Grades 6-8: Lesson Plans and Teacher Topics
Resource Guide
TABLE OF CONTENTS
INTRODUCTION
 ACKNOWLEDGMENTS
 HOW TO USE THIS GUIDE
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UNITS
UNIT 1: NATIVE AMERICANS
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Fort Ancient and the Roman Republic- Linda Woodward
Fort Ancient- Mary Lou Mooney
Dig It- Fort Ancient- Emily Heizer
UNIT 2: AMERICAN REVOLUTION/BILL OF RIGHTS
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The Connection of the Enlightenment and the American Revolution- Joe Howard
Bill of Rights: The Bryce Tube Project- Brooke Bryce
UNIT 3: ANTE-BELLUM ERA AND SLAVERY
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You Are There: America on the Brink (Pre-1850s)- Julieanne Phillips
Gullah Language- Brooke Bryce
Dancing Through History: The Virginia Reel- Julieanne Phillips
James Presley Ball- Brooke Bryce
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Winslow Homer Creative Writing Assignment- Connie Shiflet,
Would You Have Helped? Rankin House/ Underground Railroad Ripley, OhioEmily Heizer
The Rankin House- Mary Lou Mooney
The Rankin House and Slavery in Ancient Cultures- Linda Woodward
Underground Railroad Freedom Center: Before the Road Trip - Emily Heizer
Reader’s Theater: Stealing Freedom- Mary Lou Mooney
UNIT 4: THE CIVIL WAR AND RECONSTRUCTION
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Who is to Blame for the Civil War?- Mikie Masanek
Harriet Beecher Stowe- Mary Lou Mooney
Harriet Beecher Stowe House- Anna Bowman
Life in Ohio: Cincinnati Museum Center/ Harriet Beecher Stowe House –Amanda
Setters
Personal 3-D Art and Oral History- Clay Shoe Project- Harriet Beecher Stowe
House- Connie Shiflet
The Grant Schoolhouse/Home and Ancient Leaders- Linda Woodward
The Gettysburg Address- Mary Lou Mooney
Gettysburg: Decisions That Made a Difference- Mikie Masanek
Gettysburg Museum in the Classroom- Joe Howard
Last Full Measure of Devotion: A Snapshot of the Sacrifice of Civilians and
Soldiers at Gettysburg- Amanda Setters
Ulysses S. Grant- Mikie Masanek
African-American Soldiers in the Civil War- Joe Howard
Civil War Correspondent Book - Brooke Bryce
Reconstruction: Crow/Fourteenth Amendment/Plessy/Brown- Anna Bowman
Reconstruction Timeline Activities- Julieanne Phillips
Westward Expansion – Railroads- Anna Bowman
UNIT 5: OHIO/SOCIAL STUDIES METHODS
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Incorporating Art/Architecture - Jennifer Pearson Yamashiro
Canals, Roads, Trains: The History of Transportation in Ohio- Julieanne Phillips
Our Ohio: Exploring Our Heritage
History Timelines- Julieanne Phillips
Living Timeline: Events in Ohio History - Julieanne Phillips
One Room School Houses in Ohio- Julieanne Phillips
Ohio’s Amazing Race- Julieanne Phillips
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ACKNOWLEDGMENTS
Major funding for this Lesson Plans and Teacher Topics Resource Guide comes courtesy of the
Miami
University Hamilton IV grant in conjunction with Fairfield, Middletown, and Princeton Public
Schools. Teaching American History is funded by the United States Department of Education.
Project Administrative Director, Miami University Hamilton
Johanna Moyer, Ph.D.
Project Academic Directors, Miami University Hamilton
Bob Meckley, Ph.D
George S. Vascik, Ph.D.
Editor and Project Pedagogical Specialist
Julieanne Phillips, Ph.D.
Project Support
LaDonna Hoskins
School Districts Coordinators
Tim Dugan, Director of School Improvement, Princeton City Schools (Fiscal Agent)
William (Bill) Miller, Secondary Curriculum Coordinator, Fairfield City Schools
Lisa Rowland, Curricular Consultant for Middletown City Schools
Contributors
Fairfield Schools
Middletown Schools
Emily Heizer
Mikie Masanek
Linda Woodward
Anna Bowman
Joe Howard
Mary Lou Mooney
Connie Shiflet
Princeton Schools
Brooke Bryce
Amanda Setters
Miami University Hamilton
Jennifer Pearson Yamashiro, Ph.D
Julieanne Phillips, Ph.D.
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NOTES ON USING THIS RESOURCE GUIDE
Lesson Plans, Teacher Topics, and Content Resource Lists: Included in this guide are three
types of teaching resources. The Lesson Plans are complete lessons which typically include
Learning Objectives, Standards, Resource/Materials, Core Activities, and Assessment. Teacher
Topics are short teaching activities or ideas that teachers have successfully used in their
classrooms. Content Resource Lists are collections of lessons, activities, websites and resources
on various topics.
Ohio Academic Content Standards: Most of the lessons are aligned to the Ohio Academic
Content Standards for Social Studies either the 2002 version or the 2010 Revised Academic
Content Standards and Model Curriculum Development
http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicRelatio
nID=1706 The K-8 Crosswalk document is useful to convert the 2002 Standards to the 2010
Standards which are found under “Transition Tools” “Social Studies K-8 Crosswalk.”
Online Version: Grades 6-8: Lesson Plans and Teacher Topics Resource Guide can also be
found online at the Teaching American History Ever Growing Freedom website
http://www.ham.muohio.edu/tah4/
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UNIT 1: NATIVE AMERICANS
Fort Ancient and the Roman Republic
Linda Woodward
Grade 7
Learning Objective: After visiting (or reading about) Fort Ancient students will compare life in
the Roman Republic and the Roman Empire to life at Fort Ancient. The seventh grade
curriculum covers the Roman Republic and Roman Empire. Students will be very familiar with
both.
Core Activities: Fill in all of the blanks for both Rome and Fort Ancient. Answer questions
using the chart you have completed.
Rome
Fort Ancient
Time of settlements (dates)
Location (continent)
Size
Social structure
Religion
Education
Government
Accomplishments
What are some possible reasons for the extreme differences in these two cultures?
Based on readings and videos we have watched, what groups of people are similar to the people
of Fort Ancient?
Fort Ancient
Mary Lou Mooney
Grade 8
Learning Objectives: Identify the Native Americans in the Ohio River Valley region.
Explain the Native Americans’ resources. Explore which resources the Native Americans might
have exchanged or shared with other civilizations. Discuss why the Hopewell culture dispersed.
Standards: History: 8D. Describe the effects of interactions among civilizations during the
14th through the 18th centuries. Indicator: 8D2c. Interactions between American Indians and
European settlers, including the agricultural and cultural exchanges, alliances and conflicts.
Core Activities: Introduce the essential questions about the Native Americans to be studied at
Fort Ancient before going on the field trip. (Paleo, Adena, Hopewell, Fort Ancient, and Historic
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peoples). Students will be given one of the five Native American clans to record/ research about
while visiting Fort Ancient. Each student will be given an index card with either, Paleo, Adena,
Hopewell, Fort Ancient, or Historic written on the top. While at the museum, the students will
listen to the archaeologists share information about each clan. During this time, the students
will record details about the Indians ways of life, natural resources, food, new technology,
inventions and other possible civilizations they may have associated with along their trade
routes. Students may also ask questions related to the essential questions and add those facts to
their note cards. Students will also tour the museum with a guide. They may add more details
to their note cards from the museum placards and tour guide information. Students need to be
prepared to write a short extended response about the Native Americans when they return to
school. Direct students to gather in small groups based on the type of Indian clan they
researched at Fort Ancient. For example, everyone that recorded details about the Hopewell
culture would get in one group. (Depending on the class size, two groups of each culture may
be needed.) Students will share/compare notes. This is, also, a good time for each group to
discuss the learning objectives in relation to the specific group of Native Americans researched.
Afterwards, ask each group to share 2-3 facts about their specific Native American clan with
the whole class. As a class, focus on the learning objectives as the groups take turns sharing.
Assessment: Based on your research from the museum tour and the archaeologist’s
presentation, answer the following question. (4pts) At Fort Ancient, you learned that the
Hopewell culture was a series of related populations connected by trade routes from 200 BC to
500 AD. With this culture being so widely dispersed and connected by trade routes, what
would have been the contributing factors to the decline and dispersal of their culture?
Dig It: Fort Ancient
Emily Heizer
Grade 8
Learning Objectives: This activity helps students understand the role of context in
archaeological interpretation, hone their analytical and interpretative skills, and demonstrate how
archaeologists can draw conclusions about people from their artifacts.
Standards: History-2. North America, originally inhabited by American Indians was explored.
Teacher Prep: Have students bring in 5 small items that tell about themselves used in activity.
Have them code the bag as class begins. Collect the “trash” items in plastic bags from 3 or 4
different places in the school building. (Check for food items before you use them.)
Core Activities: 1- Discuss the concept of context. Show with examples how we can often
determine the use or function of an unfamiliar object based on seeing it in close association with
an object that we are familiar. 2. Show an unfamiliar object. Discuss its shape and other
attributes. Point out how some attributes give clues for possible use. Then show a familiar item.
3. Put the two together in natural context to show how it helps us to determine function and use.
4. Discuss how a group of artifacts are more informative than a single one when it comes to
telling us something about the user. After discussing limitations add gender and age in relation to
the artifacts. Discuss how archaeologists learn more about the site’s inhabitants with context than
without context. Activity: 1- Distribute the bags (be sure no one has their own) and have students
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show the artifacts one at a time and have students draw conclusions about the artifacts. 2- Make
guesses as to whom this bag would belong. Discuss stratigraphy- the natural layering of earth
over time and how nature has level of materials. 3. Divide the class and give each group an
artifact bag. Have the students explore the bag- charting items found and the depth
Assessment: Have the group write a theory as to what happened in “this place” during the day.
How did they know? Discuss the activity. Why were some bags easier to identify than others?
Did having several layers help? How does this activity relate to an archaeological site like Fort
Ancient?
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UNIT 2: THE AMERICAN REVOLUTION/BILL OF RIGHTS
The Connection of the Enlightenment and the American Revolution
Joe Howard
Grade 8
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Learning Objective: Students will examine Enlightenment ideas and assess if the American
Revolution could have happened without the Enlightenment thinkers.
Standards: Explain connections among Enlightenment ideas, the American Revolution, the
French Revolution and Latin American wars for independence. Explain the results of important
developments of the American Revolution including: A declaration of American independence.
Resource/Materials: Textbook; power point; hand-outs, http://www.threepeaks.net/annette/Enlightment.htm
Core Activities: Students will work in small groups reading and looking for parallels of the
Declaration of Independence and the Enlightenment thinker’s works. Students will see that the
founding fathers used some ideas and what made them American ideas.
Assessment: As a class, students will discuss if they think the American Revolution could have
happened without the Enlightenment thinkers. After, have students write a paragraph making the
argument they believe is true.
Differentiated Learning: This lesson allows some that are learners through discussion to thrive
and others that are stronger readers to understand the connections between the American
Revolution and the Enlightenment.
The Bill of Rights: The Bryce Tube Project
Brooke Bryce
Grade 8
Learning Objectives: Students will create a video of what the Bill of Rights means to them.
Standards: History: 6. Explain the challenges in writing and ratifying the U.S. Constitution
including: Issues debated during the convention resulting in compromises (i.e., the Great
Compromise, the Three-Fifths Compromise and the compromise over the slave trade); The
Federalist/Anti-Federalist debate; the debate over a Bill of Rights. Government Analyze the
evolution of the Constitution through post-Reconstruction amendments and Supreme Court
decisions
Vocabulary: Amendments
Teacher Prep: First teach the process leading up to and the writing of the Constitution.
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Core Activities: Explain project to students. What you must have in your project: Time limit-No
longer than 5 minutes, One paragraph on the significance of the Bill of Rights, Nine of the Ten
Amendments of the Bill of Rights, No one will do 2nd Amendment. What you may want to do:
Interview people, Use music (clean lyrics no profanity or suggested inappropriate conduct),
Wear different outfits, Wear a costume, Use props (cue cards, pictures, and/or objects). How to
get started: Answer the following question in one paragraph: What is the significance of the Bill
of Rights? In one sentence describe each of the amendments in the Bill of Rights except #2. Go
back to your sentences you wrote above and write down one word that would remind you each
amendment. Write you script. Pick up a flash drive. If you do not have any access to any video
equipment you will need to sign up for it. Gather your props. Do a dress rehearsal. Shoot your
video (5 min in length). Watch it. Turn it in.
Resources/Materials: Textbooks, American Republic and History Alive Ch. 10, Flash Drive,
Camera, Props
Assessment: See attached rubric. Rubric will be passed out to students and explained in great
detail.
