Civil War Final Letter

Round 4

Topics:  December 1863

This last letter should include at least 4 topics of your choice.  Write the topics below.  Include an enclosure in your letter, since this will be the last letter you will send to your correspondent.  In addition to the above, include comments about a turning point in the Civil War.

Enclosure:  A keepsake to be remembered by (e.g. locket, lock of hair, photo, tearstained poem, ring, etc.)

March 26-19

5^th period

Class Time:

Revise a poem that you wrote with Mr. Beadle last week.  Create a one-pager that includes the poem and illustrations that dominate the poem’s meaning.

Hw:  finish poem revision.  Bring to class tomorrow for a grade.

Tuesday

Civil War Poem “O Captain! My Captain!”

Extended metaphor practice

Hw:  extended metaphor with “O Captain!  My Captain!” and Biographical sketch due tomorrow

Wednesday

Personal Extended Metaphor

Lab to finish Biographical sketches, which are due at the end of class.

Civil War readings “The Drummer Boy of Shiloh”

Hw: none;  be here by 6 am.  We’re leaving at 6:30 sharp; no kidding!

Thursday

8^th grade field trip

No class

Monday

Pantoum Poetry

Share letter 3

Get letter 4 assignment

Hw:  Pantoum with illustrations due tomorrow

Tuesday

Share Pantoums

Civil War readings excerpt from Frederick Douglass:  Narrative of the Life of Frederick Douglass, an American...continued

Wrap up Civil War unit

Hw:  What shackles did Douglass wear in his lifetime?

Wednesday

Share letters

Plan binding of letters

Discuss field trip expectations

Civil War readings continued (discuss Frederick Douglass text)

Hw:  field trip.  Be here by 6 am.  We’re leaving at 6:30 sharp; no kidding!!

Period 5 due tomorrow (Tuesday) March 27

Directions:

Select a poem that you wrote with Mr. Beadle to revise and hand in for a grade.  You can select the I am poem, the parody poem, or you may write a pantoum poem on a subject of your choice.

àYou need a creative title!

This poem should be like a one-pager, with the poem and then illustration that dominates the rest of the blank paper. Name should be on the back.


Homework: Finish and return to tomorrow. This will be a TEST grade.

Letter #3

Letters will look authentic if they are on white stationary.  Each letter should be headed with a date and the place from which the letter is written.  They will be “mailed” in envelopes with the name and address of the fictitious person being written to.  The envelopes from this area that have been archived in the national archives, measure approximately 3 x 5 1/2 inches and are printed or embossed with caricatures, allegories, slogans, portraits, etc. relating to Civil War events and personalities.  Letters can be tea-stained to make them look old. 

Round 3 Topics:  Thanksgiving, 1863

·       President Lincoln initiates a national day of Thanksgiving the last Thursday of November.  Experience of this day in the North; reaction in the South.

·       Gettysburg Address delivered on November 19^th.  Whom did you know who fell at Gettysburg?  What do Lincoln’s words mean to you?  Quote a few of the words in the address and comment on them.

·       The Battle of Chattanooga fought October-November as you either experienced it or heard about it.

·       Blockade running the South, stories and rumors

·       Enlistment of African American soldiers; work of African American women.

·       Experience of a hospital either as a patient or nurse (if you have not written about one yet).

·       Ongoing personal news about family and friends you know, health and finances, hopes, dreams, and fears for the future.

·       Your revised predictions for the future of the war

Enclosure:  A keepsake to be remembered by your correspondent (Be creative:  lock of hair, tear-stained poem)

mini-project due Monday( March 26)

“O Captain! My Captain!”

What are some examples of metaphors used in the poem?  Create a visual that represents the poem based on one metaphor used in the poem, "O Captain, My Captain" by Walt Whitman.  So, your visual must be a depiction of the metaphor itself.  It should be a minimum/maximum of 18 X 22 inches.  Write at least 5 historical connections to the poem on your visual.  Make it eye-pleasing.  Use a medium (paper, plastic, metal, leather, wood, feathers, markers, paint, etc.) that you wish to use to create your visual. 

Rubric

1.   Metaphor visual is appropriate and is a minimum of 18 x 22 inches

2.   Your meaning of your metaphor is creatively incorporated into your design

3.   5 historical connections to the poem are typed and attached neatly on the visual

4.   All parts of the metaphor are neat and eye pleasing, creatively designed

Or

“The Drummer Boy of Shiloh”

The boy in the short story didn’t have a shield, and he was nervous about the upcoming battle.  Design and create a shield that symbolizes people, organizations, and things that are important to you. 

