Monday, December 6, 2010
QUESTION OF THE WEEK!......Week #8
Do you agree with the South's decision to succeed from the union? If yes, what advantages did the south have of succeeding? If no, what would you do to fix the problems of slavery to keep the union together?
Just for fun!
http://americanhistory.about.com/od/freecivilwargames/Free_Civil_War_Games.htm
Just for Fun abut the civil war!
Just for Fun abut the civil war!
Civil War Info Website
Check out this website for help on info about the war.
http://members.cox.net/banjo1959/civilwar.html
http://members.cox.net/banjo1959/civilwar.html
Letter to Parents
Dear Parent(s) of the Students of Bethany College Middle School 8th Grade Social Studies,
This week in class, we are studding the Civil War in class. I have asked the students to complete a PowerPoint project for this unit. On the class blog is the assignment as well as what is expected. The students will also be writing a character bio for a general of the civil war, the lesson plans are on the blog as well. If you also are wondering what standards are being covered through this lesson again see the class blog. Any questions please send me an email.
Mr. Ryan Green
Starndards for Civil War Section
The Standard we are covering for this section are as follows........expectation then that standard.
TSW: uses maps, graphic representations, tools, and
technologies to locate, use, and present information about
people, places, and environments.
Geography: The student uses a working knowledge and understanding of the spatial organization of Earth’s surface and
relationships between peoples and places and physical and human environments in order to explain the interactions that
occur in Kansas, the United States, and in our world.
Benchmark 1: Geographic Tools and Location:
TSW: understands how limited resources require choices.
Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and
systems applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United
States living in an interdependent world.
Benchmark 1:
TSW: understand various systems of governments and how nations and international
organizations interact.
Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.
TSW: uses maps, graphic representations, tools, and
technologies to locate, use, and present information about
people, places, and environments.
Geography: The student uses a working knowledge and understanding of the spatial organization of Earth’s surface and
relationships between peoples and places and physical and human environments in order to explain the interactions that
occur in Kansas, the United States, and in our world.
Benchmark 1: Geographic Tools and Location:
TSW: understands how limited resources require choices.
Economics Standard: The student uses a working knowledge and understanding of major economic concepts, issues, and
systems applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United
States living in an interdependent world.
Benchmark 1:
TSW: understand various systems of governments and how nations and international
organizations interact.
Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.
Technology Standard
12.1.3 ...uses technology tools to promote learning.
1. …create a multimedia presentation that synthesizes
multiple resources (e.g., the organization of American politics).
LMS Notes: Standard 12: The student uses technology productivity tools.
Benchmark 1: The student uses technology tools to enhance learning, increase productivity, and promote creativity.
Civil War Character Bio
Title - Civil War Generals and Battles
By - Lucianne Pavlack
Primary Subject - Social Studies
Secondary Subjects - Computers/Internet
Grade Level – Grade 8
Instructor: Mr. Ryan Green
By - Lucianne Pavlack
Primary Subject - Social Studies
Secondary Subjects - Computers/Internet
Grade Level – Grade 8
Instructor: Mr. Ryan Green
Grade level: Grade 8
Length: Approx. 60 minutes (1 day lesson)
Subject: Social Studies
Objective:
After completing this lesson, the students will be able to:
1) use the Internet to find information concerning the United States Civil War 2) use the information that they retrieved from the Internet to compose an short charter bio of at least one famous Civil War general and at least one famous battle they were in.
Instructional Strategies:
After statement of the objectives, teacher and student actions will include the following:
Length: Approx. 60 minutes (1 day lesson)
Subject: Social Studies
Objective:
After completing this lesson, the students will be able to:
1) use the Internet to find information concerning the United States Civil War 2) use the information that they retrieved from the Internet to compose an short charter bio of at least one famous Civil War general and at least one famous battle they were in.
Instructional Strategies:
After statement of the objectives, teacher and student actions will include the following:
· Students will be matched with a partner and will travel to the computer lab
· Students will use any search engine of their choosing (Yahoo, Google, etc.) to find Internet sites on the Civil War
· Instructor will circulate around the lab and answer student questions, monitor behavior, and facilitate cohesion among group members
· Students will be given one full class periods in the computer lab to find information, students will also be shown how to cite Internet sources to be used in their charter bio.
