The Civil War Times

A WebQuest for 8th Grade Social Studies and Literature

This WebQuest was developed by Seamus Clune, Rebecca Fiorito, Jenifer Smith, and Alan Rothman
Wissahickon Middle School
Wissahickon School District 
Montgomery County, Pennsylvania
January, 2003

Background

The presidential election of 1860 culminated more than a decade of increasing sectional conflict between the North and South, and, simultaneously, precipitated a new crisis that ultimately severed the Union. The election of the Republican party's candidate, Abraham Lincoln on November 6, 1860, began a chain of events that included the secession of seven deep South states, the establishment of the Confederate States of America at Montgomery, Alabama, and the assumption of authority over federal property, such as customhouses and forts. The Confederacy's attempt to extend its sovereignty over forts that remained in Union hands, notably Fort Sumter in Charleston Harbor and Fort Pickens at Pensacola, Florida, placed the rival governments on a collision course. These events transpired in the approximately 120 days between Lincoln's election in early November and his inauguration on March 4, 1861.

Excerpt from the "Crisis at Fort Sumter" website http://www.tulane.edu/~latner/CrisisMain.html.

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Task

You are one of the ace reporters on the staff of a major newspaper, for example, "The Civil War Times."  Your assignment is to collaborate with a team of four other reporters to conduct research, design, and publish a special edition of "The Civil War Times" using Microsoft Publisher.  Your publication should inform your audience of the latest breaking news surrounding this awesome historical event.

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Process

To accomplish the task of researching, designing, and publishing "The Civil War Times,"  your team of five reporters will need to do the following:

• Work collaboratively as a team of five reporters.  You will be given some class time for completion of the project, but you will also need to spend time at home as well.
• Choose a section (or multiple sections) that is (are) of interest to you and has (have) a total value of 100 points.  Vary section selection among team members so the newspaper is broad.  The points earned for this project will count toward grades in both literature and social studies.
• Focus upon one of the four identified time periods assigned to your team.
• Research information related to the suggested subtopics using the resources/links provided.
• Gather additional information using library resources such as books and CD-ROM's.
• Develop your portion(s) of the newspaper from either a Northern or Southern perspective.  Creativity is a must!!
• Use Microsoft Publisher to "lay out" and publish your team's newspaper.
• Include an attached MLA Bibliography page.

Below is a list of the four time periods, one of which your team will be assigned to research.  Also listed are the related subtopics and links to Internet resources for research.  Remember that your team of reporters must focus on your one assigned time period and produce a newspaper covering topics from this time period from solely a Northern or Southern perspective.

Time Period 1: 1857-1859

Time Period 2: 1860-1861

Time Period 3: 1862-1863

Time Period 4: 1864-1865

Section 1
News Article (75 Points)

Write a newspaper article, feature, or column on your selected topic.  Use the links provided as a guide.  Your article should be between one and two pages typed (double spaced).

Q.  Does my article, feature, or column reflect clearly and accurately the events of the time period?  Could I answer some basic questions on my topic?

Q.  Am I now an expert on the topic?  Have I researched it completely?  Could I defend my article in front of a group of my peers?

Q.  Did I use the links as a guide?  Am I accurately representing the North or the South?  Have I proofread my writing for errors or inaccuracies?

Q.  Am I proud of my work?

How To Link

http://www.cuw.edu/WritePlace/writeplace_pdf/newspaper.pdf

Research Links

http://www.gfamericanhistory.com/ (Click to enter, then click on "students", then click on "Unit 6", then click on "Chapter 17: Civil War.")

Section 2
Letter to the Editor  (50 points)

Are you a person with strong opinions?  If so, this is the job for you!  You are going to write an editorial providing logical reasons and accurate facts to support your opinions as they relate to an aspect of your newspaper’s time period.  Here are the steps involved in this process along with questions you may want to ask yourself as you go through the process to ensure that you are doing a thorough job:

Q.  Did I really research all of the topics? Did I go beyond the surface level and really think about the issues?   Could I answer some basic questions on each of the topics in our time period? Have I found a particular topic about which I feel strongly?  Could I write an opinionated yet fact-based editorial on it?

