Constructivism and Social Constructivism Project

1. THE CIVIL WAR
WEBQUEST
GRADES 5

2. THE NORTH VS. THE SOUTH
1861 - 1865
...but one of them would make war
rather than let the nation survive,
General and the other would accept war General
Ulysses S. rather than let Robert E. Lee
Grant it perish, and the war Confederate
Union General, came…Abraham Lincoln, March 4, General,
North 1865 South

3. Introduction Task Process Resources Evaluation Conclusion
INTRODUCTION
It is 3:30 a.m. and you have just awakened from your sleep. You have been learning about the Civil War in school,
and on this night you dreamt that you were fighting in Civil War battles, talking to soldiers, and listening to
President Lincoln give an Address at Gettysburg.. Suddenly, you hear a knock outside of your window. You open
your window and see a boy peering in at you. You ask him who he is and want he wants. "My name is Little
Johnny" he replies. “I am the Child Guardian of History and I need your help."
You ask him how he got here and he replies that he has been traveling through time warps for years. He tells you
that he just came back from the year 2095. You are amazed to find out that something terrible has happened in the
future. Nobody in the year 2095 remembers anything about the Civil War. He is afraid that if something isn't done
about it, this important event in history will be forgotten forever. "What can I do to help?" you ask.
"You can help me by gathering up 3 classmates, coming with me through the time warp, learning more about the
Civil War, and then sharing it with your fellow classmates. It is important that they learn all about it so that they can
share it with others, who will share it with others, who will share it with others, and so on."
You are amazed at what you are hearing.
"Well," he says, "are you going to accept this mission?"
"Absolutely!" you state. " I can't believe I am going to travel through time and see all of these famous events,
people, and places. I have always wondered what it would be like to live during the time of the Civil War. But what
should I tell my folks?"
“We will travel while their asleep and I will make sure your safe and that you return to your bed unnoticed”!

4. BACKGROUND
 The Civil War was a war between the states of the North against the states of the South. It was the
greatest war in American history. 3 million soldiers fought - 600,000 died, making this war the heaviest
of casualties in all of history.
 The southern states wanted to have their own nation and be able to decide what laws to have. The
north did not want the country to be broken apart. In the election of 1860 Abraham Lincoln stated that
he wanted to stop the spread of slavery. The southern states said that if Lincoln won, they would
secede (leave) the union.
 When Abraham Lincoln, a known opponent of slavery, was elected president, the South Carolina
legislature perceived a threat. Calling a state convention, the delegates voted to remove the state of
South Carolina from the union known as the United States of America. The secession of South
Carolina was followed by the secession of six more states -- Mississippi, Florida, Alabama, Georgia,
Louisiana, and Texas -- and the threat of secession by four more -- Virginia, Arkansas, Tennessee, and
North Carolina. These eleven states eventually formed the Confederate States of America.
 The Civil War began. It was the only war fought on American soil by Americans, and for that
reason we have always been fascinated with The Civil War. Click to go back to top

5. Task
YO U R T I M E T R AV E L T E A M W I L L N E E D TO R E S E A RC H A N D
R E P O R T O N M A N Y I M P O R TA N T A S P E C T S O F T H E C I V I L W A R .
YOUR TEAM WILL BE :
* M A K I N G A M A P O F S O U T H E R N A N D N O R T H E R N S TA T E S
*CREATING A TIMELINE
*REPORTING ON BATTLES
*REPORTING ON EVENTS AND PEOPLE
*RETRIEVING WRITTEN LETTERS FROM CIVIL WAR SOLDIERS
*MAKING NORTHERN AND SOUTHERN FLAGS
* C O M PA R I N G A D V A N TA G E S A N D D I S A D V A N TA G E S O F T H E
NORTH AND SOUTH DURING THE WAR .
CLICK TO GO BACK TO TOP

6. PROCESS
*The four roles of your group members will be a reporter,
historian, illustrator, and an editor.
*Each person will have a specific task.
*Each time traveler will be required to keep a journal to record
all findings while in the time warp.
Upon arriving back at the present time, each member will then
need to organize their findings into a clear, neat, and creative
form that can be presented to classmate.
Click to go back to top

7. RESOURCES
CIVIL WAR RESOURCES
 The Civil War Overview
 Diaries and letters written by soldiers
 Pictures and images of the war
 Information on many aspects of the Civil War
Battles
 Battle of Gettysburg
 Surrender at Appomattox Court House
 History of the Battle of Gettysburg
 Monitor vs. the Merrimack
Click to go back to top

8. RESOURCES
EVENTS PEOPLE
 Harriet Tubman
 The Gettysburg Address
 Abraham Lincoln Research Site
 Emancipation Proclamation
 A site about all the many people associated
 History of the Drinking Gourd
with the Civil War
 The Drinking Gourd
 Choose from a list of people at this site
Restoration
 Choose from a list of women of the Civil War
 Battle of Gettysburg
 General Sherman and his “March to the Sea”
 Fredricksburg
 African Americans of the Civil War
Click to go back to top

