The Civil WarThe Civil WarMelita Hadley, Mike Rodgerson, Serena Franklin & Melita Hadley, Mike Rodgerson, Serena Franklin &

Kristine RodriguezKristine Rodriguez

Our interdisciplinary unit is written with the overall theme of “The Civil War”. Each of our lessons uses events, people, or data from this important time period in United State history. Each of our lessons was developed to be implemented over multiple days.Our math lesson involves using real data collected by the students to compare the number of troops killed in various battles. Our science lesson relates to the prevalent diseases of the time and how medical care providers treated them. Our music lesson focuses on the significance of music and how it helped the slaves pass hidden messages and gave hope during the civil war. Our reading lesson uses readers theater to illustrate what life was like in the 1860’s.

Using these lessons, our students will gain a greater understanding of the events and outcomes of the Civil War. By relating each of these subjects, the students will have multiple exposures to information with a common theme. By interrelating the curriculum, the students have the opportunity to see the Civil War from different perspectives and be able to tie the information to prior knowledge.

Unit Summary

CIVIL WAR: RECONSTRUCTION

READING

STRATEGIES

MAIN IDEA AND

DETAILS

KWL CHART

READER’S

THEATRE

FLUENCYCOMPREHEN

SION

MUSIC

RESEARCH

PROJECT

MUSICAL PERFORMANCE

UNDERGROUND RAILROAD

SCIENCE FAIR EXHIBIT

RESEARCH, REPORTS,

DISCUSSIONS

FIELD TRIP

Math

Collect Data

Compare

Contrast

Assessment

Major ConceptsMajor Concepts

Math•Number Order•Data Collection•Greater than, Less than

Reading•Fluency•Comprehension

Music•Slavery and Freedom•Patriotism, North and South•Music as Communication•Music as Emotion

Science•Disease: Bacteria•Discover & Research•Medical Technology•Working Together

Math Lesson OverviewMath Lesson OverviewInstructor: Mike RodgersonInstructor: Mike Rodgerson

My lesson as it relates to our interthematic unit is a math My lesson as it relates to our interthematic unit is a math lesson about comparing and ordering numbers. This is a lesson about comparing and ordering numbers. This is a real world skill that can be used by students throughout real world skill that can be used by students throughout their academic careers and on into the real world. My their academic careers and on into the real world. My lesson uses real world data collected by the students from lesson uses real world data collected by the students from on line data bases. The students collect various data about on line data bases. The students collect various data about the number of soldiers killed in specific battles and in the the number of soldiers killed in specific battles and in the war as a whole. Through active learning and small group war as a whole. Through active learning and small group cooperation, the students will compare the number killed cooperation, the students will compare the number killed in one battle with the number killed in other battles using in one battle with the number killed in other battles using individual white boards to show their understanding of individual white boards to show their understanding of which number is larger.which number is larger.

Science Lesson OverviewInstructor: S. Melita Hadley

Students will review different diseases that confronted the Students will review different diseases that confronted the Civil War soldiers and how the medical personnel Civil War soldiers and how the medical personnel addressed their care. Students will learn that bacteria addressed their care. Students will learn that bacteria related deaths totaled more than battle wound deaths. related deaths totaled more than battle wound deaths. Students will research the different disease states by Students will research the different disease states by visiting various web sites, reviewing reports, conducting visiting various web sites, reviewing reports, conducting research, collaborating and discussing medically related research, collaborating and discussing medically related issues pertinent then and now in and outside of class. issues pertinent then and now in and outside of class. Students will gain a better understanding on how simple Students will gain a better understanding on how simple hygiene protocols can prevent disease and death. Students hygiene protocols can prevent disease and death. Students will make a field trip to a local Civil War Museum. The ITU will make a field trip to a local Civil War Museum. The ITU will culminate with student groups presenting posters and will culminate with student groups presenting posters and science projects on disease states, medical technology & science projects on disease states, medical technology & knowledge sharing, and how working together can knowledge sharing, and how working together can alleviate suffering. It is the hopes of this instructor, that alleviate suffering. It is the hopes of this instructor, that students will be motivated to learn more about their world students will be motivated to learn more about their world and how they can make it better for all humankind.and how they can make it better for all humankind.

