If the dead could talk....     

             

Hold your breath !         Don't disturb the dead !

INTRODUCTION

We begin our study of the Civil War in the cemetery because "at least 600,000 Americans would lose their lives fighting for constitutional principle, sectional differences, economic self-interest, and moral righteousness. As a defining moment in United States history, our Civil War has no equal, which is why it remains such a fascinating subject even today."

   Press Button for History

TASK

Your task is to wear the boots of an American citizen between 1861 and 1865.  Today they are found in cemeteries, in books, on film and on the World Wide Web.  You will choose a role from the list below and visit related Web sites to learn details of their lives.  You will become that person for a Living History Museum presented to lower grade students.

ROLES

·         African American Slave

·         African American Freeman

·         Army Chaplain

·         Army Doctor

·         Army Nurse

·         Confederate General

·         Confederate Infantry Soldier

·         Confederate Naval Officer

·         Confederate Blockade Runner

·         Prisoner of war

·         Union General

·         Union Infantry Soldier

·         Union Naval Officer

·         War correspondent/photographer

·         Woman on home front

PROCESS

1.      Consider the roles listed above.  List three of interest to you.

2.      Visit Web resources listed below.  Look for information about the lives of the citizens you have chosen.  Choose one role to research.  You may pick a role that is not on the list below that you find in the resources.  Get it approved by your General (your teacher).

3.      Research the role you have chosen including the following focus questions:

·                       What is your name? Your family background?

·                       What city and state are you from?  Are you for the North or South?

·                       What work are you doing in the Civil War?  What tools do you use?

·                        Why do you think this work is important?

·                       What beliefs form your support of your side of the war?

     Look for details that differentiate your "life" in the 1860s from similar roles today.

     Find photographs that illustrate the clothing , weapons, and housing of the times.

     Be prepared to field questions from the citizenry of the lower grades during the Living History     Museum.

    4.  Write a one week (7 days) journal of your life in 1863.  List all resources you use during        your research...Web sites, books, encyclopedias, videos, etc.

    5.   Prepare a 3 minute introduction to yourself in the role you have researched.  Consider a       costume.  Prepare questions that will be sent to the lower grades before the presentation.           Remember that you ARE that person and you should present yourself in a believable manner.

RESOURCES

Each of these will have information about your role.  Do not stop with just one.  Look at three, minimum.  Make notes so you can tell where you found your information.

   Press here for Web site citation worksheet and note grid.

Home Page: American Memory from the Library of Congress

Civil War Index Page

U.S. Civil War Center -- Index of Civil War Information available on the Internet

The American Civil War Homepage

American Civil War Information Archive

The Civil War Circuit

EVALUATION

Civil War WebQuest Rubric

End Product

5

10

15

Journal
  • Incomplete/fewer than 7 days included.
  • Evidence of plagiarism -- copying web site information without giving credit to the author.
  • Less than three resources used.  Incomplete citations.
  • 7 days of the Diary complete.
  • Writing is in your own words.
  • 3 resources used and documented but, factual information indicates minimal research about character and his/her Civil War contribution.
  • 7 days of Diary complete.
  • Writing is in your own words.
  • 3+ resources used and documented and factual information indicates comprehensive research about character and his/her Civil War contribution.

Introduction
  • Less than three minutes long.
  • Very little information about character's contribution to the Civil War.
  •  No effort at creating a costume/using props
  • Three minutes long.
  • Character information is adequate.
  • Adequate effort at creating costume/props.
  • Three minutes long.
  • Character information is very clear and complete.
  • Creative use of costumes and props.

Question Set
  • Questions are not appropriate for younger students and did not focus on critical Civil War information.
  • Questions are age appropriate for younger students, but some focused on trivial and/or boring information.
  • Questions are age appropriate for younger students and directed students to learn important information about Civil War contributions.

Point Total

 

 

 

TEACHER NOTES

Curricular area: Social studies, art, language art

Grade level:  5th Grade

Extensions:  Field trip to local cemetery

                     Patriotic music

                     Searching the Internet

CREDITS

Prepared by Janet Scott and Lisa Engelhardt.  July 1998.

Electronic Media for Children.  Jackie Carrigan, instructor.

Indiana University School of Library and Information Science

Last Updated February 2005 by Trisha Armstrong

Photographs found in the Library of Congress' American Memory website.                                 Clipart found at GeoCities' Civil War Clipart Gallery website and the Savage / Goodner Camp's Confederate Clipart Gallery.

.