PROJECT DESIGN: OVERVIEW

Name of Project: Lost African American Heroes of the Civil War

Duration: 4-5 weeks

Subject: Social
Studies & English
Language Arts

Teacher(s): Jessica Folsom

Grade Level: 8th Grade

Other subject areas to

be included, if any:
N/A

Design Team: Katherine St. Clair, Boram Ku, Daniel Parsons

Significant Content
Key Knowledge and
Skills derived from
CCSS and/or other
standards/scope and
sequence

The Civil War Examining the role of African American soldiers in the Civil War, and public recognition for their service to their
country.
Tennessee 8 Grade Social Studies Standards
8.77 Explain the roles of leaders during the Civil War, including Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Stonewall
Jackson and soldiers on both sides of the war, including Tennesseans David Farragut, Nathan Bedford Forrest, and William
Brownlow. Students will also need to be familiar with George Thomas.
8.78 Describe the African-American involvement in the Union army, including the Massachusetts 54th Regiment and the
13th U.S. Colored Troops in the Battle of Nashville.
8.80 Trace the critical developments and events in the war, including geographical advantages and economic advantages
of both sides, technological advances and the location.
8.76 Describe Abraham Lincolns presidency and his significant writings and speeches, including his House Divided speech
in 1858, Gettysburg Address in 1863, Emancipation Proclamation in 1863, and inaugural addresses in 1861 and 1865.
8.79 Cite textual evidence analyzing the life of the common soldier in the Civil War, including Sam Watkins and Sam Davis.
Common Core State Standards for 8 Grade English Language Arts:
th

th

Reading Literature
Reading Informational
Texts

Speaking and Listening

Language

Writing

RI.8.1-7

SL.8.1.a d, SL.8.2, SL.8.3, SL.8.4,

SL.8.5, SL.8.6

L8.1.a-d, L8.2.a-c, L8.3.a,

L8.4.c, L8.6

W8.4, W8.5, W8.6, W8.8,

W8.9.a-b, W8.10

Fulfillment of one of the 5 characteristics of a middle school (8 grade) student: Completion of Service Learning listed on
page 5 of the MNPS 2013-2014 Middle School Student Progression Plan
th

21 Century
Competencies
st

Students will be collaborating within groups to complete research on specific battles predominantly in the mid-Tennessee
region.

To be taught and
assessed (such as
critical thinking,
collaboration,
communication and
creativity)

Project Summary
Include student role,
issue, problem or
challenge, action taken,
and purpose

Throughout the unit, students will have to respond to questions from passages and texts pertaining to Civil War battles
around Nashville, specifically relating to the Nashville Colored Troops. These questions will require students to think
deeper than what is explicitly stated in the text. Students will be asked to evaluate multiple primary sources while
acknowledging the role of the United States Colored Troops in the Nashville area.
At the conclusion of the unit, the students will present their research findings to the school community. This will occur in
both the individual classroom, as well as the entire school and community.
Students need to determine an appropriate recognition for the United States Colored Troops in the Nashville area.
Students will display creativity with how they present their material (research project) to both the school and community.
Students will research the contributions of African American soldiers during the Civil War by looking at primary sources
from War of the Rebellion online, state archives, and the Library of Congress, secondary sources including journal articles,
website posts, and articles from a local newspaper, and speaking with local historians(Pending their approval and
availability). These historians include Dr. Bobby Lovett (Professor Emeritus of TSU), Dr. James Lee McDonough(Professor
Emeritus of Auburn U.), Dr. Richard Blackett(Professor at Vanderbilt U.), and USCT 13th regiment re-enactor Mr. Gary
Burke.
Students will take a field trip to Fort Negley, Rains Cut (Granburys Lunette), Overton/Peach Orchard Hill, and Nashville
National Cemetery.
Students will present their findings through a powerpoint to the school community.
Students will determine what kinds of steps need to be taken for the recognition of the African American soldiers acts of
service.
In addition, students will construct a letter reflecting on their research, interview with local historians, and field trip and send
it to a local, state, or national representative, requesting recognition for the African American soldiers acts of service.
If there is enough time, students will complete the applications for a historical marker (either City of Nashville, Davidson
County, State of Tennessee, or Civil War Trails (which would require annual funding) and research the requirements for the
Medal of Honor (and determine if the 5 color bearers of the 17 and 18 United States Colored Troop regiments qualify).
th

th

Driving Question(s):
Challenging Problem or
Question(s) to be
answered throughout
the unit.