Music Lesson OverviewInstructor: Kristine Rodriguez

The focus of the music lesson is on the power of song to bring people together, even in times of great divide. Students will study the hidden meanings of spirituals sung by slaves as they prepared for their journey to freedom. They will read poems written by soldiers and learn battlecries of the North and the South. Students will learn the significance of music to energize the war effort, and to give hope to the suffering. The culminating activity will be a performance of Civil War music for an invited audience.

Reading Lesson OverviewInstructor: Serena Franklin

The purpose of the reading plan lesson was to teach the student how to develop their own reader’s theatre using a book that they were required to read. This lesson plan was developed to increase the students’ fluency and comprehension level. The students were divided in three groups and each group developed a separate reader’s theatre. I taught the students how to read a reader’s theatre using expression and tone. Also, they were taught how to change the expression and tone throughout a reader’s theatre. Also, the narrator was taught how she/he needed to narrate using tone and expression. We went over different reader’s theaters in a whole/small group. The students were assessed by creating their own reader’s theatre and performing it in front of the faculty. One group did before the Civil War, the next during the Civil War, and the third after the Civil War.

Sunshine State StandardsSunshine State StandardsScience, Instructor: S. Melita HadleyScience, Instructor: S. Melita Hadley

* SC.G.1.3.3 The student understands that the classification of living things is based on a given set of criteria and is a * SC.G.1.3.3 The student understands that the classification of living things is based on a given set of criteria and is a tool for tool for

understanding biodiversity and interrelationships.understanding biodiversity and interrelationships.* SC.H.1.3.1 The student knows that a scientific knowledge is subject to modification as new information challenges * SC.H.1.3.1 The student knows that a scientific knowledge is subject to modification as new information challenges

prevailing theories prevailing theories and as a new theory leads to looking at old observations in a new way.and as a new theory leads to looking at old observations in a new way.* SC.H.1.3.2 The student know that the study of the events that led scientists to discoveries can provide information * SC.H.1.3.2 The student know that the study of the events that led scientists to discoveries can provide information

about the inquiry about the inquiry process and its effects.process and its effects.*SC.H.1.3.6 The student recognizes the scientific contributions that are made by individuals of diverse backgrounds, *SC.H.1.3.6 The student recognizes the scientific contributions that are made by individuals of diverse backgrounds,

interests, talents, interests, talents, and motivations.and motivations.*SC.H.3.3.6 The student knows that no matter who does science and mathematics or invents things, or when or where *SC.H.3.3.6 The student knows that no matter who does science and mathematics or invents things, or when or where

they do it, the they do it, the knowledge and technology that result can eventually become available to everyone.knowledge and technology that result can eventually become available to everyone.*SC.H.3.3.7 The student knows that computers speed up and extend people’s ability to collect, sort, and analyze data; *SC.H.3.3.7 The student knows that computers speed up and extend people’s ability to collect, sort, and analyze data;

prepare research prepare research reports; and share data and ideas with other.reports; and share data and ideas with other.

FELEFELE*SC.8.N.4.2: Explain how political, social, and economic concerns can affect science, and vice versa.*SC.8.N.4.2: Explain how political, social, and economic concerns can affect science, and vice versa.FTCEFTCE*SC.K.N.1.1: Collaborate with a partner to collect information.*SC.K.N.1.1: Collaborate with a partner to collect information.*SC.K.N.1.2: Make observations of the natural world and know that they are descriptors collected using the five senses. *SC.K.N.1.2: Make observations of the natural world and know that they are descriptors collected using the five senses. *SC.K.N.1.3: Keep records as appropriate -- such as pictorial records -- of investigations conducted. *SC.K.N.1.3: Keep records as appropriate -- such as pictorial records -- of investigations conducted. *SC.K.N.1.4: Observe and create a visual representation of an object which includes its major features. *SC.K.N.1.4: Observe and create a visual representation of an object which includes its major features. *SC.K.N.1.5: Recognize that learning can come from careful observation.*SC.K.N.1.5: Recognize that learning can come from careful observation.

