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

Elementary Social Studies Lesson ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Lyndsay Hawk United States and World History 7th grade The Civil War

Elementary Social Studies Lesson Gardner’s Multiple Intelligences ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Goals: Students will develop knowledge of the Civil War, in relation to events, battles and historical figures. In addition, students will learn to make connections between their lives and those of people living in the past, in order to make comparisons and analyze the implications of events in history. Objectives: Content/Knowledge: Students will be able to understand the causes of the Civil War. Students will be able to understand the course and character of the Civil War and its effects on the American people Process/Skills: Students will be able to obtain historical data from a variety of sources. Support interpretations with historical evidence. Values/Dispositions: Students will be able to formulate a opinion, position, or course of action on an issue. Students will be able to identify feelings and actions of people in the Civil War, in order to make connections to their life.

Elementary Social Studies Lesson Gardner’s Multiple Intelligences ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Rationale: Teaching young students about America’s Civil War carries some added advantages, besides the intrinsic value of simply learning history. Among those benefits are three discoveries that students can make: (1) that the Civil War is one of the most important events in the history of the United States; (2) that the struggle provides a unique cultural lesson for all students; and (3) that it changed the notion that “the United States are…” to “the United states is…” It is the central conflict that resolved what could not be resolved by compromise and agreement: (1) that human slavery could not be tolerated, and (2) that secession from the authority of the central government could not be countenanced. Standards:   State – Illinois Common Core or Learning Standards 16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary 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. National – NCSS Themes Time, Continuity, and Change People, Places, and Environments Individual Development and Identity

Logical/Mathematical * 07/16/96 Logical/Mathematical *

Logical/Mathematical * 07/16/96 Logical/Mathematical Activity: Students create time lines of various events that took place during the Civil War. Students sequence events in chronological order. Students demonstrate research skills using the Internet and library sources Materials: computers with Internet access or student-researched library materials about the Civil War Student Resources: http://www.historyplace.com/civilwar/ http://memory.loc.gov/ammem/cwphtml/tl1861.html http://sunsite.utk.edu/civil-war/warweb.html *

* 07/16/96 Verbal/Linguistic *

Verbal/Linguistic Activity: * 07/16/96 Verbal/Linguistic Activity: Students write and decode messages using Morse code, as Civil War soldiers might have done. explain to students that the telegraph was an invention that enabled news about the Civil War to travel faster than at any other time in prior history. A telegrapher tapped out messages in Morse code, and others on the receiving end of the messages could translate the coded dots (short electrical impulses) and dashes (long electrical impulses) into letters and words. Invite students to work in pairs to create messages in Morse code. Then the students can exchange messages and solve them. Materials: Morse Code Alphabet online or printed, paper, pens or pencils Student Resources: http://morsecode.scphillips.com/jtranslator.html *

* 07/16/96 Musical/Rhythmic *

Musical/Rhythmic Activity: Materials: * 07/16/96 Musical/Rhythmic Activity: Students investigate music of the Civil War era and explore how music can be used to arouse and express emotion Explore with students Music of the War Between the States. Or play for students audiotapes of Civil War songs. Encourage students to first read aloud, then sing, the lyrics along with the music. Ask students how the songs make them feel, and discuss how music can be used to stir or express emotions. Then have each student choose one of the Songs of the Union or Songs of the Confederacy and study the song's music and lyrics. Materials: Computers with Internet access or audiotapes of Civil War songs, paper, pens or pencils, online or print resources about the origins of Civil War songs Student Resources: http://www.civilwarpoetry.org/music/index.html *

* 07/16/96 Visual/Spatial *

Visual/Spatial Activity: * 07/16/96 Visual/Spatial Activity: Students learn about the flags of the Union and Confederacy, explore the symbolism of those flags, and create flags of their own. Discuss with students the concept of symbolism. Ask them to name symbols they see every day. Then have students explore Web sites such as The Flag of the United States of America or locate print resources about the history of the flag. Ask students to pay particular attention to information about the evolution of the flag, what the colors of the flag mean, and the flags of the Confederate states Materials: Computers with Internet access or print resources about flags; red, white, and blue felt; self-adhesive gold stars; double-sided adhesive tape; craft sticks. Student Resources: http://www.usflag.org/toc.html *

* 07/16/96 Body/Kinesthetic *

Body/Kinesthetic Activity: * 07/16/96 Body/Kinesthetic Activity: Students will partake in a dramatic play relating to the Civil War. By taking part in the dialogue of a similar struggle students will begin to appreciate the difficult decisions that were made during the Civil War on both the Union and Confederate side. Students will create/practice dialogue for a major battle of the Civil War. Students will assign roles and create/utilize props. Materials: Paper, pencils, costumes, props, large area (gym or outdoors) Student Resources: No resources will be utilized during this activity. *

* 07/16/96 Interpersonal *

Interpersonal Activity: * 07/16/96 Interpersonal Activity: Students use library or provided online resources to create a museum exhibit or a fictional journal or newspaper account about life during the Civil War era. Students use resources related to the Civil War to paint a picture in words of what it was like to live at that time. Materials: Computers with Internet access, paper, pens or pencils, primary source materials, Civil War-era photos Student Resources: http://www.factasy.com/civil_war/2010/10/19 http://civilwarjournals.com/ http://www.rarebooks.nd.edu/digital/civil_war/diaries_journals/index.shtml *

* 07/16/96 Intrapersonal *

Intrapersonal Activity: * 07/16/96 Intrapersonal Activity: Students select a photograph from the Civil War era and write a story that tells about the photograph. Students will then choose a photograph from their own life and discuss what it represents. Students will make comparisons between life during the Civil War and their own life. Materials: Computer with Internet access, Civil War photos, paper, pencils. Resources: http://www.civilwarphotos.net/ *

* 07/16/96 Naturalistic *

Naturalistic Activity: * 07/16/96 Naturalistic Activity: Students will identify various natural resources and industries held by the North and South during the Civil War. Students will classify the resources and determine how their location and quantity impacted the war. Materials: Computer with Internet access, paper, pencils. Student Resources: http://americancivilwar.com/authors/historical.html http://www.socialstudieshelp.com/Lesson_35_Notes.htm http://www.econedlink.org/lessons/index.php?lid=729&type=educator *

Elementary Social Studies Lesson Gardner’s Multiple Intelligences ETE 335 Elementary Social Studies Lesson Gardner’s Multiple Intelligences Assessment: Students will be assessed throughout the lessons using anecdotal notes and observations checklists. In addition, students’ comprehension will be evaluated from various journal entries and group discussions. Furthermore, a formative assessment will be given at the end of the lessons, in which students will be asked short-answer questions related to the Civil War, historical figures, and implications of the war on today’s society. Online Resources: https://delicious.com/lhawk/History