1. Student Page
[Teacher Page]
A Civil War Letter
Title For Educators
Introduction Designed by
Task Jason Jones
Process Jfj8@uakron.edu
Evaluation
Conclusion
Credits Based on a template from The WebQuest Page

2. Student Page
[Teacher Page]
Introduction
Title “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
Introduction 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
Task the hardest to remember: country men fought countrymen, brother fought
brother.
Process
Evaluation
Conclusion
Credits

3. Student Page
[Teacher Page]
Introduction (Cont.)
Title 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
Introduction 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
Task 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 ,
Process Virginia on April 9, 1865.
Evaluation
The Civil War resulted in almost as many deaths as the total of all other American
Conclusion 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.
Credits

4. Student Page
[Teacher Page]
The Task
You are a soldier fighting in the Civil War. You can choose which side you are
Title 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
Introduction them know that you are okay.
Task
The letter can be to anyone in your family. You could also write to your
Process 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
Evaluation 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
Conclusion 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.
Credits

5. Student Page
[Teacher Page]
The Process
You will be working on this project independently. Feel free to ask me any
Title questions you have.
Introduction For additional information on the Civil War and life as a soldier during the Civil
Task War, you may use the following links:
Process http://www.civilwar.com/component/content/category/294.html?lang=en
Evaluation http://www.civil-war.net/searchlinks.asp?searchlinks=Letters%20and%20Diaries
Conclusion http://mrnussbaum.com/civil-war/battles/
http://besthistorysites.net/index.php/american-history/1800/civil-war
Credits

6. Student Page
[Teacher Page]
Evaluation
Title A Civil War Letter Rubric
Teacher Name: J Jones
Introduction
Task Student Name: _________________ Score: _____________
Process
CATEGORY 4 3 2 1
Evaluation
Grammar & Writer makes no Writer makes 1-2 Writer makes 3-4 Writer makes
Conclusion spelling errors in errors in errors in more than 4
(conventions) grammar or grammar and/or grammar and/or errors in
spelling. spelling. spelling grammar and/or
spelling.
Was the paper Yes, it is a clear The paper has a There is some There is no
on topic and and obvious clear message evidence of a evidence of a
accurate? paper about the about the life of a clear message clear message
life of a soldier soldier during about the life of a about the life of a
during the Civil the Civil War, soldier during soldier during
War and all is on but some of the the Civil War. the Civil War.
topic and facts are off topic
accurate. or incorrect.
Details are 4-5 specific There are 1-3 There are 4-5 There are 5+
included about things are parts missing parts missing parts missing
enemy soldiers, described and an from the paper. from the paper. from the paper.
equipment, accurate time
lodging, food, or period and
specific battles. location is given.
Credits

7. Student Page
[Teacher Page]
Conclusion
Congratulations! You have become part of history. Your letter
Title
helped you understand what it was like to be a soldier in the Civil
Introduction 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
Task the Civil War, come talk to me and I will give you some more
Process information.
Evaluation
Conclusion
Credits

8. Student Page
[Teacher Page]
Credits & References
Title
http://questgarden.com/102/81/5/100501122356/index.htm
Introduction
Task Leoti Bennett, DPL
Process http://www.thehistorycenter.net/news2011/images/civil-war-letter-image3.jpg
Evaluation http://www.sessionmagazine.com/img/misc/American_civil_war/American_civil_war23.jpg
Conclusion 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

9. [Student Page]
Put the Title of the Lesson Here
Teacher Page
(Teacher)
A WebQuest for xth Grade (Put Subject Here)
Title
Introduction Designed by
Learners Put Your Name Here
Standards Put Your E-mail Address Here
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits Based on a template from The WebQuest Page

10. [Student Page]
Teacher Page Introduction (Teacher)
Begin with something that describes the origin of the lesson. For example: This
Title lesson was developed as part of the San Diego Unified School District's Triton
Project, a federally funded Technology Innovation Challenge Grant.
Introduction
Learners 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.
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

11. [Student Page]
Teacher Page Learners (Teacher)
Describe the grade level and course that the lesson is designed to cover. For
Title 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
Introduction additional grades and subjects, mention that briefly here as well.
Learners
Describe what the learners will need to know prior to beginning this lesson. Limit
Standards this description to the most critical skills that could not be picked up on the fly as the
lesson is given.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

12. [Student Page]
Curriculum Standards
Teacher Page
(Teacher)
What will students learn as a result of this lesson? Describe the outcomes
Title succinctly. Use the language of existing standards. For example:
Introduction Social Studies Standards Addressed
Learners
•Recognize the relationships among the various parts of a nation's cultural
Standards life.
•Learn about the mythology, legends, values and beliefs of a people
Process .
Most lessons don't just teach a block of content; they also implicitly teach one or
Resources more types of thinking. In addition to describing learning outcomes within traditional
subject areas, describe what kind of thinking and communications skills were
Evaluation encouraged by this lesson. Inference-making? Critical thinking? Creative
production? Creative problem-solving? Observation and categorization?
Teacher Script Comparison? Teamwork? Compromise?
Conclusion
Credits

13. [Student Page]
Teacher Page The Process (Teacher)
You can paste in the process description given to students in the “student”
Title process slide and then interleave the additional details that a teacher might need.
Introduction Describe briefly how the lesson is organized. Does it involve more than one class?
Learners 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
Standards what?
Process 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
Resources here and suggest ways to get around them.
Evaluation 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
Teacher Script plays, for example?
Conclusion 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.
Variations
If 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.
Credits

14. [Student Page]
Teacher Page Resources (Teacher)
Describe what's needed to implement this lesson. Some of the possibilities:
Title
•Class sets of books
Introduction •E-mail accounts for all students
Learners •Specific software (how many copies?)
•Specific hardware (what kind? How many?)
Standards •Specific reference material in the classroom or school library
•Video or audio materials
Process
If the lesson makes extensive use of specific websites, it would be appropriate to
Resources list, describe and link them here.
Evaluation 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
Teacher Script 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
Conclusion lesson?
Credits

15. [Student Page]
Teacher Page Evaluation (Teacher)
How will you know that this lesson was successful? Describe what student products
Title 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.
Introduction
Learners 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
Standards make use of this lesson.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

16. [Student Page]
Teacher Page Teacher Script (Teacher)
The WebQuest model is best suited for learners who can navigate the Web on their
Title 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
Introduction Learners and special populations by creating a facilitated WebQuest, one that
Learners requires an adult or older peer to drive things.
Standards 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.
Process
This page will include step by step directions to the facilitator, including:
Resources
•What to say at each point in the process
Evaluation •What to click on
•What questions and misconceptions to anticipate
Teacher Script •How long to take at each point
•When to direct learners to work away from the computer
Conclusion
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
Credits

17. [Student Page]
Teacher Page Conclusion (Teacher)
Make some kind of summary statement here about the worthiness of this lesson
Title and the importance of what it will teach.
Introduction
Learners
Standards
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits

18. [Student Page]
Teacher Page Credits & References (Teacher)
List here the sources of any images, music or text that you're using. Provide links back to
Title the original source. Say thanks to anyone who provided resources or help.
Introduction List any books and other analog media that you used as information sources as well.
Learners
Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that
Standards others can acquire the latest version of this template and training materials.
Process
Resources
Evaluation
Teacher Script
Conclusion
Credits