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Bull Run
Age 10-12: Concept 2 - Force and Power: Unit 1

View the Civil War from a variety of unique perspectives. How did slaves react to the war? What hardships did soldiers on both sides face? What role did women play back home? In this unit you will also analyze war propaganda and explore primary source documents – letters written from real soldiers and relatives during the war. For the final project of this unit you will develop an argumentative essay.

This unit can be used independently, but it is also designed to be used concurrently with the social studies unit Slavery and the Civil War.
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Prerequisites

  • Able to read and comprehend novels at a late 6th or 7th grade reading level
  • Able to write multiple paragraphs on a topic
  • Familiar with the five-paragraph essay
  • Usually used by children in the sixth grade

Table of Contents

  • Lesson 1: Background on the Civil War (2 Days)
  • Lesson 2: Pink and Say (2 Days)
  • Lesson 3: Joining the Ranks
  • Lesson 4: Ready for Battle
  • Lesson 5: Nerves
  • Lesson 6: The Battle Begins
  • Lesson 7: Fleeing and Death (2 Days)
  • Final Project: Argumentative Essay (3 Days)

Summary of Skills

Moving Beyond the Page is based on state and national standards. These standards are covered in this unit.
  • Analyze the characteristics of argumentative works. (Language Arts)
  • Anticipate and address reader concerns and counterarguments. (Language Arts)
  • Demonstrate understanding in speaking and writing by using troublesome verbs. (Language Arts)
  • Determine the importance of author's word choice and focus. (Language Arts)
  • Differentiate between commonly confused terms. (Language Arts)
  • Distinguish between fact and opinion. (Language Arts)
  • Draw conclusions based on evidence, reasons, or relevant information. (Language Arts)
  • Examine reasons for a character's actions, taking into account the situation and basic motivation of the character. (Language Arts)
  • Explain the roles and functions of characters in various plots, including their relationships and conflicts. (Language Arts)
  • Explore any bias, apparent or hidden messages, or emotional factors. (Language Arts)
  • Explore bias, apparent or hidden messages, emotional factors, and/or propaganda techniques. (Language Arts)
  • Explore expressive materials that are read, heard, and/or viewed by making connections among works, self, and related topics and by comparing and/or contrasting information. (Language Arts)
  • Identify and correctly use verbs that are often misused. (Language Arts)
  • Identify and explore the underlying assumptions of the author/creator. (Language Arts)
  • Identify and properly use present perfect, past perfect, and future perfect verb forms. (Language Arts)
  • Identify and properly use present perfect, past perfect, and future perfect verb forms. (Language Arts)
  • Make informed judgments about propaganda. (Language Arts)
  • Recognize and develop the stance of a critic by considering alternative points of view or reasons. (Language Arts)
  • Reflect on learning experiences by describing personal learning growth and changes in perspective. (Language Arts)
  • Respond to public documents. (Language Arts)
  • State a clear position on a proposition or proposal. (Language Arts)
  • Summarize the author's purpose and stance. (Language Arts)
  • Support the position with organized and relevant evidence. (Language Arts)
  • Use and understand the function of verbs. (Language Arts)
  • Use appropriate subject-verb agreement and verb tense that are appropriate for the meaning of the sentence. (Language Arts)
  • Use complete simple and compound sentences with correct subject-verb agreement. (Language Arts)
  • Write persuasive compositions that state a clear position in support of a proposal, support a position with relevant evidence, and follow a simple organizational pattern. (Language Arts)
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