9. RESOURCES
UNIFORMS, MONEY & MEDICINE COST & CASUALTIES OF THE WAR
 Uniforms during the Civil War  Civil War statistics
 Flags of the Civil War
 Money during the Civil War
 Medicine during the Civil War
 Pictures of Union &
Confederate money during the Click to go back to top
Civil War

10. EVALUATION
Each time traveler will be evaluated on grammar,
punctuation, and spelling of written or typed work.
Neatness, creativity, and completion of tasks will also
be considered when grading the projects. It is also
important that while traveling through time, all travelers
work cooperatively. In addition to handing in your
journal, the following rubric will be used to assess your
work. Click on YOUR JOB.
REPORTER ILLUSTRATOR
HISTORIAN EDITOR

11. CONCLUSION
"With your help and dedication to the Civil
War, I am confident that this team of
travelers will do well at saving the future,"
says Little Johnny the Child Guardian of
History. "The future of students
everywhere depends on you!“
"We will do our best, " you reply.
"Good luck," says Little Johnny.
And with that he is gone. Click to go back to the top

12. RUBRIC FOR REPORTER
ROLE YOUR JOB RESOURCE IDEAS
REPORTER Find 2 letters from Civil Type up reports in Word.
War Soldiers. Print them
out & paste them in your Use a Venn Diagram to
journal. show how the North and
South were alike, different
Report on what the and the same. You can
Underground Railroad was. create this in Word or
Power Point.
Compare advantages and
disadvantages of the north
and south. Include each
side of the issues causing
the war.
Click on the flag to go Report on the meaning of
back to abolition and secession.
the introduction page.

13. RUBRIC FOR HISTORIAN
ROLES YOUR JOB RESOURCE
IDEAS
HISTORIAN Create a timeline Create timeline
of 10 important with pictures and
events/battles descriptions as
during the war. slides in Power
Each event or Point.
battle should have
a detailed Use Chart Wizard
description of the in Excel to create
important graphs showing
information and costs and
Click on the flag pictures. causalities.
to go back to
the introduction Create a graph
page. comparing war
costs and
causalities.

14. RUBRIC FOR
ILLUSTRATOR
ROLE YOUR JOB RESOURCE
IDEAS
ILLUSTRATOR Create replicas of Kid Pix may be
the Union and used to create
Confederate flags. flags.
Identify states of Insert pictures of
the Union and the Northern and
Confederacy. Use Southern states
a visual aid to into Word.
show the states of Document and
each side. label states.
Click on the flag Show examples of Find pictures of
to go back to uniforms worn by currency and copy
the introduction soldiers and into a word
page. money used document.
during the war.

15. RUBRIC FOR EDITOR
ROLE YOUR JOB RESOURCE
IDEAS
EDITOR Write an article on the Use Microsoft
causes of the civil war.
Publisher or Word
Create a newsletter in to create news
word and identify and articles about your
write about 2 important assigned topics.
women and 2 important
African Americans
during the Civil War. Find pictures on
(You can copy and paste the Internet and
this assignment ONLY)
copy into articles.
Click on the flag Identify and write about
to go back to 3 important people from
the introduction each side of the war.
This may include
page. generals, presidents,
etc.

16. C U R R I C U L U M S TA N D A R D S
( T E A C H E R ’ S PA G E 1 )
 Identify causes of the Civil War from the northern and southern viewpoints.
 Use a range of strategies, including drawing conclusions such as opinions about
characters based on their actions and summarizing passages, to comprehend
fifth-grade recreational reading materials in a variety of genres.
 Use a wide range of strategies and skills, including using text features to gain
meaning, summarizing passages, and drawing conclusions, to comprehend
fifth-grade informational and functional reading materials.
 Use text features, including indexes, tables, and appendixes, to guide
interpretation of expository/informational texts.
 Express meaning through writing varied sentence structure, detailed
paragraphs, and multi-paragraph compositions in an organized manner.
 Compose texts using an introductory paragraph that includes a main idea;
supporting paragraphs with a minimum of three reasons, explanations, or steps
in a process; and a conclusion.
 Use text features, including indexes, tables, and appendixes, to guide
interpretation of expository/informational texts.
 Use search strategies in the research process to identify reliable current
resources and computer technology to locate information.
 Use various technology applications, including word processing and multimedia
software.
 Use technology tools to organize, interpret, and display data.

17. NETS-S Standards (TEACHER’S PAGE 2)
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology
Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively to support
individual learning and contribute to the learning of others.
Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media and
formats.
d. contribute to project teams to produce original works or solve problems.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems,
and make informed decisions using appropriate digital tools and resources.
Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed decisions.

18. LEARNING OBJECTIVES
( T E A C H E R ’ S PA G E 3 )
The student groups will:
 Research the events that led to the civil war, the
events during the war, and the events after the war.
 Complete artifacts to guide and organize the
information that they find on those /people events.
 Students will communicate effectively.
 Students will demonstrate knowledge of Civil War &
important figures of era.
 Students will work cooperatively in groups.