Bryce Tube Rubric- You Study It! You Shoot It! Bryce Shows It! Create a video of what the Bill
of Rights means to you
Name______________ Bell__________
One paragraph: What is the significance of the Bill of Rights? (__) __
Neatness (___)____ Question answered (___)____
1st___ 3rd___ 4th___ 5th____6th___ 7th___ 8th_____ 9th_____ 10th____ (___) _____
Flash drive or DVD(__)___
Props (___) ____
Video length: (5 min in length). (___)______
Creativity (____) ____
Teacher Comments:
Differentiated learning: The projects will be largely independent, however, my English
Languages Learners will be allowed to work together.
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UNIT 3: ANTE-BELLUM ERA AND SLAVERY
You Are There: America on the Brink (Pre-1850s)
Julieanne Phillips
Grade 8
Learning Objectives: To understand the complexities, nuances and divisions of a diverse United
States population on the eve of the decade of crisis (pre-1850).
Standards: History B. Describe the cultural patterns that are evident in North America today as
a result of exploration, colonization and conflict. G. Analyze the causes and consequences of the
American Civil War.
Vocabulary: Sectionalism
Teacher Prep: Review North/South Tensions pre-1850. Some examples are: Colonies
(Jamestown, Plymouth) Dec of Independence (declaring independence, slavery); US
Constitution (3/5 Compromise) US capital city (in between N and S); Federalists v. Democratic
Republicans; 1820- Missouri Compromise (1820); 1832- Nullification Crisis (1832); 1846-1848Mexican War (war to spread slavery) . Review Cultural Tensions pre-1850. Some examples are:
Race (Free Black, White, Indian, Immigrant, Slave); Class (upper, middle, lower, slave); Region
(Northeast, Midwest, South, Border State, West); Religion (Second Great Awakening); Gender
(cult of domesticity, male dominance); Economy (Factory owner, factory worker, shop owner,
farmer, slave owner, miner); Education level (male and female); Labor (immigrant, slave, white,
free black) Politics (Missouri Compromise, Jacksonian democracy, Monroe Doctrine, War with
Mexico); Slavery (political, economic, social, cultural aspects)
Core Activities: 1. Hook- If you had to name one cause for the American Civil War---what
would it be? Solicit answers. (Answer: You are all correct. Why so many answers? Why do we
not agree on the main cause of the war? Steer discussion toward our different perspectives based
on our different experiences of where we live, culture, background, etc.) Then ask about today’s
political, cultural, economic state of the country and receive diverse answers, too. Could the road
to the civil war be paved with economic, political, cultural and social differences found all the
way back to the forming of the country? In the first settlements in Jamestown and Plymouth?
This sectionalism in the US arose because the North and South had two different economic,
social, cultural, and political systems. Some historians have argued that the country was on the
path of a sectional war as soon as they stepped foot on this land. 2. We will role play to attempt
to understand complexities, nuances and divisions of a diverse United States population on the
eve of the decade of crisis (pre-1850). By role playing we will attempt to see how sectionalized
and diverse the US was in pre-1850 which set the tone for the upcoming Decade of Crisis from
1850-1860 which was the precursor decade to the Civil War of 1861-1865.
Set the Stage:
A. North/South Tensions pre-1850: Some responses could be: Colonies (Jamestown, Plymouth)
Dec of Independence (declaring independence, slavery), US Constitution (3/5 Compromise) US
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capital city (in between N and S) Federalists v. Democratic Republicans, 1820- Missouri
Compromise (1820) 1832- Nullification Crisis (1832) 1846-1848- Mexican War (war to spread
slavery) B Some responses could be: Race (Free Black, White, Indian, Immigrant, Slave) Class
(upper, middle, lower, slave) Region (Northeast, Midwest, South, Border State, West) Religion
(Second Great Awakening), Gender (cult of domesticity, male dominance) Economy (Factory
owner, factory worker, shop owner, farmer, slave owner, miner) Education level (male and
female) Labor (immigrant, slave, white, free black), Politics (Missouri Compromise, Jacksonian
democracy, Monroe Doctrine, War with Mexico), Slavery (pro slavery, anti-slavery, abolitionist)
4. While considering the North/South tensions (A), randomly select cultural tension
characteristics of Americans in pre-1850 (B), and from that perspective answer the questions
below:
From the perspective of a __________________living in the United States in 1849 (remember,
you don't know what's going to happen over the next 16 years), answer the following questions:
Some questions could be:
What is the biggest issue facing the country? What can be done about it? What holds us
together as a nation?
What is pulling us apart as a nation? How can we all get along better? How do you feel about the
growing United States sectionalism?
Resources/Materials: “The Time of the Lincolns,” American Experience, PBS, accessed
October 10, 2010, http://www.pbs.org/wgbh/amex/lincolns/nation/map_agind_text.html; “Topic:
America in 1850,” Toolbox Library: Primary Sources in U.S. History & Literature, National
Humanities Center, accessed October 7, 2010,
http://nationalhumanitiescenter.org/pds/triumphnationalism/america1850/america1850.htm
Assessment: Essay writing. Give students examples of real people who lived in this time period
and what their perspective was at that time
You Are There: America on the Brink”
Student Sheet
A. North/South tensions – pre-1850
Colonies (Jamestown, Plymouth)
Dec of Independence (declaring independence, slavery)
US Constitution (3/5 Compromise)
US capital city (in between N and S)
Federalists v. Democratic Republicans
1820- Missouri Compromise (1820)
1832- Nullification Crisis (1832)
1846-1848- Mexican War (war to spread slavery, war to increase number of southern states)
I .CIRCLE BELOW THE CULTURAL TENSIONS YOU SELECTED:
B. Cultural Tensions- pre-1850
Race (Free Black, White, Indian, Immigrant, Slave)
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Class (upper, middle, lower, slave)
Region (Northeast, Midwest, South, Border State, West)
Religion (Second Great Awakening)
Gender (cult of domesticity, male dominance)
Economy (Factory owner, factory worker, shop owner, farmer, slave owner, miner)
Education level (male and female)
Labor (immigrant, slave, white, free black)
Politics (Missouri Compromise, Jacksonian democracy, Monroe Doctrine, War with Mexico)
Slavery (pro slavery, anti slavery, abolitionist)
II. While considering the North/South tensions (A), randomly select cultural tension
characteristics of Americans in pre-1850 (B), and from that perspective answer the questions
below:
From the perspective of a __________________living in the United States in 1849 (remember,
you don't know what's going to happen over the next 16 years), answer the following questions:
Some questions could be:
What is the biggest issue facing the country?
What can be done about it?
What holds us together as a nation?
What is pulling us apart as a nation?
How can we all get along better?
How do you feel about the growing United States sectionalism?
Some characteristics grouping could be:
White, upper class, Massachusetts, Male, Factory owner, Abolitionist
Black, middle class, Ohio, Male, Shop Owner, Anti-Slavery
Black, slave, Kentucky, Female, House Servant, Pro Slavery
White, lower class, Kansas, Female, farmer, Small Slave owner, Pro Slavery
White, upper class, South Carolina, Male, Plantation Owner, Pro Slavery
Gullah Language
Brooke Bryce
Grade 8
Learning Objective: Students identify the location of the Gullah islands as well as list the
reasons its inhabitants where stationed there. Retell the reasons why Africans were brought to the
Gullah Islands and describe the effects of isolationism on those people.
Vocabulary: Isolation, Gullah Islands, South Carolina, Plantation, Rice, Maintain, Sierra Leone,
Africa
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Resources/Materials: Computer, map, Gullah language sound file (Note: Sound file may take a
few moments to download and launch in separate browser window)
http://www.ham.muohio.edu/tah4/audio/foxncrow.wav
Teacher Prep: Label a map of the triangular trade routes- Terms-Gullah Islands, South
Carolina, Africa, Sierra Leone. Put the following info into a power point for students. Why Rice?
– Rice Grew Well, Rice Made Money, Location, Location, Location. Why Slaves from West
Africa-Sierra Leone? – Had success cultivating rice in their native countries. Aspects- Gold
Coast Africans, First Stop of Triangular Trade Caribbean Islands, More English than African
Words, Differences Sound, Word Form and Syntax, New Words. Effects on language- Few
Changes Are made, Original language preserved, Gullah language. Ticket Out- Isolation- What
is it? How did isolation serve the purpose of the white masters? What happens in isolation?
Core Activities: Hook- What is the long term effect of isolation on language? Carousel power
point (in Teacher Prep) Answer these questions in partner groups -What kind of work will be
done by the African slaves? Why would anyone want to own slaves? Estimate the amount of
money that could be made by the slave trade. Define isolation. Share with your partner.
Carousel- What happens in isolation? Are cultures maintained? Listen to a Gullah Passage as
read by person of Caribbean Island ancestry.
Think Pair Share, Carousel, Listening Party (Note: Sound file may take a few moments to
download and launch in separate browser window)
http://www.ham.muohio.edu/tah4/audio/foxncrow.wav
Assessment: Answer questions below.
How did Africans get to the Gullah Islands? Draw the lines for the Triangular Trade
What is the main crop that is cultivated and harvested by the Gullah Island slaves? Why would
you buy humans? How much money could you stand to make? Isolation- What is it
How did isolation serve the purpose of the masters? What happens in isolation? Can parts of
cultures be maintained?
Carousel Power Point- Where are the Gullah Islands? What is isolation? Where were the
inhabitants of the Gullah Islands from? Why were they there?
Dancing Through History: The Virginia Reel
Julieanne Phillips
Grades 6-8
Learning Objectives: Dance can be linked to certain times/eras/decades in American history
that reflected events contemporary to that particular period. Students will view videos of the
Virginia Reel and dance the Reel. The lesson concludes with students analyzing the significance
of dance in American History.
Core Activities: Hook- Begin lesson by asking students what dances are popular now and give
examples of dances that reflect specific years/ eras in American history and have students write
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the answers on the board. Explain that today’s lesson will focus on one popular dance from the
1830s-1890s—the Virginia Reel. This dance is a line dance and has its origins in 17th century
Scottish country dance and the Highland reel, and an even earlier influence from an Irish dance.
There are a number of variations of the dance. 2. To demonstrate to the students the Virginia
Reel, view this segment of the Virginia Reel from Gone With the Wind (Selznick, 1939),
http://www.youtube.com/watch?v=P4c5AoqUIZU. After viewing video, ask students to describe
what they saw in the video. Then explain to students that today they will attempt to dance the
Virginia Reel. 3. Handout A- to students with instructions. Show the following video step by step
as students read the instructions on the sheet. Stop video periodically to explain.
http://www.youtube.com/watch?v=l-_GgqY8q_g 4. After dancing the Reel several times, come
together and ask students to reflect on the dance. For example, Ask the 5 “Ws” Who dances?
What does the dance signify? Where do they think the dance was performed? When was the
dance performed? Why—what’s the significance of the dance and why is it significant? In the
Gone With The Wind video it was danced during the Civil War. How does that demonstrate the
purpose of dance? How does it reflect that period of history?
Materials and Resources: Gone With the Wind (Selznick, 1939) segment of the Virginia Reel,
http://www.youtube.com/watch?v=P4c5AoqUIZU “How To Dance the Virginia Reel”
http://www.youtube.com/watch?v=l-_GgqY8q_g Handout A- The Virginia Reel Instructions.
http://www.scottish-country-dancing-dictionary.com/dance-crib/virginia-reel.html
James Presley Ball
Brooke Bryce
Grade 8
Learning Objectives: Discuss the significance of early photography and elaborate on the
reasons why J.P. Ball had successes and failures.
Vocabulary: Daguerreotype, itinerate, carte de viste
Materials: J.P. Ball exhibit- Cincinnati Museum Center
Core Activities: Hook- What is the importance of a photograph? What is your most cherished
photograph? Worst? Why did your bad photograph bother you? Scavenger Hunt at the J.P. Ball
exhibit- Find the answers in partners
What is J. P. Ball’s full name? What year did he arrive in Cincinnati, Ohio? Describe how
Cincinnati looked in that time? What group did he belong to that fought for freedom? Was he
successful in 1845? Explain what a daguerreotype? Define itinerate. During Ball’s years as an
itinerant where did he travel? What year did Ball return to Cincinnati? What is Ball’s connection
to Robert S. Duncanon? What was the address of the first studio? What is Duncanson famous
for? What is the size of the carte de viste? What modern items would be similar to a carte de
viste? How many yards was the Panorama that Ball and others did for the abolition movement?
Answers- James Presley Ball, 1845, Student interpretation but students should include in their
answer that it was heavily wooded with hubs of various industries along the Ohio River.,
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Abolitionists, No Type of photography-students should explain the process, Traveling from place
to place, especially to perform work or a duty, Pittsburgh, Penn, Richmond, KY, Virginia, and
Ohio 1849, Painted for Ball – friends both living in Cincinnati, Ohio, No 10 West Fifth Street
Painting murals in the Taft family home, 21/4 x 4 ¼, Business cards, 2,400 yards. Why do you
think JP Ball constantly moved across the country? Given what you know regarding the
condition of African Americans of JP Ball’s time do you think it was unusual for Ball to have a
photography studio?
