CIVIL WAR WEBQUEST

Table of Contents

Introduction

Tasks

Process for Activity 1

Process for Activity 2

Process for Activity 3

Evaluation

Conclusion

References

The ruins of Columbia, South Carolina as seen from the Capitol in 1865.

Introduction

The Civil War marked the history of the United States more profoundly than any other conflict in our history. The Civil War was the bloodiest conflict in American History. Families were pitted against one another, brother against brother, state against state. It caused tremendous economic and ideological hardships. It is estimated that three (3) percent of the population died during the civil war.

Literature, photographic essays, video presentations, and historical documents influence our perspective of Civil War events. We will embark on a trip through time to experience the Civil War through the eyes of a soldier, a slave, and a famous leader.

Soldiers resting and reading letters from home after a drill in Petersburg, Virginia in 1864.

Task

Welcome to our Civil War exploration projects! We will spend the next few weeks working on the tasks as outlined below. Each student will complete all three (3) activities; each activity will take about a week. You will be assigned a partner as you progress through these activities. Throughout this Web quest you will find several website links; you should open them in a new window. It is always important to be conscious of spelling, grammar, and word choice as putting forth your best effort is as important as the Civil War was in defining our great nation.

General Ulysses S. Grant leaning against a tree in front of a tent, Cold Harbor, Virginia, June 1864.

Activity One

Imagine that you are a soldier in the Confederate or Union Army. You have walked for miles and are ready to prepare camp. Soon, you will be going into battle. What do you want to share with your family back home about your experience? What is the food like in the army? What do you sleep on? How are your clothes holding up? How are your shoes holding up? Why are you fighting in this war?

Activity Two

Leading up to and during the Civil War there were a number of famous leaders who emerged in our nation’s history. Who were they? How did they shape the Civil War and nation’s future? Who are the Presidents of the Civil War? Who are the Generals on the front lines in battle? Why are they the Generals and why are they fighting for the side they represent? For this activity you will create a PowerPoint slide show depicting some of these leaders. You should use at least six (6) leaders.

General Robert E. Lee at Appomattox Courthouse, Virginia in April 1865.

Activity Three

Many slaves and former slaves were anxious for change in the South to occur. You will assume the role of a former slave and write a "Letter to the Editor" of The Baltimore Sun in Maryland and explain why it is important for slaves to be free. But first you must research who some of the slaves or former slaves are that are making headlines? What are they doing to get this attention? Why are they doing the things they are doing and is it making a difference?

Process for Activity One

Imagine that you are a soldier in the Confederate or Union Army. You have walked for miles and are ready to prepare camp. Soon, you will go into battle. What do you want to share with your family back home about your experience? What is the food like in the army? What do you sleep on? How are your clothes holding up? How are your shoes holding up? Why are you fighting in this war?

Allan Pinkerton, chief of General McClelland's secret service, with men at Cumberland Landing, Virginia on May 14, 1862.

You will use researched information and write a letter home to your family about your experience as a soldier. Your letter should be typed in Office 365 using Word. Use correct spelling, grammar, and vivid word choice. Be sure to look at the rubric for "Letter Home."

Links:

How the Civil War Soldiers Lived

Civil War Photos

The Civil War Soldiers of 1863

Essays and Articles about the Civil War

The Civil War Armies

Uniforms of the Civil War

Camp Life during the Civil War

A Soldier's Life

Process for Activity Two

Leading up to and during the Civil War there were a number of famous leaders who emerged in our nations' history. Who were they? How did they shape the Civil War and nations' future? Who are the Presidents of the Civil War? Who are the Generals on the front lines in battle? Why are they the Generals and why are they fighting for the side they represent?

Jefferson Davis, President of the Confederacy.

You will research some of the famous leaders who emerged leading up to and during the Civil War.

For this activity, you will create a power point slide show that depicts at least six (6) leaders leading to and/or during the Civil War era. You will need to include a picture of each person, describe why they are considered famous, and tell about their contributions to the Civil War.

Some of the leaders you may choose from include: Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, George McClellan, Robert E. Lee, Stonewall Jackson, Jeb Stuart, George Meade, William Tecumseh Sherman, Harriet Tubman, Frederick Douglass, and John Brown. You will find a list of additional people in the first link.

Civil War Photos American Battlefield Trust Biographies Biographies from PBS Library of Congress Biographies

Process for Activity Three

Black laborers on wharf at James River, Virginia.

