1. The
Civil War
Project

2. Vocabulary #1
Vocabulary Word
Definition
Sentence
Picture
Secession
Confederate States of America
Individual Rights
Union
Strategies
Abraham Lincoln
Regiment
Attrition Warfare
Border States

3. Emancipation Proclamation
Dred Scott
Gettysburg Address
Abolitionist
Jefferson Davis
Ulysses S. Grant
Robert E. Lee

4. “ Why is there war in the world?”
The students will begin the unit by blogging their response to this question.
Class discussion will follow

5. K-W-L Chart
What I Know
What I Want to Know
What I Learned

6. Directions
Create a newspaper in your group from the point-of-view of the assigned historical figure. Example: Abraham Lincoln
Please Include anything that your historical figure did concerning the Civil War. Example: Emancipation Proclamation, Gettysburg Address, etc.

7. Research Websites Overview of the Civil War
Abraham Lincoln
Jefferson Davis
Ulysses S. Grant
Websites

8. Research
Robert E. Lee
John C. Calhoun
Henry Clay
Daniel Webster
Websites

9. Rubric for Newspaper CATEGORY 4 3 2 1 Who, What, When, Where & How
All articles adequately address the 5 W's (who, what, when, where and how).
90-99% of the articles adequately address the 5 W's (who, what, when, where and how).
75-89% of the articles adequately address the 5 W's (who, what, when, where and how).
Less than 75% of the articles adequately address the 5 W's (who, what, when, where, and how).
Knowledge Gained
All students in the group can accurately answer all questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.
All students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.
Most students in the group can accurately answer most questions related to a) stories in the newspaper and b) technical processes used to create the newspaper.
Several students in the group appear to have little knowledge about the facts and the technical processes used for the newspaper.
Editorials - Worthwhile
The information was accurate and there was a clear reason for including the editorial in the newspaper.
The information was accurate and there was a fairly good reason for including the editorial in the newspaper.
The information was occasionally inaccurate or misleading, but there was a clear reason for including the editorial in the newspaper.
The information was typically inaccurate, misleading or libelous.
Spelling and Proofreading
No spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.
No more than a couple of spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.
No more than 3 spelling or grammar errors remain after one or more people (in addition to the typist) read and correct the newspaper.
Several spelling or grammar errors remain in the final copy of the newspaper.

10. Rubric for the Newspaper
Requirements
All of the required content was present.
Almost all the required content was present.
At least 75% of the required content was present.
Less than 75% of the required content was present.
Graphics
Graphics are in focus, are well-cropped and are clearly related to the articles they accompany.
Graphics are in focus and are clearly related to the articles they accompany.
80-100% of the graphics are clearly related to the articles they accompany.
More than 20% of the graphics are not clearly related to the articles OR no graphics were used.
Articles - Purpose
90-100% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.
85-89% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.
75-84% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.
Less than 75% of the articles establish a clear purpose in the lead paragraph and demonstrate a clear understanding of the topic.

11. Civil War Checklist
4 blogs
4 Discussion Boards
Newspaper
K-W-L Chart
Group Assessment
Vocabulary

12. Group Evaluation Name:__________________________________
Member of the Group:________________________________________________________________________________
1. How many of the group members participated actively most of the time? 5 4 3 2 1
2. How many of the group members were fully prepared for group work most of the time? 5 4 3 2 1
3. Overall, how effectively did your group work together on this assignment?
Extremely Well
Well
Adequately
Inadequately
Poorly
Not At All
4. Give one specific example of something you learned from the group that you probably wouldn't have learned on your own.
5. Give one specific example of something that other group members learned from you that they probably wouldn't have learned without you.
6. Suggest one specific, practical change the group could make that would help to improve everyone's learning.
7. Did everyone participate in the project?
8. Comments:

13. Wiki Page
Go to the URL listed below to participate on the discussion board.

14. Works Cited http://www.civilwarclipart.com/Clipartgallery/clipart3.htm