Assessment: Answer the questions above.
Winslow Homer Creative Writing Assignment
Connie Ison Shiflet
Grades: 6-8
Learning Objectives: The student will be able to critique a visual artist’s image about the
American Civil War and associate multiple ideas through writing a narrative story.
Standards: Historical, Cultural and Social Contexts: Students understand the impact of visual
art on the history, culture and society from which it emanates. They understand the cultural, social
and political forces that, in turn, shape visual art communication and expression. Students
identify the significant contributions of visual artists to cultural heritage. They analyze the
historical, cultural, social and political contexts that influence the function and role of visual art
in the lives of people. D. Research culturally or historically significant works of art and discuss
their roles in society, history, culture or politics. English Language Arts: Communication: Oral
and Visual- Use effective listening strategies, summarize major ideas and draw logical inferences
from presentations and visual media.
Vocabulary: Line, printmaking, printing plate, wood cut, Lithographer, illustrator,
photographer, Harper’s Weekly, Narrative story, Civil War
Teacher Prep: Winslow Homer biography http://www.winslowhomer.org Research Homer’s
print in Harper’s Weekly, Civil War Prints and print images for students to study along with a
brief biography of Homer. Before you begin, read the already written biography or go online and
research Winslow Homer’s life and works. If you have a museum nearby with Homer paintings,
this is a great opportunity to go on an art excursion and get some real-life inspiration for your
students! Review chapter 4, “Naming”, of Faust’s book , This Republic of Suffering, for you to
get a feel on what was happening during the time that Homer created the image, News of the
War. If needed, before beginning the assignment, review how to write a paragraph with the
students and what you expect the student to produce through their writing assignment. See
information below on paragraph writing.
Materials/Resources: News From the War image
http://www.sonofthesouth.net/Homer_News_Civil_War.htm
This Republic of Suffering, by Drew Gilpin Faust, Sons of the South, Civil War website,
http://www.sonofthesouth.net/ Pencil, paper, Student Biography handout and image to study.
How to write a paragraph
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http://www.paragraphorganizer.com/inner/how_to_write_paragraph.htm Winslow Homer,
American Artist- http://www.sonofthesouth.net/leefoundation/civil-war/1862/june/winslowhomer-self-portrait.htm
Core Activities: Hand out biography and images of Winslow Homer’s News from the War.
Read and review the information with students. Discuss the role that an artist or photographer
played during this time of history. Allow students to summarize what Homer might have seen
and what he wanted to reveal to the public. Have students view the print or painting to write
about, and study it. Ask students to imagine what the subjects might be thinking, what their
occupation is, where they have been, and where they may be going, what they are feeling, whom
they may be thinking about and what they may be doing next. Read your own narrative story
about the image and point to the scenes for clarity as a demonstration for students. Instruct
students to write a short story, three paragraphs or more, based on themes or ideas from all seven
scenes of the picture. Tell students they will combine all the scenes to tell a narrative about what
Homer was seeing in one trip to visit the war areas. 1. Challenge students to begin writing with a
pencil and paper, and write for 15 minutes straight without taking their pencil off the paper! Ask
them to write the first ideas that come to mind about the people in the image. They should try to
describe the scene using all of their senses. What do they hear? See? Smell? 2. After the 15
minutes are up, have students read their creative writing piece to the class, allow students to
point to the image for clarity if they want. Point out your favorite parts of their story! 3.
Conclude with telling the story behind the seven different scenes in the image that Homer
created and allow students to discuss and compare their thoughts with the “official” stories
information.
Assessment: Observe students during the writing process to keep them focused on their story.
Students must have reflected something about each of the seven scenes in their story. Students
will share their completed story with the class.
Differentiated Learning: If students are excited about this writing exercise, encourage them to
expand their piece into a full-length story and use additional class time to complete! They can
edit the work and expand it as they see fit and connecting their writings to actual Civil War
history. Elementary and middle grades can draw pictures or create a comic strip to tell their story
from the images. Students can copy the early artistic style of Homer and use a current day
photograph to create a printing plate to print a scene of their own about a current day event and
write the narrative.
Would You Have Helped?
Rankin House/ Underground Railroad Ripley, Ohio
Emily Heizer
Grade 8
Learning Objective: Identify conflicts of being an Abolitionist
Standards: History (Civil War and Reconstruction) Explain the causes of the Civil War with
emphasis on a. Slavery; b states’ rights; c. the different economies of the North and South; The
Abolitionist movement and the roles of Fredrick Douglas and John Brown. People in Societies
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(Interaction) Analyze the economic, political and religious factors that contributed to: a)
enslavement of Africans in North America b) resistance to slavery Citizen’s Rights and
Responsibilities (Participation) Show the relationship between participating in civic and political
life and the attainment of individual and public goals b) including the Underground Railroad and
the abolition movement
Core Activities: 1-Ask students to discuss whether they think they would have assisted in
helping the slaves to freedom if they had been free individuals living at the time. Ask them to
consider the pros and cons of their decisions, including the dangers for themselves if they
decided to help. 2-Have students read about the Fugitive Slave Act of 1850 and look at the
posters at http://www.picturehistory.com/product/id/7359 . How would this act have influenced
their decision? 3. Have students read information at the following web sites about some famous
people who helped in the abolition movement: John Rankin,
http://www.freedomcenter.org/underground-railroad/history/people/John-Jean-Rankin/;
http://www.nps.gov/nr/travel/underground/oh3.htm Frederick Douglass, John Brown, Harriet
Tubman, Harriet Beecher Stowe, Abraham Lincoln, and Levi Coffinhttp://www.encyclopedia.com/topic/Underground_Railroad.aspx 4-Which of these people would
they have been most likely to resemble in their efforts to help free the slaves, and why? Have
them answer this question in a class discussion and/or in writing.
The Rankin House
Mary Lou Mooney
Grade 8
Learning Objectives: Students will examine: What was the Underground Railroad? What was
an abolitionist? Who were some of the abolitionists? What were the risks of being an abolitionist
during the 19th century? How did Reverend John Rankin and his family inspire others to aid in
the anti-slavery movement? Explain the importance of the geography/environment of the Rankin
homestead to the Underground Railroad efforts.
Standards: History: C8A: Show the relationship between civic participation and attainment of
civic and public goals. C8Ab: The Underground Railroad and the abolitionist
movement/Abolition of slavery
Vocabulary: Abolitionist, Reverend, Refugee, Underground Railroad
Teacher Prep: Introduce the essential questions and vocabulary before going to Ripley, Ohio.
Also, have books from the public library available for the students to read before their tour.
Core Activities: Tour of the Rankin House Ripley, Ohio. While on the tour, students will be
asked to take note of three specific things: a) the geography/environment around the Rankin
home; b) the hiding places where refugee slaves were kept; c) the furnishings of the Rankin
home. Students will choose a book to read about the Underground Railroad or a biography about
an abolitionist from those provided. (School Library /Public Library Resources) At the
conclusion of two weeks, the students will be completing a “Book in a Bag” Project. They will
be given a requirements page with rubric to begin. Students will be putting their “items” that
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describe the plot of the book or character for instance in a plastic baggie so that they can easily
be seen from the bulletin board. The baggie will also include a synopsis (on an index card)
about the book they chose to read. When the projects are complete, the students will have an
opportunity to sit in small groups to share their “Book in a Bag” projects. Students will take the
objects from the baggie and the other students will try to solve the mystery of the book or figure
out some specific details of the people in the book. For instance, was this person a conductor or
a refugee? Where were they from? Where were they traveling? How were they traveling?
Students may even be able to figure out the specific person if the book is a biography and the
objects/clues are accurate and detailed enough. Afterwards, students can share their book
synopsis with the small group.
Materials/Resources: Book in a Bag info http://lessonplans.theteacherscorner.net/reading/miscellaneous/reports.php; Library Books, Book Report
Handout for various genres (for included students); Baggies/Index Cards, Rubric for “Book in a
Bag”
Assessment: Book in a Bag Project
The Rankin House and Slavery in Ancient Cultures
Linda Woodward
Grade 7
Learning Objective: After visiting (or reading about) the John Rankin House, students will be
able to compare and contrast the treatment of slaves in ancient cultures and the United States in
the 1800s. The seventh grade curriculum covers the ancient civilizations of Greece and Rome.
Students will have studied slavery in both cultures.
Core Activities: List at least three items in each box. Make sure to differentiate the ways in
which slaves were treated in Athens and Sparta. Make sure to include who might be a slave in
each civilization.
Civilization
Greece – Athens
Similarities with US in 1800s
Differences with US in 1800s
Greece – Sparta
Roman Empire
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Underground Railroad Freedom Center: Before the Field Trip
Emily Heizer
Grade 8
Learning Objective: This activity helps students understand the traditions of slaves through
quilts.
Standards: History: Colonization to Independence- 3. The practice of race-based slavery led to
the forced migration of millions of Africans to the American colonies. Their knowledge and
traditions contributed to the development of those colonies and the United States. Civil War and
Reconstruction 11. Disputes over the nature of federalism, complicated by economic
developments in the United States, resulted in sectional issues, including slavery, which led to
the American Civil War Geography: Human Systems- 16. Cultural biases, stereotypes and
prejudices had social, political and economic consequences for minority groups and the
population as a whole.
Teacher Prep: Quilt It- http://en.wikipedia.org/wiki/Quilting
Materials/Resources: Supplies- Sweet Clara and the Freedom Quilt by Deborah Hopkinson
(Random House, 1995), quilt, wall paper, glue, scissors, journal, bulletin board paper
Website-The Underground Railroad (National Geographic Online)
Core Activities: 1- Show the students a quilt. How is it made? Where does the material come
from in this quilt? What is the purpose of a quilt? 2. Read the first twelve pages of the story of
Clara and the Freedom Quilt. Predict what will happen. 3. Review facts of the Underground
Railroad. 4. Have students move through the website on the Underground Railroad- National
Geographic. 5. Have students write in their journal a list of what risks they were willing to take
on the journey. Who did you meet? Write how your journey ended- did you turn back to the
misery of slavery? 6. Show the picture of the “Crossing to Freedom’ quilt at the entry of the
Freedom Center in Cincinnati https://freedomcenter.org/shop/?page_id=3&category=10 . Have
students share what they see in the story quilt. 7. Using a map of the school district create a map
of your journey from one location to another. 8. Create at least six quilt squares to show the
journey on your Quilt Map. Use wallpaper scraps to create you squares. What complications
might one come across on the journey? Could quilts have been used as a code or message for
those on the Underground Railroad? (There is evidence that allows many historians to question
the validity of Underground Railroad quilts, see http://www.freedomcenter.org/undergroundrailroad/history/myths/) Can others read your coded quilt? 9. Connect the Quilt maps together to
create class quilt.
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Reader’s Theater: Stealing Freedom
Mary Lou Mooney
Grade 6-8
Learning Objectives: Students will use Reader’s Theater to understand the Underground
Railroad and slave stories.
Teacher Prep: While teaching the Civil War we always discuss the Underground Railroad. I
like to discuss personal stories with the students rather than a “blanket” description of how the
Underground Railroad was run. One way is to introduce it through Reader’s Theater
http://www.aaronshep.com/rt/RTE.html Stealing Freedom is a skit about slaves attempting to
escape. This format is easy to use if you haven’t tried it. The teacher is provided with a list of a
few props to add to the authenticity of the scene. Have these items/scene ready for the students
when they arrive. Then have enough skits copied for each reader, but not the others in the class.
They will be observers for the skit and participate in a follow-up discussion.
Core Activities: Ask students to read the skit when they enter class. Choose the students for
these parts. (It’s faster and the skits usually seem more realistic with the right people in place.)
Each time choose different students to read. Ask a few pre-skit questions to get students
thinking about the Underground Railroad, usually “Reason vs. Risk” types of questions. The
students can look over their parts (5 min). They perform the skit while the others record
questions or specific comments they wish to share afterwards. When the skit is finished, prompt
the discussion with questions about the characters possible background and reasons for their
choices both past and present. Have the students make predictions about possible outcomes.
During this discussion allow students to ask their questions or add comments relevant to the
discussion. When finished, read the background information about the real people in the skit.
Resources/Materials: Reader’s Theater http://www.aaronshep.com/rt/RTE.html Stealing
Freedom
Assessment: Ask the students to write a letter as one of the characters explaining to a relative
why they made the choice to take the path of the Underground Railroad.
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UNIT 4: THE CIVIL WAR AND RECONSTRUCTION
Who Is To Blame for the Civil War?
Mikie Masanek
Grade 8
Learning Objectives: After researching the material, visiting Washington D.C. Southern
Plantations, the Rankin House, the Underground Railroad Museum and extensive readings, I
wrote this Unit with the goal to meet the needs of my students, have them identify perspectives,
become active participants in the learning process, while making learning fun. Furthermore, my
additional goal was to meet the state academic content standards of the Ohio Department of
Education.