Sunshine State Standards (Cont)Music, Instructor Kristine Rodriguez

Literary Analysis, Standard 2: Nonfiction

The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented.

Benchmark: LA.7.2.2.2: The student will use information from the text to state the main idea and/or provide relevant details.

Sunshine State Standards (cont)Math, Intructor: Mike Rodgerson

MA2A13 Compare and order multi digit numbers through the MA2A13 Compare and order multi digit numbers through the thousands place.thousands place.

Reading, Instructor: Serena Franklin LA.6.1.5.1 The student will adjust reading rate based on purpose,

text difficulty, form and style

LA.6.1.7.1 The student will use background knowledge of subject and related content areas, prereading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection

Weekly ScheduleWeekly Schedule Monday Tuesday Wednesda

yThursday Friday

Math 7:00 to 8:00 7:00 to 8:00 7:00 to 8:00 7:00 to 8:00 7:00 to 8:00Science 8:00 to

10:008:00 to 10:00

8:00 to 10:00

8:00 to 10:00

8:00 to 10:00

Music 10:00 to 11:00

10:00 to 11:00

10:00 to 11:00

10:00 to 11:00

10:00 to 11:00

Lunch 11:00 to 12:00

11:00 to 12:00

11:00 to 12:00

11:00 to 12:00

11:00 to 12:00

P.E./BreakStudents:Teachers:

12:00 to 1:00Open

12:00 to 1:00ITU Meeting

12:00 to 1:00ITU Meeting

12:00 to 1:00ITU Meeting

12:00 to 1:00Open

Reading 1:00 to 2:00 1:00 to 2:00 1:00 to 2:00 1:00 to 2:00 1:00 to 2:00

Social Studies

2:00 to 3:00 2:00 to 3:00 2:00 to 3:00 2:00 to 3:00 2:00 o 3:00

Daily ScheduleDaily ScheduleScience, Instructor: S. Melita HadleyScience, Instructor: S. Melita Hadley

MondayMondayDisease States of Civil War Soldiers: Study of Germs & BacteriaDisease States of Civil War Soldiers: Study of Germs & Bacteria

TuesdayTuesdayComplete and Review Disease States of Civil War Soldiers: Germs & BacteriaComplete and Review Disease States of Civil War Soldiers: Germs & BacteriaMicroscope ManipulationMicroscope Manipulation

WednesdayWednesdayMedical Contributions from the Civil War: Hygiene, medical methods, medical Medical Contributions from the Civil War: Hygiene, medical methods, medical tools/inventions, knowledge sharingtools/inventions, knowledge sharingResearch Research Comparisons to current world eventsComparisons to current world events

ThursdayThursdayWorking Together during the Civil War: Solving today’s health related problems by Working Together during the Civil War: Solving today’s health related problems by understanding our past; using research and technology when evaluating, observing understanding our past; using research and technology when evaluating, observing and solving health-related problems in their current world; medical organizations and solving health-related problems in their current world; medical organizations Comparisons to current world eventsComparisons to current world events

FridayFridayWrap up/Review/Discuss Level I: Medical Science: Civil War – Before, During and Wrap up/Review/Discuss Level I: Medical Science: Civil War – Before, During and After”After”

Daily ScheduleMath, Instructor: Mike Rodgerson

Monday: Review concept of greater, than Less than.

Tuesday: Complete data collections sheet

Wednesday: Complete lesson activity using white boards.

Thursday: Review what we have learned.

Friday: Greater than, less than assessment. Discuss possible extension projects.