You will assume the role of a former slave. For this activity, you will research slaves and former slaves. Who are some of the former slaves making headlines? What are they doing to get this attention? Why are they doing the things they are doing and is it making a difference?

Then, you will write a "Letter to the Editor" of The Baltimore Sun in Maryland describing why it is important to free the slaves.

Links are listed below and you may use any other link found throughout this Web quest. Your article should be typed in Office 365 using Word. Be sure to use correct spelling, grammar, and vivid word choice.

Links:

Video on abolitionists and the Underground Railroad

Video on the campaign to end slavery

A biography on Harriet Tubman

Another biography on Harriet Tubman

A biography on Frederick Douglass

An article about slavery during the Civil War

Evaluation

Students should be able to show knowledge about the Civil War. They should be able to answer basic questions regarding what life was like during the Civil War. What was camp life like for the soldiers? What kind of food did the armies eat while at war? What were some of the reasons slaves wanted to be freed? Who were some of the famous individuals leading up to and during the Civil War? What were the effects of the Civil War on the North? What were the effects of the Civil War on the South?

Each activity will receive a separate grade, you should always use correct spelling, grammar, and vivid word choice.

Civil War Web quest Evaluation Rubric

4 (4 pts) 3 (3 pts) 2 (2 pts) 1 (1 pt)

Activity 1

Letter Home It is very easy for the reader to understand what the soldier is experiencing in camp life and as a soldier.

It is fairly easy for the reader to understand what the soldier is experiencing in camp life and as a soldier.

It is somewhat easy for the reader to understand either what the soldier is experiencing in camp life or as a

It is not clear to the reader what the soldier is experiencing in camp life or as a soldier.

Grammar & Spelling for Letter Home

Writer makes no errors in grammar or spelling that distracts the reader from the content.

Writer makes 1- 2 errors in grammar or spelling that distracts the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distracts the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distracts the reader from the content.

Word Choice for Letter Home

Writer uses vivid words and phrases that linger or draw images in the reader's mind, and the choice and placement of words seems accurate, natural, and flow.

Writer uses vivid words and phrases that linger or draw images in the reader's mind, but occasionally the words are used inaccurately or seem overdone.

Writer uses words that communicate clearly, but the writing lacks variety, flair, and punch.

Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or clichés may be present and detract from the meaning.

Accuracy of Facts (content) for Letter Home

All supportive facts are reported accurately.

Almost all supportive facts are reported accurately.

Most supportive facts are reported accurately.

No facts are reported or most are inaccurately reported.

Activity 2

PowerPoint Slide Show on Famous Leader

Writer uses 6 famous leaders, includes photos, and uses 4-6 sentences to describe each leader in the PowerPoint Slide Show. The slide show flows naturally.

Writer uses 6 famous leaders, includes photos, and uses 3 sentences to describe each leader in the PowerPoint Slide Show. The slide show flows fairly naturally.

Writer uses 4-5 famous leaders, includes photos, and uses less than 3 sentences to describe each leader in the PowerPoint Slide Show. The slide show is mostly natural.

Writer uses less than 4 famous leaders, includes some photos, and uses less than 3 sentences to describe each leader in the PowerPoint Slide Show. The slide show is lacking in effort.

Accuracy of Facts (content) for Famous Leader

All supportive facts are reported accurately.

Almost all supportive facts are reported accurately.

Most supportive facts are reported accurately.

No facts are reported or most are inaccurately reported.

Word Choice, Spelling and Grammar for Famous Leader

Writer uses vivid words and phrases that linger or draw images in the reader's mind, and the choice and placement of words seems accurate, natural, and flow. Writer makes no errors in grammar or spelling that distracts the reader from the content.

Writer uses vivid words and phrases that linger or draw images in the reader's mind, but occasionally the words are used inaccurately or seem overdone. Writer makes 1- 2 errors in grammar or spelling that distracts the reader from the content.

Writer uses words that communicate clearly, but the writing lacks variety, flair, and punch. Writer makes 3-4 errors in grammar or spelling that distracts the reader from the content.

Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or clichés may be present and detract from the meaning. Writer makes more than 4 errors in grammar or spelling that distracts the reader from the content.

Activity 3

Letter to the Editor It is very easy for the reader to understand what the writer is trying to convey to the reader and why.

It is fairly easy for the reader to understand what the writer is trying to convey to the reader and why.

It is somewhat confusing for the reader to understand what the writer is trying to convey to the reader and why.

