Students will:

1. contrast different points of view and note the change in perspective as the character's life experiences change.

Directions

Day 1:
Step 1: Assess prior knowledge. For example, in the two Dear America books noted above, make sure the students know about the Civil War. What were the issues? Why did they fight? This is perfect when studying the Civil War in social studies.

Step 2: Divide your students into literature circles. They should already have had experience with this type of literature learning. If you prefer teaching full class, then use George Washington 's Socks as your literature book.

Step 3: Hand out the Dear America books (or George Washington 's Socks). Have the students discuss what they can predict from the illustrations alone.

Day 2-15:
Step 1: Either have the students read and respond to the books through literature circles or read and discuss the books as a class.

Step 2: Every other day, students respond in their binders to the book they are reading, either by doing their literature circle role or by responding to questions or prompts that the teacher provides.

Step 3: Have students use Venn diagrams to compare and contrast the two books or the changes in Matt's perception of the different "sides" in the American Revolution as the plot develops.

Step 4: As a culminating activity, students can write diary entries that would come after the end of their book. An alternate or additional activity can be creating a photo or drawn picture scrapbook reflecting what they have read. Since photography was used in the Civil War, they may choose to do this as photos or they can keep an artist's journal, using drawings. Their photos can be drawings, cut out pictures from magazines, computer pictures, or staged photos of their own. For each one, they need to have an entry, explaining what the photo or drawing shows. (This can be finished as homework.)

Lesson Extensions

One fun extension for this activity is to use folk songs to show point of view. The most apparent one is "Yankee Doodle." Teach your students the song if they don't already know it. Then discuss how originally it was sung by the British to make fun of Americans, since a "doodle" meant a fool. However, the Americans took it over, changed the words, and made it into an anthem of sorts, turning the tables on the British.

Assignments

1. Literature Circle binder entries responding to the book read
2. Culminating "picture" project

Evaluation

1. Did the students' responses and discussion show that they understood how history is seen differently, depending on the point of view of the character?
2. Did their written projects reflect their understanding of historical point of view?
3. Were students engaged and focused during the work times?