Daily ScheduleMusic, Kristine Rodriguez

Monday – Music of Freedom Listen to spirituals and discover hidden codes Meet in journal groups to discuss interpretations Internet research to find additional songs

Tuesday – Poetry of the Civil War Read poems written by Yankee and Confederate soldiers during the war Volunteers choose poems to read for Friday assembly

Wednesday – Musical rehearsal Students have been learning music for Songs of Freedom assembly for the last month Rehearse all songs for Friday’s assembly

Thursday – Dress Rehearsal Rehearse entire performance, including riser order and processional Include poetry readings

Friday – Performance: Songs of Freedom Perform Songs of Freedom at an assembly of students, families, and staff Performance followed by snacks provided by families: extends into first half of lunch hour

Daily ScheduleReading, Instructor: Serena Franklin

Monday, Day 1: On this day we will discuss fluency and comprehension. We will discuss what is a reader’s theatre.

Tuesday, Day 2: Review day one. From that point, we will have the guided practice. We will go over the oral reading with expression worksheet and work on that. I will have whole group discussion and work with each individual group that will compose their own reader’s theatre. Also, there will be supervised practice on this day.

Wednesday, Day 3: Review day 2. The groups will begin to work on their reader’s theatre. Each group will focus on the book that was assigned to them to read, Ursa Major: A Tale of the Old South. One group will the reader’s theatre on before the Civil War, the next group during the Civil War, and the third group after the Civil War.

Thursday, Day 4: Continue working on their reader’s theatre. I will look at each individual group to give ideas on what they need to fix. Each group will practice their reader’s theatre.

Friday, Day 5: Each group will perform their reader’s theatre to the faculty.

Media ListMedia List BooksBooks Overhead Projector & Smart BoardOverhead Projector & Smart Board ComputersComputers

Internet AccessInternet Access Pre-selected WebsitesPre-selected Websites

VideosVideos Computer Video ClipsComputer Video Clips DVDsDVDs

AudioAudio CD PlayerCD Player CDsCDs

Culminating ActivitiesCulminating ActivitiesScience, Instructor: S. Melita HadleyScience, Instructor: S. Melita Hadley

Students will break off into three groups. Three groups Students will break off into three groups. Three groups will be assigned one of three outcomes: 1) Bacterial will be assigned one of three outcomes: 1) Bacterial Disease and Civil War Soldiers, 2) Medical Technology & Disease and Civil War Soldiers, 2) Medical Technology & Knowledge Sharing Then and Now, 3) Working Together to Knowledge Sharing Then and Now, 3) Working Together to Alleviate Suffering – Then and Now. Each group will Alleviate Suffering – Then and Now. Each group will create a science project/poster for presentation at the create a science project/poster for presentation at the annual science fair.annual science fair.

Math, Instructor: Mike RodgersonMath, Instructor: Mike Rodgerson

The students will work in small groups with dry erase The students will work in small groups with dry erase boards to identify number that are greater than or less boards to identify number that are greater than or less than using real world data from the Civil War period.than using real world data from the Civil War period.

Culminating Activities (cont)Music, Instructor: Kristine Rodriguez

Students will study poems, music, and lifestyles of Civil War Students will study poems, music, and lifestyles of Civil War era soldiers and slaves. They will be assigned discussion era soldiers and slaves. They will be assigned discussion groups to explore content of the music covered. Students groups to explore content of the music covered. Students will then perform “Songs of Freedom,” a musical collection will then perform “Songs of Freedom,” a musical collection of period spirituals and patriotic songs for an invited of period spirituals and patriotic songs for an invited audience of students, families, and staff at an assembly.audience of students, families, and staff at an assembly.

Reading, Instructor: Serena Franklin

Each group will read a reader’s theater script during reading block. I will listen to see if the students are using a variety of expression to read the script.

