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Damaris Rivera Jennifer Torres Evelyn Rodriguez
 * Names:**

The day in the life of a soldier serving his country for the Civil War; what issues encouraged the Civil War to abrupt?
 * Aim:**


 * Standards:**


 * **New York State** – Standard 2: Key Idea 1. Explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and perspectives develop
 * **New York City** – Unit 5: Civil War and Reconstruction; Essential Question: How do issues of wealth, power and morality influence war?
 * **National** – Standard 13: Level 2: Understands the economic, cultural and social differences between the North and South

The Reconstruction Era Civil War Wiki (D.R.)
 * Primary Resources:**

[insert text here]
 * Uploaded Lesson Plan:**

[insert text here]
 * Lesson Plan Summary:**

> **Article Summary:** [A unique accession number assigned to each record in the database; also referred to as ERIC Document Number (ED Number) and ERIC Journal Number (EJ Number). ED286972- is a special report on black Americans, part of a series on ethnic perspectives. It covers their experiences as slaves, their struggle for equality in America, and other aspects of black history and culture. Study questions for recall and analysis of the text are presented at the end of each of the three chapters in the book. The following topics are covered: experiences before and during slavery; the survival, strength and spirit of black culture; the participation of black people in American historical events; legislative guarantees of freedom; the struggle for civil rights; black pride; and black achievements. > > **Article Summary:** Prior to and during the Civil War, the North and the South differed greatly in the resources they could use. Documents held by the National Archives can aid in understanding the factors that influenced the eventual outcome of the War. Between the States. After Abraham Lincoln was elected President in 1860, the South seceded because they believed that Lincoln would restrict their rights to own slaves. They decided that secession was a better choice than to give up their economic system and their way of life. E.R. > **Article Summary:** is an article that that is full of not only great information on the Civil War, but unlike any other resource it gives a personal take on the actually soldiers who served our country on the Civil War. How was life like? How did they recieve medicare if any? what did they eat, and wear? (J.T) > **Article Summary:** is a resource that is rich in important information on the civil war and the life of a soldier serving in the Civil War. This features a two week curriculum that covers a 5th, 8th and 11th grades and each grade level consists of six sections, which are, Disunion, War, Soldier life, the War at home, and preservation. (J.T)
 * ERIC article summaries and APA Citation:**
 * 1) **APA Citation:** ED 286 972 D.R
 * 1) **APA Citation:** Trail, D. (2001). Letters, telegrams, and photographs illustrating factors that affected the civil war. the constitution community: civil war and reconstruction (1850-1870). ED 463 198 (E.R.)
 * 1) **APA Citation:**Evans, M (1994) The Civil War: A Teacher Guide, April 16 through October 30, 1994 - Herbert Hoover Presidential Library, P.O. Box 488, West Branch, IA 53258. (ERIC Document Reproduction Service No.ED 388 562 ) Retrieved November 02, 2010, from EBSCOHost ERIC database.
 * 1) **APA Citation:**(2003) Civil War Preservation Trust Two Week Curriculum For Teaching The Civil War - The Civil War Preservation Trust, 1331 H Street N.W. Suite 1001, Washington, DC 20005 - (ERIC Document Reproduction Service No.ED 476 512 ) Retrieved November 02, 2010, from EBSCOHost ERIC database

Lesson Plans
> **Lesson Plan Summary:** [Students will create a museum to illustrate their knowledge of the civil rights movement.Standard: //Student synthesizes information from multiple research studies to draw conclusions and uses systematic strategies (e.g., anecdotal scripting, annotated bibliographies, graphics, conceptual maps, learning logs, notes, outlines) to organize and record information.//] E.R > **Lesson Plan Summary:**[To be able to feel like a minority] > > **Lesson Plan Summary:**[This lesson has students explore the answer to this question by responding to statements about a Civil War soldier’s daily life, searching a website to confirm or refute these statements, and comparing the site’s organization with that of a print text. Students then read a print article and compare the information it contains with that found on the website. Finally, they develop a chart of content and text structure similarities and differences between electronic and print texts. Although this lesson uses a Civil War soldier as an example, it can be adapted for use with any research or content area topic.] (D.R.) > > **Lesson Plan Summary:** [Students will read letters written during the Civil War. Referring to their knowledge about the Civil War, they’ll develop a clear understanding of the message of the letter. They will edit the letters for mechanics and create a dramatic reading based on their letter. Then students will create their own Civil War dramas, using a fictional letter they create.] (D.R) >
 * 1) **Lesson Plan Link**: There Comes A Time E.R
 * 1) **Lesson Plan Link**: Cultural Acceptance (E.R.)
 * 1) **Lesson Plan Link**: Comparing Electronic and Print Texts About the Civil War Soldier (D.R.)
 * 1) **Lesson Plan Link**: Civil War Letters What was it really like to live during the Civil War? (D.R.)

Assessment Questions
The teacher will give the class a written test in which the student will be asked to describe 3 of the 6 events that sparked the Civil War and the impact each event had on the North //and// the South. Included in the description of these events must be reference to the following: the date of the event, the location of the event, the names of at least two individuals involved in the event, the immediate effect of the event in terms of its consequences for initiating hostilities between the northern and southern states ] (D.R)**
 * How did President Abraham Lincoln's actions changed the FACE of the war? - J.T

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