2.    Once you settle on a topic, go back and research some more.  Remember that whether you are a Northern or a Southern newspaper will greatly alter your editorial.

Q.    Am I now an expert on the topic?  Have I researched both sides of the issue?  Would I really feel confident in having thousands of potential readers evaluate my knowledge and opinions of the subject?

 Q.  Did I use the links as a guide?  Did I incorporate facts?  Did I write to persuade? Is my piece well- developed? Am I saying what I mean? Do I address any potential counter-arguments?  Did I remember to take into account the  stance of my newspaper (North or South)  in my review? Have I gone back to my written piece again and again— revising content and sentence structures?  Have I proofread for grammar and punctuation errors?

4.     At the end of the entire process, ask yourself one last question:  

Q.   Am I proud of my work? 

How To Links:

http://www.thearc.org/ga/letr2ed.html  (Letter to the Editor)

http://www.fair.org/activism/communicate.html  (see the Letter to the Editor section)

Research Links:

**See the links listed under your specific time period.**

Section 3
Interview/Biography/Obituary (50 Points)

Write an interview, biography, or obituary related to one of the famous people from your time period.  Only pick one of the above styles of writing and one person upon whom to focus.  Requirements are as follows:

Interview-Minimum of ten questions and answers.

Biography-Minimum of one page typed (double spaced).

Obituary-Minimum of one half page typed (double spaced).

Q.   Is one appropriate for me?  Am I capable of doing more?  Am I fulfilling the obligation to the selection(s) or am I doing more than I should be?  Is my selection centered in and on the American Civil War? 

Q.   Am I budgeting my time appropriately (if I’m doing more than one task)?  Am I taking notes while looking up information so I can make accurate recordings?

Q.   Does your work make sense?  Does it reflect the paper’s position? Is it enough?  Is it worth 50 points?

Q.  Am I proud of my work?

How To Links

http://homepages.uhwo.hawaii.edu/~writing/interview.htm 

http://www.bham.wednet.edu/bio/biomaker.htm

http://www.thefuneraldirectory.com/obituary.html

Research Links

http://www.gfamericanhistory.com/ (Click to enter, then click on "students", then click on "Unit 6", then click on "Chapter 17: Civil War.")

Section 4
Book Review (100 Points)

This option is for those who love to read.  You will notice that this is the only option worth 100 points, and it is weighted that highly for a good reason.  If you take on this option, you will need to read another book related to the American Civil War (the books read in Literature class do not count) and write a meaningful review (evaluation) of the book.  The book you read may cross over any of the four Civil War time periods.  Here are the steps involved in this process along with questions you may want to ask yourself as you go through the process to ensure that you are doing a thorough job:

Q.  Is a given book appropriate for me?  Is it too easy for me?  Is it too hard for me? Is it centered in the American Civil War? Does it sound interesting to me?  It is truly worthy of the 100 points?

Q.  Do I have good reasons for wanting to read the book?  Did I talk to Mrs. Smith about it? Did she say, "yes?"  Did she want more information?  If so, did I provide it for her?

3.    Once approved, you need to go out and obtain a copy of the book (borrow it from someone, use the library, go to the bookstore).  Read the novel carefully as you will need to review it. 

Q.  Am I reading the novel?  Have I set up a reading schedule for myself to budget my time appropriately? Am I using different reading strategies so I will understand it totally?  Am I taking notes as I read so I will have sufficient evidence for my review?  Am I thinking about what I read while I read?  As I read, am I forming opinions on the plot, characters, historical accuracy,  author’s skill, etc.?

4.    When you are roughly half way through your novel, you will need to schedule a time to meet with Mrs. Smith about your book. 

Q.  When I prepare to meet with Mrs. Smith, have I jotted down points I want to bring up to her?  Will I have meaningful commentary to share with her?  Am I an expert on the book so far?

Q.  Should someone else read this book?  How historically accurate is the novel?  What are the author’s strengths and weaknesses?  Did I reveal enough about the plot but not so much as to spoil it for one who wishes to read it?  Did I use the “How To” sites as a guide?  Did I truly write a review and not just a summary? Did I remember to take into account the stance of my newspaper (North or South) in my review? Have I gone back to my written piece again and again— revising content and sentence structures?  Have I proofread for grammar and punctuation errors?