What is Nashvilles significance in the Civil War? Who are the generals that fought in the local area? What is the relationship
between the Battle of Nashville to the Battle of Franklin, Fort Donelson, Fort Negley, and Fort Henry? What is the relationship
between the Emancipation Proclamation and the construction for Fort Negley? What were the contributions made by the
African American troops in the Middle Tennessee region? (specifically, Rains Cut and Overton/Peach Orchard Hill) What
recognition did African American troops receive during the Civil War? What kinds of steps need to be taken to recognize the
African American troops acts of service?

Entry Event

Social Studies
1. In small groups, students will respond to the 2nd paragraph on page 44 from Dr. Bobby Lovetts 1976 paper The Negros
Civil War in Tennessee 1861-1865. Provide the text on the center of a poster board, and have each student respond to
one of the questions on the poster board. Then the poster will be turned and the next student will answer the question and
respond to their peers answer. The protocol (Round Robin placemat) can be found at this pdf on this website (page 3):
http://www.ctohe.org/arcresources/ARCI2015/Core/Files/Porcella/PorcellaDiscussionProtocolsHandoutJune18.pdf
a. What are your initial thoughts and feelings when reading this passage? Explain.
b. How should we honor the contributions of the 238 men who were lost? Explain.
c. How do we as a community respond to and acknowledge violent events like this?

d. Why do you think events like this are not presented in the curriculum? Should events like this be in our textbooks?
Explain.
2. The teacher will then transition to a youtube video called History Textbooks by Fong Tran U
https://www.youtube.com/watch?v=U6ZyW_twrhU. The teacher will ask students discussion questions about what is
typically represented in American history textbooks and why certain events might be overlooked.
3. The teacher will then share with the students the project and its purpose. We recommend an outline or overview be given to
the students on paper.
4. Initial response in journal about the days activities.
Day 2
1. We highly recommend sharing the information about Hadley Parks founding with the students to help them connect with
the material. This could be a possible site for a memorial or monument that the students can argue for. See page 126 of Dr.
Lovetts book The African-American History of Nashville, Tennessee, 1780-1930 as well as this article from The
Tennessean http://archive.tennessean.com/article/20050720/COLUMNIST0102/105030014/Hadley-may-been-first-publicpark-blacks
English Language Arts
1. In small groups, students will respond to the 2nd paragraph on page 49 from Dr. Bobby Lovetts 1976 paper The Negros
Civil War in Tennessee 1861-1865. Provide the text on the center of a poster board, and have each student respond to
one of the questions on the poster board. Then the poster will be turned and the next student will answer the question and
respond to their peers answer. The protocol (Round Robin placemat) can be found at this pdf on this website (page 3):
http://www.ctohe.org/arcresources/ARCI2015/Core/Files/Porcella/PorcellaDiscussionProtocolsHandoutJune18.pdf
a. How can we prevent future generations of blacks[from] forget[ting] the contributions of the U.S.C.T.?
b. What does the highlighted text mean to you?
c. What kind of recognition do you think these men should receive?
d. Can you think of a current event (in your life) that is similar (lack of recognition, lack of awareness, etc.)?
2. The teacher will then transition to a youtube videos and ask students discussion questions about the importance of
preserving and presenting marginalized voices in history.
a. Lost Voices CUPSI 2015 https://www.youtube.com/watch?v=lpPASWlnZIA
b. America in 4 Minutes https://www.youtube.com/watch?v=GZDNUGMMxLk
3. The teacher will then share with the students the project and its purpose. We recommend an outline or overview be given to
the students on paper.
4. Initial response in journal about the days activities. Possible reflection styles could include writing their own spoken word,
rap, letter to a friend, etc.
Products
(Throughout unit and/or
culminating unit)

Individual:

Specific content and competencies to be assessed: Researchdriven letter with primary sources embedded, argumentative &
informative, requesting recognition for the services of African
American troops during the Civil War in Middle Tennessee,
reflective journal entries completed throughout the unit.

Team:

Specific content and competencies to be assessed: Oral

presentation of contributions of African American Union and
Confederate soldiers in the Tennessee region. Each team will
collectively determine a plan for recognition (local, state or
national) of the United State Colored Troops.

Public Audience
Experts, audiences
or product users
students will engage
with during/at end of
project.

