Civil War Webquest

Using the archive http://valley.lib.virginia.edu/ answer the following questions on the research notesheet provided.

1. Using Eve of War: Newspapers:
a. According to the March 20th, 1863 Village Record, what new use did Southerners have for bloodhounds?
b. According to the November 27th, 1860 Staunton Spectator, what should happen to Senators that leave the Senate?
c. According to the March 30, 1864 Franklin Repository, how much did a share of the Gettysburg battlefield Memorial Association cost?

2. Using Eve of War: Church Records:
a. What religion founded the first churches in Augusta County?
b. What religion were the "Tunkers?"
c. What were the two "colored churches" in Staunton?

3. Using the The War Years: Battle Maps:
a. What battle did the 1st VA Cavalry fight on Sep. 16, 1862?
b. Which battle did the 107th PA fight that was closest to Washington, DC?
c. Which battle did the Staunton Artillery fight that was furthest north?

4. Using The War Years: Soldiers Records:
a. What unit did PA soldier Henry Frederick serve with?
b. How many VA soldiers under the age of 16 enlisted out of Augusta County?
c. What was Virginian Joseph Bailey's job after the war?

5. Using The War Years: Letters and Diaries:
a. Where did Franklin soldier Samuel Maxwell write his Oct 1, 1863 letter from?
b. According to Nancy Emerson's July 15th, 1864 letter, what happened to the house of the miller's wife?
c. According to Franklin Rosenbery's March 4, 1864 letter, how many regiments are in a corps?

6. Using Aftermath: Memory of the War:
a. According to the 1890 census, what wounds had Abraham D. Ferril received?
b. If you were an Augusta resident hoping to get a claim from the US government after the war, how would you answer #14 on the claimant form?
c. According to the January 24th, 1866 Valley Virginian, how old was Moses Crawford when he married Phyllis Hill?

7. Using Aftermath: Freedman's Bureau:
a. Who were the two teachers Frederick Tukey recommended to teach in Staunton?
b. According to Augusta Jorden in the loyalty section, why was James Stuart afraid to return to Staunton?
c. According to a May 4, 1868 letter by John Jordan, what was causing a disturbance in Staunton?

Civil War Project

Your assignment is an in-depth answer to the following question:  Was the Civil War necessary to end slavery in America?  Your answer must demonstrate an in depth knowledge of the people and issues that caused a rise in conflict between the North and South.  Your answer must use the following terms as well as others that relate to your particular answer (it is not enough to just define the terms, you must relate them to your argument):

Civil War                                 Charles Sumner
Sectionalism                             Kansas-Nebraska Act
Fire-Eaters                               John Browns Raid
Republican Party                      Abolitionism
Uncle Tom's Cabin                   Dred Scott
Fugitive Slave Act                    Underground Railroad
Wilmot Proviso                         King Cotton

Instructions are as follows:
Monday 9/12
1. You will break into groups of 3 or 4 students
2. Using your venn diagrams, you will brainstorm a framework for your answer
3. Your will divide up the tasks amongst your group
4. You will create a basic outline for your answer

Tuesday 9/13
1. You will use your time in the computer lab to research information and think about how to present your answer

Wednesday 9/14
1. You will return to your groups
2. You will share information
3. You will create a more workable outline

Thursday 9/15
1. You will use your time in the computer lab to finish the creation of your assessment piece

Friday 9/16
1. You will present your answer
2. You will pass in any notes or other works
3. Peer evaluation sheets due

Possible ways to present your answer:
Powerpoint
Poster
Video
Newsletter

Rubrics are as follows:

Powerpoint: http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=1126764

Poster: http://teacherweb.com/ME/JALeonardMiddleSchoolOldTown/Ecologywebquest/page3.htm

Video: See me

Newsletter: http://www.nisd.net/ward/LearningLinks/WebBasedLessons/TIPPA/1st_grade/Rubric-Historical%20Figures%20Newsletter%20.htm

