web quest civil war 1
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TRANSCRIPT
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For Educators
Designed by
Jason Jones
Based on a template from The WebQuest Page
A Civil War LetterA Civil War Letter
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“A blue-coated Union soldier was carefully preparing a grave for a gray-coated Confederate soldier. A puzzled Union officer asked the soldier why he was working so hard to bury an enemy. The Union soldier lowered his eyes and answered softly, “He is my brother.” This aspect of the Civil War is sometimes the hardest to remember: country men fought countrymen, brother fought brother.
IntroductionIntroduction
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[Teacher Page] Introduction (Cont.)Introduction (Cont.)
The American Civil War, also known as The War Between the States, was the greatest battle fought on American soil. Historians believe that its repercussions are still being felt today. The Civil War lasted four years. The start of the war began with the Confederate bombardment of Ft. Sumter, South Carolina on April 12, 1861. The end of the Civil War is marked by General Robert E. Lee’s surrender to General Ulysses S. Grant at the home of Wilmer McLean in the village of Appomattox Court House , Virginia on April 9, 1865.
The Civil War resulted in almost as many deaths as the total of all other American Wars. One in every five military men in the Civil War died in service. Of the 620,000 men who died, 340,000 were from the North and about 280,000 were from the South.
The goal of this Civil War project is to have you become a participant in the Civil War. You have a chance to put yourself in the shoes of either a Confederate soldier or a Union soldier.
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You are a soldier fighting in the Civil War. You can choose which side you are fighting for, the Confederacy or the Union. You have been away from home and your family is probably worried about you. You need to write a letter home to let them know that you are okay.
The letter can be to anyone in your family. You could also write to your sweetheart. Be sure to include details about what you have seen. You should also describe any enemy soldiers you have encountered. You should describe your equipment, lodging, and food. You need to tell what time in the war you are in and where you are located. If you mention a battle, make sure you mention which one. This is a letter, so be sure to address whom it is written to and whom it is from. The letter needs to be 2-3 pages in length and types in 12 pt. font, Arial.
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The TaskThe Task
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You will be working on this project independently. Feel free to ask me any questions you have.
For additional information on the Civil War and life as a soldier during the Civil War, you may use the following links:
http://www.civilwar.com/component/content/category/294.html?lang=en
http://www.civil-war.net/searchlinks.asp?searchlinks=Letters%20and%20Diaries
http://mrnussbaum.com/civil-war/battles/
http://besthistorysites.net/index.php/american-history/1800/civil-war
The ProcessThe Process
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[Teacher Page] EvaluationEvaluation
CATEGORY 4 3 2 1 Grammar & spelling (conventions)
Writer makes no errors in grammar or spelling.
Writer makes 1-2 errors in grammar and/or spelling.
Writer makes 3-4 errors in grammar and/or spelling
Writer makes more than 4 errors in grammar and/or spelling.
Was the paper on topic and accurate?
Yes, it is a clear and obvious paper about the life of a soldier during the Civil War and all is on topic and accurate.
The paper has a clear message about the life of a soldier during the Civil War, but some of the facts are off topic or incorrect.
There is some evidence of a clear message about the life of a soldier during the Civil War.
There is no evidence of a clear message about the life of a soldier during the Civil War.
Details are included about enemy soldiers, equipment, lodging, food, or specific battles.
4-5 specific things are described and an accurate time period and location is given.
There are 1-3 parts missing from the paper.
There are 4-5 parts missing from the paper.
There are 5+ parts missing from the paper.
A Civil War Letter RubricTeacher Name: J Jones
Student Name: _________________ Score: _____________
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Congratulations! You have become part of history. Your letter helped you understand what it was like to be a soldier in the Civil War. While researching your letter, you learned things about what life during the Civil War was like. If you’d like to learn more about the Civil War, come talk to me and I will give you some more information.
Conclusion Conclusion
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http://questgarden.com/102/81/5/100501122356/index.htm
Leoti Bennett, DPL
http://www.thehistorycenter.net/news2011/images/civil-war-letter-image3.jpg
http://www.sessionmagazine.com/img/misc/American_civil_war/American_civil_war23.jpg
http://www.thehistorycenter.net/news2011/images/civil-war-letter-image3.jpg
http://www.savannahtah.com/civil-war%20virtual%20field%20trip/images/soldiers2.gif
http://www.soldierstudies.org/images/webquest/civil%20war%20soldiers.jpg
http://yesteryearsnews.files.wordpress.com/2012/05/civil-war-soldiers-with-tattered-flag.jpg
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.
Credits & Credits & ReferencesReferences
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A WebQuest for xth Grade (Put Subject Here)
Designed by
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Based on a template from The WebQuest Page
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Put the Title of the Lesson Put the Title of the Lesson Here (Teacher)Here (Teacher)
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Begin with something that describes the origin of the lesson. For example: This lesson was developed as part of the San Diego Unified School District's Triton Project, a federally funded Technology Innovation Challenge Grant.
In this second paragraph of the introduction, describe briefly what the lesson is about. Remember, the audience for this document is other teachers, not students.
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Introduction Introduction (Teacher)(Teacher)
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Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well.
Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given.
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Learners (Teacher)Learners (Teacher)
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What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example:
Social Studies Standards Addressed
•Recognize the relationships among the various parts of a nation's cultural life.•Learn about the mythology, legends, values and beliefs of a people.
Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise?
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Curriculum Standards Curriculum Standards (Teacher)(Teacher)
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You can paste in the process description given to students in the “student” process slide and then interleave the additional details that a teacher might need.
Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what?
If students are divided into groups, provide guidelines on how you might do that.If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them.
What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example?
If you're designing for a one-computer classroom or for pre-readers and are creating a facilitated WebQuest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow.
VariationsIf you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here.
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The Process (Teacher)The Process (Teacher)
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Describe what's needed to implement this lesson. Some of the possibilities:
•Class sets of books•E-mail accounts for all students•Specific software (how many copies?)•Specific hardware (what kind? How many?)•Specific reference material in the classroom or school library•Video or audio materials
If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here.
Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson?
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How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above.
You may want to just copy and paste the evaluation section of the student page (Evaluation) into this space and add any clarifications needed for another teacher to make use of this lesson.
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The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.
Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest.
This page will include step by step directions to the facilitator, including:
•What to say at each point in the process•What to click on•What questions and misconceptions to anticipate•How long to take at each point•When to direct learners to work away from the computer
To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point.
This page is linked to the Process segment off of the Teacher Page
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Teacher Script Teacher Script (Teacher)(Teacher)
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Make some kind of summary statement here about the worthiness of this lesson and the importance of what it will teach.
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List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help.
List any books and other analog media that you used as information sources as well.
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials.
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