Presentation parents and younger students

Written reflective letters Local, state, and possibly national officials

Resources Needed

On site people, facilities: Patrick Walker-Reese, transportation for field trip

Equipment: YouTube for entry video, internet connection, computer/laptops and projector to display the video.
Materials: Primary Resources from State Archives on the role of USCT in Battle of Nashville other smaller battles around the area.
Poster board for entry event at the beginning of the lesson.
Community Resources: Fort Negley, Nashville National Cemetery, Overton/Peach Orchard Hill, Rains Cut

Reflection and
Revision
Individual, Team,
and/or Whole Class
(such as journal,
whole class
discussion, or peer
feedback).

Notes

Individual Reflection: Daily reflection in journal- requirements will vary depending on the day. Possible prompts can be questions and
responding to a quotation, picture, or map. Journals will serve as an informal formative assessment, at the end of the week the teacher
can collect them and respond students entries. The Journal can also be used of in class activities, for example students can have a
written exchange between peers about the interpretation of a source or prompt (depending on material discussed). This journal can be
used for bellringer and exit tickets. At the end of the assignment, the nature of the letters that the students will write to public officials
will be reflective, informative, and persuasive.
Revision: Throughout this project, students will have multiple opportunities to revise their work. Revising work will allow for students to
learn from their initial mistakes or misunderstandings in a meaningful way. When completing the research and personal letter project
during this unit, students will have the opportunity to revise their work based on feedback from peers and Ms. Folsom.

PROJECT DESIGN: STUDENT LEARNING GUIDE

Project: Lost African American Heroes of the Civil War
Driving Questions: What is Nashvilles significance in the Civil War? Who are the generals that fought in the local area? What is the relationship between the
Battle of Nashville to the Battle of Franklin, Fort Donelson, Fort Negley, and Fort Henry? What is the relationship between the Emancipation Proclamation and the
construction for Fort Negley? What were the contributions made by the African American troops in the Middle Tennessee region? (specifically, Rains Cut and
Overton/Peach Orchard Hill) What recognition did African American troops receive during the Civil War? What kinds of steps need to be taken to recognize the
African American troops acts of service?

Social Studies

ELA

Materials
Text: Dr. Bobby Lovett (1976) The Negros Civil War
in Tennessee 1861-1865, page 44, paragraph 2
Round Robin Placemat (poster board)
History Textbooks by Fong Tran U
https://www.youtube.com/watch?v=U6ZyW_twrhU
Project outline/overview
Student journals
Learning Outcomes
Students will think critically about historical events
(Fort Pillow Massacre) that arent usually presented
in American history textbooks and the importance of
including diverse voices in the history curriculum.
Students will participate in group discussions and
respond to guiding questions about how to
acknowledge violent events in history.
Differentiation & Scaffolding
Student grouping for the Round Robin Placemat
activity
Videos to engage student interest and initiate with
turn-and-talk discussion leading into whole class
discussion.
Guiding questions list on the round robin reading.

Materials
Text: Dr. Bobby Lovett (1976) The Negros Civil War in
Tennessee 1861-1865, page 49, paragraph 2
Round Robin Placemat (poster board)
(Optional: Teacher may decide to use a different protocol with these
guiding questions)
Lost Voices CUPSI 2015
https://www.youtube.com/watch?v=lpPASWlnZIA
America in 4 Minutes
https://www.youtube.com/watch?v=GZDNUGMMxLk
Learning Outcomes
Students will think critically about the sacrifices of the USCT
during the Civil War in Nashville and how to raise awareness of
such issues.
Students will participate in group discussions and be able to make
personal connections from historical events to modern/current
events.
Differentiation & Scaffolding
Student grouping for the round robin activity.
Videos to engage student interest and initiate with turn-and-talk
discussion, leading into whole class discussion.
Guiding questions listed on the round robin reading will help
initiate discussion.

1. Entry Event
Overview of Learning
Experience
The purpose of
the entry event is
to promote critical
thinking and
group discussion
about the Fort
Pillow Massacre,
and more
generally, about
marginalized
voices and
historical
perspectives.
Students will also
discuss how we
can honor the
memory of the
USCT who lost
their lives. The
entry activities will
introduce
students to the

project and its

purpose.
Standards
SL.8.1a-d, 8.2,
8.3, 8.4, 8.6
L: 8.1a-d
W: N/A
RI: 8.1-7
SS 8.78
Assessment
Journal entry
Student
responses to
Round Robin
Placemat
Reflection
How do we as a
community
respond to and
acknowledge
violent events in
history?
Why do you think
certain events are
not presented in
the curriculum?
Should events
like this be in our
textbooks?

2.