· Students will take notes on the info that they find, students will not plagiarize from the Internet
· After the second day at the lab, the students will be given a rubric explaining teacher expectations and grading policies of the essay
· Charter Bios will be written in newspaper article form with citations at the end. Spelling, grammar, content of essay, and citing procedures will be contained within the rubric. STUDENTS WILL HAVE CLEAR, WRITTEN DOCUMENTATION OF WHAT THE TEACHER EXPECTS FROM THEM THROUGH THE USE OF THIS RUBRIC.
· Students will be given one to one additional class periods to compose the charter bio. Students may also sign up to share their bio with the class.Evaluation: The following methods will be used to evaluate student performance.
1) Students will turn in copies of their Civil War bio- teacher will use the rubric that was previously viewed by the students to grade the bio
Materials: the following materials will be needed for completion of this lesson:
1) at least 12 computers with Internet access
2) copies of the grading rubric for each student
Civil War Vitutal Field Trip....PowerPoint Presentation Assingment
Title - Civil War Battlefields-Virtual Field Trip
By – Mr. Green
Primary Subject - Social Studies
Secondary Subjects - Computers / Internet
Grade Level – 8th Grade
Lesson Plan Title: Civil War Virtual Field Trip
Concept / Topic To Teach: Civil War Battles
General Goal(s):
Goal #1: The students will understand the significance of each the battles and be able to identify a few factors leading up to the battles.
Goal #2: The students will develop an understanding of the conditions in which the soldiers fought during each battle.
Goal #3: The students will be able to identify the outcome for each of the battles and the impact each battle had on war for both the North and South.
Specific Objectives: Objectives are listed with each activity
Required Materials: Computers with Internet Access
Step-By-Step Procedures:
Virtual Field Trip Activities
During the field trip, the students will visit 3 different civil war battlefields. The activities described will be used for each of the battlefields visited. For each battlefield the students will complete an outline of the battle, download a picture, and select a quote from an eyewitness to the battle. At each battlefield visit the students are will do 4 of the 5 activities. The information the students gather at each battlefield will be used to complete a PowerPoint presentation.
Activity 1: (All three battles)
The students will read about the events leading up to the battle on various web sites and complete the first section of the outline, "Events Leading Up To The Battle".
Objective: The students will identify 2 events that lead up to the battle.
Activity 2: (Battle of Bull Run and Battle of Gettysburg)
The students will take a virtual tour of the battlefield. The students will look at a picture of the battlefield and read a brief description of what happened at that location on the field. During the tour, the student will be provided with information needed to complete the next three sections of the outline, "Generals", "5 Interesting Facts", and "Victory".
Objectives:
1. The students will identify the Union and Confederate generals who were in command during the battle.
2. The students will record 5 facts learned during the tour.
3. The students will identify whether the battle was a Union or Confederate victory.
Activity 3: (All three battles)
The students will look at pictures of the battlefield taken just after the battle. The students will select one picture per group and download it onto a disk so that it can be used as part of a PowerPoint project.
Activity 4: (Battle of Antietam and Gettysburg)
The students will read eyewitness accounts of the battles and choose one quote that the students feel capture the conditions of the battle. The quote will later be used as part of a PowerPoint project.
Activity 5: (All three battles)
The students will read about the significance of the battle and complete the last section of the outline. The students will answer the questions: "How is this battle remembered?" "Why was this battle important?"
Objective:
The students will identify the significance of the battle.
Web Sites for Activities
Battle of Bull Run (Manassas)
1. Read about events leading up to the battle.
http://www.battlefieldmanassas.org/1index.htm
http://library.thinkquest.org/3055/netscape/battles/bullrun.html?tqskip1=1&tqtime=0115
