Who Will You Fight For: The Confederacy or the Union

This WebQuest was created solely by myself Zachary Makuch. Currently I am a graduate student in the BA/MST program at SUNY Plattsburgh. This resource is meant for an 8th or 11th grade American history classroom, however the very concept of the WebQuest can be applied to other figures throughout history, both world figures and American figures.

Content Standards
Standard 1 History of the United States and New York
use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Overall this project fits this major standard in that it is designed with the focus solely on the Confederacy and the Union during a time of animosity in American history.

Standard 3 Geography
use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live�local, national, and global�including the distribution of people, places, and environments over the Earth�s surface.

Geography fits into this project in that we are dealing in many cases with demographic information, and we need to know what constitutes the Confederacy and what constitutes the Union.

Standard 4 Economics
use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

This standard is an important part of the project because we are examining the advantages and disadvantages each side had, and the vast majority of them deal in some way with the economic advantages and disadvantages each side had.

Standard 5 Civics, Citizenship, and Government
use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the U.S. and other nations; the U.S. Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

The debate portion is meant to simulate a speech that would be given in front of citizens in order to rally them for a cause, which is an integral part of civics and the government.

This picture was taken by myself at the Falls in Belfort.