Building Content Knowledge

Overview of Learning
Experience
The purpose of
this section is to
build students
content
knowledge on the
Civil War,
including key

Materials
Primary texts (Dr. Lovetts article mentioned above)
More great resources including infographics, lesson
plans, & resources:
o Local Resources:
! http://www.bonps.org/
o Civil War Websites with lesson plans- These
are great for creating lessons that build their
background knowledge quickly and

Materials
Close reading strategies mini-lesson (what is it? Why do it? What
is the importance?)
Annotation mini-lesson and how it looks when implemented
correctly. with TN History for Kids, In Search of Battle Nashville
(Guided Release and Response: I do, We do, You Do)
o http://www.collegewood.org/ourpages/auto/2014/8/17/635
98523/Beyond%20the%20Yellow%20Highlighter.pdf
o http://www.weareteachers.com/hot-topics/topics-in-

players,
significant battles,
Nashvilles role in
the war, and
other details. To
support building
content
knowledge,
students will
practice close
reading strategies
and annotate
texts to locate
information.
Standards
SS 8.77-79
SL: 8.1a-d, 8.2,
8.3, 8.4, 8.6
L: 8.1a-d
RI: 8.1-7
Assessment
Journal
responses
Labeling a map
Timeline
Reflection
Do you have
family members
who fought in the
Civil War? If so,
what are their
stories? Please
share them with
the class if
comfortable.
Who are the
generals that
fought in the local
area?
What is the
relationship
between the

effectively. For the most part, they are hands

on and have several different hands on
activities. These lessons are well designed
by content experts and include videos,
primary sources, secondary sources, and all
of the handouts/graphic organizers/
differentiation strategies you will need.
! http://www.civilwar.org/
! http://www.history.com/topics/americ
an-civil-war
! http://www.pbs.org/kenburns/civilwar/
! http://www.nps.gov/civilwar/index.htm
! http://americanhistory.si.edu/treasure
s/civil-war
! http://americanhistory.si.edu/rippedapart
! http://amhistory.si.edu/militaryhistory/
! http://www.civilwar150.si.edu/
! http://americanhistory.si.edu/collectio
ns/subjects/military
! http://www.archives.gov/education/les
sons/blacks-civil-war/article.html
Primary Sources
! http://www.loc.gov/topics/content.php
?subcat=8
! https://ehistory.osu.edu/books/officialrecords
! http://www.archives.gov/research/alic
/reference/military/civil-war-armiesrecords.html
Secondary Sources
! http://www.afroamcivilwar.org/aboutus/usct-history.html
Mix of both:
! https://familysearch.org/learn/wiki/en/
United_States_Colored_Troops_in_th
e_Civil_War
Interesting Article to share with students
! http://www.theatlantic.com/magazine/
archive/2012/02/why-do-so-fewblacks-study-the-civil-war/308831/

education/teaching-students-to-be-better-annotatorsposter-and-infographic
o TN History for Kids, In Search of Battle Nashville article
that will be passed out to ALL students in class. Students
will be able to write on this document (annotation).
Learning Outcomes
Students will understand the significance and power of close
reading.
Each student will learn how to locate and retrieve vital information
displayed throughout a text.
During this lesson, students will learn how to efficiently annotate a
text as well as understand the importance of annotation as a
reading comprehension strategy.
Students will practice skills such as the use of a highlighter, text
coding (use of symbols), as well as making notes in the margin in
regards to questions inferences.
Differentiation & Scaffolding
Guided Release and Responsibility: I do (teacher will model how
to closely read and annotate a portion of the text), We do (teacher
works collaboratively with students to complete example as a
class), You Do Together (jigsaw activity below)
Students will work within a small-group when jig-sawing the
material read, as well annotating the History of TN article.
Students will be given a specific portion of the text to explain and
represent to their fellow classmates.
During presentations, students will record key facts from the
information discussed amongst the groups.

Battle of Nashville
to the Battle of
Franklin, Fort
Donelson, Fort
Negley, and Fort
Henry?
What is the
relationship
between the
Emancipation
Proclamation and
the construction
of Fort Negley?
What were the
contributions
made by African
American troops
in the Middle TN
region,
specifically Rains
Cut, Peach
Orchard/Overton
Hill, construction
of Fort Negley,
and Stones
River?