1.    On drawing paper, make a rough draft of your shield.  This should include the shape of your shield, your name(first, middle, and last) and sketches of the details you plan to utilize.  You should have a minimum of 4 items that represent what you feel is important.

2.   Decide what medium you will use. 18 X 22 inches minimum/maximum.

3.   Collect the needed materials and assemble/draw your personal shield.

You will present your shield to class.  During this presentation, you will describe what each item/illustration on your shield represents and why it is important to you.  Remember your shield should be a reflection of you as a well as the people, places, and things that are significant to you.

“The Drummer Boy of Shiloh” Rubric

1.   Visual is crafted with appropriate shape and is a minimum/maximum of 18 x 22 inches

2.   Full name printed neatly and in a manner easily read

3.   At least four important parts of your life are represented

4.   All parts of the shield are neat and easily visible

5.   Shield is designed creatively

March 19-23

Period 5

Guest teacher POETRY all week

Get The Hobbit by May 7

Monday (2, 4, 6, and 7)

Class Time:

Mail Call:  Civil War delivery #1

Walt Whitmam (loved Abe Lincoln; wrote a poem lamenting the loss of the President.  He worked helping injured Union soldiers during the war.)

Read “O Captain! My Captain!”

In pairs, translate the poem, identifying the metaphors in the extended metaphor poem.

Hw:  find another Civil War poem by Whitman to share tomorrow. Letter #2 is due Wed., typed.

Extra credit:  memorize the “O Captain! My Captain!” by Friday.  Make appt to recite.

Tuesday

Share poems from homework

Venn Diagram comparing “O Captain! My Captain!” to your found Civil War poem by Walt Whitman

Discuss translations from “O Captain!...”

Discuss “The Drummer Boy of Shiloh”

“O Captain! My Captain!” and “The Drummer Boy of Shiloh” mini-project due MOnday

Hw:  mini project due Monday

Wednesday

Collect letter #1 to be graded (quiz grade)

Read "Passive Agressive" poem

Who is the captain? "O Captain! My Captain!"

What rack’s have been weathered?

What is the prize won?

How did the Captain die?

Why was the captain referred to as “Father?”

What motifs are seen throughout the poem?

“Emancipation from Lincoln:  A Photobiograpy” pg 552

KWL:  Lincoln and Freeing the slaves

Tone

Hw:  Write a poem of your own that is similar to Walt Whitman’s style but use the war in Iraq/Afghanistan as the subject.
Thursday
continued from yesterday


Hw:  mini-project Monday

Friday

All classes will not meet on Friday.

Periods 4, 6, and 7 only Reading quiz poem, and short stories all civil War texts thus far

Hw:  none  Get The Hobbit by May 7

Correspondents Round 2

Name____________________           Date_________________      Period________

Civil War Letter round #2

Below are the topics and activities for round two.  All of the topics below must be incorporated into your letter.  Remember to write about the events below in character and not in essay style.  Respond in detail to your partner’s letter #1.  Continue to write about on-going personal lives- -romances, finances, family stories and so forth.

Round 2 Topics:  July 4, 1863

• July 4^th; it’s meaning to the cause that you support
• Military progress this spring;; revised predictions
• Death of Stonewall Jackson on May 10; your feelings about it and what it bodes for the future
• The Battle of Gettysburg;  Describe what you experienced in some detail if you either fought in the battle or served in the army in some other function (i.e. nurse).  Write what you have heard about in the newspapers or word of mouth if you were not there.
• The Union begins a military draft.  Your reaction, the reaction of others.  (Note:  NYC Draft Riots will erupt July 11).
• Somewhere you have seen first hand important military/political leader; describe the situation and experience
• The effort of women you know to support the cause.
• A terrible personal loss
• Your wishes for the person to whom you are writing.

Enclosure:  Send a sketch of a battlefront or homefront scene, something that helps your correspondent “see” with your eyes a scene you have experienced.  For Civil War sketches go to the New York Historical-Society collection at American Memory

(http://memory.loc.gov/ammem/ndlpcoop/nhihtml/cwnyhsarcd.html)

                       Citation

Burns, Ken.  The Civil War by Ken Burns.  PBS.org.       

http://www.pbs.org/civilwar/classroom/lesson_letters.html.  2002.  Web.  March 14, 2012.

Correspondents Round 1

Due Monday, typed

Round 1

Letters will look authentic if they are on white stationary.  Each letter should be headed with a date and the place from which the letter is written.  They will be “mailed” in envelopes with the name and address of the fictitious person receiving the letter.  The envelopes from this area that have been archived in the national archives, measure approximately 3 x 5 1/2 inches and are printed or embossed with caricatures, allegories, slogans, portraits, etc. relating to Civil War events and personalities. To view samples of Civil War envelopes, visit http://memory.loc.gov/ammem/ndlpcoop.nhihtml/cwnyhsarcpp.html#env.  Letters can be tea-stained to make them look old. 