Standards: History: Explain causes of the Civil War with emphasis on: a. Slavery; b. States'
rights; c. The different economies of the North and South; d. The extension of slavery into the
territories, including the Dred Scott Decision and the Kansas-Nebraska Act; e. The abolitionist
movement and the roles of Frederick Douglass and John Brown; f. The addition of new states to
the Union and their impact on the balance of power in the Senate, including the Missouri
Compromise and the Compromise of 1850; Historical Thinking and Skills: Students apply
skills by utilizing a variety of resources to construct theses and support or refute contentions
made by others. Alternative explanations of historical events are analyzed and questions of
historical inevitability are explored.
Core Activities: First, during this unit students will receive background information in the form
of notes. The notes are presented in a story telling manner. First they hear the information, in
most cases we next act out the information in short skits using costumes and visual aides, and
finally, students write down the notes.
After several lessons about the role slavery played in causing the Civil War and implications of
territorial expansion leading to the Compromise of 1850, including the Fugitive Slave Law and
the formation of the Underground Railroad by abolitionists, I wanted to check for understanding,
while making the students active participants in the learning process. This lesson builds on
knowledge of prerequisite information about the causes previously taught. Students must
synthesize information as well as make inferences. I wanted to make sure the students grasped
the different perspectives of the people who were involved in the Underground Railroad as well
as check for understanding or misconceptions. I wanted students to discover and communicate
this important content in their own words.
The Pre-Civil War Unit ends with this final two day lesson. This lesson is divided into four
parts: Group research work, defense, talk show, and judgment. Part 1: Reasons for Blame- First,
the students are divided into five groups. Each group will fill out the worksheet, using their
social studies notes, primary and secondary source documents, stating why each perspective is to
blame for causing the Civil War: 1) the abolitionists (Reverend. Rankin, John Brown, Dred
Scott) 2) southern plantation owners 3) northern manufactures and business owners 4) politicians
5) westward pioneers. Part 2: Defend- Next each group is assigned a perspective which they
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must defend. Each group must write a defense for their perspective, keeping in mind the
accusations that will be made in implicating their perspective. Each group must then select one
member who will appear in costume, on a talk show with a live studio audience. The groups
must prep this person to answer questions asked by the host (teacher) or the studio audience. Part
3: The Talk Show- The different perspectives will be called to sit next to the host and explain
their side of the story to the audience. They will then be asked questions by the host and
audience. They can look to their group for support. Part 4: The JudgmentThe students will be divided into five groups to examine the different perspectives of the groups
who are to blame for the Civil War. The objective is to answer the question: Who is to blame
for the Civil War? Each group must order from most to least to blame for causing the Civil War.
They must come to a consensus and rate the order from 1 to 5 on their group paper. Next they
must write it on the board in their designated group section for all to read. Once all groups have
posted their ratings, we will have a group discussion/debate and come to a class consensus with a
majority vote ultimately agreeing or we can still disagree with the majority.
Harriet Beecher Stowe
Mary Lou Mooney
Grade 8
Learning Objectives: Identify the abolitionists’ cause. What was the Underground Railroad?
What resources did the abolitionists use to help stop slavery?
Standards: History: C8A Show the relationship between civic participation and attainment of
civic and public goals. Indicator: C8A1b The Underground Railroad and the abolitionist
movement/ Abolition of slavery.
Vocabulary: Abolitionists, Underground Railroad, Slavery, Conductor, Revolt, Preacher,
Refugees
Materials/Resources: A Picture Book of Harriet Beecher Stowe by David Adler. Approximately
10-12 copies of Harriet Beecher Stowe and The Beecher Preachers by Jean Fritz. Laptops /
Computer resources.
Core Activities: Day 1- Introduce the learning objectives and vocabulary. Prior to the field trip,
the teacher will read A Picture Book of Harriet Beecher Stowe by David Adler to the students.
Day 2- Tour the Harriet Beecher Stowe House. Day 3 & 4- Discuss Harriet’s immediate family
as a child…father, siblings, where they lived, why they moved to Ohio. Have students discuss
the risks involved for Harriett as a woman in the 19th century for taking such a political stand
against slavery. Discuss the impact Harriet’s writing had on the anti-slavery movement. Have
student’s infer what life would be like today if people like Harriet Beecher Stowe, father and
family had not been abolitionists. Divide the class into nine small groups. Give each group one
chapter of the novel titled Harriet Beecher Stowe and The Beecher Preachers by Jean Fritz.
Provide a brief description of the novel before distributing the chapters. Have each group read
the chapter provided. Each group will complete a synopsis of the chapter to share with the group.
The synopsis will be typed and saved to a power point. Each group will locate two photographs
that will aid in the understanding of their synopsis to add to their portion of the power point
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presentation. When all information has been saved, one power point will be compiled to share
with the class.
Assessment: If you were an abolitionist living during the 19th century, explain what you might
have been able to do to aid the anti-slavery cause. Include whether you are male or female,
where you live, your occupation, and personal resources. To conclude, as an abolitionist you
know how important it is to encourage others to become abolitionists also. Explain what you
would do to encourage others to take up the fight against slavery. Participation in small groups,
power point synopsis of each chapter and Extended Response.
The Harriet Beecher Stowe House
Anna Bowman
Grade 8
Learning Objectives: After visiting the Harriet Beecher Stowe House, students will discuss
Harriet Beecher Stowe's contribution to the abolition of slavery and her book Uncle Tom's
Cabin," define terms used on the Underground Railroad, identify points on the Underground
Railroad in Ohio, design a trading card featuring an Underground Railroad person.
Core Activities: Provide Follow the Drinking Gourd song lyrics (below) and Map of the Big
Dipper. Discuss Underground Railroad (UGRR), Map of URR routes to Canada (below),
Terminology used on the Railroad (website below). Introduce Assignment-Create a UGRR
Trading Card (website below of persons). Create Trading Card for prominent UGRR person,
Research Time for Trading Card.
Materials/Resources:
Siebert Map of Ohio’s UGRR Trails (map can be enlarged)
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Following the Drinking Gourd http://www.youtube.com/watch?v=lRGSgiTc7Jk; Lyricshttp://www.followthedrinkinggourd.org/What_The_Lyrics_Mean.htm; Vocabulary Underground
Railroad: http://www.osblackhistory.com/glossary.php; People of the Underground Railroad:
http://www.freedomcenter.org/underground-railroad/freedom-stations/scholarship/people/
Life in Ohio: /Cincinnati Museum Center/Harriet Beecher Stowe House
Amanda Setters
Grade 8
Learning Objective: Students will complete field trip experience to the Harriet Beecher Stowe
House and the Cincinnati Museum Center.
Standards: Harriet Beecher Stowe House: 11. Disputes over the nature of federalism,
complicated by economic developments in the United States, resulted in sectional issues,
including slavery, which led to the American Civil War. 16. Cultural biases, stereotypes and
prejudices had social, political and economic consequences for minority groups and the
population as a whole. Cincinnati Museum Center: 9. The United States added to its territory
through treaties, purchases and conquests. 10. Westward Expansion contributed to economic and
industrial development, debates over sectional issues, war with Mexico and the displacement of
American Indians. 15. The movement of people, products, and ideas resulted in new patterns of
settlement and land use that influenced the political and economic development of the United
States.
Resources/Materials: Heroes of Ohio by Rick Sowash. (1998)
Life in Ohio: Harriet Beecher Stowe
Name____________________________________Date__________ Bell______
Directions: Read Chapter 6: Harriet Beecher Stowe in your Heroes of Ohio sourcebook and
answer the following questions, then take notes on the field trip guide below.
1. Explain why there were riots in Cincinnati.
2. What did Harriet learn when she visited Rev. Rankin?
3. What circumstances led Harriet to move to Maine?
Event
Event Notes
Date
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Assessment: Homework: Directions: Create an annotated and illustrated timeline using five
events that you learned about today. Each event must include a 2-3 sentence description of the
event and its significance as well as an illustration.
Life in Ohio: Cincinnati Museum Center
Name___________________________________Date__________ Bell______
Directions: As you travel through your selected section(s) of the Museum Center, take notes
about the important people, places and events in the history of Ohio. You will use this
information to complete your trip assessment with your field trip partner.
Sections to choose from (you may use one or more): Early Settlement 1780-1802, Regional
Capital 1802-1840, La Belle Rivere 1780-1870, Queen City of the West 1840-1870, Cincinnati’s
Public Landing 1863 and/or the Model Steamboat. People, Places, Events
Pretend you are considering moving to Ohio. Use your notes to write ten questions you would
ask about life in Ohio during the time period you chose. Base your questions on the information
in the specific display that you choose. Then work with your partner. Switch questions. Take
the role of a historic Ohio citizen and answer the questions of your potential neighbor using the
notes and discussions you had in the museum today. Submit both interviews to your teacher.
Personal 3-D Art and Oral History- Clay Shoe Project
Harriet Beecher Stowe House
Connie Ison Shiflet
Grades 6-8
Learning Objectives: Students will: Explore the life of Harriet Beecher Stowe, produce a
personal narrative about their project, learn about the history of shoes and shoes from various
cultures, create a shoe using slab and coil techniques, become familiar with basic additive and
subtractive sculpting methods while adding imaginative features to their shoe, exhibit
craftsmanship in using clay, and, learn glazing techniques by finishing their shoe with paint
under-glazes and/or glazes.
Standards: Visual Arts: Historical, Cultural and Social Contexts, C. Demonstrate knowledge of
historical influences on contemporary works of art and make predictions about influences on the
future of visual art. Creative Expression and Communication, B. Create two- and threedimensional original artwork that demonstrates personal visual expression and communication.
Connections, Relationships and Applications, D: Use words and images to explain the role of
visual art in community and cultural traditions and events. Social Studies: History: 1. Primary
and secondary sources are used to examine events from multiple perspectives and to present and
defend a position. 16. Cultural biases, stereotypes and prejudices had social, political and
economic consequences for minority groups and the population as a whole. 19. Informed citizens
understand how media and communication technology influence public opinion.
25
Materials/Resources: LCD projector, internet access and computer, newsprint, pencil, tag
board/scissors, stoneware clay, kiln, slip, modeling tools, small sponges, water and sink
under-glazes, glazes 3 paint brushes, rolling pin, wooden slats, canvas cloth/plastic sheeting or
large bags, sample shoes to view (their own or from other sources), Biography of Harriet
Beecher Stowe for Students http://www.harrietbeecherstowecenter.org/pdf/hbs_bio.pdf
Narrative Guide: Write a story about something that happened to you. It should be something
you remember strongly because it was important, whether it was funny, sad, scary, or just
interesting. Your job is to make it interesting for someone else to read. This must be told in the
first person. That is, the narrator should be "I" and "me" and "myself." Steps: Choose a topic:
brainstorm things that have happened to you, and pick one thing to write about. Gather details:
List the who, what, when, where, why, and how of your story. List sense impressions of your
story—sights, sounds, smells, tastes, and feelings. Decide on a beginning, a middle, and an end.
Beginning- begin the story in the middle of the action. Middle- explain how you got there and
the rest of the events. End- write a conclusion which ties up the action, and make your reaction
clear.
Using the information above use the visual prompt your teacher (below) is showing you to create
a narrative list about this prompt on the storyboard sheet. I Will Survive (prompt for student’s
narrative) http://www.factmonster.com/cig/writing-well/life-line-personal-narratives.html
Clay Vocabulary: Coil, clay, cloud spirit (fireclouds), filet - bi'yo, fire, greenware, kiln, knead, leather
hard, pinch, Score, slab.