Student Objectives and AssessmentsStudent Objectives and AssessmentsScience, Instructor: S. Melita HadleyScience, Instructor: S. Melita Hadley

The students will be able to perform the following by the end of the school year The students will be able to perform the following by the end of the school year (August through May term) with 70% degree of accuracy/completion: Rubric in (August through May term) with 70% degree of accuracy/completion: Rubric in percentages = 100%, or A+percentages = 100%, or A+

· 5% Name the three most prevalent disease states of Civil War soldiers. · 5% Name the three most prevalent disease states of Civil War soldiers. COGNITIVECOGNITIVE· 5% Describe symptoms of each disease state. · 5% Describe symptoms of each disease state. PSYCHOMOTORPSYCHOMOTOR· 5% Use a microscope to view germs, bacteria and viruses. · 5% Use a microscope to view germs, bacteria and viruses. PSYCHOMOTOR PSYCHOMOTOR · 5% · 5% Written ExamWritten Exam. Explain the life cycle of germs, bacteria, viruses. . Explain the life cycle of germs, bacteria, viruses. COGNITIVE, AFFECTIVECOGNITIVE, AFFECTIVE· 5% Compile a picture/graphic journal of germs, bacteria, viruses. · 5% Compile a picture/graphic journal of germs, bacteria, viruses. COGNITIVE, COGNITIVE,

AFFECTIVEAFFECTIVE· 5% Identify, compare and contrast medicines/treatments/procedures used during · 5% Identify, compare and contrast medicines/treatments/procedures used during

the Civil War and with current/modern medicine. the Civil War and with current/modern medicine. AFFECTIVEAFFECTIVE·5% List, compare and contrast education levels of Civil War Physicians and Modern ·5% List, compare and contrast education levels of Civil War Physicians and Modern

Doctors. Doctors. AFFECTIVEAFFECTIVE·10% Conduct research and write reports. ·10% Conduct research and write reports. COGNITIVECOGNITIVE ·5% Determine impact of “working together” to alleviate suffering during Civil War ·5% Determine impact of “working together” to alleviate suffering during Civil War

and how this compares to current war efforts. and how this compares to current war efforts. COGNITIVECOGNITIVE·5% List medical organizations/societies formed during the Civil War. ·5% List medical organizations/societies formed during the Civil War. COGNITIVECOGNITIVE·5% State if these organizations/societies exist today. ·5% State if these organizations/societies exist today. AFFECTIVEAFFECTIVE·5% Participate in a field trip. ·5% Participate in a field trip. AFFECTIVE, COGNITIVE, PSYCHOMOTORAFFECTIVE, COGNITIVE, PSYCHOMOTOR·30% Participate in a science fair. ·30% Participate in a science fair. AFFECTIVE, COGNITIVE, PSYCHOMOTORAFFECTIVE, COGNITIVE, PSYCHOMOTOR·5% Each student will give a presentation. ·5% Each student will give a presentation. COGNITIVE, AFFECTIVE, PSYCHOMOTORCOGNITIVE, AFFECTIVE, PSYCHOMOTOR

Student Objectives and AssessmentsMath, Instructor: Mike Rodgerson

At the end of this lesson, the students will be able to utilize self collected data to arrange three or more numbers up to the ten thousands place in numerical order with 90% accuracy.

interpret data from a bar graph. (cognitive)

arrange three or more numbers in chronological order. (affective)

compare two numbers up to the hundred thousands place (cognitive)

Student Objectives and AssessmentsMusic, Instructor: Kristine Rodriguez

Given reading materials and class discussions pertaining to slavery and the music linked to the underground railroad, students will be able to select correct multiple choice questions in a quiz format with at least 75% accuracy. (Cognitive)

When given a journal entry, students will be able to organize their thoughts effectively in 4 out of 5 opportunities. (Cognitive, Affective)

After learning several Civil War Era songs, students will perform a musical set for an invited audience, demonstrating poise and memorization (90% accuracy). (Cognitive, Affective, Psychomotor)

Student Objectives and AssessmentsReading, Instructor: Serena Franklin

OBJECTIVES: The student will demonstrate the ability to read grade level text (reader’s theater) orally with accuracy, appropriate rate and expression with 80% accuracy.The student will use a variety of strategies to comprehend grade level text with 80% accuracy. The student will understand the characteristics of reader’s theater and work in groups to create a reader’s theater using a fictitious novel with 80% accuracy.

