Teacher page for
Civil War Gazette





Introduction

    The students are a team of newspaper reporters, living in the civil war era. Battles are raging all around you: brother pitted against brother; father against son; neighbor against neighbor. Golden meadows and rolling hills the students and friends  are becoming soaked in crimson with the blood of a nation's most valued resource; it's citizenry. What was once a courageous new union is now being torn apart before their own eyes. The team is assigned the task of researching, writing, and editing a single edition of your newspaper that focuses on a specific battle during the civil war. Include in this edition: (1) a news article about the battle; (2) a human interest story; (3) an editorial; (4) and a letter to the editor from someone against the war (e.g., a soldier, a free black, a slave, a women, etc. ).

TEACHING IDEAS

    In preparation for this unit, the students should do some background research on the civil war. There can be a difference in learning if your students do not have prior knowledge on the civil war for this unit.  To discover their prior knowledge you may choose to have them use a KWL, Anticipation Guide, Problematic Situation, Graphic Organizers, Frayer, Knowledge Ratings, Text Structure or PLAN .
    After finding their prior knowledge about the Civil War, it may be required to share videos, short stories or newspaper articles from the war itself with the students.  To evaluate the students' comprehension you may want them to do a Question-Answer Relationships (QAR) Strategy or RAFT - Role / Audience / Format / Topic . Doing RAFTS in the classroom will help the students become familiar with different formats of writing.
    While students report (perhaps using paper, video or multimedia format), they can discuss ideas with everyone on their team to discover the influence the printed media had on the general population, the soldier and the overall outcome of the battle.  While doing different tasks the students will be enriched with different opinions and feelings of soldiers, free black people, slaves, women, etc.  The students can then participate in a debate defending different opinions and feelings of people from the civil war era or in a debate between people representing the North and South.
 
 

Time and Grouping

    This lesson can be three to six weeks in length including the presentation of the newspaper.  However, if other components mentioned in the Teaching Ideas section are included, it will take longer.   The students that do the best work for you may ask for more time.  The grouping of the students will depend on your class size and the differentiation of potential.  You may want to have one group made of the top students in each class so they can intellectually challenge one another;  you may be surprised with the results.  Another thing to keep in mind while grouping is Internet availability at the students homes.

    In preparation for the unit, print a copy of the lesson Civil War Gazette   http://www.sbcss.k12.ca.us/sbcss/services/educational/cctechnology/webquest/civilwar.html  and go over the expectations on an overhead or projection unit.  Give the students a hard copy of the unit.  The students can use this to write down notes and ideas as they do their research.  This will help enhance the students comprehension. While facilitating you can monitor the students progress by glancing over their notes. To show the quality of research the handout with the notes can be included in the final grade.

    I suggest cooperative groups of no more than four students. The entire group can assume the role of the North or South. One person can assume the role of editor, news reporter, social or feature writer, a political cartoonist, a photographer, a obituary writer, or subscriber.  A team leader may also be appointed to make sure things are getting done right and the minor problems are dealt with.  As stated  in the lesson, make sure the teams have time to talk to each other during the research.  This time needs to be away from the resources so the students are not distracted.  This will give the students a chance to find out what they know and need to know.

Evaluation

    It is strongly suggested that a group grade be given for the presentation of the research, but then individual grades be given to each student for their role. Everyone must be responsible for his/her own role and part in the final product!
Ask your students to cite their sources for information. This is the only way you can tell if they got the information from a reliable source or just made it up.

    The handout should include a set of rubrics (such as the ones listed below). Also, under the rubrics, there is a group self assessment sheet. The self assessment will show the students that are doing their share of work and the ones that are not. Have a panel of students (use different students for each presentation) help you evaluate each team during their presentation. They may be harder on other students than you would be.  One suggestion is to have your students suggest criteria for rubrics on the newspaper article, on the oral and visual presentation and on the content.

Rubrics that may be helpful are:
 

Cooperative Learning Project Rubric B: Outcome or Product  from Prentice Hall School Professional Development
Project and Presentation Rubric  by Harry Grover Tuttle (adaptation by Richard Levine)
Rubrics from the Staff Room for Ontario's Teachers maintained by Elaine Coxon

Or create your own
These are some of the best sources for rubrics and checklists for evaluating student learning. Don't forget to show them to your students before they start the projects.


Illinois Learning Standards

    The following shows the learning standards that are meet during the Civil War Gazette Lesson and Teacher Guide.