Teacher Prep: Visiting the Harriet Beecher Stowe house in Cincinnati, Ohio was fun for my
family and me. As we walked about the house and looked at the items from the Beecher Stowe
families I thought, “if only they (items) could talk they could answer some of the questions the
children were asking and give the curator a break. If we could see where these shoes have
traveled and their stories, how cool would that be!” If the songbook, needlework pieces, chairs,
toys, cups they drank from, the shoes they wore and photos could just give us some of the
conversations and stories that Harriet Beecher Stowe may have heard. They could relay to us
some of the memories being created at that time, the stories Stowe heard of people’s lives, events
they lived through and places traveled. All of this history, she later included in books she wrote
like Uncle Tom’s Cabin (1856). This experience inspired this lesson on creating a personal
narrative clay piece that would inspire conversation and create a story that could be retold to
others in the future, a Personal 3-D Art and Oral History Clay Piece. What better subject than
shoes! Harriet Beecher Stowe http://www.enotes.com/authors/harriet-beecher-stowe , Biography
of Harriet Beecher Stowe for Students, Shoe Image, Narrative Guide, Story Board, Must Have
Rubric, Clay Vocabulary, Self-Assessment Rubric. Setup LCD, prepare power point image with
writing prompt about the shoe image from Harriet Beecher Stowe House and have a finished
writing example available. Copy handouts Stowe Biography, Narrative guide, and the
Storyboard sheet
Websites for Resources: Ohio History online portal-Harriet Beecher Stowe in Cincinnati
http://www.ohiohistory.org/ -select Harriet Beecher Stowe; Other resources on StoweWelcome to the Harriet Beecher Stowe Center has teacher and student sections
26
http://www.harrietbeecherstowecenter.org/; enotes.com http://www.enotes.com/authors/harrietbeecher-stowe; ArtsWork - Three Basic Pottery Techniques: shows step by step instructions and
has assessment totals.; http://artswork.asu.edu/arts/students/navajo/lesson4.htm
Bata Shoe Museum; http://www.batashoemuseum.ca/ Visit this site and look at the history of
shoes to get a really good idea of variety and designs through the ages. Video’s on working with
clay Tips for Beginning Potters - Video #6; Tips for Beginning Potters - Coils & Pinch Pots Part VII.wmv Lesson Ideas for Personal Narratives
http://www.hiddenvilla.org/OnlineCurric/teacher/curculum/pnidea.html; Graphic Organizer for
Narrative http://alex.state.al.us/uploads/5106/N3.pdf; Story Board Sheet
http://www.billybear4kids.com/Learn2Draw/storyboard.shtml; Biography of Harriet Beecher
Stowe for Students http://www.harrietbeecherstowecenter.org/pdf/hbs_bio.pdf; I Will Survive
(prompt for student’s narrative) http://www.factmonster.com/cig/writing-well/life-line-personalnarratives.html
Another lesson is to model how to "Quick Sketch" their story. You can break up the parts as:
setting and characters (beginning), event, event, event, event (middle), resolution and solution
(ending). For those parts they only sketch pictures, then they add a few notes with each part of
the story. This serves as the plan before the first draft. This strategy keeps the students organized
and the story is already sequenced. Another lesson- allow students to pair up and orally share
their "Quick Sketch".
Core Activities: Following a history discussion on Harriet Beecher Stowe the students will be
motivated to write a sample narrative on the shoes from a photo taken at the Stowe House in
Cincinnati, Ohio. Students will create a final project and design a set of 3-D clay shoes also
writing a narrative about a personal experience to be reflective of their ceramic shoes. This
lesson will be begin with a power point from online examples researched about shoes and funky
adaptations for shoes and their analysis as they observe the unusual shoes through time and from
various cultures. Students will brainstorm a list of things these shoes might tell if they could talk.
Discuss random ideas for shoes and see what comes up. Give students some motivation
statements such as, “Shoes for babies, shoes for church, shoes to cook in, shoes to go around the
world in, shoes to wear in prison, shoes to wear on the ceiling, etc.” Allow open discussion on
just random ideas, for at least 5 minutes. You will need to allow students extra time to compile
their personal narrative. Once they have their short story that reflects their personal narrative that
sounds like fun to make, they will sketch their designs from the side, top, front, and back, and
make a paper pattern to scale. They can use their own shoes (and some sample shoes from
Goodwill, for ex.) to get an idea for patterns shapes. They will use these patterns to cut their
shoes from clay. They will also decide if they are going to use mixed media with clay, or clay
alone (for example, they could use feather boas, raffia, whatever they wished to add to their clay
shoes.) I will require that they make a pair of shoes, so they will keep their patterns until the
second one is made. We will review joining corners together with a coil reinforcement on the
inside, the way to score and use slip, and finger welding. Demonstrations and viewing an online
video would be given to show various uses for clay slabs, pinch and coils in construction,
decoration, and detail. Students will choose between using under-glazes (for crisp, sharp edges,
no bleeding colors) and glazes (for a softer effect), or painting with acrylic paint after firing.
27
Day 1: 1. Give your personal narrative on the object you have written about. You can let
students view the object if you want as you talk about how the object gives you are reminder of
an event, and how you consider it a visual cue or book to share the story. 2. Show the image to
the class with a simple question about an image on the screen of the child’s shoes (see handouts).
Go through the Beecher Stowe biography of information and ask students to work on a personal
narrative about the shoes in the picture. Refer to the narrative worksheet and the storyboard
sheet for them to use. Allow time for the brainstorming and discussion (5 minutes). Then let
students begin to fill out the information. Collect their work for assessment and for students to
reference later.
Day 2: 1. Review the personal narrative writing lesson from day one and prompt students on
brainstorming on writing their own story, use handouts as aids. 2. Do history of shoes and let
students enjoy the motivation statements from the lesson summary. 3. Show students the finished
project to build excitement..
Day 3: 1. Brainstorm on kinds of shoes - make some thumbnail sketches of ideas that can help
tell your story - select best image ideas. 2. Draw 3 different shoe designs, making sketches from
all sides. 3. Choose your best out of the 3 for your project.
Day 4: 1. Show brief movie on clay techniques and process. 2. Make tag board patterns and cut
out. 3. Using a rolling pin and wooden slats, roll out an even slab of clay. 4. Cut the sole of your
shoe from this slab. (Hint: no matter what the shoe looks like, the soles will be the same basic
shape) You might want to let the students use their own foot for scale (although clay will shrink
so finished shoe will be smaller). 5. They will also decide if they are going to use mixed media
with clay, or clay alone (for example, they could use feather boas, raffia, whatever they wished
to add to their clay shoes.) I will require that they make a pair of shoes, so they will keep their
patterns until the second one is made.
Day 5: 1. Using a rolling pin and wooden slats, roll out an even slab of clay. 2. Cut the sole of
your shoe from this slab. (Hint: no matter what the shoe looks like, the soles will be the same
basic shape) You might want to even use your own foot for scale (although clay will shrink so
finished shoe will be smaller). 3. Form the heel of the shoe using the slab, coil, or pinching
methods. 4. Attach heel to upside down sole, then place shoe right side up. Support arch of shoe
if needed with wads of newspaper.
Day 6: 1. Use additive and subtractive techniques to add the remaining details. 2. Each shoe will
require different methods. 3. Score and slip sections together. 4. Students are making two shoesstudent will want to work on both at the same time to insure equal size. 5. Use a sponge to
smooth all rough areas before letting shoe dry. Add any desired textures and allow clay to dry
slowly for bisque firing. Label each piece with student last name and class number scored on the
bottom.
Day 7: 1. Use a sponge to smooth all rough areas before letting shoe dry. Add any desired
textures and allow to dry slowly for bisque firing. 2. Clay will need 4-5 days to dry leather hard
for firing.
28
Day 8: 1. As a self- assessment students will use their brainstorming notes to complete their
personal narratives and type them out in word on the computers. They will print them out to
display with their shoes. .
(Conduct another lesson while the clay is drying and then fired, which can take about 4-6 days.)
After shoes are dry, decorate the shoes. Set up under-glazes and glazes or acrylic paint and
supplies for decorating the shoes. Have extra items like feathers, buttons, pipe cleaners, glue
guns etc. available to use if students are not glaze firing. Have extra mini lessons to do for fast
workers or those who choose to glaze fire. After firing, glaze with under-glazes and clear glaze - or glazes and fire again. If complete using their shoe as the visual catalyst put the shoes on
display and let students share their stories with each other.
Assessment: Use the personal narrative worksheets assessment for measuring student
understanding of the writing portion and also the completed personal narrative story along with
the student project self-assessment rubric and daily class participation and work ethic.
Differentiated Learning: Instead of creating ceramic shoes students can create a ceramic
Journal Jar/box that is filled with facts about themselves or someone else to use to share with
others. See the idea at: http://www.scrapyourstories.com/journaljars.htm
Image/Artifact
Description
Pen and Ink drawing of the
Beecher Stowe house,
Cincinnati, Ohio. Photo by
Connie Ison Shiflet
Location/site/reference
Personal photos created by
Connie Ison Shiflet, July
2010
Old shoes and suitcase image
at the Beecher Stowe House.
Princeton website examples
of student created shoes form
lesson by Marsha G., H.S.
Visual Arts The First
Academy, Orlando FL.
Princeton website examples
of student created shoes form
lesson by Marsha G., H.S.
Visual Arts The First
Academy, Orlando FL.
http://www.princetonol.com/
groups/iad/lessons/middle/im
ages/marsha-ceramic4.jpg
http://www.princetonol.com/
groups/iad/lessons/middle/im
ages/marsha-ceramic2.jpg
29
Princeton website examples
of student created shoes form
lesson by Marsha G., H.S.
Visual Arts The First
Academy, Orlando FL.
http://www.princetonol.com/
groups/iad/lessons/middle/im
ages/marsha-ceramic3.jpg
MUST HAVE RUBRIC
NAME
CLASS 1 2 3 4 5 6 7 8
Check the box below that you believe you achieved in creating this project. Refer to the student
self assessment list for guidance. Return this to the teacher.
A
A: Used a variety
of materials,
explored many
options and ideas
before settling on
one idea. Used
sketchbook to work
out ideas. Created
an original and
unique work of art
with outstanding
elements of art and
use of principles of
design. Work was
carefully and neatly
completed with
pride. Used
brainstorm ideas for
my personal
narrative that relate
to my shoes and it is
completed and on
display with my
work. All on time.
B
B: Used a
variety of
materials,
explored a few
options, did some
work in
sketchbook,
created an
interesting and
unique work of
art. With a little
more thought
and/or work
could be
outstanding, but
does well on its
own.
Used brainstorm
ideas for my
personal narrative
and it is not
completed and
not on display
with my work.
C
C: Did not look at
too many examples
before beginning
project. Used
sketchbook a little to
work out ideas. Idea
not really original,
based loosely on
someone else’s idea,
could be a bit more
fully developed.
Used general ideas
for my personal
narrative but it is not
complete or on
display with my
work.
D
D: Not many
examples used as
inspiration, little or no
work done in
sketchbook, uncaring
attitude created sloppy
work of art with little
or no design
principles, careless
messy work.
I did some
brainstorming but did
not write or display a
personal narrative.
F
F: Work late or not
turned in, sloppy careless
or unoriginal work, done
with bare minimum of
effort.
Did not do any of the
personal narrative items.
Self-Assessment for students: Did I brainstorm long enough to come up with a clever idea?
Did I develop my sketch with originality? Did I make my clay pattern to scale prior to cutting my
clay?
Did I use proper joining techniques? Did I spend time on details and refining of my clay shoes?
30
Did I use the right amount of glaze? (Not too thick or thin) or did I use the right amount of paint
and other objects to decorate my shoes? Did I clean all of the glaze off of the bottom of my pieces
prior to firing? (or will my piece stand on stilts in the kiln) Did I Complete my personal narrative
and reflect my story in my shoe design? Is my story on display with my shoes?
Shoes at the Harriet Beecher Stowe House in Cincinnati, Ohio, photo by Connie Ison Shiflet
The Grant Schoolhouse/Home and Ancient Leaders
Linda Woodward
Grade 7
Learning Objective: After visiting (or reading about) each location the student will be able to
compare a leader from ancient Rome or Greece with Ulysses S. Grant in order to make an
inference as to who would have been the victor in a face to face battle. The seventh grade
curriculum covers the ancient civilizations of Greece and Rome. Student will have had
introductions to leaders like Philip II of Macedonia, Alexander the Great, Hannibal, King
Xerxes, Julius Caesar and Constantine.
Core Activities: Choose any leader/historical figure we have studied in the civilizations of
Greece and Rome. List as many items as you can in each box. You should have at least two
listing for each. Then answer the questions.
Ulysses S. Grant
Historical figure:_______________
Birth and
Childhood
Personal
characteristics
Leadership Abilities
(strengths)
Faults (weaknesses)
31
Battles fought/won
Why did you choose your historical figure? Based on the information you have who do you think
would have won a battle between your historical figure and Ulysses S. Grant? You must give me
at least two well thought out reasons for your choice.
The Gettysburg Address
Mary Lou Mooney
Grade 8
Learning Objectives: Students will analyze the Gettysburg Address and discuss the use of
propaganda.
Standards: History: Explain the course and consequences of the Civil War with emphasis on:
Contributions of key individuals, including Abraham Lincoln, Robert E. Lee and Ulysses S.
Grant. The Battle of Gettysburg
Vocabulary: Conceived, Consecrate, Hallow, Detract, Vain, Devotion, Perish
Teacher Prep: Visit the Library of Congress www.loc.gov to secure primary resources for the
lesson. Obtain technology resources; such as, laptops or computer lab for student use.
Plan ahead to have ESOL or IEP students to work with a peer tutor on the computer.