Assessment: Students will create their own reader’s theater using the book Ursa Major: A Tale of the Old South. There will be three groups. One group will focus on life before the Civil War, the other life during the Civil War, and the other life after the Civil War. Characters will be developed from the novel and will include at least one narrator. All students will have a speaking part. They will practice the script and read it to the faculty.

ReferencesReferencesScience, S. M. HadleyScience, S. M. Hadley

http://www.civilwarhome.com/casualties.htm HTTP://WIKI.ANSWERS.COM/Q/WHAT_DISEASE_CAUSED_THE_MOST_DEATHS_D

URING_THE_CIVIL_WAR&ALREADYASKED=1&RTITLE=WHAT_CAUSED_DEATHS_DURING_THE_CIVIL_WAR

http://wwwnc.cdc.gov/travel/yellowbook/2010/chapter-2/travelers-diarrhea.aspx HTTP://WWW.EARTHLIFE.NET/PROKARYOTES/DISEASE.HTML#2 http://videos.howstuffworks.com/hsw/8501-how-to-use-a-microscope-single-lens-vs-c

ompound-video.htm

HTTP://EN.WIKIPEDIA.ORG/WIKI/DIARRHEA http://en.wikipedia.org/wiki/Dysentery http://en.wikipedia.org/wiki/Typhoid_fever http://images.ask.com/pictures?q=bacteria&qsrc=8&o=0&l=dir http://www.cellsalive.com/cells/3dcell.htm http://www.encyclopedia.com/topic/bacteria.aspx http://www.healthhype.com/microorganisms-types-harmful-effects-on-human-body-pi

ctures.html

HTTP://WWW.ATSU.EDU/FACULTY/CHAMBERLAIN/WEBSITE/GALLERY.HTM MARTINELLO, M. L., COOK, G.E. (2000). MARTINELLO, M. L., COOK, G.E. (2000). INTERDISCIPLINARY INQUIRY IN INTERDISCIPLINARY INQUIRY IN

TEACHING AND LEARNING.TEACHING AND LEARNING. UPPER SADDLE RIVER, NEW JERSEY. UPPER SADDLE RIVER, NEW JERSEY. ROBERTS, P.L., KELLOUGH, R.D. (2008). ROBERTS, P.L., KELLOUGH, R.D. (2008). A GUIDE FOR DEVELOPING A GUIDE FOR DEVELOPING

INTERDISCIPLINARY THEMATIC UNITS, 4TH ED.INTERDISCIPLINARY THEMATIC UNITS, 4TH ED. UPPER SADDLE RIVER, UPPER SADDLE RIVER, JEW JERSEYJEW JERSEY

References (cont)Math, M. Rodgerson

1.Civil War Statistics gathered from Time Life Books, The Civil War Series. http://www.phil.muni.cz/~vndrzl/amstudies/civilwar_stats.htm Visual2. The Price of Blood, Casualties in the Civil War. Exerpts and facts taken from "The Civil War, Strange and Facinating Facts" by Burke Davishttp://www.civilwarhome.com/casualties.htm Visual3. American Civil War Battle Statistics: Commanders and Casualtiehttp://americancivilwar.com/cwstats.html Visual4.United Staes Department of Veterans Affairs America's Wars fact sheethttp://www1.va.gov/opa/fact/amwars.asp Visual5. Women's History Uncommon Soldiershttp://teacher.scholastic.com/lessonrepro/lessonplans/womcivwar.htm Visual

References (cont)

Music, K.A. Rodriguez

Poetry and Music of the War Between the States. (2009). Retrieved from http://www.civilwarpoetry.org Visual

Davis, K.C. (1996). Don’t know much about the civil war. New York, NY: Harper Collins Publishing. Visual.