Social Science
Learning Standards  Middle/Junior High School Early High School Late High School
A. Apply the skills of historical analysis and interpretation. 16.A.3a Describe how historians use models for organizing historical interpretation (e.g., biographies, political events, issues and conflicts). 

16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 

16.A.3c Identify the differences between historical fact and interpretation. 

 16.A.4a Analyze and report historical events to determine cause-and-effect relationships. 

16.A.4b Compare competing historical interpretations of an event. 

 16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings). 

16.A.5b Explain the tentative nature of historical interpretations.
B. Understand the development of significant political events. 16.B.3a (US) Describe how different groups competed for power within the colonies and how that competition led to the development of political institutions during the early national period. 

16.B.3b (US) Explain how and why the colonies fought for their independence and how the colonists' ideas are reflected in the Declaration of Independence and the United States Constitution. 

 

   16.B.5a (US) Describe how modern political positions are affected by differences in ideologies and viewpoints that have developed over time (e.g., political parties' positions on government intervention in the economy).

16.B.5b (US) Analyze how United States political history has been influenced by the nation's economic, social and environmental history. 
C. Understand the development of economic systems. 16.C.3b (US) Explain relationships among the American economy and slavery, immigration, industrialization, labor and urbanization, 1700-present. 

16.C.3c (US) Describe how economic developments and government policies after 1865 affected the country's economic institutions including corporations, banks and organized labor. 

   16.C.5b (US) Analyze the relationship between an issue in United States economic history and the related aspects of political, social and environmental history. 
 
16.C.3c (W) Describe the impact of technology (e.g., weaponry, transportation, printing press, microchips) in different parts of the world, 1500 - present. 		   16.C.5a (W) Explain how industrial capitalism became the dominant economic model in the world.

16.C.5b (W) Describe how historical trends in population, urbanization, economic development and technological advancements have caused change in world economic systems. 

16.C.5c (W) Analyze the relationship between an issue in world economic history and the related aspects of political, social and environmental history. 
D. Understand Illinois, United States and world social history. 16.D.3b (US) Describe characteristics of different kinds of families in America during the colonial/frontier periods and the 19th century. 16.D.4a(US) Describe the immediate and long-range social impacts of slavery. 

16.D.4b (US) Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity). 

 16.D.5(US) Analyze the relationship between an issue in United States social history and the related aspects of political, economic and environmental history. 
  16.D.3 (W) Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading. 16.D.4(W) Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements.  16.D.5(W) Analyze the relationship between an issue in world social history and the related aspects of political, economic and environmental history. 
E. Understand Illinois, United States and world environmental history.
16.E.3b (US) Describe how the largely rural population of the United States adapted, used and changed the environment after 1818.

16.E.3c (US) Describe the impact of urbanization and suburbanization, 1850 - present, on the environment. 

 16.E.4a (US) Describe the causes and effects of conservation and environmental movements in the United States, 1900 - present.  16.E.5a (US) Analyze positive and negative aspects of human effects on the environment in the United States including damming rivers, fencing prairies and building cities. 

16.E.5b (US) Analyze the relationship between an issue in United States environmental history and the related aspects of political, economic and social history. 

Reading

Learning Standards  Middle/Junior High School Early High School Late High School
A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.3a Apply knowledge of word origins and derivations to comprehend words used in specific content areas (e.g., scientific, political, literary, mathematical). 

1.A.3b Analyze the meaning of words and phrases in their context. 

 1.A.4a Expand knowledge of word origins and derivations and use idioms, analogies, metaphors and similes to extend vocabulary development. 

1.A.4b Compare the meaning of words and phrases and use analogies to explain the relationships among them. 

 1.A.5a Identify and analyze new terminology applying knowledge of word origins and derivations in a variety of practical settings. 

1.A.5b Analyze the meaning of abstract concepts and the effects of particular word and phrase choices.
B. Apply reading strategies to improve understanding and fluency. 1.B.3a Preview reading materials, make predictions and relate reading to information from other sources. 

1.B.3b Identify text structure and create a visual representation (e.g., graphic organizer, outline, drawing) to use while reading. 

1.B.3c Continuously check and clarify for understanding (e.g., in addition to previous skills, draw comparisons to other readings). 

1.B.3d Read age-appropriate material with fluency and accuracy. 

 1.B.4a Preview reading materials, clarify meaning, analyze overall themes and coherence, and relate reading with information from other sources. 