Topics:  January 1, 1863

·       Your wishes for the coming New Year.  (from January 1 forward, your wishes)

·       Your predictions about the prospects for the end of the war.

·       Your response to the Emancipation Proclamation.

·       Your response to the enlistment of freed slaves and free Negroes in the northern army.

·       The Confederate army commandeering male slaves and free Negroes in the northern army.  (slaves that are seized or taken for personal use)

·       Northern factories boom, but discontent with slow progress of the war rises.

·       Confederate economic woes:  prices rise 10% in a month.

·       Your comments about not so favorable conditions within the camps or at home.

·       Your comments about what you are being told on the Warfield/home.

·       Describe life at home/battlefield.

Enclosure:  Send a political cartoon, a clipping from a Civil War newspaper, and/or a casualty list from a recent battle.

Rubric

Name______________________    Date___________________   Period___________

1.  Letter is dated                                                                                5 pts.

2.  Letter has place from where is was written below the date              5 pts                                                           

3.  Letter is written in personal style, not an essay                                5 pts 

4.  Letter makes mention of wishes for the New Year                          10 pts

5.  Letter makes predictions about the prospects for ending war          10 pts

6.  Letter includes reaction of Emancipation Proclamation and           

          enlistment of freed slaves and Negroes in the Northern Army    10 pts

7.  Letter includes at least 3 supportive facts  for #6                                      10 pts

8. Letter mentions the Confederate army commandeering male slaves,

    laborers, and factory workers                                                           10 pts

9.  Letter mentions Confederate economic woes; prices rice 10%

     monthly                                                                                         10 pts

10.  Letter mentions the writer’s efforts in the war                               10 pts

11.  Letter gives personal news, news from relatives, and friends          10 pts

12.  Letter makes mention of the enclosure                                         5 pts 

*  Grammar/mechanics:

______________Letter of an educated character:  misspellings or wrong word

forms and missing punctuation

_____________Letter of an uneducated person:  too many misspelled words

words or use of “large” words

                                                                   FINAL GRADE  ___________      

 

 

 

 

 

Citation

Burns, Ken.  The Civil War by Ken Burns.  PBS.org.       

http://www.pbs.org/civilwar/classroom/lesson_letters.html.  2002.  Web.  March 14, 2012.

Biographical Sketch checklist-due Thursday!

BIOGRAPHICAL SKETCH

PROOFREADING WORKSHEET

Instructions:  Refer to the elements of the biographical sketch listed below as you finalize your paper.  

My biographical sketch…

___Is written in 3^rd person, not first  (no 1st person pronouns)

___Includes my imaginary name, age, race, place where I was born and raised, birthdate, etc.; includes side that you support in the war

___Identifies home=life and family in detail

___Identifies important information about upbringing, education

___Includes details about life before Civil War began

___Identifies why he enlisted, if it’s a man’s sketch, or feelings about the enlistment, if it is a woman

___Includes information about hopes, dreams, pressing concerns prior to start of the war

___Identifies fears related to the war (life changes, etc.)

___Includes a photograph that reflects the time period

___Is at least one page

___Is legible and easily understood when read

March 12-16 March Madness!

(Periods 2, 4, 6 and 7)

Monday

“A Horseman in the Sky”

View:  “An Occurrence at Owl Creek Bridge” twilight zone clip

Hw:  “Chickamauga” by Ambrose Bierce

Tuesday

Class time:

“Chicamauga” Ambrose Bierce

Biographical sketch

Hw:  Biosketches due Thursday (typed, bibliography, and pics; tea-stained extra points)

Wednesday

Class time:

BENCHMARK (TEST GRADE)

Hw:  Biosketches due Thursday

Thursday

Biosketches are due

Civil War Letter #1

“The Drummer Boy of Shiloh”

Hw:  reading quiz on Civil war selections thus far

Friday

Civil war quiz

Letter #1 assigned due Monday

Hw:  Civil War letter #1 (typed with rubric attached and envelope)

Period 5

Tuesday

“The Necklace” reading quiz

Grade it in class

Hw:  DBD due March 26

Wednesday

BENCHMARK (TEST GRADE)

Thursday

Civil War introduction

“The Drummer Boy of Shiloh”

Hw:  DBD

Friday

“The Drummer Boy of Shiloh”

Civil War letter partners assigned

Hw:  Biosketch rough drafts due

Civil War Biosketches due Thursday (periods 2, 4, 6 and7)

Instructions:  In groups of two, choose an imaginary identity.  One writer will pretend to be a girl, while the other pretends to be a boy.  I will randomly assign each pair as either supporters of the Confederacy or Union, so the class is evenly divided.  During the war, mail was not sent across Confederate lines into Union states. 

