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 Web-Based Thematic Unit:
Soldier's Heart - Teacher Resources 

This web-based thematic unit has a wide range of activities for grades 5-6. On this page you'll find an overview of the unit as well as lesson outlines and links to student activities.

Establishing the Learning Environment

This project can be implemented in some of the following ways:

  • Read the book aloud to the entire class.
  • Read the book individually as a class.
  • Read the book in reading groups.
  • Read the book at the same time as another class at a remote site.

Many of the activities are web-based with links to web sites related to the specific activity. The activities will also involve students working in small reading groups with other books related to Soldier's Heart. Consider creating a display that contains a Soldier's Heart bulletin board, a map of Charley Goddard's Civil War millitary service, and other print materials associated with the experiences Charley may have encountered as a soldier.

Resources

  • Collect a variety of fiction, nonfiction, and reference print resources.
  • Collect a variety of novels set in the Civil War era.

Fiction resources

  • Red Badge of Courage by Stephen Crane
  • The Journal of James Edmond Pease - A Civil War Union Soldier Virginia 1863 by Jim Murphy
  • Rifles for Watie by Harold Keith
  • Across Five Aprils by Irene Hunt
  • Bull Run by Paul Fleischman
  • Shiloh by Shelby Foote
  • The Perilous Road by Willam O. Steele
  • With Every Drop of Blood by James Lincoln Collier and Christopher Collier

Nonfiction resources

  • All for the Union by Robert Hunt Rhodes
  • An Uncommon Soldier by Lauren Cook Burgess
  • Potraits of the Civil War in Photographs, Diaries, and Letters by Charles Phillips and Alan Axelrod
  • A Soldier's Life by Andrew Robertshaw
  • The Civil War - Tenting Tonight: The Soldier's Life by Time Life Books
  • Arms and Equipment of the Confederacy by Time Life Books
  • Arms and Equipment of the Union by Time Life Books
  • The Civil War by Geoffrey Ward, Ric & Ken Burns
  • The American Heritage Picture History of the Civil War by Bruce Catton
  • The Boy's War by Jim Murphy
  • Mathew Brady's Illustrated History of the Civil War by Bruce J. Lossing
  • The Last Full Measure: The Life and Death of the First Minnesota Volunteers by Richard Moe
  • Through Blood and Fire at Gettysburg by General Joshua Lawrence Chamberlain
  • Through Blood and Fire: Selected Civil War Papers of Major General Joshua Chamberlain by Mark Nesbitt
  • The Commanders of the Civil War by William C. Davis
  • The Battlefields of the Civil War by William C. Davis
  • The Fighting Men of the Civil War by William C. Davis
  • The Blue and the Gray: the Conflict Between North & South by William C. Davis
  • Poems of American History: Revised Edition by Houghton Mifflin Co.
  • Newberry's & the Net: Thematic Technology Connections by Annette Lamb and Nancy R. Smith

Magazines

  • North & South: The Official Magazine of the Civil War Society
  • Civil War Times Illustrated

     

  • Organize computer software such as a word processor (i.e., Clasris Works, Apple Works, & Word), imaging software (i.e., KidPix, Photoshop), and slide show software (i.e., KidPix, HyperStudio, Powerpoint).
  • Audio books
    • Gettysburg: The Voices of Courage and Cannons by Time Life Audio
    • The Civil War by Geoffrey Ward, Ric & Ken Burns
    • Voices of the Civil War: Soldier Life by Time Life Audio
    • Voices of the Civil War: Antietam by Time Life Audio

 

Technology Setup

  • Schedule computer access for projects and internet access.
  • Schedule use of digital camera, scanner, audiotape recorder.

Classroom Management and Activity Guidelines

Classroom activities have been provided as part of this thematic unit. A lesson overview has been provided for each activity. For each lesson, you'll find a set of benchmarks, a suggested timing of the lesson, specific pages connecting the book to the activities, performance assessments, and other activity ideas. Each activity page contains an introduction, task, process and resources, project guidelines, and a conclusion.

Technology Issues access. Please modify the activites to fit the needs of your class and access to technology. For example, the activities indicated a need for individual work, group work, whole class work, or a combination of the three. If you have limited access to technology, you may want to complete many of the activities as a large group using one computer and a large monitor.

Time Issues. This project is set up in the activities format so you have choices. You may pick only a few of the ideas to implement based on the time you have avaiable and the benchmarks you need to address. Also, within the activity you may find that some tasks are more appropriate than others. Modify the activities to fit your needs.

