Unit+Plan-+Red+Moon+at+Sharpsburg

Unit Plan: Virginia & the Civil War using //Red Moon at Sharpsburg//- Jennifer Hamilton __Unifying Concept__: This selection of literature provides students with insight into how typical Virginia citizens might have contributed and influenced monumental events during the course of the Civil War. Books in the collection will inspire students and encourage them to develop self-reliance, integrity and responsibility as demonstrated by the protagonist in each story, while offering insight into moral challenges faced by individuals during this time period. __Canonical Work__: Wells, R. (2007). //Red Moon at Sharpsburg//. New York: Viking Juvenile. Shenandoah Valley resident and “tomboy” India finds herself on an unforeseen mission that takes her through the dangerous battlefields of the Civil War. She witnesses atrocities and learns to become unemotional in order to survive. She dreams of becoming a scientist but grows up quickly as she learns to endure hardship while never losing hope in unexpected opportunities. __Young Adult Literature__: Elliott, L. M. (2006). //Annie, Between the States//. New York: HarperTeen. Unexpected events force Annie, a young adult residing in the northern region of Virginia during the Civil War, to become the manager of her home and work as a nurse while secretly transporting messages and soldiers. She becomes increasingly conflicted about her actions as she watches devastating battles in her backyard and falls in love with a rival soldier. Eventually she realizes that the war she has been witnessing is hardly justifiable. Rinaldi, A. (1994). //In My Father's House//. New York: Scholastic Paperbacks. Oscie must come to terms with how her stepfather utilizes the slave market while encouraging collaborative efforts in Appomattox, Virginia during the Civil War. Eventually, she develops her own opinions about the morality of this issue after observing opposing attitudes in her own home. __Supplemental Readings__: Grissom, K. (2010). //The Kitchen House: A Novel// (Original ed.). New York: Touchstone. Orphaned Lavinia arrives at Tidewater, Virginia plantation during the late eighteenth century and becomes a courageous indentured servant, working alongside slaves in the kitchen for twenty years. She develops close ties to her new “family,” but her unwavering devotion to them is questioned after she becomes a part of the Plantation owner’s family. Rinaldi, A. (1993). //Wolf By The Ears//. New York: Scholastic Paperbacks. Harriet Hernings is a slave for the Jefferson family who must hide her background and race when she is freed and leaves the Monticello household. While trying to release her guilt about abandoning her life-long home and family, she confronts racism and develops a keen awareness of the moral issues that are at the heart of interaction between the different races. Valent, J. E. (2008). //Fireflies in December//. Wheaton, Illinois: Tyndale House Publishers. Gemma becomes aware of lingering racial tension within her community in southern Virginia after she is accepted into a white family when her parents unexpectedly die. In addition to dealing with the confusion of becoming a young woman during the 1930s, she must deal with feelings of vulnerability as her best friend becomes segregated herself while defending the family’s choices against a powerful hate group. __Response Activities__: I. **//Storytelling//**//:// Readers are encouraged to produce their own written stories based on historic events they have become familiar with through reading. After completing and evaluating a story from the collection, they should be creative in arranging facts which clarify the characters in their own narratives, explain details of an incident describe how the situation was managed and depict any positive behavioral qualities or relevant conversations that took place that resulted in a successful conclusion. II. **//Debate//**//:// This unit will promote tolerance with regards to ethnic, racial or gender differences. Items within the collection reveal accurate depictions of historic situations that left an unfavorable mark on state history. These stories can serve as method of objectively exposing events that resulted in faulty opinions and inappropriate behavior. Students will be asked to develop a dialog lasting two-three minutes between two individuals who might have differing or opposing opinions. III. **//Technology//**//:// This collection contains stories based around the Civil War period and are based on facts gleaned from the author’s research. Students must realize that what they are reading is interpretative and should be able to discern what is parts of the story are literal and what is inferred. Students will contribute to the online discussion within the class blog to illustrate their own critical thoughts. IV. **//Diorama//**//:// Descriptions of common attitudes and values of individuals throughout history are often omitted from social studies text books; this selection offers insight into menial daily routines, hobbies, vocations and educational opportunities which influenced how “normal” citizens made positive contributions to society. Students will create three-a dimensional display depicting an area of interest based on one of the books. V. **//Geography//**//:// After completing this selection, students will become more familiar with the geography of Virginia. They will also become acquainted with how individuals managed challenges associated with living in the mountains, on the shore, in a rural community or in a bustling urban setting. Students will participate in creating a class map of Virginia and incorporate what they learned from their readings into the wall-size drawing using items of their choosing.