Farmer Goes to War: Monroe County in the American Civil War
Title: "Farmer Goes to War: Monroe County in the American Civil War"
Topics: Civil War; Social History; Agriculture; Technological Change
Suggested Grade Level: 3-8
Required Time: 45-120 minutes
Description: Students will learn what being a Union soldier from Monroe County was like during the American Civil War, from the drudgery of drill to the horrors of battle. Through hands-on activities and live demonstration, students will gain knowledge of: uniforms and gear, weaponry and warfare, camp life and a soldier’s diet, death, disease, and sacrifice. Students will hear stories of real war experiences, handle replicas of Civil War items, and participate in activities that a soldier would have (eg. military drill, packing one’s knapsack).
Social Studies Performance Standards Related to the Program
- Personalize the Union soldier‘s experience for each student
- Broaden the understanding of Monroe County’s contribution to the “war against the rebellion.”
- Identify what the Union soldier from Monroe County would have worn, carried, and used on a daily basis.
- Appreciate the sacrifice of the citizen soldier
- Understand how family and farm life was affected by the men’s absence
Wisconsin Model Academic Standards
A.4.4 Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters
A.4.5 Use atlases, databases, grid systems, charts, graphs, and maps to gather information about the local community, Wisconsin, the United States, and the world
A.4.7 Identify connections between the local community and other places in Wisconsin, the United States, and the world
B.4.1 Identify and examine various sources of information that are used for constructing an understanding of the past, such as artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and charts
B.4.3 Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and extraordinary people, place them in time and context, and explain their relationship to important historical events
B.4.4 Compare and contrast changes in contemporary life with life in the past by looking at social, economic, political, and cultural roles played by individuals and groups
B.4.5 Identify the historical background and meaning of important political values such as freedom, democracy, and justice
B.4.7 Identify and describe important events and famous people in Wisconsin and United States history
B.4.8 Compare past and present technologies related to energy, transportation, and communications and describe the effects of technological change, either beneficial or harmful, on people and the environment
B.4.9 Describe examples of cooperation and interdependence among individuals, groups, and nations
D.4.1 Describe and explain of the role of money, banking, and savings in everyday life
D.4.2 Identify situations requiring an allocation of limited economic resources and appraise the opportunity cost (for example, spending one’s allowance on a movie will mean less money saved for a new video game)
D.4.5 Distinguish between private goods and services (for example, the family car or a local restaurant) and public goods and services (for example, the interstate highway system or the United States Postal Service)
D.4.6 Identify the economic roles of various institutions, including households, businesses, and government
E.4.2 Explain the influence of factors such as family, neighborhood, personal interests, language, likes and dislikes, and accomplishments on individual identity and development
E.4.3 Describe how families are alike and different, comparing characteristics such as size, hobbies, celebrations, where families live, and how they make a living
E.4.5 Identify and describe institutions such as school, church, police, and family and describe their contributions to the well being of the community, state, nation, and global society
E.4.6 Give examples of group and institutional influences such as laws, rules, and peer pressure on people, events, and culture
E.4.7 Explain the reasons why individuals respond in different ways to a particular event and the ways in which interactions among individuals influence behavior
E.4.8 Describe and distinguish among the values and beliefs of different groups and institutions
E.4.9 Explain how people learn about others who are different from themselves
E.4.10 Give examples and explain how the media may influence opinions, choices, and decisions
E.4.12 Give examples of important contributions made by Wisconsin citizens, United States citizens, and world citizens
E.4.14 Describe how differences in cultures may lead to understanding or misunderstanding among people
E.4.15 Describe instances of cooperation and interdependence among individuals, groups, and nations, such as helping others in famines and disasters
Common Core State Standards for Literacy in All Subjects (K-5) Related to the Program
SL.4.1b Follow agreed-upon rules for discussions and carry out assigned roles.
SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SL.4.3 Identify the reasons and evidence a speaker provides to support particular points.
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