Implemenmtation Issues. Students need help completing the activities provided. This unit is not intended as a stand-alone resource. It should be merged with the instructional resources you already have available in your classroom. Yoo may wish to design worksheets or other print materials to supplement each activity. You may want to provide print directions or guidelines.

Activity 1 - Beliefs About War

  • Overview: Sudents will be given an opinion poll, noting whether they agree or disagree to ten statements about war. They will use a spreadsheet to tally their answers. There will be a spreadsheet for the individual, for the boys, and for the girls.
  • Benchmarks
    • Uses information from text to support opinions, predictions, and conclusions.
  • Timing: Complete before reading from the Soldier's Heart.
  • Book Connections:
    • The Civil War - Tenting Tonight: The Soldier's Life by Time Life Books
    • Potraits of the Civil War in Photographs, Diaries, and Letters by Charles Phillips and Alan Axelrod
    • All for the Union by Robert Hunt Rhodes
    • An Uncommon Soldier by Lauren Cook Burgess
    • The Boy's War by Jim Murphy
    • Through Blood and Fire at Gettysburg by General Joshua Lawrence Chamberlain
    • Through Blood and Fire: Selected Civil War Papers of Major General Joshua Chamberlain by Mark Nesbitt
  • Teacher Resources:
  • Performance Assessment:
    • Compare/Contrast Classmate - Total Points = 100
      • Topic Paragraph - 10 pts
      • Compare Girl - 15 pts (minimum of 5 sentences)
      • Contrast Girl - 15 pts (minimum of 5 sentences)
      • Compare Boy - 15 pts (minimum of 5 sentences)
      • Contrast Boy - 15 pts (minimum of 5 sentences)
      • Conclusion Paragraph - 20 pts (minimum of 7 sentences)
      • Typing - 10 pts
        • 0-3 errors = 10 pts
        • 4-6 errors = 7 pts
        • 7-9 errors = 4 pts
        • 10 + errors = 0 pts
    • Compare/Contrast Civil War Individuals - Total Points = 150
      • Topic Paragraph - 10 pts
      • Compare - 25 pts (minimum of 5 sentences)
      • Contrast - 25 pts (minimum of 5 sentences)
      • Conclusion Paragraph - 30 pts (minimum of 7 sentences)
      • Typing - 10 pts (see C/C Classmate)
      • Lists references - 10 pts
      • Resources used with citation - 20 pts
        • 6 + resources (at least one internet & one audio tape) = 30 pts
        • 4-5 resources (at least one internet) = 25 pts
        • 2-3 resources (at least one internet) = 20 pts
        • 1 resource = 15 pts
  • Other Activity Ideas:
    • Students can use factual written accounts (i.e., journals, diaries) to support their individual beliefs about war.
Activity 2 - Preparing for War
  • Overview: The students will complete a daily schedule and a provisions list that Charley may of had at Fort Snelling.
  • Benchmarks
    • Uses information form text to support opinions, predictions, and conclusions.
  • Timing: Complete after reading the Forward through Chapter 2 - Fort Snelling (pages xiii-13)
  • Book Connections:
    • Page 7 - First paragraph
    • Page 8 - Last paragraph through page 10 paragraph ending, "more than twice."
  • Teacher Resources:
  • Performance Assessments:
    • When creating the schedule, write it as a list or as a timeline. Concentrate on blocks of time in one half hour or hour increments.
      • Should be typed.
      • List all resources used.
    • Evaluation = 50 points
      • Typing = 15
        • 0-3 errors = 15
        • 4-6 errors = 10
        • 7-9 errors = 5
        • 10 + errors = 0
      • Resources and content = 35
        • 6 + at least one internet and one audio tape = 35
        • 4-5 at least one internet or one audio = 30
        • 2-3 at least one internent = 25
        • 1resource = 20
    • When creating the provisions list, think of the items Charley discusses in Chapter 2. Also keep in mind how much a soldier can carry.
      • Should be typed.
      • List all resources used.
    • Evaluation = 50 points
      • Typing = 15
        • 0-3 errors = 15
        • 4-6 errors = 10
        • 7-9 errors = 5
        • 10 + errors = 0
      • Resources and content = 35
        • 6 + at least one internet and one audio tape = 35
        • 4-5 at least one internet or one audio = 30
        • 2-3 at least one internent = 25
        • 1 resource = 20
  • Other Activity Ideas:
    • Make a Top 15 list using the combined lists of students in groups of 3s.
      • Rank the items from 1-15 with 1 being the most important.
      • Each student rank the items on their own first.
      • Come to a concensus as a group as to why you ranked the items the way you did.