It is difficult for the reader to understand what the writer is trying to convey to the reader.

Grammar and Spelling for Letter to the Editor)

Writer makes no errors in grammar or spelling that distracts the reader from the content.

Writer makes 1- 2 errors in grammar or spelling that distracts the reader from the content.

Writer makes 3-4 errors in grammar or spelling that distracts the reader from the content.

Writer makes more than 4 errors in grammar or spelling that distracts the reader from the content.

Word Choice for Letter to the Editor

Writer uses vivid words and phrases that linger or draw images in the reader's mind, and the choice and placement of words seems accurate, natural, and flow.

Writer uses vivid words and phrases that linger or draw images in the reader's mind, but occasionally the words are used inaccurately or seem overdone.

Writer uses words that communicate clearly, but the writing lacks variety, flair, and punch.

Writer uses a limited vocabulary that does not communicate strongly or capture the reader's interest. Jargon or clichés may be present and detract from the meaning.

Accuracy of Facts (content) for Letter to the Editor

All supportive facts are reported accurately.

Almost all supportive facts are reported accurately.

Most supportive facts are reported accurately.

No facts are reported or most are inaccurately reported.

Conclusion

Wounded soldiers after the Battle of Chancellorsville near Fredericksburg, Virginia on May 2, 1863.

The Civil War was a devastating event that pitted family against family, brother against brother, and state against state. In the beginning, Abraham Lincoln thought the war wouldn't last long. He asked volunteers to sign up for three (3) months.

The Southerners were fighting for the way of life that they believed in. The war was very hard on the South and many enlisted men deserted from the army because they lacked the necessary items for fighting. The South had excellent military leadership and was very skilled in battle.

The Northerners were better prepared with more men, better clothing, more weapons, and more financial backing. The Northern military leaders were not as strategically skilled or knowledgeable about the terrain of the South.

The cost of war was high for both sides. Finally, the Civil War ended on April 9, 1865 at Appomattox Courthouse, Virginia when General Robert E. Lee surrendered to General Ulysses S. Grant. It was time to begin the process of rebuilding the south and one nation under God.

References

A Union regimental fife drum corp. http://archives.gov/research/civil-war/photos/images/civil- war- 003.jpg (accessed May 31, 2014).

Barnard, George N. The ruins of Columbia, South Carolina as seen from the Capitol in 1865. 1865. Columbia, South Carolina. Courtesy of George B. Barnard. http://archives.gov/research/civil- war/photos/images/civil-war-113.jpg (accessed May 31, 2014).

Brady, Mathew B. General Robert E. Lee at Appomattox Courthouse, Virginia in April, 1865. April, 1865. Appomattox Courthouse, Virginia. Courtesy of Mathew B. Brady. http://archives.gov/research/civil-war/photos/images/civil-war-145.jpg (accessed May 31, 2014).

Brady, Mathew B. Jefferson Davis, President of the Confederacy. Prior to 1861. Courtesy of Mathew B. Brady. http://archives.gov/research/civil-war/photos/images/civil-war-151.jpg (accessed May 31, 2014).

Barnard, George N. and Gibson, James F. Allan Pinkerton, chief of General McClelland's secret service, with men at Cumberland Landing, Virginia on May 14, 1862. May 14, 1862. Cumberland Landing, Virginia. Courtesy of George N. Barnard and James F. Gibson. http://archives.gov/research/civil-war/photos/images/civil-war-015.jpg (accessed May 18, 2014).

Black laborers on wharf at James River, Virginia. James River, Virginia. http://archives.gov/research/civil-war/photos/images/civil-war-014.jpg (accessed May 18, 2014).

General Ulysses S. Grant leaning against a tree in front of a tent, Cold Harbor, Virginia, June 1864. June 1864. Cold Harbor, Virginia. http://archives.gov/research/civil-war/photos/images/civil-war- 032.jpg (accessed May 18, 2014).

Soldiers resting and reading letters from home after a drill in Petersburg, Virginia in 1864. 1864. Petersburg, Virginia. http://archives.gov/research/civil-war/photos/images/civil-war-002.jpg (accessed May 18, 2014).

Wounded soldiers after the Battle of Chancellorsville near Fredericksburg, Virginia on May 2, 1863. May 2, 1863. Fredericksburg, Virginia. http://archives.gov/research/civil-war/photos/images/civil-war- 135.jpg (accessed May 18, 2014).

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