Introduction
In class, we have been discussing the Civil War. Specifically, we have uncovered the differences between the North and South, some key causes of the Civil War, the battle of Fort Sumter, the roles of the North and South in the war, and some key abolitionists. Now, we are going to be detectives, and we are going to examine important battles during the Civil War. We are going to discover clues and evidence that will help us better understand the importance each battle. First, try to imagine what it would be like to live during the Civil War. What would your role be during that time?
Task
By the end of this lesson students will:
- Students will be able to explain the effect each battle had on the North and South
- Students will be able to explain the importance and key details of each battle during the Civil War
- Students will be able to incorporate a variety of sources into their powerpoint to demonstrate their knowledge of their assigned battle
- Students will be able to construct a powerpoint and present it to their classmates explaining their knowledge on their researched battle
- Students will be able to include illustrations and graphics that demonstrate their understanding of their topic
Process
Directions: On day one of investigation each group of students will be detectives investigating a different battle from the Civil War. To begin, you will watch a video recapping the events of your battle. Then you will follow the link to read about your battle. You will record your evidence on the teacher provided note sheet explaining who the leaders and key people were for the North and South, the casualties, the timeframe, a recap of events, and the outcome of the battle. Once you have read your article it is highly suggested that you go back and watch the video again. For homework you will read a passage about your battle from the book True Stories of the Civil War. You should highlight important facts from the reading, and add to your note sheet if possible.
On day two and three you will put together your powerpoint following the guidelines sheet.
One day four you will present your powerpoint to your classmates. Your classmates will be responsible for filling out a 3-2-1 sheet on each group’s presentation. Specifically, you will write 3 things you learned, 2 strengths of the powerpoint, 1 area of improvement or 1 question you have.
Battle of Bull Run
Day 1: Watch: http://www.history.com/topics/american-civil-war/american-civil-war-history/videos/first-battle-of-bull-run
http://www.civil-conflict.org/civil-war-battles/battle-bull-run.htm
Day 2: Work on Powerpoint
Day 3: Work on Powerpoint
Day 4: Present Powerpoint
Battle of Antietam
Day 1: Watch http://www.history.com/topics/aztecs/videos/the-battle-of-antietam
http://www.ducksters.com/history/civil_war/battle_of_antietam.php
Day 2: Work on Powerpoint
Day 3: Work on Powerpoint
Day 4: Present Powerpoint
Battle of Gettysburg
Day 1: Watch http://www.history.com/topics/american-civil-war/american-civil-war-history/videos/the-battle-of-gettysburg
http://www.ducksters.com/history/battle_of_gettysburg.php
Day 2: Work on Powerpoint
Day 3: Work on Powerpoint
Day 4: Present Powerpoint
Battle of Vicksburg
Day 1: Watch http://www.history.com/topics/american-civil-war/american-civil-war-his…
http://www.civil-conflict.org/civil-war-battles/battle-of-vicksburg.htm
Day 2: Work on Powerpoint
Day 3: Work on Powerpoint
Day 4: Present Powerpoint
Evaluation
Please refer to your directions checklist. You will be graded on the following rubric below. I will also be taking into consideration how well you worked with classmates, your participation, your attention during classmates presentation, and how well I believe you demonstrate your knowledge of your battle.
Rubric:
|
Beginning |
Developed |
Accomplished |
Exemplary |
|
|
Powerpoint Content: Details and Requirements |
Group includes 0-1 of the necessary components with little to no detail. |
Group includes 2-3 of the necessary components with little detail. |
Group includes 4 of the necessary components with sufficient detail. |
Group includes all of the necessary components with sufficient or exemplary detail. |
|
Grammar and Spelling Conventions |
Group makes more than 6 errors in grade appropriate grammar or spelling. |
Group makes 3-6 errors in grade appropriate grammar or spelling. |
Group makes 1-3 errors in grade appropriate grammar or spelling. |
Group makes no errors in grade appropriate grammar or spelling. |
|
Powerpoint: Organization |
There is no clear plan for the organization of information and the group is missing all three of the necessary requirements: an opening, the body lacks supportive details, and closing. |
Some information is logically sequenced. An occasional slide or piece of information seems out of place and/or the group is missing two of the necessary requirements: an opening, a body with supportive details, or closing . |
Most information is organized in a clear, logical way. One slide or piece of information seems out of place and/or the group is missing one of the necessary requirements: an opening, body with supportive details, or closing . |
All information is organized in a logical way including an opening, body with supportive details, and closing. |
|
Presentation |
Students presentation was fair but had more than 3 errors regarding picture placement, picture appropriateness, or text size. |
Students presentation was fair but had 2-3 errors regarding picture placement, picture appropriateness, or text size. |
Students presentation was attractive but had 1-2 errors regarding picture placement, picture appropriateness, or text size. |
Students presentation was attractive. Pictures and graphics were appropriate to topic and placement was creative. Students text was large enough to read by audience. |
|
Collaboration and Group Work |
Group shares tasks and all performed responsibly all of the time. |
Group shares tasks and performed responsibly most of the time. |
Group shares tasks and performed responsibly most of the time. |
Group often is not effective in sharing tasks and/or sharing responsibility. |
Teacher Page
- CC Reading Standards for Informational Text 5.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
- CC Reading Standards for Informational Text 5.9: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
- CC Speaking and Listening Standards 5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
- CC Speaking and Listening Standards 5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.