Peer evaluation sheets can be found at:

Level One:  http://mason.gmu.edu/~montecin/peereval.htm

Level Two: http://chnm.gmu.edu/7tah/unitdocs/unit10/lesson5/peereval.pdf

Syllabus

Randolph High School

Teacher’s Name: Aaron Blais                                                                                             

Department: Social Studies

Syllabus for 2011-12

Course Title	Modern United States History
Length of Course	1 year (1 credit)
Prerequisite(s)	None
Course Description	This is a year survey course of the history of the United States. We will be using the text: Creating America: A History of the United States This course will begin with a brief history of slavery and then continue to the modern day.
Units and Topics Covered	The Failure of Politicians The Civil War To Punish or Forgive? The Passing of the Frontier The Nation Transformed The Challenge of the Cities Politics in the Gilded Age The United States and the World The Progressive Era The United States and World War I Return to Normalcy, 1918-1929 The Coming of the Great Depression “Nothing to fear, but fear itself” Reshaping American Life Clouds of War A World Conflict Truman: Neither War nor Peace Eisenhower, Moderate Republican Mobil People and Magic Machines Years of Hope and Promise
Skills	Students should be able to work in groups and one their own for major projects. Students will use technology to research and discuss issues.
Writing	Students will be writing term papers, short project papers and one major year long project paper.
Assessments	Students will do weekly section reviews and be tested on each chapter approximately every week and a half.  Papers on different topics will be assigned and library time provided.  There will also be group presentations. Homework will be assigned.  Blogs will be graded and discussed.
At the end of this course, students will be prepared for:	Senior electives

Grading Criteria:

Papers, Projects -                               30 %

Quizzes/Tests -                                   10/35%

Homework/Class work -                    10 %

Participation                                       15 %

PRHS EXPECTATIONS:

1.  Our graduates will acquire information.

            --Using texts and newspapers

            -Using the internet

            -From day to day contact with others

2.  Our graduates will critically think and problem solve.

            - Using what they have learned as a guide

            -Understanding problems this country has had in the past

3.  Our graduates will demonstrate effective communication.

            -though critical thinking

            -after problem solving

            -after listening to other opinions

4.  Our graduates will demonstrate the skills necessary to be active and responsible members of society.

            -by remembering the past

            -using their constitution rights

            -doing their civic duty

Class Expectations:

·        School rules apply within the classroom.  This applies to such things as food and drink, cell phones, dress code, and cheating.  If there are any questions about the policies of the school, please consult the student handbook or see me.

·        Make up work due to absences are due the second day of return unless otherwise noted by me.  You are responsible for collecting any assignments that were handed out during your absence upon your return to school.

·        Students missing a test due to an excused absence must make up the test after school on the day they return to school.  Make-up exams may be in essay format and may be more challenging than the original exam.  Students missing tests due to an unexcused absence may be ineligible to make up the exam.

·        Late work will be given up to 50% credit if turned in the next class period after it is due.  Any assignments turned in after this period will be graded but not given credit.

·        Hall passes are for emergencies only.  Please use the restroom before or after class.  Visits to other teachers, guidance, the cafeteria, the gym, etc are not allowed during class.

·        If there are ever any concerns, suggestions, problems, or need of extra help, I am more than happy to meet with you.  I am available after school on Mondays and Wednesdays, or any other time by appointment.

Homework

Monday 2/6: Test Chapter 9

Wednesday 2/1: Quiz Chapter 9 section 2

Thursday 1/13/12: Exam Progressive movement

Wednesday 1/11/12: Quiz Chapter 8, section 3

Jamestown Game

Once you have set up your blogging account, practice posting by playing the Jamestown game. In the response area, tell the class what you learned from playing, and what adjustments did you have to make. In which area did you do the best? The worst? This will give you practice for using the features of the blog.

http://www.historyglobe.com/jamestown/