2. Take a virtual tour of the battlefield.
http://www.nps.gov/mana/Virtual%20Tour/hh1a.htm
3. View pictures of the battlefield just after the battle.
http://memory.loc.gov/ammem/cwarquery.html
4. Read about the significance/outcome for each battle.
http://www.battlefieldmanassas.org/1index.htm
Battle of Antietam
1. Read about events leading up to the battle.
http://www.rockingham.k12.va.us/EMS/The%20Battle%20of%20Antietam/antietam.htm
2. View pictures of the battlefield just after the battle.
http://memory.loc.gov/ammem/cwarquery.html
http://www.nps.gov/anti/photos/Hist_photos.htm
3. Read eyewitness accounts of the battle.
http://www.nps.gov/anti/eyewitness.htm
4. Read about the significance/outcome for each battle.
http://www.nps.gov/anti/battle.htm
Battle of Gettysburg
1. Read about events leading up to the battle.
http://www.nps.gov/gett/getttour/main-ms.htm
2. Take a virtual tour of the battlefield.
http://www.nps.gov/gett/getttour/main-in.htm
3. View pictures of the battlefield just after the battle.
http://memory.loc.gov/ammem/cwarquery.html
4. Read eyewitness accounts of the battle.
http://www.ibiscom.com/gtburg.htm
5. Read about the significance/outcome for each battle.
http://www.virtualcities.com/ons/pa/g/as/paga6a16.htm
Secondary Subjects - Computers / Internet
Grade Level – 8th Grade
Lesson Plan Title: Civil War Virtual Field Trip
Concept / Topic To Teach: Civil War Battles
General Goal(s):
Goal #1: The students will understand the significance of each the battles and be able to identify a few factors leading up to the battles.
Goal #2: The students will develop an understanding of the conditions in which the soldiers fought during each battle.
Goal #3: The students will be able to identify the outcome for each of the battles and the impact each battle had on war for both the North and South.
Specific Objectives: Objectives are listed with each activity
Required Materials: Computers with Internet Access
Step-By-Step Procedures:
Virtual Field Trip Activities
During the field trip, the students will visit 3 different civil war battlefields. The activities described will be used for each of the battlefields visited. For each battlefield the students will complete an outline of the battle, download a picture, and select a quote from an eyewitness to the battle. At each battlefield visit the students are will do 4 of the 5 activities. The information the students gather at each battlefield will be used to complete a PowerPoint presentation.
Activity 1: (All three battles)
The students will read about the events leading up to the battle on various web sites and complete the first section of the outline, "Events Leading Up To The Battle".
Objective: The students will identify 2 events that lead up to the battle.
Activity 2: (Battle of Bull Run and Battle of Gettysburg)
The students will take a virtual tour of the battlefield. The students will look at a picture of the battlefield and read a brief description of what happened at that location on the field. During the tour, the student will be provided with information needed to complete the next three sections of the outline, "Generals", "5 Interesting Facts", and "Victory".
Objectives:
1. The students will identify the Union and Confederate generals who were in command during the battle.
2. The students will record 5 facts learned during the tour.
3. The students will identify whether the battle was a Union or Confederate victory.
Activity 3: (All three battles)
The students will look at pictures of the battlefield taken just after the battle. The students will select one picture per group and download it onto a disk so that it can be used as part of a PowerPoint project.
Activity 4: (Battle of Antietam and Gettysburg)
The students will read eyewitness accounts of the battles and choose one quote that the students feel capture the conditions of the battle. The quote will later be used as part of a PowerPoint project.
Activity 5: (All three battles)
The students will read about the significance of the battle and complete the last section of the outline. The students will answer the questions: "How is this battle remembered?" "Why was this battle important?"
Objective:
The students will identify the significance of the battle.
Web Sites for Activities
Battle of Bull Run (Manassas)
1. Read about events leading up to the battle.
http://www.battlefieldmanassas.org/1index.htm
http://library.thinkquest.org/3055/netscape/battles/bullrun.html?tqskip1=1&tqtime=0115
2. Take a virtual tour of the battlefield.
http://www.nps.gov/mana/Virtual%20Tour/hh1a.htm
3. View pictures of the battlefield just after the battle.
http://memory.loc.gov/ammem/cwarquery.html
4. Read about the significance/outcome for each battle.
http://www.battlefieldmanassas.org/1index.htm
Battle of Antietam
1. Read about events leading up to the battle.
http://www.rockingham.k12.va.us/EMS/The%20Battle%20of%20Antietam/antietam.htm
2. View pictures of the battlefield just after the battle.
http://memory.loc.gov/ammem/cwarquery.html
http://www.nps.gov/anti/photos/Hist_photos.htm
3. Read eyewitness accounts of the battle.
http://www.nps.gov/anti/eyewitness.htm
4. Read about the significance/outcome for each battle.
http://www.nps.gov/anti/battle.htm
Battle of Gettysburg
1. Read about events leading up to the battle.
http://www.nps.gov/gett/getttour/main-ms.htm
2. Take a virtual tour of the battlefield.
http://www.nps.gov/gett/getttour/main-in.htm
3. View pictures of the battlefield just after the battle.
http://memory.loc.gov/ammem/cwarquery.html
4. Read eyewitness accounts of the battle.
http://www.ibiscom.com/gtburg.htm
5. Read about the significance/outcome for each battle.
http://www.virtualcities.com/ons/pa/g/as/paga6a16.htm
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