Lesson Plans The Forgotten Soldier

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Oral Reading Evaluation Sheet. One Week Quiz A. Two Week Quiz A. Four Week Quiz A. Four Week Quiz B.

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Eight Week Quiz A. Eight Week Quiz B. Eight Week Quiz C. Eight Week Quiz D. Eight Week Quiz E. Eight Week Quiz F. Eight Week Quiz G. Mid-Book Test - Easy. Final Test - Easy. Mid-Book Test - Medium. James Lane, James G. For the group that will be researching the Confederate perspective, they should specifically research these items:. The time determinate for this step is up to each individual teacher.

Knowing that this topic would be covered under the umbrella of the entire Civil War in a normal classroom, the amount of in-class research would probably be limited. A suggestion would be to make it a long-range project with most of the research and finished product being done outside of the classroom. Each group would be required to put together three different visuals.

The first visual would be group-dependent: The South would have to prepare a visual of the Indian Territory.

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Fort Gibson Blunt, where any major confrontations between where the two sides occurred, and major geographical markings. The second visual would contain the names of the Native American military units for their perspective and Amerindians associated with that unit. The third visual would contain the other major non-military figures associated with the North and South who played a role in the Five Civilized Tribes and the Civil War. These visuals can take the form of posters, PowerPoints, or student-produced films.

They must be visible to anyone viewing the students presentation.

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Each student would be required to submit a bibliography containing at least three sources which could include books, magazine articles, newspaper articles, diaries, etc. Visuals should have a citation as to their source. Each side will present an in-class presentation lasting no less than 10 minutes nor more than 15 minutes. Each student in the group will be expected to share in the presentation in a near-equal proportion of the time used.

The presentation must answer all questions listed above and identify those people listed above.

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The presentation must also use each of the three visuals in a coherent fashion. Each group must turn in a script to the teacher prior to the presentation. Research — student-submitted materials reflect depth of research in creating their presentation.

Oral presentation — the oral presentation of the material covers all bullet points above, incorporates the visuals, and involves all members of the group in near-equal fashion. Visual presentation — all three visuals are present and show the information required; PowerPoints and movies are coherent and engaging. Bibliography — bibliographies contain at least three credible sources, there is at least one primary and one secondary source, and are constructed in an acceptable format.

Accuracy — students should make sure their information is correct by using primary sources wherever possible; bias should be pared out of the project. There is some depth of research but does not quite cover all the aspects of the assignment. There is some depth of research but does not quite cover all the aspects of the assignment; a major question is left unanswered.

The Forgotten Soldier Character Descriptions

Research does not cover all the aspects of the assignment; two major questions are left unanswered. Research does not cover all the aspects of the assignment; three or more major questions are left unanswered.

One extension activity would be having the students research and wear tribal dress when they are giving their presentation. Another would be to create a full-sized replicas of guidons, flags, etc,.