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THE CIVIL WAR
   WEBQUEST
     GRADES 5
THE NORTH               VS.            THE SOUTH

                 1861            -      1865



                 ...but one of them would make war
                 rather than let the nation survive,
General          and the other would accept war        General
Ulysses S.       rather than let                       Robert E. Lee
Grant            it perish, and the war                Confederate
Union General,   came…Abraham Lincoln, March 4,        General,
North            1865                                  South
Introduction             Task              Process             Resources            Evaluation         Conclusion


                                               INTRODUCTION
 It is 3:30 a.m. and you have just awakened from your sleep. You have been learning about the Civil War in school,
     and on this night you dreamt that you were fighting in Civil War battles, talking to soldiers, and listening to
 President Lincoln give an Address at Gettysburg.. Suddenly, you hear a knock outside of your window. You open
     your window and see a boy peering in at you. You ask him who he is and want he wants. "My name is Little
                   Johnny" he replies. “I am the Child Guardian of History and I need your help."
 You ask him how he got here and he replies that he has been traveling through time warps for years. He tells you
that he just came back from the year 2095. You are amazed to find out that something terrible has happened in the
future. Nobody in the year 2095 remembers anything about the Civil War. He is afraid that if something isn't done
        about it, this important event in history will be forgotten forever. "What can I do to help?" you ask.
 "You can help me by gathering up 3 classmates, coming with me through the time warp, learning more about the
Civil War, and then sharing it with your fellow classmates. It is important that they learn all about it so that they can
             share it with others, who will share it with others, who will share it with others, and so on."
                                       You are amazed at what you are hearing.
                               "Well," he says, "are you going to accept this mission?"
  "Absolutely!" you state. " I can't believe I am going to travel through time and see all of these famous events,
people, and places. I have always wondered what it would be like to live during the time of the Civil War. But what
                                                should I tell my folks?"
    “We will travel while their asleep and I will make sure your safe and that you return to your bed unnoticed”!
BACKGROUND

 The Civil War was a war between the states of the North against the states of the South. It was the
greatest war in American history. 3 million soldiers fought - 600,000 died, making this war the heaviest
of casualties in all of history.


 The southern states wanted to have their own nation and be able to decide what laws to have. The
north did not want the country to be broken apart. In the election of 1860 Abraham Lincoln stated that
he wanted to stop the spread of slavery. The southern states said that if Lincoln won, they would
secede (leave) the union.


 When Abraham Lincoln, a known opponent of slavery, was elected president, the South Carolina
legislature perceived a threat. Calling a state convention, the delegates voted to remove the state of
South Carolina from the union known as the United States of America. The secession of South
Carolina was followed by the secession of six more states -- Mississippi, Florida, Alabama, Georgia,
Louisiana, and Texas -- and the threat of secession by four more -- Virginia, Arkansas, Tennessee, and
North Carolina. These eleven states eventually formed the Confederate States of America.


 The Civil War began. It was the only war fought on American soil by Americans, and for that
reason we have always been fascinated with The Civil War.                      Click to go back to top
Task

YO U R T I M E T R AV E L T E A M W I L L N E E D TO R E S E A RC H A N D
R E P O R T O N M A N Y I M P O R TA N T A S P E C T S O F T H E C I V I L W A R .
YOUR TEAM WILL BE :

* M A K I N G A M A P O F S O U T H E R N A N D N O R T H E R N S TA T E S

*CREATING A TIMELINE

*REPORTING ON BATTLES

*REPORTING ON EVENTS AND PEOPLE

*RETRIEVING WRITTEN LETTERS FROM CIVIL WAR SOLDIERS

*MAKING NORTHERN AND SOUTHERN FLAGS

* C O M PA R I N G A D V A N TA G E S A N D D I S A D V A N TA G E S O F T H E
NORTH AND SOUTH DURING THE WAR .



                                                 CLICK TO GO BACK TO TOP
PROCESS

*The  four roles of your group members will be a reporter,
historian, illustrator, and an editor.

