Strategies to build and enhance meaning while

reading.

Report shows use of 3 or fewer Active Reading

Strategies, but purpose or effectiveness may be

unclear.

Report is incomplete or shows little or no use of

Active Reading Strategies.

After Reading--Online Posting

Student has posted at least twice online. Posts are

thoughtful and ask interesting questions. Posts

also respond to and are connected with other students’ entries and

questions.

Student has posted at least twice online. Posts are thoughtful but may be

disconnected from other students’ entries. Questions

are not necessarily raised and/or answered.

Student has posted less than twice or has posted

inappropriately.

Rubric--Beyond Reading

• Total Points ___/10

CriteriaScore Point

2Score Point

1Score Point

0

Beyond Reading

Student’s beyond reading activity extends the text and demonstrates an increased

knowledge and understanding of the Civil

War.

Student’s beyond reading activity is only loosely connected to the text

and/or only somewhat demonstrates an increased understanding of the Civil

War

Student did not complete a beyond reading activity

Credits

• Pink and Say by Patricia Polacco

• www.dictionary.com

• http://www.nps.gov/archive/gett/getteducation/bcast04/04activities/activity07.htm

• http://www.digitalhistory.uh.edu/learning_history/children_civilwar/child_soldiers.cfm

• http://www.civilwarhome.com/boysinwar.htm

• http://www.patriciapolacco.com

• http://www.civilwarhome.com/andersonville.htm

• http://www.nps.gov/ande/historyculture/index.htm