The Book:
Sinnott, S. (2000) Charley Waters Goes to Gettysburg. Connecticut: The Millbrook Press, Inc.
Summary:
This is a non-fiction book about a little boy, Charley and his dad living in present time who are Civil War reenactors. The book follows them to the 135th anniversary of the Battle of Gettysburg reenactment. The regiment that Charley and his dad are in played an important role in the battle. Although Charley is too young to fight in the battle he helps the history come to life by describing the scenes around him.
I thought that this would make a great follow up to the book, Red Legs: A Drummer Boy of the Civil War. This book can be used in a variety of different capacities. The way it evolved for me ended up becoming a multi-faceted project instead of just one lesson. I have described a loose idea of a procedure below but you can see that this could become an ongoing project during the entire unit with many opportunities to elaborate, expand, and extend in a hands on way.
Lesson: Civil War Camp come to life.
SC Social Studies Standard 3-4: The student will demonstrate an understanding of the events that led to the Civil War, the course of the War and Reconstruction, and South Carolina’s role in these events.
Indicators:
3-4.5 Outline the course of the Civil War and South Carolina’s role in significant events, including the Secession Convention, the firing on Fort Sumter, the Union blockade of Charleston, and Sherman’s march through South Carolina. (H, G)
3-4.6 Summarize the effects of the Civil War on the daily lives of people of different classes in South Carolina, including the lack of food, clothing, and living essentials and the continuing racial tensions. (H, E)
Objectives:
The student will help to plan and produce a civil war camp in the classroom.
Assessment:
The student will be formatively assessed on his/her participation in the classes war camp project.
Materials:
Charley Waters Goes to Gettysburg
Variety of fabrics
building materials [cardboard boxes, pvc piping etc)
Construction paper, markers
Other craft items as needed [depending how into it you want to get]
Computer with Internet access
Reference books on civil war camp life
Procedure:
1. The teacher will ask if anyone knows what a reenactor is? The class will discuss this concept discussing the previously read book, Red Legs: A Drummer Boy of the Civil War.
2. TTW read Charley Waters Goes to Gettysburg stopping whenever students have questions or need to clarify.
3. After reading, have the students discuss the important scenes that Charley witnessed including the camp and life during the Civil War.
4. Inform the students that the class will be becoming reenactors and the classroom will become the war camp. Discuss with the students what they think should be included in the camp referring back to the story.
5. The teacher groups students to plan and produce individual projects for the camp. Allow students ample time to research their sections and plan. Construction will take place over a handful of days.
6. When the camp is done plan a “reenactment” day and have students dress in costume and eat foods made during the time period [all of this can be discussed and pre planned by the class].
Sinnott, S. (2000) Charley Waters Goes to Gettysburg. Connecticut: The Millbrook Press, Inc.
Summary:
This is a non-fiction book about a little boy, Charley and his dad living in present time who are Civil War reenactors. The book follows them to the 135th anniversary of the Battle of Gettysburg reenactment. The regiment that Charley and his dad are in played an important role in the battle. Although Charley is too young to fight in the battle he helps the history come to life by describing the scenes around him.
I thought that this would make a great follow up to the book, Red Legs: A Drummer Boy of the Civil War. This book can be used in a variety of different capacities. The way it evolved for me ended up becoming a multi-faceted project instead of just one lesson. I have described a loose idea of a procedure below but you can see that this could become an ongoing project during the entire unit with many opportunities to elaborate, expand, and extend in a hands on way.
Lesson: Civil War Camp come to life.
SC Social Studies Standard 3-4: The student will demonstrate an understanding of the events that led to the Civil War, the course of the War and Reconstruction, and South Carolina’s role in these events.
Indicators:
3-4.5 Outline the course of the Civil War and South Carolina’s role in significant events, including the Secession Convention, the firing on Fort Sumter, the Union blockade of Charleston, and Sherman’s march through South Carolina. (H, G)
3-4.6 Summarize the effects of the Civil War on the daily lives of people of different classes in South Carolina, including the lack of food, clothing, and living essentials and the continuing racial tensions. (H, E)
Objectives:
The student will help to plan and produce a civil war camp in the classroom.
Assessment:
The student will be formatively assessed on his/her participation in the classes war camp project.
Materials:
Charley Waters Goes to Gettysburg
Variety of fabrics
building materials [cardboard boxes, pvc piping etc)
Construction paper, markers
Other craft items as needed [depending how into it you want to get]
Computer with Internet access
Reference books on civil war camp life
Procedure:
1. The teacher will ask if anyone knows what a reenactor is? The class will discuss this concept discussing the previously read book, Red Legs: A Drummer Boy of the Civil War.
2. TTW read Charley Waters Goes to Gettysburg stopping whenever students have questions or need to clarify.
3. After reading, have the students discuss the important scenes that Charley witnessed including the camp and life during the Civil War.
4. Inform the students that the class will be becoming reenactors and the classroom will become the war camp. Discuss with the students what they think should be included in the camp referring back to the story.
5. The teacher groups students to plan and produce individual projects for the camp. Allow students ample time to research their sections and plan. Construction will take place over a handful of days.
6. When the camp is done plan a “reenactment” day and have students dress in costume and eat foods made during the time period [all of this can be discussed and pre planned by the class].
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