*Each person will have a specific task.

*Each time traveler will be required to keep a journal to record
all findings while in the time warp.

Upon arriving back at the present time, each member will then
need to organize their findings into a clear, neat, and creative
form that can be presented to classmate.
                                                 Click to go back to top
RESOURCES

                                   CIVIL WAR RESOURCES
 The Civil War Overview
 Diaries and letters written by soldiers
 Pictures and images of the war
 Information on many aspects of the Civil War

                                             Battles
 Battle of Gettysburg
 Surrender at Appomattox Court House
 History of the Battle of Gettysburg
 Monitor vs. the Merrimack




                                                         Click to go back to top
RESOURCES

            EVENTS                                       PEOPLE
                                     Harriet Tubman
   The Gettysburg Address
                                     Abraham Lincoln Research Site
   Emancipation Proclamation
                                     A site about all the many people associated
   History of the Drinking Gourd
                                    with the Civil War
   The Drinking Gourd
                                     Choose from a list of people at this site
             Restoration
                                     Choose from a list of women of the Civil War
   Battle of Gettysburg
                                     General Sherman and his “March to the Sea”
   Fredricksburg
                                     African Americans of the Civil War



                                                         Click to go back to top
RESOURCES


UNIFORMS, MONEY & MEDICINE        COST & CASUALTIES OF THE WAR

 Uniforms during the Civil War      Civil War statistics

 Flags of the Civil War

 Money during the Civil War

 Medicine during the Civil War

 Pictures of Union &
Confederate money during the                  Click to go back to top

Civil War
EVALUATION

Each time traveler will be evaluated on grammar,
punctuation, and spelling of written or typed work.
Neatness, creativity, and completion of tasks will also
be considered when grading the projects. It is also
important that while traveling through time, all travelers
work cooperatively. In addition to handing in your
journal, the following rubric will be used to assess your
work. Click on YOUR JOB.
 REPORTER                      ILLUSTRATOR

                HISTORIAN                        EDITOR
CONCLUSION
"With your help and dedication to the Civil
War, I am confident that this team of
travelers will do well at saving the future,"
says Little Johnny the Child Guardian of
History. "The future of students
everywhere depends on you!“

"We will do our best, " you reply.
"Good luck," says Little Johnny.

And with that he is gone.        Click to go back to the top
RUBRIC FOR REPORTER
ROLE                      YOUR JOB                    RESOURCE IDEAS

REPORTER                  Find 2 letters from Civil   Type up reports in Word.
                          War Soldiers. Print them
                          out & paste them in your   Use a Venn Diagram to
                          journal.                   show how the North and
                                                     South were alike, different
                          Report on what the         and the same. You can
                          Underground Railroad was. create this in Word or
                                                     Power Point.
                          Compare advantages and
                          disadvantages of the north
                          and south. Include each
                          side of the issues causing
                          the war.
Click on the flag to go   Report on the meaning of
        back to           abolition and secession.
the introduction page.
RUBRIC FOR HISTORIAN
ROLES               YOUR JOB             RESOURCE
                                         IDEAS
HISTORIAN           Create a timeline    Create timeline
                    of 10 important      with pictures and
                    events/battles       descriptions as
                    during the war.      slides in Power
                    Each event or        Point.
                    battle should have
                    a detailed           Use Chart Wizard
                    description of the   in Excel to create
                    important            graphs showing
                    information and      costs and
Click on the flag   pictures.            causalities.
  to go back to
the introduction    Create a graph
      page.         comparing war
                    costs and
                    causalities.
RUBRIC FOR
            ILLUSTRATOR
ROLE                YOUR JOB             RESOURCE
                                         IDEAS
ILLUSTRATOR         Create replicas of   Kid Pix may be
                    the Union and        used to create
                    Confederate flags.   flags.

                    Identify states of   Insert pictures of
                    the Union and        the Northern and
                    Confederacy. Use     Southern states
                    a visual aid to      into Word.
                    show the states of   Document and
                    each side.           label states.