Read the Gettysburg Address and underline key elements that would include elements that show
Abraham Lincoln looking forward into the nation’s future. Also, find elements of the speech
where he sees the nation working together, both Northerners and Southerners. (This will be a
key factor to point out to students during the lesson) Review propaganda techniques that may
have been used during the 19th Century. Compare those to the 21st Century techniques. Be
prepared to discuss the changes. Highlight any 19th Century propaganda that Abraham Lincoln
may have used in the speech to get the people to come together after the war. Highlight phrases
in the speech that indicate that one of the reasons everyone is gathered together is to show
respect for the people that have “already dedicated” the land by standing up for their beliefs.
Gettysburg Address: Primary Documents of American History (Virtual Programs & Services,
Library of Congress)
Core Activities: Day 1- 1-Students will begin with the photograph of Abraham Lincoln giving
the Gettysburg Address. They will work in small groups to analyze the photograph. Have them
see all that is there and what is not. Flags? Uniforms? Soldiers? Men and Women? Children?
Wagons? Students will create a T-Chart for this photo and write a list of five elements they
would expect to see in this photograph and create five questions about it. For instance, Where
are the….? Did Lincoln have …? Were there any ...? Compare questions and discuss their
findings. (15 min.) 2- Explain that they will be visiting the Library of Congress website and
using Web Guides to read the Gettysburg Address and related articles about Abraham Lincoln.
3- In addition, we will be learning about the effects of propaganda during war. *Vocabulary will
be written on the board.* 4- After students, are set up with computers, direct them to Gettysburg
Address: Primary Documents of American History (Virtual Programs & Services, Library of
Congress) 5- Allow students a few minutes to access and read the primary document. Then as a
32
whole group discuss key vocabulary. Discuss the key elements that would have given citizens
the impression that Lincoln was trying to say the soldiers had dedicated the land and it was the
Americans responsibility to them to work together. Lead them to the “new birth of freedom”
concepts if they are unable to locate them and analyze why he would have included that phrase
in this particular speech. (15 + min.) Give the students additional time to use the Web Guides
site to read related articles about Abraham Lincoln and the Gettysburg Address. (Remainder of
period.)
Day 2- 6- Briefly explain a few different types of current propaganda. Use magazine
advertisements or political campaign ads as examples. Discuss the types of propaganda that may
have been available to the people of the 19th Century. Also, discuss if the people like the
President would have used it? If so, why? Why not? Include that the majority of propaganda
was used in foreign affairs and NOT with American citizens during the 19th century by the
government. (This is not to say that independent groups did not use propaganda on a regular
basis). 7- Have students examine the Gettysburg Address one more time and look for any type
of propaganda. Then discuss with a partner (5 min) what they found, if anything. Share. This is
another Think-Pair-Share Activity. 8- Finally, students will be creating a document or speech of
their own to inspire others. They will be presenting and displaying it in the classroom.
Day 3 Student presentations- At the end of each presentation students can show by applause their
support of the speech and the beliefs. Be clear this is not about popularity but about the causes
the speeches represented during throughout history and currently in politics what a person does
or does not do to make him/her popular. This is important to discuss and why this happens.
Discuss whether the Gettysburg Address made Abraham Lincoln popular in the 1800s.
Resources/Materials: Computer Lab or Laptops; Library of Congress www.loc.gov; 19th -21st
Century Propaganda Materials; Final Project Rubric, Gettysburg Address
http://www.loc.gov/rr/program/bib/ourdocs/Gettysburg.html ; Propaganda In The Civil War
http://www.civilwarhome.com/propaganda.htm
Assessment: Students’ products will be graded based on a rubric scale they will be given before
they begin their research. They will also be given participation points and presentation points
based on the requirements provided.
Differentiated Learning: 1- T-Chart for photo analysis may need question starters such as
“Were there any… or “Did Lincoln have a … 2- Peer tutor for computer work if needed. 3Poster vs. Speech that represents propaganda with a brief written statement on the back to
explain the propaganda. Create a scrapbook for Abraham Lincoln. Include diary entries, photos,
money, etc. What do you think he would have put in his own scrapbook? What types of things
do you think he would have written in a diary?
Gettysburg: Decisions That Made a Difference
Mikie Masanek
Grade 8
Learning Objectives: Students will explain, analyze, and debate the decisions that caused the
33
course and consequences of the Battle of Gettysburg.
Standards: History. Civil War: 10. Explain the course and consequences of the Civil War with
emphasis on: c. The Battle of Gettysburg. Social Studies Methods: 4. Organize and lead a
discussion.
A C A D E M
Teacher Prep: Prepare and run off packets for students to complete. Each student will need a
computer.
Core Activities: After studying the Battle of Gettysburg, students will be divided into groups.
Each group will be assigned a particular situation from Gettysburg: a. Hancock’s decision to take
the high ground b. Lee’s decision to stay and fight c. Meade’s fish hook strategy d. Confederate
inability to coordinate the attack on day two e. Pickett’s charge on day three
Students, working in a group, must explain in the packet why their assigned situation occurred.
Next, they must explain how it impacted the battle, and finally, they must hypothesize what may
have happened if a different decision would have been made.
Each group must present their situation to the class, explain their situation, why it occurred, how
it impacted the battle, and how history would be changed if a different decision would have been
made. Next, students from the presenting group must lead a discussion. Students from other
groups may question the presenting groups.
After all groups have presented, each group will answer the following question in their packet:
Which decision left the biggest impact on the Battle of Gettysburg? Each group must discuss
amongst their group and rate the situations from the biggest impact on the battle to the situation
that made the smallest impact. They will write their decision in their packet and then groups will
post their decision on the dry erase board. After viewing how each group rated the situations, we
will then have a class discussion and attempt to come to a class consensus.
Resources/Materials: Activity packets for each student, computers for each group, social
studies notes, note cards, tape, dry-erase markers.
Assessment: Students will turn in their activity packets with the questions answered as well as
the teacher will make notations made about student contributions to the discussion.
Gettysburg Museum in the Classroom
Joe Howard
Grade 8
Learning Objective: The students should be able to understand the battle of Gettysburg by
using their own research and understanding the “museum” set up.
Standards: History: Explain the course and consequences of the Civil War with emphasis on: c.
The Battle of Gettysburg
34
Vocabulary: Minié ball (or minie ball)
Teacher Prep: The teacher needs to understand the importance of the battle and why the
outcome was so crucial to the war http://www.gettysburgfoundation.org/8/visit-gettysburg
http://www.archives.gov/global-pages/larger-image.html?i=/historical-docs/doccontent/images/civil-war-gettysburg-address-l.jpg&c=/historical-docs/doc-content/images/civilwar-gettysburg-address.caption.html
http://americancivilwar.com/pictures/Confederate_Gettysburg_Grave.jpg
http://www.glogster.com/media/12/37/45/78/37457822.jpg
Resources/Materials: power point; www.gettysburgfoundation.org; posted photos/ artifacts and
information to go with the photos/artifacts.
Core Activities: Small groups of students walk around the room and explore the information
given to them through the artifacts and the photos with information. As they move around the
room each small group needs to act as if they are in a museum for the class and answer the
questions given to them at each station.
Assessment: Document questions: A. List three things the author said that you think are
important. B. Why do you think this document was written? C. What evidence in the document
helps you know why it was written? Quote from the document. D. List two things the document
tells you about life in the United States at the time it was written. E. Write a question to the
author that is left unanswered by the document:
Artifact questions. Uses of the Artifact. A. What might it have been used for? B. Who might
have used it? C. Where might it have been used? What does the artifact tell us? A. What does it
tell us about technology of the time in which it was made and used? B. What does it tell us about
the life and times of the people who made it and used it? C. Can you name a similar item today?
Photograph questions. A. Based on what you have observed above, list three things you might
infer from this photograph. B. What questions does this photograph raise in your mind? C.
Where could you find answers to them?
Assessment: Evaluation will come in two forms. One formal through collection of the
worksheets answers on small groups papers, second is informal through a group discussion at the
end of the class to find what the students learned from the museum experience.
Last Full Measure of Devotion: A Snapshot of the Sacrifice of Civilians and Soldiers at
Gettysburg
Amanda Setters
Grade 8
Learning Objectives: Students will explore the meaning of the “last full measure of devotion”
from the Gettysburg Address.
Standards: Expectations for Learning: a) Students will be able to analyze primary and
secondary sources to describe the different perspectives on an issue relating to a historical event
35
in U.S. history and to present and defend a position. b) Students will be able to analyze how
disputes over the nature of federalism, complicated by economic developments in the United
States, resulted in sectional issues, including slavery and led to the Civil War. Content Statement
1: Primary and secondary sources are used to examine events from multiple perspectives and to
present and defend a position. Content Statement 11 Disputes over the nature of federalism,
complicated by economic developments in the United States, resulted in sectional issues,
including slavery and led to the Civil War. Content Elaboration: 1 Students should be able to
determine the applicability of information, to separate factual information from opinion/fiction
and to construct an argument using evidence which supports a stated opinion. 11 The American
Civil War was fought to resolve the issues of states’ rights versus a federal union and whether or
not the nation would continue to embrace slavery
Vocabulary: Congressional Gold Medal, John Burns (http://www.brotherswar.com/Gettysburg1q.htm)
Teacher Prep: Review lesson plan below. Become familiar with the story of John Burns at
Gettysburg as well as websites that are appropriate. This lesson would follow discussion of the
Battle of Gettysburg and Gettysburg Address including a discussion of the phrase “last full
measure of devotion.”
Core Activities: Hook- 1. As students are entering the classroom, they will take a playing card.
The teacher should prepare a deck equivalent to the number of students in the class where 72%
of the deck is red and 28% is black. 2. Allow students to ask and hypothesize but do not answer
any questions. This will generate student interest and curiosity. 3) Explain to the class that you
will be exploring the meaning of “the last full measure of devotion.” Review the previous days’
lesson on the Gettysburg Address and what Lincoln meant when he used that phrase. 4. Project
the picture of the 151st Pennsylvania Infantry Memorial. (SMART Board if possible). Explain
that an Infantry was a group of 1,000 enlisted men and that 151st Pennsylvania would have been
the 151st group of 1,000 men enlisted from Pennsylvania. Explain that this is the memorial that
the living members of that Infantry selected to erect in memory of their fallen comrades and that
it is located on the Gettysburg battlefield in Pennsylvania. 5. Have students tell you some things
they notice about the memorial. Allow them to notice the large casualty rate. 6. Go back to the
card they were given as they walked in. Tell all students to stand. Then, have all students with a
red card sit down. Tell them that was the casualty rate for this Infantry unit. (72%). 7. Hold a
class discussion about what “the last full measure of devotion” meant for this infantry. Ask if all
of the infantry could be said to have given the “last full measure of devotion” or if only those
that died can be considered to have given the last full measure of devotion. 8. Tell students that
they will be exploring the concept of the “last full measure of devotion” by citizen John Burns. 9.
Project the requirements for the Congressional Gold Medal. 10. Explain that their assignment is
to research a man named John Burns. He was a Gettysburg citizen that fought in the battle and
to write a newspaper story on his participation in the battle as well as an editorial about whether
his effort in the battle warrants a Congressional Gold Medal.
Resources/Materials:151st Pennsylvania Infantry Monument http://www.findagrave.com/cgibin/fg.cgi?page=gr&GRid=19506 Students will use the internet to do their own search
36
Assessment: Students will be graded on their newspaper article/editorial as well as their
presentation and defense. A rubric will be attached to the assignment (below). Students can use
this to grade each other during presentations if appropriate.
Differentiated Learning: Gifted: For students who need an extra challenge, they can research
past Congressional Gold Medal winners and be asked to incorporate that information into their
editorial comparing the past winners’ meritorious action with that of John Burns. Students can
also be asked to research other civilians that participated in the battle or assisted the soldiers.
Women who tended to the soldiers tirelessly would be an example of a group. Lower-ability
students (IEP/LEP) can be given a list of websites as the teacher sees fit. Economically
Disadvantaged: If students do not have internet-access, this can be a multiple day lesson using
the school lab or arrangements can be made to have after-school sessions.
Name_________________________________________________________________________
Last Full Measure of Devotion: Citizen Soldier at Gettysburg
Task: You will research John Burns, a citizen soldier at Gettysburg. From your research, you
will create a newspaper article to tell his story. You will then write an editorial imagining that
John Burns is up for a Congressional Gold Medal and you will give your opinion on whether he
deserves the Congressional Gold Medal or not. All research will be done on your own at home.
Carefully analyze the websites you come across and ensure that the information you choose to
use can be verified! This is due on ______________ and you will be presenting this to your
class. Use the rubric below to guide your work. Make sure what you turn in is something you
can be proud of!
