Third Grade Overview - Education Extras



Book Backdrop/ My Vicksburg by Ann Rinaldi

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|Big Ideas of the Lesson |

|Students will gain a greater understanding of Southern life during the Civil War (1860-1865) and develop an appreciation of the importance of the capture of |

|Vicksburg to the Union. A Book Backdrop using Library of Congress Primary Sources is a method of instruction which can be used to secure these understandings |

|and appreciations. |

Lesson Abstract: (summary of main points)

The use of historical fiction can often bring students a greater appreciation of life in a particular time frame. Book Backdrops can help engage students in the story, and provide background knowledge which enriches understandings. This lesson will provide lesson guidelines and activities for teachers and librarians and model the Book Backdrop protocol.

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Content Expectations or Standards

See Attached (Contant Standards file)

This lesson plan is available to be tweaked by the teacher. All possible standards for History and ELA have been included. It is up to the teacher to decide the focus and the standards addressed.

Integrated GLCEs

See Attached (Content Standards file)

This lesson plan is available to be tweaked by the teacher. All possible GLCEs for History and ELA have been included. It is up to the teacher to decide the focus and the GLCEs addressed.

NOTE: This lesson supports the Skills, Dispositions, Responsibilities and Self-Evaluations of AASL Standards for the 21st Century Learner:



Key Concept(s)

← (Book Backdrops): Primary Sources can help provide background knowledge necessary for understanding and enjoyment when reading Historical Fiction.

← (My Vicksburg): War brings about changes in life and can require difficult decisions to be made.

Instructional Resources

Equipment/Manipulative

← Color printer for printing Primary Sources as manipulatives.

← Projection equipment

← Smartboard or equivalent (Optional)

Student Resource

← Copies of or projected images of selected Primary Sources as determined by Teacher.

← Printed Analysis sheets for Primary Sources. ()

Teacher Resources

← Petri, Gail. Books Backdrops: Bringing Historical Fiction to Life with Primary Sources. Library of Congress, Summer Institute, 2007. ()

o View to gain further insights into using Primary Sources with literature.

← As assembled in Book Backdrop: My Vicksburg.

← Creating Book Backdrops Using the Inquiry Method (see Build & Deliver/Bookbackdrops: )

← Directions for creating an Image Table to capture and track primary sources.

o . ()

← Analysis sheets for photos, prints and maps

o ()

Lesson Sequence.

← Sequence is dependent upon the teacher, generally 2-3 weeks. Alternatively, if used as a Read-aloud, the activities could be used for the life of the story.

Suggestion (Only):

Session 1:

Introduction of Wyld's military map of the United States, the northern states, and the southern confederate states

← Refer to Book Note

← Begin a Vocabulary list from the novel and the information found on Primary Sources and continue throughout the lesson.

Session 2:

← Introduce images which relate to Chapters 1 & 2

← Read chapter 1 aloud in class

← Homework: Chapter 2

Session 3 and further lessons:

← Dependent upon Teacher’s timeline.

← Digital images should be introduced when needed for background, discussion or reflection.

Teaching Strategies:

The following strategies (from Creating Book Backdrops Using the Inquiry Method) may be used based on the Book Backdrop:

← Compare and contrast images of the same event by different artists.

← Analyze maps that depict settings described in the book.

← Use photographs as story starters or writing prompts.

← Investigate letters written by or for soldiers (see Additional Resources/VMI Archives). Write a letter Sarah might have written to Landon, or to her parents.

← Write a news article which might have appeared in the Daily Citizen.

← Create a timeline with primary sources related to happenings in the book.

← Create a book gallery displaying the book (or cover) with primary source connections and student statements.

Assessment

Each of the activities used is a form of assessment providing the student and teacher with evidence of greater understanding and knowledge. Students should be able to explain what they produced.

Additional Assessments:

← Students will gain an understanding of Southern life during the Civil War…

← Post, print or project the following images as prompts:

o Select one of the images and describe how Claire Louise’s life was changed in relationship to the war.

←

|[pic] |[pic] |[pic] |

|Print # 28, Cave life in Vicksburg during the siege |Hospital Tents |Title: Admiral Porter's fleet running the rebel |

|[Etching] | |blockade of the Mississippi at Vicksburg, April 16th|

| | |1863 |

|Teacher Note: Claire Louise describes how living in|Teacher Note: Claire Louise describes how visiting |Teacher Note: Claire Louise describes how the |

|a cave changed her life and that of her family. |the hospital drove her to contribute to the war |shelling affected her and her brother, despite her |

|Students should be able to cite examples, such as no|effort. |father’s reassurances. |

|way to cook in the cave; bathing is the cistern in | |Examples: Accept these and others students can |

|the lower level. Not having the conveniences of |Accept responses which refer to writing letters for |document. |

|home. How despite long-held practices, a house slave|injured soldiers and finding Sarah Clarke in the |Claire Louise describes how the shelling upset her |

|(referred to as “servants”) was given a pistol and |hospital. Visiting and helping Landon in Pa’s |brother, James. How he worried about his pets, etc.|

|stationed at the mouth of the cave to guard the |surgery could also be accepted. |She describes how hers and the town life resumed |

|family at while they slept. | |when shelling ceased. |

| | |She describes how Landon was able to visit despite |

| | |his affiliation with the “other side”. |

. . ,.an appreciation of the importance of the capture of Vicksburg to the Union.

← Grant tried three times to capture Vicksburg. What was Mrs. Corbet’s realization of the future?

o Accept any responses which indicate what she said to Langdon, “The Yankees know that’s the only way they’ll get the city, don’t they?

o Siege and starvation.

← Explain how Robert’s loss of the dispatch he was to deliver from General Lee aided General Grant.

o Accept any responses which indicate Lee lost Antietam because Lee’s orders came into Union hands. (Chapter 8).

← Explain why Vicksburg did not celebrate Independence Day (July 4) for eighty-two years.

o Accept any responses which refer to the Surrender of Vicksburg, July 4, 1863.

Student Self-Evaluation activities found in AASL Standards for the 21st Century Learner:



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