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By Ronald Vaughan Morris

.cs95E872D0{text-align:left;text-indent:0pt;margin:0pt 0pt 0pt 0pt} .cs5EFED22F{color:#000000;background-color:transparent;font-family:Times New Roman; font-size:12pt; font-weight:normal; font-style:normal; } .csA62DFD6A{color:#000000;background-color:transparent;font-family:Times New Roman; font-size:12pt; font-weight:normal; font-style:italic; } think a Founding Father traveling a school room this present day, or a sailor from the conflict of 1812, an Amish guy, a nineteenth century pioneer, or perhaps a Civil conflict veteran. Ronald Morris has spent greater than 25 years bringing those characters into school rooms and encouraging different educators to do an identical. during this ebook he synthesizes his large wisdom and event right into a source for every type of educators who support straightforward and heart tuition childrens advance a love of background. Pre-service lecturers can use this publication as a version for constructing their very own sorts of educating social stories. Museum educators can use Bringing background to existence to brighten up their displays with scholars. lecturers within the lecture room can use this source to assist their scholars increase first individual displays by way of examining approximately many examples around the grades. This source is principally vital as university districts lessen their budgets for box journeys to renowned museums that interpret heritage utilizing this well known technique. With this booklet as idea, educators can proceed Bringing heritage to lifestyles for his or her scholars.

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Additional info for Bringing History to Life: First-Person Historical Presentations in Elementary and Middle School Social Studies

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Day Two On another day the students can compare the Union army with that of the South, through a first-person presentation of a soldier from the Stonewall Brigade. The Stonewall Brigade was a crack outfit as was the Iron Brigade, and these soldiers fought against each other at Brawner’s Farm and at South Mountain. It makes sense that they would speak as opponents to give opposing views of the same events. One soldier from the Confederate army and one from the Union Army can tell what motivated them to join their particular army.

Lee had lost a lot of his junior officers. The students must consider how these junior officers could have been replaced. The teacher concludes the muster roll when the students fold and tie the muster papers with red ribbon or red tape before sending them to the state capitol. These small packets of paper fit easily into the cubbyholes of the desk and paper files of that time. ” State archives hold many records from the Civil War, and 46 CHAPTER FOUR these records are a great resource for students researching the Civil War veterans from their community.

30 CHAPTER THREE RABBIT STEW Mrs. Johnson is not all severity and discipline. She also had stories from oral history and newspapers that reflected positively on the students and their families. She passes out compliments liberally; for example, she mentions the dress one girl’s ma recently made for her. ” Many of the compliments Mrs. Johnson offered were for gifts or food or acts of kindness. These kind acts reflected well on the memories that people share about life in a small town. The memories also reflect on an agricultural economy that still provided many goods and services through barter and trade.

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