Click on the flag   Show examples of     Find pictures of
  to go back to     uniforms worn by     currency and copy
the introduction    soldiers and         into a word
      page.         money used           document.
                    during the war.
RUBRIC FOR EDITOR

ROLE                YOUR JOB                   RESOURCE
                                               IDEAS
EDITOR              Write an article on the    Use Microsoft
                    causes of the civil war.
                                               Publisher or Word
                    Create a newsletter in     to create news
                    word and identify and      articles about your
                    write about 2 important    assigned topics.
                    women and 2 important
                    African Americans
                    during the Civil War.      Find pictures on
                    (You can copy and paste    the Internet and
                    this assignment ONLY)
                                               copy into articles.
Click on the flag   Identify and write about
  to go back to     3 important people from
the introduction    each side of the war.
                    This may include
      page.         generals, presidents,
                    etc.
C U R R I C U L U M S TA N D A R D S
                         ( T E A C H E R ’ S PA G E 1 )
 Identify causes of the Civil War from the northern and southern viewpoints.
 Use a range of strategies, including drawing conclusions such as opinions about
    characters based on their actions and summarizing passages, to comprehend
    fifth-grade recreational reading materials in a variety of genres.
   Use a wide range of strategies and skills, including using text features to gain
    meaning, summarizing passages, and drawing conclusions, to comprehend
    fifth-grade informational and functional reading materials.
   Use text features, including indexes, tables, and appendixes, to guide
    interpretation of expository/informational texts.
   Express meaning through writing varied sentence structure, detailed
    paragraphs, and multi-paragraph compositions in an organized manner.
   Compose texts using an introductory paragraph that includes a main idea;
    supporting paragraphs with a minimum of three reasons, explanations, or steps
    in a process; and a conclusion.
   Use text features, including indexes, tables, and appendixes, to guide
    interpretation of expository/informational texts.
   Use search strategies in the research process to identify reliable current
    resources and computer technology to locate information.
   Use various technology applications, including word processing and multimedia
    software.
   Use technology tools to organize, interpret, and display data.
NETS-S Standards (TEACHER’S PAGE 2)
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology
Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.

2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively to support
individual learning and contribute to the learning of others.
Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and
formats.
d. contribute to project teams to produce original works or solve problems.

4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources.
Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.
LEARNING OBJECTIVES
        ( T E A C H E R ’ S PA G E 3 )
The student groups will:
 Research the events that led to the civil war, the
  events during the war, and the events after the war.
 Complete artifacts to guide and organize the
  information that they find on those /people events.
 Students will communicate effectively.
 Students will demonstrate knowledge of Civil War &
  important figures of era.
 Students will work cooperatively in groups.