6.     At the end of the entire process, ask your self one last question:  

Q.  Am I proud of my work? 

How To Links:

http://www.library.dal.ca/how/bookrev.htm  (The section near the end entitled  “Considerations When Reviewing” is especially helpful.)

http://www.sdc.uwo.ca/writing/owlhandout/book_report.html (Be sure to read the Book Review section NOT the Book Report section.)

http://library.queensu.ca/inforef/bookreview/write_review.htm

Research Links:

http://plymouthlibrary.org/civilbib.htm  (Civil War Fiction for Teens)

http://nancykeane.com/rl/371.htm (Civil War Novels-- Middle School)

http://madison.scls.lib.wi.us/youth/booklists/civilwar.html  (Civil War Fiction for Older Readers).

www.bookadventure.com  (Click on Book Zone, and then Book Finder.  Be sure to check off history on search form.  Once you get your results, you may click on the little globes for more information on a given book).

Section 5
Poetry/Speech Review (50 Points)

Your task is to select a poem or a speech from the Civil War Era to review.  Remember that a review is not just a summary—it is an evaluation, too.  After you decide where your focus (poetry or speech), use the links below to find a poem or speech that you want to review.  Here are the steps involved in this process along with questions you may want to ask yourself as you go through the process to ensure that you are doing a thorough job:

1.      Using the links below, choose a poem or speech.

Q.  Is my poem/speech important to the American Civil War?  Is it meaningful?  Did I really search for my poem/speech or just pick the first one that came along?  

2.      After selecting it, read it multiple times.  Think deeply about it, and record your thoughts.

Q.  Have I read the poem/speech many times? How does who the poet/speaker is bear on the piece? Do I understand it? Why/how was it important?  If it is a poem, are there any  literary devices?  If it is a speech, are there any rhetorical devices (websites will explain)? Is it a Northern or a Southern stance and how will that mesh  with my newspaper’s stance? Am I an expert on it?  Did I take good detailed notes to help me write my review? Do I need to do any further research to understand the poem/speech or the poet/speaker?

3.      Once finished, you will write a review (not a summary—a critique) of your poem/speech for your newspaper (there are links below to help you do that).

Q.     What is the speech/poem about?  Why is it important?  Did I dig really deep and provide meaningful insights? Did I truly write a review and not just a summary? Did I remember to take into account the stance of my newspaper (North or  South)   in my review? Did I use the “How To” sites as a guide?  Did I follow the outline (below)? Have I gone  back to my written  piece again and  again— revising content and sentence structures?  Have I proofread for grammar and punctuation errors?

4.     At the end of the entire process, ask your self one last question:  

Q.   Am I proud of my work?

Suggested Outline for Speech Review:

I.                    Speech and Speaker's Background

a.      Who is the speaker?  Explain identity and importance fully.

b.      What is the speech called?

c.      When/Where was the speech given?

d.      Why was the speech given?

II.                 Briefly review content of speech

III.               Analyze the speech for its merits as a speech

a.  Use the websites to help you

IV.              Analyze content of the speech for honesty, use of language, purpose (persuasive, informative, etc.), historical importance, believability, etc.  Remember you are either a Northern or Southern newspaper journalist writing about this!!

V.                 Give your opinion of the speech.

VI.              Closing

Suggested Outline for Poetry Review

I.                    Poet and Poem's Background

a.      Who is the poet?  Explain identity and importance fully.

b.      What is the poem called?

c.      When/Where was the poem written?

d.      To whom is the poet speaking? 

II.                 Briefly the content of the poem ~ what is it about?

III.               Analyze the poem for its merits as a poem

a.      Type of poem

b.      Word choice

c.      Use of literary/poetic devices

d.      Strengths and weakness of the writing style of the poet.

IV.              Analyze the poem for historical merit,  importance, and its connections/statements on the Civil War. Remember you are either a Northern or Southern newspaper journalist writing about this!!