Great video that combines the timeline of events with

a map of both sides- really shows the importance of
the western front of the Civil War, while keeping a
casualty count:
https://www.youtube.com/watch?v=JN1VX_g8JZM
o Local historian discusses Fort Donelson and
Significance of Battle of Nashville in Civil War
! https://www.youtube.com/watch?v=Cj
TeOeCsp3U
Role of USCT in the Battle of Nashville-3- three part
series 6-10 minutes each
o Mr. Lillard
! https://www.youtube.com/watch?v=7
WambLA5u-E
! https://www.youtube.com/watch?v=e
Lw-vYWqxbc
! https://www.youtube.com/watch?v=_y
SN0dIq88k
o Mr. Bill Radcliff
! https://www.youtube.com/watch?v=E
Mr9_m4QtOY
! https://www.youtube.com/watch?v=R
OxnS4pPKSM
! https://www.youtube.com/watch?v=W
KSpo8qXbgE
o Mr. Gary Burke
! https://www.youtube.com/watch?v=q
Z7-Jdgs4A4
! https://www.youtube.com/watch?v=M
cwwmM8lg2k
! https://www.youtube.com/watch?v=e
Q-U8TevU1s
Additional videos on USCT from the perspective of a
USCT soldier- Gary Burke
o https://www.youtube.com/watch?v=253usMu
_SwA
o https://www.youtube.com/watch?v=SS3EC0_
SlGo
o https://www.youtube.com/watch?v=4Td4CC4
HvnE
o https://www.youtube.com/watch?v=8NEqsJM
p0bI

Current recognition of the contributions of black

soldiers:
o http://nextexithistory.com/site/nashvilleblacks-in-the-civil-war/
o https://jubiloemancipationcentury.wordpress.
com/2011/04/25/us-colored-troops-memorialin-nashville-tn/
Learning Outcomes
Focus on the who of the war during this time period:
Massachusetts 54, 13th United States Colored
Troops (USCT), USCT, Generals, Nathan Bedford
Forrest etc.
Significance of Nashville, as well as the Battle of
Nashville.
Focus on the where of the battles.
Discuss other battles that occurred during this time
period (other battles are listed earlier in this unit
plan).
Emancipation of proclamation discussion.
Focus on the what and when of the battles.
Discussion of the economy and technology
throughout the time period of the battle of Nashville.
Battle of Franklin & Nashville from the History
Channel- posted on youtube
https://www.youtube.com/watch?v=tn5B5yBLLn4
Content Knowledge, Critical thinking, Collaboration,
& Communication
Differentiation & Scaffolding
Prior to this project students need to have a thorough
understanding of the causes leading up to the war.
Above we posted several links to websites with Civil
War lesson plans and resources for educators.
Depending on the need of your students, we
recommend that you use strategies in some lessons
and resources from others. The lessons on those
websites have all of the resources needed to present
them to the class. The majority of them are very
hands-on and inquiry based. We recommend
spending time selecting lessons based on the
information below.
If you look at our recommended day by day lessons
for this project you will notice that we only allot 3

days for background knowledge. The Civil War is a

huge topic- years of study wouldnt be enough for
students to understand it fully.
Since time is limited, students completing this project
will need background knowledge on the following
topics- who are the main people involved, what are
the major battles leading up to the Battle of Nashville
and after it, where did these battles occur, and what
was the impact of the Emancipation Proclamation &
Massachusetts 54th Regiment on the Battle of
Nashville.
The videos on the USCT in the Battle of Nashville
(listed above) can be incorporated into group
research lessons in the future.
Quiz, Quiz Trade- for introducing key vocabulary,
and as a review activity of key people and events
o Video of Teacher explaining it
http://www.theteachertoolkit.com/index.php/to
ol/quiz-quiz-trade
o Great video to explain it to students
https://www.youtube.com/watch?v=kDEYLiP
TKQE
Creating a timeline of important events
Map out key battles
Jigsaw readings on important people and have
students share what they learned
Window notes can be used to help them process
content dense readings
Close reading activity (students in groups of 2-3
answer assigned question and then share with the
whole class)
Guess Who? activity
http://www.educationworld.com/a_lesson/learningga
me/learninggame030b.shtml
Scholastic has a phenomenal book of graphic
organizers designed for social studies, these can
help students better understand and chunk the
information.
o The book can be purchased at this website:
http://shop.scholastic.com/shop/en/teacherst
ore/Social-Studies-Graphic-Organizers--MiniLessons

3.