Activity 3 - First Battle

  • Overview: The students will create a description of a Civil War battle based on Charley's experiences at Bull Run.
  • Benchmarks
    • Understands basic story elements
    • Summarizes and paraphrases information in texts
    • Uses information form text to support opinions, predictions, and conclusions.
  • Timing: Complete after reading Chapter 3 - Toward Manassas and Chapter 4 - Bull Run (pages 14-26)
  • Book Connections:
    • Entire Chapter 4
  • Teacher Resources:
  • Performance Assessments:
    • Evalution - 75 points
      • Handwriting = 10
        • 0-3 errors = 10
        • 4-6 errors = 7
        • 7-9 errors = 4
        • 10 + errors = 0
      • Fives sennses = 40
        • All five senses used = 40
        • 4 of the 5 senses used = 35
        • 3 of the 5 senses used = 30
        • 2 of the 5 senses used = 25
        • 1 of the 5 senses used = 20
      • Resources = 25
        • 5 + (at least one internet) = 25
        • 3-4 (at least one internet) = 20
        • 2 (at least one internet) = 15
        • 1 only = 10
  • Other Activity Ideas:
    • Create a poem describing a soldier's first experience in battle.

Activity 4 - Emotions

  • Overview: The students will describe the different emotions Charley went through from the end of his first battle through his second battle. The students will determine the causes of the emotions and the effects they had on Charley.
  • Benchmarks
    • Uses information form text to support opinions, predictions, and conclusions.
    • Understands causse-and-effect relationships.
  • Timing:Complete after readin Chapter 5 - Night and Chapter 6 - Farming (pages 27-57)
  • Book Connections:
    • There are references to emotions on each page of both chapters. Some of the emotions are fear, surprise, hunger, hatred, sorrow, satisfaction, and dread.
  • Teacher Resources:
  • Performance Assessments:
    • Evaluation = 100 points
      • Typing = 20
        • 0-3 errors = 20
        • 4-6 errors = 15
        • 7-9 errors = 10
        • 10 + errors = 0
      • Emotions = 15
        • Have between 6 and 10
      • Causes = 15
        • Equal to or more than the number of emotions
      • Effects = 15
        • Equal to or more than the number of emotions
      • Explanations = 15
        • Equal to the number of effects
        • Resources listed with each explanation
      • Resources = 20
        • 6 + (at least one internet and audio tape) = 20
        • 4-5 (at least one internet or audio tape) = 15
        • 2-3 (at least one internet) = 10
        • 1 of any of the resources = 5
  • Other Activity Ideas:
    • Are the emotions of war the same for other war experiences? The students could locate informations about the all of the U. S. wars following the Civil War.

Activity 5 - Medicine

  • Overview: The students will describe Charley's images of Civil War hospitals and determine the truthfulness of the images.
  • Benchmarks
    • Summarizes and paraphrases information in texts
    • Uses information form text to support opinions, predictions, and conclusions.
  • Timing: Complete after reading Chapter 7 - Town Life and Chapter 8 - Winter (pages 58-89)
  • Book Connections:
    • Page 71 second paragraph to page 73 the end of the first full paragraph
    • Page 85 "You're hit..." through the end of the chapter.
  • Teacher Resources:
    • Text resources
      • The Civil War by Geoffrey Ward, Ric & Ken Burns - pages 255-256 last question on the page
      • The Civil War - Tenting Tonight: The Soldier's Life by Time Life Books - pages 78-109
      • The Boy's War by Jim Murphy - pages 77-91
      • The Fighting Men of the Civil War by William C. Davis - pages 185-198
      • The Blue and the Gray: the Conflict Between North & South by William C. Davis - pages 182-205
    • Audio tape resources
      • The Civil War by Geoffrey Ward, Ric & Ken Burns
      • Voices of the Civil War: Soldier Life by Time Life Audio
    • Internet resources
  • Performance Assessments:
    • Evaluation = 150 points
      • Typing = 15
        • 0-3 errors = 15
        • 4-6 errors = 10
        • 7-9 errors = 5
        • 10 + errors = 0
      • Descriptions = 60
        • Each description = 20
          • Uses descriptive language, is specific, creates a visual images = 20
          • Does 2 of the 3 = 15
          • Does 1 of the 3 = 10
      • Truthfulness = 50
        • Paragraph form = 10
        • Supporting information with the resources listed = 40
          • 7 + supporting information = 40
          • 5-6 supporting information = 35
          • 3-4 supporting information = 30
          • 2 supporting information = 25
          • 1 supporting information = 20
      • Resources = 25
        • 5 + (at least one internet and audio tape) = 25
        • 3-4 (at least one internet or audio tape) = 20
        • 2 (at least one internet) = 15
        • 1 (any of the resources) = 10
  • Other Activity Ideas:
    • The students could determine the leading causes of death during the Civil War and find out the percentage of men who died from those causes.  