1.B.4b Analyze, interpret and compare a variety of texts for purpose, structure, content, detail and effect. 

1.B.4c Read age-appropriate material with fluency and accuracy. 

 1.B.5a Relate reading to prior knowledge and experience and make connections to related information.

1.B.5b Analyze the defining characteristics and structures of a variety of complex literary genres and describe how genre affects the meaning and function of the texts.

1.B.5c Evaluate a variety of compositions for purpose, structure, content and details for use in school or at work.

1.B.5d Read age-appropriate material with fluency and accuracy. 
C. Comprehend a broad range of reading materials. 1.C.3a Use information to form, explain and support questions and predictions. 

1.C.3b Interpret and analyze entire narrative text using story elements, point of view and theme. 

1.C.3c Compare, contrast and evaluate ideas and information from various sources and genres. 

1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material. 

1.C.3e Compare how authors and illustrators use text and art across materials to express their ideas (e.g., foreshadowing, flashbacks, color, strong verbs, language that inspires). 

1.C.3f Interpret tables that display textual information and data in visual formats.

 1.C.4a Use questions and predictions to guide reading. 

1.C.4b Explain and justify an interpretation of a text. 

1.C.4c Interpret, evaluate and apply information from a variety of sources to other situations (e.g., academic, vocational, technical, personal). 

1.C.4d Summarize and make generalizations from content and relate them to the purpose of the material. 

1.C.4e Analyze how authors and illustrators use text and art to express and emphasize their ideas (e.g., imagery, multiple points of view). 

1.C.4f Interpret tables, graphs and maps in conjunction with related text.

 1.C.5a Use questions and predictions to guide reading across complex materials. 

1.C.5b Analyze and defend an interpretation of text. 

1.C.5c Critically evaluate information from multiple sources.

1.C.5d Summarize and make generalizations from content and relate them to the purpose of the material. 

1.C.5e Evaluate how authors and illustrators use text and art across materials to express their ideas (e.g., complex dialogue, persuasive techniques). 

1.C.5f Use tables, graphs and maps to challenge arguments, defend conclusions and persuade others. 

 Writing

Learning Standards Middle/Junior High School Early High School Late High School
A. Use correct grammar, spelling, punctuation, capitalization and structure. 3.A.3 Write compositions that contain complete sentences and effective paragraphs using English conventions. 3.A.4 Use standard English to edit documents for clarity, subject/verb agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication.  3.A.5 Produce grammatically correct documents using standard manuscript specifications for a variety of purposes and audiences. 
B. Compose well-organized and coherent writing for specific purposes and audiences. 3.B.3a Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.

3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication. 

 3.B.4a Produce documents that exhibit a range of writing techniques appropriate to purpose and audience, with clarity of focus, logic of organization, appropriate elaboration and support and overall coherence. 

3.B.4b Produce, edit, revise and format work for submission and/or publication (e.g., manuscript form, appropriate citation of sources) using contemporary technology. 

3.B.4c Evaluate written work for its effectiveness and make recommendations for its improvement. 

 3.B.5 Using contemporary technology, produce documents of publication quality for specific purposes and audiences; exhibit clarity of focus, logic of organization, appropriate elaboration and support and overall coherence. 
C. Communicate ideas in writing to accomplish a variety of purposes. 3.C.3a Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, correspondence) for a specified audience.

3.C.3b Using available technology, produce compositions and multimedia works for specified audiences. 

 3.C.4a Write for real or potentially real situations in academic, professional and civic contexts (e.g., college applications, job applications, business letters, petitions). 

3.C.4b Using available technology, produce compositions and multimedia works for specified audiences. 

 3.C.5a Communicate information and ideas in narrative, informative and persuasive writing with clarity and effectiveness in a variety of written forms using appropriate traditional and/or electronic formats; adapt content, vocabulary, voice and tone to the audience, purpose and situation.

3.C.5b Write for real or potentially real situations in academic, professional and civic contexts (e.g., applications, job applications, business letters, resume, petitions). 

Designed by Michelle Louis, Cowherd Middle School, East Aurora, IL, District 131  http://mlouis2@hotmail.com
This WebQuest teacher page was developed as part of requirements for the Aurora University/ Kane county (IL) Regional Office of Education course "infusing Engaged Learning with Technology using WebQuests; OEDS581-5023", July 30 - August 1, 2001, under the guidance of instructor Richard Levine.