PRIMARY SOURCE COLLECTION TOOL Paste a copy of the primary source in the first box, its title and URL in the second, the workshop strategy you will design
for these primary sources, and in the final column, how that strategy and these sources will work together in your book backdrop.
The book you will use: Bull Run
Thumbnail photo
Your name: Chris Prodis
Title and Permanent URL
http://lccn.loc.gov/99439112
Plan of the Bull Run battle-field. [July 21, 1861].
In what strategy from the workshop will you
use these sources?
Students will be placed in groups. The maps
will be cut into a puzzle. Students will work
together to put the puzzle together, and then
make observations about the map. A map
will be hung on a bulletin board throughout
the lesson.
Students will compare this map with the
Second Bull run map.
Second Battle of Bull Run sunset 5 p.m. Aug 30 1862.
http://hdl.loc.gov/loc.ndlpcoop/gvhs01.vhs00104
How will the
primary source
activity enrich your
teaching of the
book: how will you
enhance student
literacy?
Students will
become familiar
with Bull Run. This
will give them
context for the
book. Building
background
knowledge, and
practicing the
strategy of
compare/contrast.
http://lccn.loc.gov/2010648814
[Unidentified soldier in Union uniform with bayoneted
musket in front of American flag]
Students will be creating character collages.
They will choose pictures/artifacts they feel
best relate to their character.
They will use the Primary Source Analysis
tool to explore these photographs in class
gallery walk. The tool will be on the wall with
each picture, and students will add to it as
they rotate through.
http://lccn.loc.gov/2010648759
[Unidentified girl in mourning dress holding framed
photograph of her father as a cavalryman with sword and
Hardee hat]
They will use the Primary Source Analysis
tool to explore these photographs in class
gallery walk. The tool will be on the wall with
each picture, and students will add to it as
they rotate through.
Enhanced
understanding of
point of character
traits and
circumstances.
Students must be
able to identify
important qualities
of their character
in order to choose
artifacts/pictures.
The activity will
deepen students
understanding of
the text, and of the
different points of
view during the
Civil War.
Enhanced
understanding of
point of character
traits and
circumstances.
Students must be
able to identify
important qualities
of their character
in order to choose
artifacts/pictures.
The activity will
deepen students
understanding of
the text, and of the
different points of
view during the
Civil War.
[Unidentified young soldier in Confederate infantry
uniform]
http://hdl.loc.gov/loc.pnp/pp.print
They will use the Primary Source Analysis
tool to explore these photographs in class
gallery walk. The tool will be on the wall with
each picture, and students will add to it as
they rotate through.
http://lccn.loc.gov/2010647216
[Unidentified African American soldier in Union uniform
with wife and two daughters]
They will use the Primary Source Analysis
tool to explore these photographs in class
gallery walk. The tool will be on the wall with
each picture, and students will add to it as
they rotate through.
Enhanced
understanding of
point of character
traits and
circumstances.
Students must be
able to identify
important qualities
of their character
in order to choose
artifacts/pictures.
The activity will
deepen students
understanding of
the text, and of the
different points of
view during the
Civil War.
Enhanced
understanding of
point of character
traits and
circumstances.
Students must be
able to identify
important qualities
of their character
in order to choose
artifacts/pictures.
The activity will
deepen students
understanding of
the text, and of the
different points of
view during the
Civil War.
All Pages: The Soldiers' journal.,
February 17, 1864
About The Soldiers' journal. (Rendevous of Distribution, Va.)
1864-1865
http://chroniclingamerica.loc.gov/lccn/sn89038091/186402-17/ed-1/seq-1/
http://lccn.loc.gov/2012648286
[Letter from Cornelius V. Moore to Secretary of War Edwin
M. Stanton asking for discharge]
Students will read/analyze the poem “Hymn
for Liberty.” Is it Union or Confederate?
Which characters in the book might have
written this poem? Cite text evidence to
support your answers. The poem can also
be compared with the Epitaph.
In addition, the article on the page deals
with a convalescence camp. Students can
read this in tandem with the Letter from
Cornelius V. Moore. How do these texts
relate to one another?
Students will talk about which characters in
the book this letter might apply to. Do you
think he should be discharged? Use text
evidence to support your answer.
Students will
compare texts and
use text evidence
to support their
thoughts. Read
with a purposestudents will be
reading to discover
point of view.
Point of View.
State an opinion
and use text
evidence to
support.
http://hdl.loc.gov/loc.rbc/lprbscsm.scsm0239
Epitaph. Here lie the mutilated and disjoined remains of
the noblest form of government.
Audio recording. No thumbnail
When Johnny comes marching home again
http://www.loc.gov/search/?in=&q=When+Johnny+comes+marchi
ng+home+again&new=true&st=
Students will read/analyze the poem
“Epitaph.” Is it Union or Confederate?
Which characters in the book might have
written this poem? Cite text evidence to
support your answers. The poem can also
be compared with the the “Hymn for
Liberty”.
Listen to the song, and then read the lyrics
for the original and the Confederate parody
“For Bales”. Read the information about
the song and the parodies in the last source.
Students will
compare texts and
use text evidence
to support their
thoughts. Read
with a purposestudents will be
reading to discover
point of view.
When Johnny comes marching home. Johnson, Song
Publisher, ... [Phila
http://lcweb2.loc.gov/diglib/ihas/loc.rbc.amss.cw106530/
mets.xml
Listen to the song, and then read the lyrics
for the original and the Confederate parody
“For Bales”. Read the information about
the song and the parodies in the last source.
For bales
http://lcweb2.loc.gov/diglib/ihas/loc.natlib.ihas.20000238
9/mets.xml
Listen to the song, and then read the lyrics
for the original and the Confederate parody
“For Bales”. Read the information about
the song and the parodies in the last source.
http://www.loc.gov/item/ihas.200000024/
Listen to the song, and then read the lyrics
for the original and the Confederate parody
“For Bales”. Read the information about
the song and the parodies in the last source.