1. CSS Hunley & the Mystery of Queenie’s Lucky Coin Historical Comprehension & Analysis Part 2

2. Technology Entertainment Factor Attention Disorders Work Ethic Outside of Classroom Can you name others?

3. Students should develop the ability to read imaginatively. Students should develop the ability to take into account what the narrative reveals of the humanity of the individuals involved. Students develop the ability to describe the past on its terms

4. Identify the author or source of the historical document or narrative and assess its credibility. Reconstruct the literal meaning of the historical passage. Identify the central question the historical narrative seeks to answer. Define the purpose, perspective or point of view from which the narrative has been constructed. Read the historical explanations or analysis with meaning.

5. Recognize the rhetorical cues that signal how the author has organized the text. Draw upon data in historical maps. Utilize visual, mathematical and quantitative data. Draw upon visual, literary and musical sources. http://www.pdmusic.org/civilwar.html http://www.pdmusic.org/civilwar2.html

6. KWLS What I Know or Think I Know What I Want to Learn What I Learned & Confirmed to be True What I Still Want to Know Horace Hunley

7. Students write their own story of friendship. Students write their own story of friendship. On one hand, the students will put the Title of their story. On one hand, the students will put the Title of their story. On the other hand the students will write a quote from their stories. On the other hand the students will write a quote from their stories. Students will share their friendship stories with the class. Students will share their friendship stories with the class. Display hands with titles and quotes on a bulletin board. Display hands with titles and quotes on a bulletin board.

8. Confederate Hand crank Underwater Torpedo Metal Ballast Tanks Hand Pumps Air System Unstable Short Voyages Union Sail Surface Big guns Wood Masts Steam power Stable Long voyages Warships Rudder Propeller Anchor

9. Students make a WANTED Poster using the information from the previous Venn Diagram exercise. WANTED DEAD or ALIVE LT. GEO DIXON CSA SUBMARINE CAPTAIN

10. Use different Venn Diagram shapes to address different aspects of the Hunley conservation effort

11. Traits of submarine sailors (Physical and Personality) Emotions you think the crew felt Probable backgrounds of crew Situations that the crew found themselves in. The Hunley’s legacy Magnolia Cemetery, Charleston SC

12. The science of the Civil War can bring to reality the historical facts of the book. Have the students research the innovations found on CSS Hunley. Have the students construct a small-scale model to show these innovations.

13. Using the information provided in the map on the left, have the students create a map that illustrates the Union, Confederate and Border states and the Western territories. Have the students show both Northern and Southern ports.

14. Construct a timeline of important events from 1860 – 1865 including illustrations.

15. In a class discussion, have the students explain why the Civil War had such a significant impact on the US. In addition, have the students give expected and unexpected consequences of the Civil War. Expected Consequences Unexpected Consequences

16. KWLS What I Know or Think I Know What I Want to Learn What I Learned & Confirmed to be True What I Still Want to Know Revisit the KWLS Chart from the launch activity and have students complete the last two columns. As class discusses answers from their individual papers, add information to chart paper from class KWLS Chart.

17. HL Hunley by Fran Hawk provides an excellent avenue by which students can travel from the point of historical confusion to the destination of genuine historical understanding.

18. Cappenter, D. Literature. Retrieved July 10, 2009 from www.cartoonstock.com. www.cartoonstock.com Civil War Music. Retrieved July 9, 2009 from http://www.pdmusic.org/civilwar.html. http://www.pdmusic.org/civilwar.html Crabtree, C., Nash, P., and Waugh, S. Approaching United States History: Foundations of Good Teaching – Rationale: Why Study History/The Case of History in our Schools. Lesson From History, Essential Understanding and Historical Perspectives Students Should Acquire. 1992. pp. 1-10. The National Center for History in Schools. L.A., CA. Hawk, Fran, The Story of the HL Hunley & Queenie’s Coin, 2004, 40 pp. Sleeping Bear Press. Wood, J. 2007. Retrieved July 10, 2009. www.learninglaffs.com.www.learninglaffs.com Miscellaneous Illustrations – www.clipart.com; www.patriciapolacco.com.www.clipart.comwww.patriciapolacco.com