WebQuest

The Civil Letter

Process

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Material needed: internet access, tablet/computer, Glory film, journals, writing materials, worksheet/handouts, list of vocabulary words, rubric

Differentiate instruction: Access the learning needs of each student. Some students will not be able to finish the work assignment in class, therefore provide them with the opportunity of taking the assignment home and completing it as a homework assignment.

Differentiate Instruction: Providing tools such as internet access, and technology equipment allow for students to move at there own pace, and eliminate boredom.

Differentiate Instruction: Making the learning material relevant to students keeps them engaged and want to learn about the topic of choose. (Invite people in who are active military clients who used to live in this community, and allow them to tell of the many things that they have otherwise encountered.)

Click the following address to answer the following questions...http://www.learner.org/biographyofamerica/prog11/index.html

1.What was the Civil War?

2.How many people died or was wounded as a result of the Civil War?

3.How long did the Civil War last?

4.When did the Emanicipation Proclamation take place?

5. What president issued the Proclamation Grant?

6.Why did raciest generals such as: Sherman like the new Proclamation grant?

Visit the website provided to answer the questions below: http://www.civilwar.org/hallowed-ground-magazine/winter-2013/life-of-the-civil-war-soldier-camp.html

1.Cilver war soldiers expected life to be one way, but they had a rude awakening. Explain in a short sentence what life was life in the civil war camp.

2.Twice as many civil war soldiers died from ___________  than they did from bullets, ____________ and ______________.

3.The arrival of  ___________, and ___________ from home was always a cause for celebration while at the camp.

4. What was the rate of death to disease vs. death to combat?

Day Two: The teacher will begin class by having an open discussion. Students as well as the teachers should think about and ask questions based on information that was retrieved from yesterdays assignment. Then the teacher will provide the movie Glory. The movie is a film that reflect what life was like for individuals during the Civil War.

Students should take notes of key points that interest them so that they can have an open class discussion the following day.

Day Three:

Students will come to class and immediately get out their journals. They will look onto the smart board to retrieve the following questions. Then they will answer the questions as time permits.

1. List five relevant and historically accurate pieces of information (medical technology, technology, weapons, food, soldier life, punishments, etc.).
2.Name three battles that were fought up through the time period we have studied. Each should include specific information related to that battle.
3.List five vocabulary words that we have studied so far.

After the above assignment has been completed: Host a seminar in which old or even active military clients tell of their life in the war. The good the bad the happy and the sad. After wards allow student to ask them questions, take pictures with them, and perhaps touch some of their metals.

Day four:

Today we will be looking at a film called "Glory." This film touch base on many different event that took place during the Civil War. As you watch the film take notes, on important facts that draw home to you. Keep in mind that you will be using you already existing knowledge along with this film to construct your own personal story as to how life was life during the Civil War times.

Day Instructions: Your assignment will be to write home to a person from the view point of a Civil War Soldier. You must include:

1.Five relevant and historically accurate pieces of information

2.Three Battle that took place during this time period

3.Vocubulary words acquired and civil war terminology

Be sure to take on the role of a civil war soldier!!

 

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