V.                 Give your opinions of the poem

VI.              Closing

How To Links:

Write a Speech

http://www.unc.edu/depts/wcweb/handouts/speeches.htm (An excellent site about how to write a good speech.  Use this as a foundation for comparison—does your speaker do all of things mentioned at this site?)

 http://www.letu.edu/people/annieolson/online/intro.html (This site gives you information on the background of public speaking and the components of a good speech—very intellectual!).

Writing About Poetry:

http://www.english.uiuc.edu/cws/wworkshop/advice/writing_about_poetry.htm  (Writing About Poetry)

http://www.wisc.edu/writing/Handbook/ReadingPoetry.html  (Reading and Understanding Poetry)

http://www.kyrene.k12.az.us/schools/brisas/sunda/poets/poetry2.htm (Here are basic poetic devices to keep in mind.)

http://www.geocities.com/bluegina10011/5ways.html  (5 Ways to Analyze)

Research Links:

Speeches:

http://www.pbs.org/greatspeeches/teachers/t_sa.html  (Great American Speeches)

http://www.nationalcenter.org/HistoricalDocuments.html  (Make sure to choose a speech)

http://teachingamericanhistory.org/library/index.asp?category=2   (Teaching American History)

Poems:

http://users.erols.com/kfraser/index.html  (Poetry and Music of the War Between States)

http://www.poets.org/poets/poets.cfm?prmID=240  (Melville)

http://eclecticesoterica.com/longfellow.html (Longfellow)

http://www.poets.org/poets/poets.cfm?prmID=127 (Whitman)

http://www.rwe.org/pages/poets_english-american_1800-1899.htm (Poets of the 1800’s)

Section 6
Political Cartoon/Comic (50 Points)

Create your own political cartoon or comic relating to the Civil War.  It should be based on fact and include a written explanation (one paragraph minimum).

Q.  Will the reader be able to interpret my meaning?  Am I using appropriate characters, shapes, and sizes?  Did I really search for a concept I liked and understood or did I just pick the first idea I saw?

Q.  Do I understand it?  Did I review it several times?  Does it make sense to somebody else?  Is it too hard to understand?  Is it too easy to understand?

Q.  What is the topic of your cartoon?  Does it make sense?  Is it historically accurate to the Civil War era, specifically the Northern or Southern focus of this paper?  Why is it important?

Q.  Am I proud of my work?

How To Links

http://artswork.asu.edu/arts/students/cartoon/les3_3.htm 

http://www.gfamericanhistory.com/student/unit9/u9_uta_s.cfm 

Research Links

http://www.gfamericanhistory.com/ (Click to enter, then click on "students", then click on "Unit 6", then click on "Chapter 17: Civil War.")

Section 7
Technology (25 Points)

Here is an opportunity to present the work you did in Mr. Shaner’s class regarding technology during the Civil War. You may use the invention that you researched in his class or choose another invention. There were numerous new inventions that impacted the Civil War. If you choose this option, you will have to write an article discussing the latest technological invention and its impact on society.

Q.  Do I want to present the project that I completed in Mr. Shaner’s class?  How can I improve the presentation of this project?  Can I provide new insights from science class into this other projects ?  Do I want to choose a new invention? Did this invention have a significant impact?

Q.  Do I have good reasons for choosing this invention? Did I speak to Mrs. Fiorito about it? Did she say, "yes?" What suggestions did she make for improving this project?

Q.  Did I include all of the major points from Mr. Shaner’s class? Did I highlight a particular point? How did this invention impact society ? What were the implications for society? Is the role of science or discovery evident in your article? Did I include a picture/graphic of this new invention?

Q.  Have I corrected any typographic or spelling errors? Does the article “flow” well? Is it clear and concise? Is it enjoyable to read? Do I clarify and explain any foreign terms? Does my graphic/picture add to the understanding of the article?

Q.  Am I proud of my work?

Invention Links:

http://www.hti.umich.edu/cgi/t/text/text-idx?page=simple&c=moajrnl (Making Of America – Journal Search Engine)

http://www.inventorsmuseum.com/ (Inventors museum)

http://www.ideafinder.com/facts/index.html (History of Invention)

Section 8
Daily Features (25 Points)

Every newspaper has what is known as daily features.  These are the little columns/items that a reader can expect to see in every issue.  For this task you must pick an item from each column for a total of three daily features.  All daily features must be historically accurate, and all must be well-written and proofread.  Remember you are either a Northern or Southern newspaper journalist writing about this!!