Possible
Points
NEWSPAPER ARTICLE
Newspaper article covers the who…thoroughly
explains who John Burns was
Newspaper article covers the what…thoroughly
explains what John Burns did in the Battle of
Gettysburg
Newspaper article covers the when…thoroughly
explains when John Burns joined the battle
Newspaper article covers the where ..thoroughly
explains where John Burns joined the fighting
Newspaper article covers the why…thoroughly
explains why John Burns is worthy of a news
story
EDITORIAL
Evident that the student understands the phrase
“full measure of devotion” and uses it accurately
in the editorial
Your score/comments
20
20
20
20
30
20
37
Article clearly articulates whether the student
believes that the Congressional Gold Medal is
warranted
Student justifies the awarding or not awarding
the Medal with at least 2 STRONG arguments
FORMATTING/CREATIVITY
Both newspaper article and editorial are
formatted as an article and editorial would be
formatted in the newspaper.
Points awarded for your creativity. Making
your final product look like a real newspaper
and/or creativity in wording and titles
TOTAL
20
50
25
25
250 points
Ulysses S. Grant
Mikie Masanek
Grade 8
Learning Objectives: There are two activities planned for this lesson. Students will participate
in a ‘brain spill’ and a propaganda poster on Ulysses S. Grant.
Core Activity One: Brain Spill- Students need to use their social studies notes. Give students
10 seconds time to locate the topic in their notes before you start and count down the time. When
the teacher says go, they may start the topic. Do this for all the topics. The topics are as follows
1) Slavery 2) Industrial Revolution 3) Cash crops 4) Sectionalism 5)Westward expansion 6)
Pre-Civil War Causes 7) Civil War Battles 8) Anaconda Plan 9) Grant pre-Civil War 10) Grant
during the Civil War. Students sit in pairs and each student needs to have their own social studies
notes. Give the students the topic and one student is partner A and the other is partner B. Give
the first topic and using a timer, give partner A 20 seconds to say everything they know about the
topic including: names, dates, vocabulary, legislation, location, etc. Warn them at 10 second
mark and count down. When time is up, there should be silence. Partner B then has 20 seconds to
say everything they know about the same topic. Partner B will go first for the next topic
Core Activity two: Propaganda Poster- White paper, colored pencils, or markers, and social
studies notes. Directions: Students will make a poster promoting Grant and his war efforts to
motivate the North Read the directions- Big, bold, creative title (3 points), Five adjectives that
describe Grant (5 points), One paragraph describing an heroic act: Must be written at an 8th grade
level (15 points), Three pictures that are symbolic to Grant’s life (9 points), Three words
describing what a Union victory would mean for the country (3 points), Timeline of ten
significant events of the Civil War (10 points) The items on the poster must be labeled, but do
not have to be in order, Tell them to be creative and colorful, Pass out paper, Allow students to
use the color pencils if needed, Call one table up at a time and they may only take two pencils at
a time, They may add more information if wanted, They may talk to each other, They must turn
it in by the end of the period, If done early, have them add extra items, give them time warnings.
38
African-American Soldiers in the Civil War
Joe Howard
Grade 8
Learning Objectives: For students to understand the impact of African American soldiers in the
Civil War through the use of primary documents in the classroom. At the end of the lesson
students should be able to have a better understanding of how the African American solider
helped win the war and the struggles they faced as black soldiers in the Union Army.
Standards: History: Explain the course and consequences of the Civil War with emphasis on:
The Emancipation Proclamation; (National) 2A-Demonstrate understanding of how the
resources of the Union and the Confederacy affected the course of the war.
Vocabulary: Prejudice, Recruiting, Heinous, POWs.
Teacher Prep: The teacher should read all primary documents that will be given to the students
to understand the impact the black solider had on the Union Army before and after they were
recruited. Also, to understand the treatment of the black solider in the Union Army and how the
black solider was not able to fight at first in the Civil War and how a document allowed them to
do so. The teacher will need to introduce the documents to the class and how the documents
would have been presented to the public during the time of it release. Depending on the level of
the students it could take a full class period to analyze the document. Make a copy of the
featured document for students, and direct them to read the poster and answer the questions
below in the Assessment section. After the students have completed the assignment, review it
and answer any questions they might raise. Then, discuss more generally the contribution and
status of black soldiers in the Civil War. Ask students to read the additional documents provided
with this article to encourage further discussion.
Resources/Materials: www.archives.gov, textbook, primary documents used from the National
Archives. Ex. Recruiting posters, POW accounts, Frederick Douglass letters, recruitment
numbers.
Assessment: Who do you think is the intended audience for the poster? What does the
government hope the audience will do? What references to pay do you find in this document?
What references to treatment of prisoners of war do you find in this document? What evidence
of discrimination during the Civil War do you find in this document? What evidence of
government efforts to improve conditions for black soldiers do you find in this document? What
purpose(s) of the government is/are served by this poster? How is the design of this poster
different from contemporary military recruitment posters? Expect students to be able to have an
answer for each question which will be collected at the end of lesson.
Differentiated Learning: For students that need a modified version, use the document analysis
sheet for them to structure their answers.
Materials/Resources: http://www.archives.gov/education/lessons/blacks-civilwar/images/recruitment-broadside.gif; http://www.archives.gov/education/lessons/blacks-civil39
war/images/wood-capture-letter.gif ; http://www.archives.gov/education/lessons/blacks-civilwar/images/ray-charges.gif
Civil War Correspondent Book
Brooke Bryce
Grade 8
Learning Objective: Students will travel back in time and become Civil War correspondents as
they cover the Civil War by traveling with the armies. They are asked to complete various job
assignments from interviewing a president to foot soldiers.
Teacher Prep: Have half of the class write for a Confederate newspaper and the half for a Union
newspaper. Their articles must be from that region’s perspectives.
Materials/Resources: The movie Glory, internet, books, and Library of Congress photos.
http://www.loc.gov/index.html
Core Activities: CIVIL WAR CORRESPONDENT BOOK- Individual Project
Assigned ________ Due_______
Dear Civil War Correspondent,
You have been given the awesome task of covering the Civil War by traveling with the actual
armies. You will be asked to complete various job assignments from interviewing presidents to
foot soldiers. You will be able to show the reality of war. I know you can do this –that’s why I
hired you for the job. Below you will find your job assignments and due dates. Don’t let us
down. Go out there and get that story!!!
Job Assignments:
Interview: Abraham Lincoln
Due________ 5 questions Year 1861
My Feelings of being out there with the soldiers Due________ Length-one paragraph
Solve a Problem-High number of causalities
guide
Interview: Clara Barton
Due________ In medical units- Mrs. Daniels will
Due________ 5 questions
Rewrite the Gettysburg Address into today’s language. Due________ (Advanced students onlyextra credit for Comprehensive Students)
Interview: A Union Soldier at Bull Run
Due________
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Create a Map of Southern Victories
size paper
Due_________ Must have a key and be colored- standard
Reconstruction: Crow/Fourteenth Amendment/Plessy/Brown
Anna Bowman
Grades 6-8
Learning Objectives: Students will research and create a presentation on Reconstruction laws
and Supreme Court cases.
Core Activities: Have students create a power point presentation depicting the treatment of
African Americans after the Civil War, in the late 1890s, and in the 1950s. The presentation
should be no longer than 15 slides and include the following information: Jim Crow Laws
(minimum of 3 slides and 3 pictures) What were Jim Crow laws? How did they get their name?
How did it affect the way Blacks and Whites lived? What was the purpose of the laws?
Fourteenth Amendment (minimum of 2 slides and 2 pictures)- What is the 14th amendment to the
U.S. Constitution? What was the purpose of the 14th amendment? Plessy v Ferguson (minimum
of 3 slides and 3 pictures). Who was Homer Plessy? What was his crime? Where and when did
this take place? What was the Supreme Court’s decision? Did any Justices disagree, if so why?
What implication did this Supreme Court decision have on Black and White relations? Brown v
Board of Education, (minimum of 3 slides & 3 pictures)- Who was Linda Brown? What was her
family’s complaint? Describe some of the conditions of her school. Who was the lawyer in the
case for Brown? What position did he later hold? How has YOUR life been affected by the
Brown decision?
Resources/Materials: Jimcrowhistory.org; usconstitution.net/constamnotes.html#Am14;
archives.gov/exhibits/charters/constitution_amendments_11-27.html;
Pbs.org/wnet/jimcrow/stories_events_plessy.html; Oyez.org/cases; Brownvboard.org;
Brownvboard.org/content/traveling-exhibit-panels;
americanhistory.si.edu/brown/resources/two.html
Reconstruction Timeline Activities
Julieanne Phillips
Grade 8
Learning Objectives: Students will participate in four activities to teach/ review the events,
people and places of the Reconstruction Era in American History (1863-1877)
Standards: History: 1. Events in local History can be shown on timelines organized by years,
decades and centuries
Activity One: Living Timeline Make 2 sets of cards (approximately 8 ½” x 11” or larger)- one
event per card (see events below) with no dates. Divide students into two teams. Pass out event
cards randomly to each team of students. Have each team line up in the order they think the
events happened. After teams have lined in their order, ask the team why they placed themselves
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where they did. How did they reason that each event happened in that order? Timelines are then
reviewed and discussed.
Activity Two: Relay Course Make two sets of cards- one event per card with no dates. Set up a
relay course and divide students into two teams. After each team reviews the cards, shuffle and
stack them at the course “start” area. The first person in line takes the top card, runs a short
distance and places the event on a timeline in the approximate place that it goes. The next person
does the same until the timeline is complete. Each team takes two minutes to decide if their
timeline is correct. One student makes the changes his/her team has decided. Timelines are then
reviewed and discussed.
Activity Three: The 5 Ws (Who, What, Where, When Why) Make one set of cards with the
following facts with one fact on each card (see facts/information below). Shuffle cards. Explain
to the students that we are discussing the 5Ws of History- Who, What, Where, When Why
(Historical Significance). Give one card to each student until all students have a card. If extra
cards, keep distributing until the students are holding all the cards. Ask for a volunteer for any
student who would like to come to the front of the class with their card. Have the student read
what’s on their card, for example, Wade Davis Bill. Then ask the students who has the other four
cards to complete the 5Ws of this subject. Students will come forward with the four remaining
facts and line up in front of the class. Some students might come forward with the wrong fact or
more than four might come forward and the class will all discuss and decide which five facts are
correct. Starting with a student who has just the year card, is a very interesting way to see what
students will come forward with their event, person, or place. Variations- Choose five students
to come in front of the class with their cards. Quiz the class as to what facts are correct for a
subject and which are not. It’s also possible to have two teams of students compete in this
activity. What other people, places, events could be included? Give students extra credit or
teams extra points for contributing a fact not included in this information.
Activity Four: Who, What, Where, When Why Are You?
Make one set of cards with the following facts with one fact on each card. Tape one card on the
back of each student without showing the student what’s on the card. Have the students try to
guess what is on the card that is taped on their back by only asking questions that only have a
“yes” and “no” answer to their fellow students. Continue until all students accurately guess the
fact that is on the card on their back.
1863 - Emancipation Proclamation Issued, Lincoln’s 10% plan
1864- Wade-Davis Bill
1865 -Lincoln’s Second Inaugural Address, Freedmen’s Bureau, Lincoln Assassinated, 13th
Amendment to the US Constitution, Ku Klux Klan Created
1866- Black Codes, Civil Rights Act
1867- Reconstruction Acts
1868- 14th Amendment to the US Constitution, Impeachment of Andrew Johnson
1869- 15th Amendment to the US Constitution
1876- Presidential Election
Resources/Materials: “A Visual Timeline of Reconstruction: 1863-1877”
http://www.digitalhistory.uh.edu/reconstruction/timeline.html
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Westward Expansion – Railroads
Anna Bowman
Grade 8
Learning Objective: Students will review terms and topics associated with railroads.
Core Activity: Students create memory matching cards with railroad/expanding westward terms.
Such as Transcontinental Railroad, Gold Discovery in California, Comstock Lode – NV. etc.,
Students work in pairs to review terms and topics for tests, quizzes, etc.
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UNIT 5: OHIO AND SOCIAL STUDIES SKILLS AND METHODS
Incorporating Art/Architecture
Jennifer Pearson Yamashiro, PhD
Learning Objectives: Students will complete the following assignments to incorporate visual
images and objects into their lessons.
1. City Plans - Obtain an aerial view of a local city, such as Hamilton, Fairfield or Oxford; •
Identify the city plan (organic, grid, radial); Discuss the underpinning rationale for adopting a
particular plan; Explore how this related to government, settlers, and other persons involved.
2. Architecture - Examine your school – the floor plans, building materials and style of
architecture. What does the layout emphasize? What does this say about and to your
community? 3. Portraiture- If you could have any type of portrait of yourself, what would it look
like? Would you choose an idealized, naturalistic or abstract style of representation? Consider
the medium (sculpture, painting, photograph).