Maryland Public Television. (2010). Pathways to Freedom: Maryland and the Underground Railroad. Retrieved from http://pathways.thinkport.org/secrets/music1.cfm Visual

City of Owen Sound. (2004). Owen Sound's Black History. Retrieved from http://www.osblackhistory.com/songs.php Visual

National Geographic Society. (2009). The Underground Railroad. Retrieved from

http://www.nationalgeographic.com/railrod Vicarious

References (cont)

Reading, S. FranklinPolacco, Patricia. (1994). Pink & Say. New York: Philomel Books.

Pinckney, Mary Claire. (2000). Ursa Major: A Tale of the Old South. Charleston, South Carolina: Consumer Educ. Reasearch Center.

American Civil War Reenactor Images: A Photographic Gallery. (1994). Retrieved February 13, 2010,from http://www.wildwestweb.net/cw.html

Haney, James. (2007). Civil War & Reconstruction. Retrieved February 13, 2010, fromhttp://www.youtube.com/watch?v=M4V9NDv1l_o.

Theatrefolk: Original Playscripts. (January 2010). Reader's Theatre. Retrieved February 13, 2010, from http://www.theatrefolk.com/spotlights/46-reader-s-theatre

Shepard, Aaron. (1996). Stories, Scripts, and More. Retrieved February 13, 2010 from http://www.aaronshep.com/rt/RTE05.html

Appendix AMusic Quiz

Instructor: Kristine Rodriguez

The students will complete a brief quiz. It will cover the important messages included in the lyrics of the first five songs (discussed in Presentation and

Guided Practice.) Quiz follows.Songs of Freedom Quiz Read the questions and circle the best answer.

1. In Follow the Drinking Gourd, the “drinking gourd” representsa. the cup slaves drank from.b. the primary crop on Southern plantations.c. the Big Dipper.d. Harriet Tubman.

2. “The Land of Canaan” was referring toa. Canada.

b. the river.c. West Virginia.d. the western states.

3. “Moses” was code fora. Frederick Douglass.b. Harriet Tubman.c. Abraham Lincoln.d. Jefferson Davis.

4. “Steal away” was a signal to a. steal food from the master.b. meet to talk about escape plans.c. go into the river.d. take the master’s dogs.

5. “Wade in the water” was a warning toa. dig a trench for the crops.b. pack extra food and water.c. give water to a soldier.d. go into the river.

Appendix BMath Worksheet

Instructor: Mike Rodgerson

Civil War DeathsName:________________________ Date:_______________________Directions: Using the following web sites, collect the data to answer the following questions. http://www.phil.muni.cz/~vndrzl/amstudies/civilwar_stats. www.civilwarhome.com/casualties.htm http://americancivilwar.com/cwstats.html www1.va.gov/opa/fact/amwars.asp http://teacher.scholastic.com/lessonrepro/lessonplans/womcivwar.htm1. How many confederate soldiers were killed at the battles of Gettysburg, Chickamauga, Shiloh and Fredricksburg?________________________________2. How many Union soldiers were killed at the battles of Antietam, Stones River, Shiloh and The Seven Days?__________________________________________3. How many Union troops were killed or mortally wounded in the Civil War?_________________________________________________________________4. How many Confederate soldiers were killed or mortally wounded in the Civil War?_________________________________________________________________5. How many soldiers from Florida died in the Civil War?____________________6. How many Confederate soldiers drowned during the Civil War?____________7. How many total service members were there in the American Revolution?____________________________________________________________________________8. How many total service members were there in World War II?_____________9. How many total service members were there in the Vietnam War?__________10. How many service members were there in Desert Shield. Desert Storm?__________________________________________________________________________