CIVIL WAR WEBQUEST

by April Peacock

Table of Contents

Introduction

Tasks

Process for Activity 1

Process for Activity 2

Process for Activity 3

Process for Activity 4

Evaluation

Conclusion

Standards

5W/5E Webquest Integration

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Literature, photographic essays, video presentations, and historical documents influence our perspective of Civil War events.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 and a slave. We will experience war through battle and as if we are famous. And, finally, we will put ourselves in the shoes of a young Union drummer boy and imagine what would have happened to him if he had been from the Confederate states.

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 reading Charley Skedaddle by Patricia Beatty and working on the tasks as outlined below. Each student will complete all four (4) activities; each activity will take about a week. The fourth activity will be completed with a partner. You will be assigned a partner as you progress through these activities. Throughout this Webquest 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?

Activity Four

Now that we have finished reading Charley Skedaddle by Patricia Beatty and you have finished Activities 1 - 3, it is time to reflect on the Civil War era. You and a partner will write a story and consider Charley as a Confederate soldier. You will use your knowledge of the Civil War and you should be historically conscious in your response. How would his experience have been different in the war? Would he have been a drummer boy? How would his experience with Granny have changed? What would have happened with Charley at the end of the war?

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 Microsoft Word. Use correct spelling, grammar, and vivid word choice. Be sure to look at the rubric for "Letter Home."

Links:

A variety of photos taken during the Civil War.

How the Civil War Soldiers Lived.

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.

Links:

A variety of photos taken during the Civil War.

Some noteworthy people leading to and during the Civil War.

Civil War photos of Union military leaders.

Civil War photos of Confederate military leaders.

Photos of Abraham Lincoln.

Video about General Grants Tough Road to Success.

Video about Abraham Lincoln.

Video about abolition and the underground railroad.

Video about more abolitionists and the underground railroad.

Video about General Stonewall Jackson.

Video about ending slavery.

Video about General Robert E. Lee.

Video about General Grant and General Sherman.

Video about General Sherman’s' War Logistics.

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 Webquest. Your article should be typed in Microsoft 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.

Process for Activity Four

Now that we have finished reading Charley Skedaddle and you have finished activities 1 - 3, it is time to reflect on the Civil War era. You and a partner (assigned by your teacher) will write a story together and consider Charley as a Confederate soldier. You will use your knowledge of the Civil War and you should be historically conscious in your response. How would his experience have been different in the war? Would he have been a drummer boy? How would his experience with Granny have changed? What would have happened with Charley at the end of the war?

A Union regimental fife and drum corp.

Consider these questions, as well as the questions listed above: Would he have joined the army? If he had joined the army and met Granny, how would his experience with Granny have been different? What would Charley have done at the end of the war?

You will be graded as a team. Your paper should be written in Microsoft Word. Be sure to use correct spelling, grammar, and vivid word choice.

You may use any of the previous links to help you in your quest.

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, with the exception of Activity 4, which is to write a story about Charley being a Confederate soldier. You should always use correct spelling, grammar, and vivid word choice.

Civil War Webquest Evaluation Rubric

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

Activity 1

Letter Home (1, 5%) 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 soldier.

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

Grammar & Spelling for Letter Home (1, 5%)

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 (1, 5%)

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 (1, 5%)

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 (1, 5%)

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 (1, 5%)

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 (1, 5%)

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 (1, 5%) 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 (1, 5%)

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 (1, 5%)

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 (1, 5%)

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 4

Sequencing for the Story about Charley (1, 5%)

Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.

Details are placed in a logical order and the way they are presented effectively keeps the interest of the reader.

Some details are not in a logical or expected order, and this distracts the reader.

Many details are not in a logical or expected order. There is little sense that the writing is organized.

Grammar and Spelling for Story about Charley (1, 5%)

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 Story about Charley (1, 5%)

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.

Sentence Length and Fluency for Story about Charley (1, 5%)

Every paragraph has sentences that vary in length.

Almost all paragraphs have sentences that vary in length.

Some sentences vary in length.

Sentences rarely vary in length.

Conclusion and Organization for Story about Charley (1, 5%)

The conclusion is strong and leaves the reader with a feeling that they understand what the writer is "getting at."

The conclusion is recognizable and ties up almost all the loose ends.

The conclusion is recognizable, but does not tie up several loose ends.

There is no conclusion, the paper just ends.