Canals, Roads, Trains: The History of Transportation in Ohio
Julieanne Phillips
Grade 6-8
Canals:
Ohio’s Historic Canals http://my.ohio.voyager.net/~lstevens/canal/ Ohio’s Canals
http://my.ohio.voyager.net/~lstevens/canal/canalmap.html History of Ohio Canals
http://www.dnr.state.oh.us/water/canlhist/tabid/3285/Default.aspx Touring Ohio: Ohio’s Canal
System http://www.touring-ohio.com/history/ohio-canal-system.html Ohio and Erie Canal
http://www.ohiohistorycentral.com/entry.php?rec=778 The Canal Society of Ohio
http://www.canalsocietyohio.org/
National Road:
Historic National Road, National Scenic Byways Program,
http://www.byways.org/explore/byways/2278/ Historic National Road – Ohio, National Scenic
Byways Program, http://www.byways.org/explore/byways/15641/ National Road Historical
Timeline, http://www.nationalroadpa.org/historical_timeline.html Ohio’s Scenic Byway, Historic
National Road http://www.dot.state.oh.us/OhioByways/Pages/HistoricNationalRoad.aspx
Madonnas of the Trail http://www.roadsideamerica.com/set/madonna.html National Road Map,
http://freepages.genealogy.rootsweb.ancestry.com/~gentutor/national.html Stone S bridge on
National Road in Guernsey County (Cambridge),
http://www.ohiomemory.org/cdm4/document.php?CISOROOT=/p267401coll34&CISOPTR=24
85&REC=9 The National Road in Song and Story, Compiled by Workers in the Writer’s
Program of the WPA in the State of Ohio, 1940. P. 24- MAP, P.36 –MADONNA, P. 39TIMELINE http://www.archive.org/stream/nationalroadinso00writ#page/18/mode/2up
Ohio National Road Association, http://www.ohionationalroad.org/ National Road Bibliography,
http://www.ohionationalroad.org/bibliography.htm
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Railroads:
Welcome to Ohio, the Land of Trains. Jeff Knorek. http://knorek.com/RR/Ohio/ohio.htm Ohio
Rail Tourism Association http://www.ohiorailtourism.org/ Ohio Railroad Stations Past and
Present http://www.west2k.com/ohio.htm Railroads of Ohio http://railohio.railfan.net/
LM&M Railroad http://www.lebanonrr.com/ “Railroads” U.S. History Grades 6-8, In this
lesson students will understand that railroads function to various degrees in different parts of the
country as a means of travel. The lesson requires students to look at their hometown from the
perspective of transportation options and to determine what option, if any, the railroads could
offer. http://school.discoveryeducation.com/lessonplans/programs/rediscoveringamericarailroadsrobbersrebels/
“Transportation: Transcontinental Railroad”, U.S. History Grades 3-8, In these lessons,
students learn about the history, construction, and impact of the first transcontinental railroad in
the United States. Includes historic photographs, maps, and suggested classroom activities. There
is a link to an eThemes resource on trains
http://www.emints.org/ethemes/resources/S00000752.shtml
“The Transcontinental Railroad” U.S. History Grades 6-8, In this PBS lesson, students will
understand the need for the original transcontinental railroad and develop an appreciation for the
effect the railroad has had on American life from a variety of perspectives.
http://www.pbs.org/weta/thewest/lesson_plans/lesson01.htm
“I Hear the Locomotives” History Grades 3-5, Students will study the impact that the
transcontinental railroad had on regions through which it passed and the effect it had on the
United States. This lesson can lead to an investigation and discussion on the impact the railroad
will have in Ohio. http://www.edsitement.neh.gov/view_lesson_plan.asp?id=253
Our Ohio: Exploring Our Heritage
Welcome to Our Ohio: Exploring Our Heritage! Grades 3-8
https://www.thinktv.org/education/educ_k12_ourohio_heritage.html
The following six lessons based on our public television series Our Ohio are designed to
incorporate social studies skills and methods into the study of Ohio history. Specific emphasis is
placed on analyzing primary source documents and images to encourage critical thinking and
problem solving skills. The following lessons based on our public television series Our Ohio are
designed to incorporate social studies skills and methods into the study of Ohio history. Specific
emphasis is placed on analyzing primary source documents and images to encourage critical
thinking and problem solving skills. Streaming videos http://itunes.apple.com/us/itunes-u/ourohio-exploring-our-heritage/id386816152 accompanying lessons can be downloaded at the
thinktv website above, Sunwatch Village, The Ohio Amish, The Underground Railroad, The
Ohio State Fair, Ohio Canals, Ohio Waterways.
Our Ohio: Exploring Our Heritage Volume II Grades 3-5
https://www.thinktv.org/education/educ_abo_ohiovol2.html
45
In Season II of Our Ohio: Exploring Our Heritage six videos and accompanying lessons take
students to historic locations in Ohio. Lessons and activities are aligned to the Ohio Academic
Content Standards for grades 3-5 and are tied to Ohio history themes including early statehood,
geography, geology, economics, technology, innovation, the branches of government and
more. Accompanying lessons can be downloaded at the thinktv website above. Streaming videos
can be found at: An Ohio Water Mill http://www.youtube.com/watch?v=dsZUdXRLZHU Ohio
Riverboats http://www.youtube.com/watch?v=_2RhIg8khco The Ohio Supreme Court
http://www.youtube.com/user/OurOhio?blend=8&ob=5#p/u/0/NRZBuIzig_c Cincinnati Fire
Museum http://watch.cetconnect.org/video/1620035939/ Ideal Farmland
http://www.youtube.com/watch?v=TpKkTDrlYV0 Thomas Worthington's Adena
http://www.youtube.com/watch?v=N-Bji3NGFsU
Our Ohio: Exploring Our Heritage Volume III Grades 4-8
https://www.thinktv.org/education/educ_abo_ohiovol3.html
Season three of Our Ohio: Exploring Our Heritage includes five 7-10 minute video segments
which take students to historic locations around the state. The videos are aligned to the Ohio
Academic Content Standards for grades 4, 5 and 8 and each includes accompanying
lessons. The streaming videos and lessons explore:
Ripley, Ohio: Freedom’s Landing, Harriet Beecher Stowe, The Ohio National Road, Fort Meigs
and the War of 1812, Serpent Mound
History Timelines
Julieanne Phillips
Grades 6-8
Learning Objectives: This History Timeline has been developed to provide a ‘snapshot’ of the
famous people and events during this historical time period. Important dates in a fast,
comprehensive, chronological, or date order providing an actual sequence of important past
events which were of considerable significance to the famous people involved in this time
period. A full History Timeline http://www.history-timelines.org.uk/american-timelines/35-ohiohistory-timeline.htm
Freedom Timeline: How long have we been fighting for freedom from slavery? This lesson
from the Ohio Historical Society Rankin House in Ripley, OH focuses on placing many of these
events on a timeline. A relay course between two teams is the activity which highlights this
lesson. http://www.ohiohistoryteachers.org/06/ft.pdf
From the Flintstones to the Jetsons: Students will have the opportunity to compare and
contrast transportation and agricultural methods in the United States from Colonization to
Reconstruction. This is a five-day lesson plan.
http://www.historyintheheartland.org/classroom/plan-moesc.cfm?id=1
Timelines and Texts: Motivating Students to Read Nonfiction: Using an historical timeline
and their prior knowledge of events, students predict on their own when specific inventions were
produced and take notes describing their reasons for placing an invention in a particular year.
During a paired thinking and sharing activity, they add to their notes, indicating how this portion
46
of the activity confirmed, refined, or changed their thinking about the timelines they are
developing. Next, students revise their timelines for accuracy by consulting Web resources about
inventions. Through discussion, they verify the dates and consider the connections between
historical events and when inventions were created.
http://www.readwritethink.org/lessons/lesson_view.asp?id=319
Thinkfinity (formerly MarcoPolo) – Seven discipline-specific, standards-based Web sites
geared primarily toward K-12 teachers and students. http://www.thinkfinity.org/
Ohio Department of Education Instructional Management System - Find lesson plans from
the Ohio Achievement tests and other useful information related to Ohio's Academic Content
Standards. http://ims.ode.state.oh.us/ode/ims/Default.asp?bhcp=1
Ohio Resource Center - links to resources that support best practices in Math, Science and
Reading. http://www.ohiorc.org/
Ohio Social Studies Resource Center - links to resources that support best practices in Social
Studies. http://ohiossrc.org/
InfoOhio-The Information network for Ohio Schools
http://www.infohio.org/EDUCATOR/lessons.html
Ohio Historical Society - http://www.ohiohistoryteachers.org/
Ohio Museums- http://www.ohiomuseums.org/museumsa-z.html
Dayton- Teaching American History Grant Instructional Guides
http://www.gatewaytohistory.org/projects/find.asp?pid=1337
Ashbrook Center, Ashland University http://teachingamericanhistory.org/neh/
Ohio Humanities Council Gateway to History- http://www.gatewaytohistory.org/
U.S. Department of Education http://www.ed.gov/
Federal Agencies http://free.ed.gov/
National Council for the Social Studies http://www.socialstudies.org/resources
ThinkTV K-12 Multimedia Resources https://www.thinktv.org/education/educ_k12.html
Organization of American History (OAH) Magazine http://magazine.oah.org/
Ohio Memory http://www.ohiomemory.org/
Miami University Hamilton Teaching American History program IV
http://www.ham.muohio.edu/tah4/
Living Timeline: Events in Ohio History
Julieanne Phillips
Standards: History: A. Interpret relationships between events shown on multiple-tier time lines
1. Select events and construct a multiple-tier time line to show relationships among events.
Activity One: Living Timeline Make 2 sets of cards (approximately 8 ½” x 11” or larger) one
event per card, with no dates. Divide students into two teams. Pass out event cards randomly to
each team of students. Have each team line up in the order they think the events happened. After
teams have lined in their order, ask the team why they placed themselves where they did. How
did they reason that each event happened in that order? Timelines are then reviewed and
discussed.
47
Activity Two: Relay Course Make 2 sets of cards- one event per card with no dates. Set up a
relay course and divide students into two teams. After each team reviews the cards, shuffle and
stack them at the course “start” area. The first person in line takes the top card, runs a short
distance and places the event on a timeline in the approximate place that it goes. The next person
does the same until the timeline is complete. Each team takes 2 minutes to decide if their
timeline is correct. One student makes the changes his/her team has decided. Timelines are then
reviewed and discussed.
Events:
1754-63- French and Indian War
1787- Northwest Ordinance
1795- Treaty of Greenville
1803- Statehood
1804- Ohio University founded
1820s- National Road
1812-15- War of 1812
1825-45- Miami and Erie canals
1833- Oberlin college founded
1850s- Ohio and Baltimore Railroad
1851- Sojourner Truth, “Ain’t I A Woman?” Akron, OH
1852- Uncle Tom’s Cabin- Harriet Beecher Stowe
1859- John Brown’s Raid on Harper’s Ferry, VA
One Room School Houses in Ohio
Julieanne Phillips
Grades 6-8
Learning Objectives: After reading and reviewing the Overview of Ohio One Room School
Houses, students will analyze photographs and will gain a better understanding of the differences
in the way students were taught in the 19th Century compared to today.
Teacher Prep: Overview of Ohio One Room Schoolhouses
http://www.ohiokids.org/tz/dec03.shtml
Analyzing Photographs and Prints –Use the resource found at
http://www.loc.gov/teachers/usingprimarysources/resources/Analyzing_Photographs_and_Prints.
pdf will assist you with questions for the students to answer about the photographs.
Material/Resources: http://ohsweb.ohiohistory.org/ohiopix/image.cfm?ID=2269;
http://ohsweb.ohiohistory.org/ohiopix/image.cfm?ID=2142;
http://ohsweb.ohiohistory.org/ohiopix/image.cfm?ID=2281;
http://ohsweb.ohiohistory.org/ohiopix/image.cfm?ID=2278;
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Ohio’s Amazing Race
Julieanne Phillips
Grades 6-8
Learning Objective: Students will use an Ohio road map to answer the questions to learn map
skills and the geography of Ohio.
Core Activity: In pairs, using an Ohio road map http://geology.com/cities-map/ohio.shtml and
your textbook, find the answers to the clues given below.
1. Begin in Thomas Edison’s birthplace. _______________
2. Travel west on I-80, south on I-75 and play a “sport” at a state university
__________________________
3. Head south 60 miles on a U.S. route. It's a hot day, so take a swim in a "Saintly Grand" lake
_________________________
4. Continue south on that same U.S. route and stop in at the town of the “crossroads” of America
and eat some “onion” rings ______________
5. Continue farther south and make your way over to ride a roller coaster ________________
6. Head northeast on a U.S. route and buy a shirt at the outlets _____________________
7. Continue north on that U.S. route and visit the State Building _______________________
8. Travel east on a U.S. route and visit the Zane Grey museum ___________________
9. Travel east and then north on U.S. routes and tour the Football Hall of Fame _________
10. Travel north on the state route and look at the “Falls.” _________________________
11. Travel farther north and watch the Indians win the World Series ___________________
12. Travel south on a U.S. state route and visit the museum that commemorates freedom
______________
13. Head north on a U.S. state route and find your way to where you are today. ______________
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