Activity 6 - Gettysburg

  • Overview: The students will describe how the Battle of gettysburg was different for Charley. The students will explain Charley's role during Pickett's Charge and the importance of Pickett's Charge in the Battle of Gettysburg.
  • Benchmarks
    • Summarizes and paraphrases information in texts
    • Uses information form text to support opinions, predictions, and conclusions.
    • Understands causse-and-effect relationships.
  • Timing: Complete after reading Chapter 9 - Gettysburg
  • Book Connections:
    • How the battle was different -
      • Page 90 to the end of the first full paragraph on page 91
    • Charley's role -
      • Page 94 with paragraph beginning, "All right-up, men." to the end of the chapter.
  • Teacher Resources:
  • Performance Assessments:
    • Evaluation = 100 points
      • Typing = 20
        • 0-3 errors = 20
        • 4-6 errors = 15
        • 7-9 errors = 10
        • 10 + errors = 0
      • How Gettysburg was different for Charley = 25
        • Explained in own words and used examples from previous battles = 25
        • Used only 1 of the 2 explained above = 15
      • Roles = 25
        • Specific and described activities = 25
        • Used only 1 of the 2 explained above = 15
      • Importance = 45
        • Must have the resources listed (all or none for each question)
        • Answered question one = 15
        • Answered question two = 15
        • Answered question three = 15
      • Resources = 35
        • 7 + (at least two internet and one audio tape) = 35
        • 5-6 (at least one internet and one audio tape) = 30
        • 3-4 (at least one internet or one audio tape) = 25
        • 2 (at least one internet) = 20
        • 1 (any of the resources) = 15
  • Other Activity Ideas:
    • Select other key events during the three day Battle of Gettysburg (i. e. Little Round Top, Wheat Field, Peach Orchard, etc.) and describe how they were important.

Activity 7 - Stress

  • Overview: The students will create a list of Charley's physical and mental stresses during and after the Civil War. The students will compare and contrast Charley's stresses with their own stresses.
  • Benchmarks
    • Summarizes and paraphrases information in texts
  • Timing: Complete after reading Chapter 10 - June 1867 and the Author's Note
  • Book Connections:
    • Page 97 second full paragraph through the end of the first full paragraph on page 98.
    • Page 99 second full paragraph
    • Page 100 first full paragraph through the end of the chapter.
    • Page 104 first full paragraph through the end of the Author's Note.
  • Teacher Resources:
  • Performance Assessments:
    • Evaluation = 100 points
      • Typing = 20
        • 0-3 errors = 20
        • 4-6 errors = 15
        • 7-9 errors = 10
        • 10 + errors = 0
      • List of stresses during the war (must identify if physical or mental) = 20
        • 10 + = 20
        • 7-9 = 15
        • 4-6 = 10
        • 1-3 = 5
      • Description of Charley's post-war stresses = 30
        • Identify if physical or mental, uses own words, and specific = 30
        • Uses 2 of the 3 listed above = 20
        • Uses 1 of the 3 listed above = 10
      • Compare/contrast stresses = 30
        • Uses 3-6, is specific, and uses examples from the reading = 30
        • Uses 2 of the 3 listed above = 20
        • Uses 1 of the 3 listed above = 10
  • Other Activity Ideas:
    • The students could read about Post-traumatic Stress Disorder and discuss why Charley's war experience made hime consider ending his life to ease his pain.

Conclusion

  • As a culminating activity, have the students compare and contrast Soldier's Heart with other children's novels about the Civil War.
  • Compare/contrast the following items:
    • Story elements.
    • Use of descriptive language.
    • Characters.
    • Scenes of battle.
    • Emotions.
  • Possible novel selections:
    • Red Badge of Courage by Stephen Crane
    • The Journal of James Edmond Pease - A Civil War Union Soldier Virginia 1863 by Jim Murphy
    • Rifles for Watie by Harold Keith
    • Across Five Aprils by Irene Hunt
    • The Perilous Road by Willam O. Steele
    • With Every Drop of Blood by James Lincoln Collier and Christopher Collier


Developed by Brian Truax - btruax@po-1.central-clinton.k12.ia.us