Set up stations around the room with QR codes,

have students use the QR code reader on their
device (tell them to download it ahead of time). Link
youtube videos, maps, primary sources, secondary
sources, pictures, graphs, etc. to the QR codes. Two
great FREE websites for QR code creators are:
o http://www.qrstuff.com/
o http://www.qr-code-generator.com/

Primary Sources

Overview of Learning
Experience
Students will
examine primary
and secondary
sources to build
their knowledge
of the roles and
contributions of
African American
troops during the
Civil War.
Standards
SS 8.77-8.79
SL.8.1a-d, 8.2,
8.3, 8.4, 8.6
L: 8.1a-d,
RI: 8.1-7
Assessment
Journal
responses
Inquiry chart
Exit ticket/written
response
Venn diagram of
primary &
secondary
sources
Graphic organizer
(inquiry chart)

Materials
Primary sources are located in the State Archives
(near the courthouse) and Nashville Public Library.
There are links in the above section to resources at
the Library of Congress and online copies The War
of the Rebellion: A Compilation of the Official
Records of the Union and Confederate Armies.
Graphic Organizer (Inquiry Chart)
http://curriculum.leeschools.net/BB/FORPD/module_
9/I-Chart-Hoffman.pdf
Written Document Analysis Form from the National
Archives
https://www.archives.gov/education/lessons/workshe
ets/written_document_analysis_worksheet.pdf
Photo Analysis Form from the National Archives
https://www.archives.gov/education/lessons/workshe
ets/photo_analysis_worksheet.pdf
Map Analysis Form from the National Archives
https://www.archives.gov/education/lessons/workshe
ets/map_analysis_worksheet.pdf
Primary Source Analysis Form from National
Archives
http://www.loc.gov/teachers/usingprimarysources/res
ources/Primary_Source_Analysis_Tool.pdf
Great graphic organizer from The History Project
from the University of California, Irvine
http://www.calisphere.universityofcalifornia.edu/them
ed_collections/pdf/6cs_primary_source.pdf
Video: https://www.youtube.com/watch?v=8iFQP-Nyjk

Materials
Multiple concrete examples of primary and secondary sources
(does not have to be related to items seen in the history portion of
this PBL, however, it may be a good idea to include one sample
so students can make a connection.)
Graphic organizer (inquiry chart) is needed when instructing how
to properly cite primary and secondary sources.
http://curriculum.leeschools.net/BB/FORPD/module_9/I-ChartHoffman.pdf
o Rationale behind using a Inquiry Chart See below
http://curriculum.leeschools.net/BB/FORPD/module_9/str
atIChart.html
Chart paper to be used when constructing anchor charts for the
various resources that can be cited when conducting research.
Video displayed during class:
https://www.youtube.com/watch?v=cqXHO7bTPnw
Learning Outcomes
Students will be able to explain the significance between the
features of a primary source, compared to a secondary source.
Students will discuss which source is more authentic for students
to use when conducting research? Why?
Students will understand how to properly cite both primary and
secondary sources.
Differentiation & Scaffolding
Venn diagram analyzing the unique qualities of primary and
secondary sources, in addition to the similarities and differences.
Graphic organizer (inquiry chart) will be used when instructing
how to properly cite both primary and secondary sources.
Teacher can provide sources with varied levels of difficulty
(number of authors, specific chapter of a book, website and

Reflection
What is a primary
source?
How primary
sources and
secondary
sources differ?
Why is it
important for
students to use
primary sources?
What have you
learned about
your topic so far
after analyzing
primary sources?

For specific information on the construction of Fort

Negley, Rains Cut, Overton Hill, and Stones River,
check out The African-American History of
Nashville, Tennessee, 1780-1930 by Dr. Bobby
Lovett
o Chapter 3 pages 46-70 & his sources pgs
264-270
o The vast majority of his sources are
considered primary and can be found in
either the downtown Nashville Public Library
or the State Archives. Plan to devote several
hours to obtaining these sources- if sharing
this project with another 8th grade teachertry to share the research. We spent 4 hours
obtaining the ones included in the appendix;
the students will need several more to
complete the project thoroughly.
o We found the archivist, Carl Kenneth Fieth, at
the downtown public library to be a great
resource!
o Dr. Lovetts article (mentioned in our first part
of the project) also has a great list of primary
sources on these battles.
Fort Negley also has lots of primary sources from
that time
Learning Outcomes
Students will work in their research groups to analyze
the primary sources on their topic.
Students will think critically about where the source is
from, who is in it (or wrote it), when it was created,
and the new information that it provides.
Students will combine what they learn in English
class on citing sources to help them keep track of
their research.
Differentiation & Scaffolding
Several different types of graphic organizers to help
keep track of and analyze primary sources.
Teacher can provide assistance in understanding the
sources by providing additional easier-to-read
primary and secondary sources, demonstrating how
to analyze a primary source from a historical lens,
and asking guiding questions to help students pull

photograph) to scaffold citation instruction.

