In this lesson, students will learn the difference between historical fact and historical fiction, and how studying this genre can help them reach a broader and more personal understanding of historical events, such as slavery. The students will choose one of seven characters and write a letter as that character, discussing slavery and asking questions they might have about that time period. Students may also provide illustrations for their letters and dress up as their characters. The lesson will end with the students sharing their letters in front of the class.
Created by Teresa Garcia, September 2006
The student is expected to identify different points of view about an issue or topic. TEKS §113.6. Social Studies, Grade 4. (b)(22)(D)
The student is expected to:
use social studies terminology correctly incorporate main and supporting ideas in verbal and written communication express ideas orally based on research and experiences create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies.
TEKS §113.6. Social Studies, Grade 4. (b)(23)(A,B,C,D)
The student is expected to use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. TEKS §113.6. Social Studies, Grade 4. (b)(24)(A)
Lesson Objective: Students will be able to discuss some of the social and personal issues that Americans confronted during the Civil War period. Students will also be able to share their reactions through their writing.
Read Pink and Say by Patricia Palacco. In the end the students should recognize that Pink, an African American, and Say, the white soldier, are treated very differently.
Break up the students into small groups and encourage them to think of some of the questions they might have about slavery. Tell them that, because they have fourth grade writing skills, they, too, are going to be writing a letter. This time, however, they are going to write a letter to one of the following:
A freed slave A slave A Confederate soldier A slave owner Mother on a farm in Ohio A Confederate child A Union child
Of course, review the parts of a letter. Reiterate that they are to use their questions to write their letter. Students should be reminded of the time period in which the Civil War occurred, and that the questions should be relevant to that era. Teacher will monitor to keep students on track and to gauge process and/or problems.
Students may work on this writing piece for more than one class session. Students will then share their letters to the class, if desired. Students can generate their own pictures of the imaginary recipients.
Having done this activity tells students they can now be re-introduced to the genre of historical fiction.
Ask students what they already know about this genre. List examples and show several examples. They must know that historical fiction is based on events that actually occurred. The main characters, however, and the specific events in these characters lives are made up by skilled authors. The writer researches the time and place that will be the setting of a story before the book is ever started. Use Pink and Say as a connection to this discussion. The writer may study personal letters, journals, newspaper articles, photos and literary pieces from that time. This is how the true flavor of the historical period is provided.
Provide students with an opportunity to view examples of primary source materials.
Select one of the characters in a historical fiction book, or use several photos, and allow creative students to imagine character traits, etc. Write one or a series of journal entries using the voice of that character. Encourage students to think of the following questions:
What hopes or dreams might the person have? What are the person’s experiences? How might he or she feel about those experiences?
Students should be encouraged to personalize their characters and will enjoy creating a cover for the entry pieces. Remember to keep examples of historical fiction, diaries/ journals available for students. Identify 4 interesting facts about the Civil War and incorporate that into the journal entry.
Encourage students to dress up as their characters and encourage other classrooms or characters to come to a living exhibit. Students may also want to work with a partner.
