The Civil War - Web Quest
Lesson Plan Outline
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For the Teacher:
Lesson Plan

Full Unit Plan

For the Teacher & Student:

Introduction Think Sheet

Town Meeting Rubric

Newspaper Article Rubric

Roles:
   African Americans

   Veterans Groups

   Historians  

Links:
Web Link Index

Template:
   Presentation 

 

 

 

 

Lesson Summary

For this project, students conduct research, collect information, create a multimedia presentation, debate an issue, and write a summary of the outcomes.

Curricular Area: U.S. History

Goal/Purpose: Students will demonstrate an understanding of:

  • the events that led to the Civil War
  • the roots of the conflict
  • Civil War era culture, people, and history
  • the evolvement of Slaves and free blacks in the Civil War
  • Michigan's involvement in the Civil War

Grade Level: 8

Length of Lesson: Six to eight consecutive class periods.

Lesson Overview:

The lesson is divided into five main "parts." The length of each part will vary depending on the individual teacher and the resources available. However, a suggested number of days is given.

Part 1
Introduce the Web Quest to the students, discuss the McPherson article, and outline the upcoming activities. Have students orient themselves to the Civil War web page. Divide up the class into three, six, or nine groups. Assign an equal number of students to each group and an equal number of groups to each of the three positions. Have students read their position on the monument.
Suggested time: One day.

Think Sheet

Part 2
Allow time for the students to conduct their research and gather information. The actual number of days will depend on the individual teacher.
Suggested time: Two to four days.

Part 3
Have like roles meet and discuss their findings. Students download the MS PowerPoint template and work on their presentation for the town meeting.
Suggested time: One day.

Part 4
Conduct the Town Meeting. The teacher or a student can take the role of the mayor. Allow for opening statements then have each group present their point of view. Then lead the class in a debate on the issue. See if the issue can be resolved with agreement by all or most of the "citizens."
Suggested time: One day.

Town Meeting Rubric

Part 5
Have the students assume the role of a newspaper reporter and write an article on the town meeting and its outcome.
Suggested time: One day.

Newspaper Article Rubric

Objectives

1.  Given a specific situation and role to play (position), the student, as part of a small group, will conduct research using primary and secondary sources to develop and support their position. The student's position will be presented to the class and the teacher. The presentation will be followed by a debate of the issues. Both the presentation and the debate will be evaluated using the attached rubric. 

2.  The student will develop a newspaper article that summarizes the town meeting based on the attached rubric.  The newspaper article must include at least one appropriate graphic and all references must be cited.

Standards

Michigan Curriculum Framework

Social Studies Strands, Standards, and Benchmarks. All Strands and Standards are listed with hyperlinks to their individual "working draft" benchmarks.  Only middle school benchmarks intended to be covered in this web quest are identified in the benchmarks column.  However, depending on the direction of individual team research and the group discussion additional benchmarks may be covered or some listed benchmarks may not be covered.

Strands Standards Benchmarks (Middle School) covered in this web quest.
I. Historical Perspective Standard I.1 Time and Chronology I.1.1 Construct and interpret timelines...
I.1.1 Describe major factors that characterize the... Civil War...
I.1.1 Distinguish among the past, the present and the future.
  Standard I.2 Comprehending the Past I.2.1 ...describe the settings of significant events...
I.2.4 Use historical biographies...
  Standard I.3 Analyzing and Interpreting the Past I.3.1 Use primary and secondary records...
I.3.4 Compose narratives of events... 
  Standard I.4 Judging Decisions from the Past I.4.1 Identify major decisions...
I.4.3 Identify the responses of individuals to historic violations of human dignity...
I.4.4 Select historic decisions and evaluate them in light of core democratic values...
II. Geographic Perspective Standard II.1 "Diversity of People, Places, and Cultures"  
  Standard II.2 Human/Environment Interaction  
  Standard II.3 Location, Movement, and Connections  
  Standard II.4 "Regions, Patterns, and Processes"  
  Standard II.5 Global Issues and Events  
III. Civic Perspective Standard III.1 Purposes of Government  
  Standard III.2 Ideals of American Democracy  
  Standard III.3 Democracy in Action  
  Standard III.4 American Government and Politics  
  Standard III.5 American Government and World Affairs  
IV. Economic Perspective Standard IV.1 Individual and Household Choices  
  Standard IV.2 Business Choices  
  Standard IV.3 Role of Government  
  Standard IV.4 Economic Systems  
  Standard IV.5 Trade  
V. Inquiry Standard V.1 Information Processing V.1.2 Use traditional and electronic means to organize social science information...
  Standard V.2 Conducting Investigations V.2.2 Gather and analyze information using appropriate information technologies...
V.2.3 Construct an answer to the question posed and support their answer with evidence.
V.2.4 Report the results of their investigation including procedures followed and possible alternative conclusions.
VI. Public Discourse and Decision Making Standard VI.1 Identifying and Analyzing Issues VI.1.1 State public policy issues and their related ethical, definitional, and factual issues as questions.
VI.1.2 Trace the origins of a public issue.
VI.1.3 Explain how culture and experiences shape positions that people take on an issue.
  Standard VI.2 Group Discussion  VI.2.1 Engage each other in conversations which attempt to clarify and resolve national and international policy issues.
  Standard VI.3 Persuasive Writing  
VII. "Citizen Involvement" Standard VII.1 Responsible Personal Conduct  