Anchor chart will be constructed by students and displayed in the
classroom throughout the project for reference. Each group will
be given an example of one type of source and will be asked to
cite it using the chart paper provided. (Include formula as well as
citation of resource on the anchor chart).

out essential information from the source.

4.

Writing Process

Overview of Learning
Experience
In groups,
students will
create/edit/revise
a Powerpoint
presentation on
their research
topic,
incorporating
content
knowledge
gained from
primary sources.
Students will
explain the
significance of
their assigned
battle and identity
1-2 possible
forms of
recognition for the
African American
troops acts of
service.
Students will also
engage in the
writing process
(drafting, writing,
editing, and
revising) to
compose a letter,
and address it to
a public official,
reflecting on their
research
experiences and

Materials
Developing a Campaign Lessons http://rock-yourworld.org/curriculum/take-actions/developingcampaigns
Laptops
PowerPoint presentations expectations overview
PowerPoint presentations outline
Student checklist for peer editing- lesson that can be
adjusted to better suite middle school students.
http://www.readwritethink.org/classroomresources/lesson-plans/peer-edit-with-perfection786.html?tab=4
Learning Outcomes
Students will collaborate in small groups by using
information gathered from primary sources to create
a PowerPoint presentation.
Students will require an overview of PowerPoint
presentation expectations and outline their
presentations, including the who/where of their
research topic (battle).
Students will think critically about the
why/significance of the battle, and identify 1-2
possible forms of recognition that should be awarded
for the African American troops acts of service
during the Civil War.
Differentiation & Scaffolding
Students will work in small groups.
Graphic organizer to help organize information for
presentation outline.
Peer editing guide to help students during the
revision process.

Materials
Teacher will need examples (a paragraph or two will suffice) of
informative, reflective and persuasive pieces of writing. These
passages will be used throughout instruction and activities
pertaining to the different forms of writing discussed throughout
the lesson.
Cornell notes for different forms of writing...see link below for
direct link. http://www.alvinisd.net/Page/6196
Exit ticket to be used when determining whether a sample text is
considered reflective, persuasive or informative. Students will
have to support their response with details discussed from class.
Expectations and a rubric pertaining to The Letter Project
(Operation Recognition) must be handed out to students.
Guidelines for the project will be discussed as well.
Teenagers Live Extraordinary Lives to Make a Difference. See
link below. http://www.voanews.com/content/teenagers-liveextraordinary-lives-to-make-a-difference/1909061.html
Student checklist for peer editing will be given. Students must
follow this when checklist when revising classmates paper.
YouTube video on effective body language. See scaffolds section
below.
Learning Outcomes
Spend the first day of this section conducting a mini-research
activity on various forms of military recognition (Medal of Honor,
Posthumous, State Plaque v. Civil War Trails Plaque, monument
in Hadley Park, etc).
Students will construct meaning relating to the traits displayed
throughout informative, persuasive and reflective writing. What
qualities are vital to each form of writing.
Students will be able to identify whether a piece of writing is
informative, reflective or persuasive.
Students will understand and be engaged with all facets of the
writing process when constructing their letter.
Students will compose a well-constructed personal letter
pertaining to their experience with the project. Ideas and points
displayed are thorough and relate to the overall purpose of the
letter.

proposing a form
of recognition for
the African
American troops
during the Civil
War.
Standards
SS 8.78
L: 8.1a-d,
SL.8.1a-d, 8.2,
8.3, 8.4, 8.6
RI: 8.1-7
W: 8.4, 8.5, 8.6,
8.8, 8.9.a-b, 8.10
Assessment
Journal
responses
Graphic
organizers
Student selfassessments,
teacher check-in,
or fishbowl report
on progress of
presentation
Powerpoint
presentation
Student checklist
self-assessment
for the letter
Letter to public
official
Rubrics for
creating and
practicing
presentation
http://rubistar.4te
achers.org/index.
php
Reflection
Who were key
players involved

Differentiation & Scaffolding

Sample letter to a public official..see link below.
o http://www.childrensdefense.org/library/data/letter-writingtemplate.pdf
Writing Letters to Elected Officials. See link below.
http://ctb.ku.edu/en/table-of-contents/advocacy/direct-action/letters-toelected-officials/main
Graphic organizer to help with overall structure of the letter. This
will relate to the body/structure of what students will write.
Different levels of text can be used when working with examples
of informative, persuasive and reflective writing.
Cornell notes used when introducing the different forms of writing
used.
Peer editing guide/checklist will be used to help assists students
when completing the revision process.