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The civil war webquest

  • 1. THE CIVIL WAR WEBQUEST GRADES 5
  • 2. THE NORTH VS. THE SOUTH 1861 - 1865 ...but one of them would make war rather than let the nation survive, General and the other would accept war General Ulysses S. rather than let Robert E. Lee Grant it perish, and the war Confederate Union General, came…Abraham Lincoln, March 4, General, North 1865 South
  • 3. Introduction Task Process Resources Evaluation Conclusion INTRODUCTION It is 3:30 a.m. and you have just awakened from your sleep. You have been learning about the Civil War in school, and on this night you dreamt that you were fighting in Civil War battles, talking to soldiers, and listening to President Lincoln give an Address at Gettysburg.. Suddenly, you hear a knock outside of your window. You open your window and see a boy peering in at you. You ask him who he is and want he wants. "My name is Little Johnny" he replies. “I am the Child Guardian of History and I need your help." You ask him how he got here and he replies that he has been traveling through time warps for years. He tells you that he just came back from the year 2095. You are amazed to find out that something terrible has happened in the future. Nobody in the year 2095 remembers anything about the Civil War. He is afraid that if something isn't done about it, this important event in history will be forgotten forever. "What can I do to help?" you ask. "You can help me by gathering up 3 classmates, coming with me through the time warp, learning more about the Civil War, and then sharing it with your fellow classmates. It is important that they learn all about it so that they can share it with others, who will share it with others, who will share it with others, and so on." You are amazed at what you are hearing. "Well," he says, "are you going to accept this mission?" "Absolutely!" you state. " I can't believe I am going to travel through time and see all of these famous events, people, and places. I have always wondered what it would be like to live during the time of the Civil War. But what should I tell my folks?" “We will travel while their asleep and I will make sure your safe and that you return to your bed unnoticed”!
  • 4. BACKGROUND  The Civil War was a war between the states of the North against the states of the South. It was the greatest war in American history. 3 million soldiers fought - 600,000 died, making this war the heaviest of casualties in all of history.  The southern states wanted to have their own nation and be able to decide what laws to have. The north did not want the country to be broken apart. In the election of 1860 Abraham Lincoln stated that he wanted to stop the spread of slavery. The southern states said that if Lincoln won, they would secede (leave) the union.  When Abraham Lincoln, a known opponent of slavery, was elected president, the South Carolina legislature perceived a threat. Calling a state convention, the delegates voted to remove the state of South Carolina from the union known as the United States of America. The secession of South Carolina was followed by the secession of six more states -- Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas -- and the threat of secession by four more -- Virginia, Arkansas, Tennessee, and North Carolina. These eleven states eventually formed the Confederate States of America.  The Civil War began. It was the only war fought on American soil by Americans, and for that reason we have always been fascinated with The Civil War. Click to go back to top
  • 5. Task YO U R T I M E T R AV E L T E A M W I L L N E E D TO R E S E A RC H A N D R E P O R T O N M A N Y I M P O R TA N T A S P E C T S O F T H E C I V I L W A R . YOUR TEAM WILL BE : * M A K I N G A M A P O F S O U T H E R N A N D N O R T H E R N S TA T E S *CREATING A TIMELINE *REPORTING ON BATTLES *REPORTING ON EVENTS AND PEOPLE *RETRIEVING WRITTEN LETTERS FROM CIVIL WAR SOLDIERS *MAKING NORTHERN AND SOUTHERN FLAGS * C O M PA R I N G A D V A N TA G E S A N D D I S A D V A N TA G E S O F T H E NORTH AND SOUTH DURING THE WAR . CLICK TO GO BACK TO TOP
  • 6. PROCESS *The four roles of your group members will be a reporter, historian, illustrator, and an editor. *Each person will have a specific task. *Each time traveler will be required to keep a journal to record all findings while in the time warp. Upon arriving back at the present time, each member will then need to organize their findings into a clear, neat, and creative form that can be presented to classmate. Click to go back to top
  • 7. RESOURCES CIVIL WAR RESOURCES  The Civil War Overview  Diaries and letters written by soldiers  Pictures and images of the war  Information on many aspects of the Civil War Battles  Battle of Gettysburg  Surrender at Appomattox Court House  History of the Battle of Gettysburg  Monitor vs. the Merrimack Click to go back to top
  • 8. RESOURCES EVENTS PEOPLE  Harriet Tubman  The Gettysburg Address  Abraham Lincoln Research Site  Emancipation Proclamation  A site about all the many people associated  History of the Drinking Gourd with the Civil War  The Drinking Gourd  Choose from a list of people at this site Restoration  Choose from a list of women of the Civil War  Battle of Gettysburg  General Sherman and his “March to the Sea”  Fredricksburg  African Americans of the Civil War Click to go back to top
