1. Civil War Battles: Soldiers and Citizens Title Introduction Task Process Evaluation Conclun Credits [Teacher A WebQuest for 8th Grade United States History Designed by Kim Smith [email_address] Based on a template from The WebQuest Page Christopher Malcolm 2007 Student Page Title Introduction Task Process : Bull Run Evaluation Credits [ Teacher Page ] Process : Antietam Process :Gettysburg Process : Sherman’s March to the Sea Process : Shiloh

2. Introduction Student Page Title Introduction Task Process : Bull Run Evaluation Conclusion Credits [ Teacher Page ] It is the dawn of the Civil War in the United States, families are divided and the future of the young country is unknown. You are a citizen or a soldier supportive to the North or South and unaware of the final outcome of the war. You fight or survive to preserve your family, country, or livelihood. Battles in the Civil War were fought in citizens’ and soldiers’ backyards. Battles were won and lost for the Union and Confederate armies. Each battle gave citizens and soldiers new perspectives of the Civil War. Think about the different points of view between soldiers and citizens of the North and South. Think about the consequences of war being fought so close to people’s homes. Process : Antietam Process :Gettysburg Process : Sherman’s March to the Sea Process : Shiloh Renaud_g1

9. Back to Process: Antietam

10. Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Student Page Title Introduction Task Process : Bull Run Evaluation Conclusion Credits [ Teacher Page ] Process : Antietam Process :Gettysburg Process : Sherman’s March to the Sea Process : Shiloh Evaluation: Group Paragraph on Battle Evaluation: Letter of A Citizen or a Soldier CATEGORY 5 4 2 1 Length The letter is one page double spaced. The letter is either too short or too long by a 2-3 sentences and double spaced. The letter is 5-7 sentences too long or too short, or not double spaced. The letter is at an unacceptable length. Ideas Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. Ideas were expressed in a pretty clear manner, but the organization could have been better. Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. Point of View The role's point of view is accurate and clear. The letter also includes 5 facts about the battle. The role's point of view is pretty accurate and clear, but does not include all five facts about the battle. The role's point of view is not clear and not very accurate. Also, little or no facts about the battle are included. The role's point of view was unclear and inaccurate. No facts were included about the battle. Grammar & spelling (conventions) Writer makes no errors in grammar or spelling. Writer makes 1-2 errors in grammar and/or spelling. Writer makes 3-4 errors in grammar and/or spelling Writer makes more than 4 errors in grammar and/or spelling. CATEGORY 3 2 1 0 Accuracy of Facts All facts presented in the summary are accurate and major events or facts about the battle are mentioned. Almost all facts presented in the summary are accurate. However, one major event or fact about the battle is excluded from the summary. Most facts presented in the summary are accurate (at least 70%). The summary does not include important facts about the battle. There are several factual errors in the story. The summary does not accurately portray the battle. In Your Own Words The paragraph is in the group members' own words and not plagiarized. The paragraph contains one sentence that is not in the members' own words. The paragraph contains two sentences not the members' own words. There are several sentences in which the members' have plagiarized the original work. Spelling and Punctuation There are no spelling or punctuation errors in the final draft. There is one spelling or punctuation error in the final draft. There are 2-3 spelling and punctuation errors in the final draft. The final draft has more than 3 spelling and punctuation errors.

13. Civil War Battles: Soldiers and Citizens [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for 8th Grade United States History Designed by Kim Smith [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion Renaud_g1 Process 2

14. Introduction (Teacher) This lesson was developed in a technology class aimed at teaching future teachers to employ and continually learn new technology to use in their classrooms. Furthermore, Ms. Life’s 8 th Grade United States History class at Blevins Junior High in Fort Collins, Colorado, inspired this webquest. The class’s love of battles and quest for understanding others throughout history gave me the premise for this webquest. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Process 2 Barry Pate 2007

15. Learners (Teacher) Soldiers and Citizens Webquest is designed for eighth grade United States history students, it covers English and Social Studies skills. This Webquest would also be appropriate for all middle school years and can be adapted to more appropriate for high school United States history by asking more complex questions. The different battles are organized in reading levels, from advanced to intermediary. However, all of the readings and assignments are meant to be done in a group of students with various reading levels. Learners need background knowledge of the premise of the American Civil War and the time frame of the war, as well as, working knowledge of the two sides of the war, understanding of the concept of biases, and major generals. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Process 2 Polly.jayne

17. The Process (Teacher) Page One Organization: The lesson is organized to be down in five groups for each battle. Ideally each group would have four members , however groups can have as many members as necessary or multiple groups can do the same battle. Group management may be the hardest part of pulling off this webquest. Students must work as a group to understand and analyze the sources, so assigning balanced groups is essential. An outline of biases are, and the different ideologies and effects of the American Civil War should be addressed before starting the webquest. The webquest itself should only take one, 1.5 hours, class period. If you do not assign the letter as homework, the webquest may overflow into part of the next period. The webquest is an interdisciplinary look at various points of view during the Civil War, incorporating social studies and English. The teacher should be available to answers concerns and questions about the sources as well as writing assignments. If the class has little experience with summary writing, an overview will be necessary . [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Process 2

20. Evaluation (Teacher) This lesson will be successful if the students are able to write the letter including the biases and perspectives of either the citizens or the soldiers. This lesson is intended to give students a different perspective or view of the world, therefore, there should be significant weight placed on their ability to assume their role. Also, when evaluating the students remember to take into account their behavior as a group member. Although, membership is not part of evaluation let your students know that they can be docked points for poor membership skills. As you can see above, the points for this assignment come from, following the directions correctly and being able to articulate what the students learned during the webquest. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Process 2 CATEGORY 5 4 2 1 Length The letter is one page double spaced. The letter is either too short or too long by a 2-3 sentences and double spaced. The letter is 5-7 sentences too long or too short, or not double spaced. The letter is at an unacceptable length. Ideas Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about. Ideas were expressed in a pretty clear manner, but the organization could have been better. Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about. The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about. Point of View The role's point of view is accurate and clear. The letter also includes 5 facts about the battle. The role's point of view is pretty accurate and clear, but does not include all five facts about the battle. The role's point of view is not clear and not very accurate. Also, little or no facts about the battle are included. The role's point of view was unclear and inaccurate. No facts were included about the battle. Grammar & spelling (conventions) Writer makes no errors in grammar or spelling. Writer makes 1-2 errors in grammar and/or spelling. Writer makes 3-4 errors in grammar and/or spelling Writer makes more than 4 errors in grammar and/or spelling.

22. Conclusion (Teacher) Soldiers and Citizens is a great opportunity to give your students a new way of thinking about history. History is more than just dates and facts, but included individuals much like ourselves faced with difficult decisions. Allow your students to explore the motivations and perspectives of their sources, because not only will they learn the raw facts about the war, but gain a outlook on life and people of different circumstances. [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Process 2 Dan_Dare

23. Credits & References (Teacher) All pictures can be found at flickr.com PBS.org has a myriad of information pertaining to Civil War to help to give background knowledge and additional resources to you and your students. This webquest would not be possible with out the help and guidance found at The WebQuest Page and The WebQuest Slideshare Group . [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Process 2 Both pictures by: amiev