5.

in your battle and

where did the
battle take place?
What is the
significance of
your battle in the
context of
Nashville and the
Civil War?
What are possible
forms of
recognition that
should be
awarded to the
African American
troops for their
contributions
during the war?

Culminating Experience (Presenting PowerPoint, Publishing, & Class Reflection on Experience)

Overview of Learning
Experience
Students will
present their
knowledge of
battles, their
significance, and
possible forms of
recognition)
through a
culminating
presentation to
their school
community
(parents,
teachers, peers).
Students will also
publish their
letters and mail
them out to their

Materials
Clips of people (famous or within community) talking
to a large group.
Handout with ten basic tips for public speaking will be
passed out to students.
Learning Outcomes
Proper fundamentals of public speaking will be
acquired by students. Areas such as body language,
eye contact voice and posture will be discussed
during the mini-lesson.
Students will understand positive qualities of public
speaking as well as negative and be able to apply
them to examples in class. Students will analyze a
speech and record what went well, and what needs
improvement.
Students will reflect on their learning experiences
and evaluate their contributions to the group project.
Students will think about what they felt was
successful during the project, and what may have
needed improvement.

Materials
Computer cart will be needed for students to type out their final
draft on the computer.
Envelopes will be needed for each student letter.
Sample letter displayed on the board for students to see during
mini-lesson.
Journals will be needed to reflect on this experience.
Final checklist will be needed for students prior to submitting the
final draft.
Stamps will be needed to send letter out to the public officials.
Learning Outcomes
Students will go through the final checklist pertaining to their
personal letter. Each student will verify one final time that their
letter meets the criteria and expectations of the assignment.
Students will understand the process of mailing a letter. Areas
such as formally addressing an envelope, as well as how to
properly fold a letter will be modeled and discussed during this
mini-lesson.
At the conclusion of the unit, students will write in their journal and
reflect on the project. Students will reflect on what went well in

chosen public
officials.
Students will
reflect on their
learning
experiences
throughout the
project,
identifying areas
in which they felt
they succeeded
or needed
improvement.
Assessment
Journal
responses
Powerpoint
presentation
Letter to public
official
Class discussion
Personal exit
ticket/journal
entry
Standards
SS 8.78
SL.8.1a-d, 8.2,
8.3, 8.4, 8.5, 8.6
L: 8.1a-d,
RI: 8.1-7
W:8.4, 8.5, 8.6,
8.8, 8.9.a-b, 8.10
Reflection
What do you think
went well in the
project? In which
areas did you feel
most success?
What was your
favorite part in
completing this
project?

Differentiation & Scaffolding

YouTube clips pertaining to body language when
public speaking.
https://www.youtube.com/watch?v=m7SSj5Z5kTo
YouTube video on Word Champion of Public
Speaking
https://www.youtube.com/watch?v=gAfThre5lv4
YouTube video clip on ten tips for public speaking
document will help focus and drive the mini-lesson
http://www.office.xerox.com/latest/XOGFL-45U.pdf
Students will see both an exemplar public speech, as
well as one that needs more practice.

the unit, as well as certain areas they enjoyed researching.

Students will also reflect on areas they feel they could have done
a better job on throughout the research and writing process.
Differentiation & Scaffolding
Checklist will be used for students to help verify they have all
requirements for the final project. This will verify that students
have covered all of the necessary aspects of the project.
YouTube video clip with How to Fold a Letter can supplement
instruction. https://www.youtube.com/watch?v=V5gelIkXXLg
The link below is a great resource to use when constructing the
mini-lesson for the personal letter. Multiple aspects of the
personal letter (layout, heading, folding etc.) are discussed in the
PDF document. http://www.readingwritinghotline.edu.au/wpcontent/uploads/Writing_Letters.pdf
Questions to aide the reflection process, such as: What went
well? Describe specific areas of the project you feel the group
excelled in. What areas do you feel you excelled in? What was
your favorite part when completing this unit.
Questions to aide the reflection process, such as: If you had to do
this project over again, what would you do differently? Why?
What areas of this project were most challenging for you? The
group? How will you address these struggles in future
assignments? Any other additional comments?

What do you think

needs to be
improved in the
project? If you
had to do this
project again,
what would you
do differently?