Materials

1. Think Sheet for Web Quest introduction and discuss of the McPherson article.

2. Student Role Pages:
                                   African Americans

                                   Veterans Groups

                                   Historians 

3. MS PowerPoint presentation template. 

Computer Functions

Computer Function Computer Application Data Manipulation
Analyze and Research MS Internet Explorer & the Internet Students will find information to complete their presentation using the suggested web links and other links they may find. The presentation will incorporate at least two graphics.
Design, Plan, Write, Edit, Summarize, and Organize MS PowerPoint Students will develop a persuasive presentation to support their assigned position based on the web research conducted during their Web Quest.
Write, Edit, and Summarize MS Word Students will develop a short newspaper article covering the highlights and decisions made during the presentations and debate. The article will incorporate at least one graphic.

Technology Use
The Civil War Web Quest utilizes three separate technology components:

  • The Internet
  • Microsoft PowerPoint
  • Microsoft Word

Most of the research that the students will be doing will be on the Internet. Students and teachers will need a basic level of knowledge about navigating the Internet to be successful with this project.

Students will make their opening statements and presentations to the mayor using MS PowerPoint. A template is provided for the students and can be downloaded to their computer "Download presentation template." In order to complete the presentation, a copy of MS PowerPoint and projector is needed.

For the final newspaper article, students will be required to use MS Word.   In order to complete the newspaper article, a copy of MS Word is needed. If the school or teacher maintains a web site, it is suggested that the newspaper articles be saved as html documents from MS Word and published to the school or teacher's web site.

Specify Problem 

Today we are going to start a research project using various tools and methods to gather information. To accomplish this you will work as a group. Your group will be required to report your results to the other groups. 

The following  Situation confronts our town:

The mayor was recently quoted in the local newspaper:

    "The Civil War has made a lasting impression on the history of this country and it is vital for the generations that follow - that represent our future - learn the lessons of the Civil War. We cannot allow this war, indeed all wars, to be a forgotten page in a forgotten history book. We need to learn from our past in order to secure our future."

The mayor along with a group of concerned citizens announced a plan to hire a local artist to construct a large monument at the local cemetery to honor veterans of the Civil War. But the plan is causing a lot of controversy in your town. Some citizens don't want the monument at all. Other citizens have different opinions about what the monument should look like and how the monument should be funded.

In a few days the mayor and citizen groups are going to have a town meeting to make a final decision about the monument. The mayor has three questions that need to be answered:

  1. Should the monument be constructed?
  2. If yes, what should it look like?
  3. Should public funding be used to construct it?

The town is deeply divided on this issue. There are three basic points of view that have surfaced and the mayor wants to give each group a change to discuss their views during the town meeting.

For this lesson you are to be the citizens of this town.

Each student will take a position on the monument and research his/her "role" as a small group in order to defend his/her assigned belief.

Your task is to read your position on the monument and conduct Internet research to learn more about your position in order to better defend it. You will also have a set of questions to guide you as you conduct your research.

Results Presentation & Culminating Activities

After doing your research, your group will meet with other groups who have your same role and create a Microsoft PowerPoint presentation for the mayor and citizens. This presentation will be your group's "opening statement" and should highlight some of the reasons why you support or do not support the monument. A template of the presentation can be downloaded here at:

Download Presentation template. (Note to teachers: You may need to explain the download procedure to your students. The procedure may vary depending on the hardware and/or software configuration at your school.)

After each presentation and on the conclusion of the final presentation, the mayor will discuss and debate the issue with you - the citizens of this town.

Finally, the town's newspaper will publish an article about the town meeting and its outcome. Each student will write his/her own article that includes at least one appropriate graphic. 

Evaluation
During the town meeting, students will be evaluated on how well they can defend their position using facts obtained from their research. As students do their research they should take notes. These notes will help them defend their position.

Students will also be expected to debate and not argue. Rules of courtesy should be followed.

Both the presentation and the debate will be evaluated using the attached rubric. 

The newspaper article that summarizes the town meeting will be evaluated using the attached rubric.  

The Process

Prior to conducting this Web Quest all students should read and discuss the article "Civil War: Causes and Results" by James M. McPherson

  1. Divide up the three roles among the class.
  2. Each group goes to their page listed below. There, they will find:
    • their position on the proposed monument
    • background information on why the person holds that position
    • a set of questions to help guide their research
    • links to the Internet to help research their role
  3. Read their position on the monument.
  4. Conduct Internet research.
  5. Meet with others who have the same role and create a presentation to the mayor and town residents.
  6. Debate and defend their position at the town meeting.
  7. Individually assume the role of a newspaper reporter and objectively report on the town meeting and its outcomes.
                                                         Roles:
                                   African Americans

                                   Veterans Groups

                                   Historians 

Closure
What is the fate of the monument? Will it be constructed? What will it depict?
Can the differing viewpoints come to an agreement?
Are there any similar issues happening in your community?