1. Look at a map of the U.S. in 1861 and decide the following:
• What are your imaginary names?
• What is your relationship?  How do you know each other?  (e.g. mother/son; father/daughter; sister/brother; neighbors; engaged couple; husband/wife; grandpa/granddaughter)
• How old is each of you?
• Where does each of you live?  What are you addresses?  (No zips needed way back then!)
• What is your race?  Consider the diverse population of Americans living during the 1860s- -(immigrant; a freeborn African American; a slave; a Mexican American; an American whose ancestor fought in the American Revolutionary War, Southern Farmer, Northern Student, Eastern European immigrant, etc.)
2. On an index card, write your real name at the top, and below, write the answers to the above questions.  Use both sides of the card; one side per person.  Your identities will need approval by me.
3. Write a biographical sketch, after your identity has been approved.  The sketch must be based on the following questions:
• Describe your home-life and the town, city, state where you live.
• Describe the most important members of your family in detail.  You may include pets, if they are included.
• Describe your upbringing and the extent of your education.  (e.g. college student, grade school, no school, uneducated)
• Describe your livelihood or how you were financially supported before the Civil War began.
• If you are a man, explain what compelled you to enlist to fight.  If you are a woman, explain how you feel about your writing partner joining to fight.
• Describe the most pressing concern of your life, your hopes and dreams, before the war began. 
• Describe the ways in which you fear the war will change your life.
• Get a photograph of your imaginary persona.  You may download an image from the internet or take a photo of yourself dressed in a costume.

PBS.org

Burns, Ken.  The Civil War by Ken Burns.  PBS.org.       

http://www.pbs.org/civilwar/classroom/lesson_letters.html.  2002.  Web.  March 14, 2012.

More trial lingo

COMMON TRIAL OBJECTIONS

Question and Answer interrogation is the standard format. It allows opposing counsel to object to improper questions.

Ambiguous:  A question is ambiguous if:It may be misunderstood by the witness. It is objectionable on the ground that it may take on more than one meaning. "Objection, your Honor, the question is ambiguous."

Argumentative:  A question is argumentative if: It is asked for the purpose of persuading the jury or the judge, rather than to elicit information. It calls for an argument in answer to an argument contained in the question. It calls for no new facts, but merely asks the witness to concede to inferences drawn by the examiner from proved or assumed facts. "Objection, your Honor, the question is argumentative."

Badgering:  A question becomes badgering if: ·   It is meant to antagonize the witness in order to provoke a response “Objection, your Honor, badgering the witness.”

Hearsay:  A question is hearsay if: It invites the witness to offer an out-of-court statement to prove the truth of some matter in court. There are many exceptions to the hearsay rule. "Objection, your Honor, the question is hearsay."

Irrelevant:  A question is irrelevant if: It invites or causes the witness to give evidence not related to the facts of the case at hand. "Objection, your Honor, the question is irrelevant."

Leading the witness:  A question is leading if: It is one that suggests to the witness the answer the examining party desires. However, this type of question is allowed on cross-examination of a witness. "Objection, your Honor, the question is leading."

Speculation:  A question is speculative if: It invites or causes the witness to speculate or answer on the basis of conjecture. "Objection, your Honor, the question calls for speculation."

The judge makes a ruling on whether the objection is "sustained" (the judge agrees with the objection and disallows the question, testimony, or evidence) or "overruled" (the judge disagrees with the objection and allows the question, testimony, or evidence). An attorney may choose to "rephrase" a question that has been objected to, so long as the judge permits it. Lawyers should make an objection before there is an answer to the question.

Witness handouts

Othello

The Trial of Othello and Iago

Witness Worksheet

How Well Do You Know Your Character?

Student Name:________________________________Period:_______Date:_______

1.                  Character Name:

2.                  Character’s Family:

3.                  Approximate Age of Character:

4.                  Any Physical Description:

5.                  Personality Description:

6.                  What is your character’s attitude toward the accusations by Othello and Iago in the text?

7.                  Does your character change throughout the text?  If so, how and why.

8.                  Recall some of your character’s important quotes or dialogue.  What are the circumstances surrounding these quotes?

9.                  Do any of the other characters in the text talk about you?  What do they say?

10.              What evidence can you present to help/hurt Othello/Iago’s case?

11.             What costume will you wear? 

12.             If you are put on the witness stand, what attitude will your character have toward Othello/Iago?