** When finished, ask yourself, “Am I proud of my work?”  

How To Links:

http://www.how-to.com/Operations/advertising-employee.htm (Want-ads)

http://www.businessbookshop.com/manuals/r4112.html (Classifieds)

http://www.sarasota.k12.fl.us/bhs/bryan/bryan_advice.html (Advice Column)

http://www.horoscopes.com/d/as.html (Horoscopes)

http://www.humanitiessoftware.com/samples/pe234.htm (Recipe Poem)

http://rip.physics.unk.edu/Astronomy/PoetryType.html (Some Poetry Formats-- you are not limited to these)

Research Links:

http://www.us-civilwar.com/food.htm (soldier recipes)

http://www.angelfire.com/me/civilian/recipes.html (civilian recipes)

http://www.civilwarindex.homestead.com/RecipeIndex.html (Civil War Zone Recipes)

http://lcweb2.loc.gov/ammem/amhome.html (American Memory-- Library of Congress)

http://memory.loc.gov/ammem/cwphtml/cwphome.html (Civil War photograph collection)

http://jefferson.village.virginia.edu/vshadow2/choosepart.html (Valley of the Shadows-- check out real Civil War newspapers)

Section 9
Editor (25 Points)

Design the final layout for the team's newspaper using Microsoft Publisher.  Include the sections created by the reporters and accompanying multimedia elements such as graphics and logos.

Q.  Did I include all team members' sections in the final publication?  Is the layout visually attractive?  Is the newspaper easy to read?  Is the newspaper ready for publication (worthy of audience viewing)?  Is everything ready prior to the final due date?

Section 10
Civil War Monument (75 Points)

Do you enjoy art or sculpture ? This is the job for you. This task involves either interpreting a current Civil War monument or creating your own and interpreting it. Here are the steps to completing an article on a monument. You will have to be a little creative in your writing as most monuments were completed after the war and not during the conflict.

1.    Browse the monument links below. Analyze several different styles and time-periods for Civil War monuments below. This should take a little time as you will need to study each monument in terms of the sculptor's intent and meaning rather than just looking at monuments.

Q.  Did I examine at least 3 different monuments? Did I understand the sculptor's intended meaning and message for the monument? Do I understand the historical context in which the monument was created?

Q. If I am creating my own monument, do I have a legible design and description to present? If I am interpreting an existing monument, do I have a short interpretation to explain to my teacher?

Q.  Where is the monument located? What is the design/shape of the monument? What is its historical context ? What medium or materials were used? Who paid for or commissioned this piece? What is the title/name of the monument? What images/people are represented? What is the overall meaning of the monument? Is my drawing/graphic clear and crisp?

Q.     Is this the 100^th monument for this topic or the first? What should visitors walk away knowing or feeling after visiting the monument?

Q.  Am I proud of my work?

 Research Links:

http://www.cwc.lsu.edu/cwc/links/hist2.htm#MemorialsMonuments (Civil War Monuments)

http://www2.cr.nps.gov/abpp/civil.htm (Civil War Battlefields)

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Evaluation

You will be awarded points based upon the total possible value of each section of the "Civil War Times" newspaper you complete.  The quality of your work (as defined by the "Civil War Times Rubric" below) will determine the actual number of points you receive for each section you complete and, subsequently, your grade as a whole.

Civil War Times Rubric

 Based on the "Social Studies Written Research Report Rubric" of  Wissahickon Middle School, Wissahickon School District.

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Conclusion

As a team of Civil War reporters, you have learned about the impact of this historic event on our country.  You have researched the famous people, the battles, and the key events contributing to this most unique and controversial time in American history. As is the case with most learning experiences, for every question you have answered, more questions have probably been raised.  An excellent resource for your continued research of the Civil War is "The American Civil War Homepage" at http://sunsite.utk.edu/civil-war/. 

Based on a template from The WebQuest Page and "The Revolutionary Times" WebQuest created by Susan Davis, Roni Goodman, Barbara Doerr, and Priscilla Linden of Wissahickon School District.

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