Overall Participation

Overall presentation of total Webquest (1, 5%)

The overall presentation of the total Webquest in regards to following the project instructions and expectations is exceptional.

The overall presentation of the total Webquest in regards to following the project instructions and expectations is very good.

The overall presentation of the total Webquest in regards to following the project instructions and expectations is good.

The overall presentation of the total Webquest in regards to following the project instructions and expectations is not complete.

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.

Standards

VA-SOL.SS.VS.1.DES.2 DESCRIPTION: The study of history must emphasize the intellectual skills required for responsible citizenship. Students practice these skills as they extend their understanding of the essential knowledge defined by all of the standards for history and social science.

VA-SOL.SS.VS.1 STANDARD: The student will develop skills for historical and geographical analysis including the ability to

VA-SOL.SS.VS.1.A > identify and interpret artifacts and primary and secondary source documents to understand events in history;

VA-SOL.SS.VS.1.B > determine cause and effect relationships;

VA-SOL.SS.VS.1.C > compare and contrast historical events;

VA-SOL.SS.VS.1.D > draw conclusions and make generalizations;

VA-SOL.SS.VS.1.E > make connections between past and present;

VA-SOL.SS.VS.1.F > sequence events in Virginia history;

VA-SOL.SS.VS.1.G > interpret ideas and events from different historical perspectives;

VA-SOL.SS.VS.1.H > evaluate and discuss issues orally and in writing;

VA-SOL.SS.VS.1.I > analyze and interpret maps to explain relationships among landforms, water features, climatic characteristics, and historical events.

VA-SOL.SS.VS.2 STANDARD: The student will demonstrate knowledge of the geography and early inhabitants of Virginia by

VA-SOL.SS.VS.2.A > locating Virginia and its bordering states on maps of the United States;

VA-SOL.SS.VS.7 STANDARD: The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by

VA-SOL.SS.VS.7.A > identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia;

VA-SOL.SS.VS.7.B > describing Virginia's role in the war, including identifying major battles that took place in Virginia.

VA-SOL.SS.US1.1 STANDARD: The student will develop skills for historical and geographical analysis, including the ability to

VA-SOL.SS.US1.1.A > identify and interpret primary and secondary source documents to increase understanding of events and life in United States history to 1877;

VA-SOL.SS.US1.1.B > make connections between the past and the present;

VA-SOL.ENG.5.DES.1 DESCRIPTION: In fifth grade, reading and writing skills continue to support an increased emphasis on content-area learning and utilization of the resources of the media center, especially to locate and read primary sources of information. The student will read texts in all subjects and will acquire information to answer questions, generate hypotheses, make inferences, support opinions, confirm predictions, compare and contrast relationships, and formulate conclusions. The student will continue to develop an appreciation for literature by reading a variety of fiction and nonfiction selections. The student will continue to increase communication skills used in learning activities and will use online, print, and media resources to prepare presentations. The student will use oral and written communication skills to describe key concepts and information contained in the mathematics, science, and history and social science Standards of Learning. In addition, the student will plan, draft, revise, and edit writings to describe, to entertain, and to explain.

VA-SOL.ENG.5.4 STANDARD: The student will read fiction and nonfiction with fluency and accuracy.

VA-SOL.ENG.5.5 STANDARD: The student will read and demonstrate comprehension of fiction.

VA-SOL.ENG.5.5.B > Describe character development in fiction and poetry selections.

VA-SOL.ENG.5.6 STANDARD: The student will read and demonstrate comprehension of nonfiction.

5W/5E Webquest Integration

WHO The targeted audience is fourth or fifth grade. Parts of this webquest may be used for the entire class. Some inclusion students will need additional assistance in completing the necessary tasks.

WHY In this project, technologies purpose is to enhance the history of the Civil War by bringing it to life for the students. Technology will engage them as they view and research information on the Civil War.

WHAT The resources being used include the computer lab for internet research, PowerPoint creation, and Microsoft Word.

WHEN Technology integration will be used at the beginning of each lesson. Each lesson will start by viewing photos or a video related to the Civil War.

WHERE

The technology infusion will take place in the computer lab utilizing the SMART board system at the beginning of each lesson. Students will use the computer lab to conduct their research about the Civil War. They will also use the computer lab to create their PowerPoint slide shows and write their letters.

* Questions and table adapted from 5W/5E "Infusing Technology into any Instructional Program", by Wanda Walters.

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).