  • 9. RESOURCES UNIFORMS, MONEY & MEDICINE COST & CASUALTIES OF THE WAR  Uniforms during the Civil War  Civil War statistics  Flags of the Civil War  Money during the Civil War  Medicine during the Civil War  Pictures of Union & Confederate money during the Click to go back to top Civil War
  • 10. EVALUATION Each time traveler will be evaluated on grammar, punctuation, and spelling of written or typed work. Neatness, creativity, and completion of tasks will also be considered when grading the projects. It is also important that while traveling through time, all travelers work cooperatively. In addition to handing in your journal, the following rubric will be used to assess your work. Click on YOUR JOB. REPORTER ILLUSTRATOR HISTORIAN EDITOR
  • 11. CONCLUSION "With your help and dedication to the Civil War, I am confident that this team of travelers will do well at saving the future," says Little Johnny the Child Guardian of History. "The future of students everywhere depends on you!“ "We will do our best, " you reply. "Good luck," says Little Johnny. And with that he is gone. Click to go back to the top
  • 12. RUBRIC FOR REPORTER ROLE YOUR JOB RESOURCE IDEAS REPORTER Find 2 letters from Civil Type up reports in Word. War Soldiers. Print them out & paste them in your Use a Venn Diagram to journal. show how the North and South were alike, different Report on what the and the same. You can Underground Railroad was. create this in Word or Power Point. Compare advantages and disadvantages of the north and south. Include each side of the issues causing the war. Click on the flag to go Report on the meaning of back to abolition and secession. the introduction page.
  • 13. RUBRIC FOR HISTORIAN ROLES YOUR JOB RESOURCE IDEAS HISTORIAN Create a timeline Create timeline of 10 important with pictures and events/battles descriptions as during the war. slides in Power Each event or Point. battle should have a detailed Use Chart Wizard description of the in Excel to create important graphs showing information and costs and Click on the flag pictures. causalities. to go back to the introduction Create a graph page. comparing war costs and causalities.
  • 14. RUBRIC FOR ILLUSTRATOR ROLE YOUR JOB RESOURCE IDEAS ILLUSTRATOR Create replicas of Kid Pix may be the Union and used to create Confederate flags. flags. Identify states of Insert pictures of the Union and the Northern and Confederacy. Use Southern states a visual aid to into Word. show the states of Document and each side. label states. Click on the flag Show examples of Find pictures of to go back to uniforms worn by currency and copy the introduction soldiers and into a word page. money used document. during the war.
  • 15. RUBRIC FOR EDITOR ROLE YOUR JOB RESOURCE IDEAS EDITOR Write an article on the Use Microsoft causes of the civil war. Publisher or Word Create a newsletter in to create news word and identify and articles about your write about 2 important assigned topics. women and 2 important African Americans during the Civil War. Find pictures on (You can copy and paste the Internet and this assignment ONLY) copy into articles. Click on the flag Identify and write about to go back to 3 important people from the introduction each side of the war. This may include page. generals, presidents, etc.
  • 16. C U R R I C U L U M S TA N D A R D S ( T E A C H E R ’ S PA G E 1 )  Identify causes of the Civil War from the northern and southern viewpoints.  Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading materials in a variety of genres.  Use a wide range of strategies and skills, including using text features to gain meaning, summarizing passages, and drawing conclusions, to comprehend fifth-grade informational and functional reading materials.  Use text features, including indexes, tables, and appendixes, to guide interpretation of expository/informational texts.  Express meaning through writing varied sentence structure, detailed paragraphs, and multi-paragraph compositions in an organized manner.  Compose texts using an introductory paragraph that includes a main idea; supporting paragraphs with a minimum of three reasons, explanations, or steps in a process; and a conclusion.  Use text features, including indexes, tables, and appendixes, to guide interpretation of expository/informational texts.  Use search strategies in the research process to identify reliable current resources and computer technology to locate information.  Use various technology applications, including word processing and multimedia software.  Use technology tools to organize, interpret, and display data.
  • 17. NETS-S Standards (TEACHER’S PAGE 2) 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. b. communicate information and ideas effectively to multiple audiences using a variety of media and formats. d. contribute to project teams to produce original works or solve problems. 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions.
  • 18. LEARNING OBJECTIVES ( T E A C H E R ’ S PA G E 3 ) The student groups will:  Research the events that led to the civil war, the events during the war, and the events after the war.  Complete artifacts to guide and organize the information that they find on those /people events.  Students will communicate effectively.  Students will demonstrate knowledge of Civil War & important figures of era.  Students will work cooperatively in groups.