Grade: 8^th

Subjects: Social Science, Science, Language Arts

1. Primary source documents
2. Textbook
3. Computer with Internet access
4. MS FrontPage 98
5. Artifacts used during the Civil War

• Research persons from this area who were involved in the Civil War.
• Describe the significance of specific battles of the Civil War.
• Identify personal accounts that refer to the causes of the Civil War.
• Explain the reasons why people became involved in the Civil War.

1. Identify a person from this area who participated in the Civil War and explain---(one student)

1. how they were personally affected by the war.
2. what events they participated in.
3. how they contributed toward the outcome of the war.
4. why they became involved in the war.
5. what types of items they used in their daily lives.

1. Analyze an artifact that was used during the war. ---(one student)

1. Create a Quick-time Virtual Reality (QTVR) of the artifact researched.
2. Explain how the artifact was used.
3. Describe the artifact in detail.
4. Identify what device (if any) has replaced the artifact.

1. Analyze a battle of the Civil War that is connected in some way to a person from this area. ---(one student)

1. Describe the location of the battle.
2. Explain how it affected the outcome of the war.

1. Use a newspaper article to describe

1. various details of the war.
2. how the war affected the people in Champaign county.
3. what life was like during the 1860s.
4. how people viewed the conflict between the North and South.

1. Include all of the above information in a webpage that is

1. Well organized.
2. Correctly spelled, grammatically correct, and has a complete bibliography.

1. Divide tasks A-C among the individual team members.

• All students will complete task D.

1. Choose a team topic from the list below.

• Teams may create a new topic.
• I must approve any new topics.

1. Remind each other to bring materials to class.

• Pen/pencil, paper, research materials, computer disk, etc.

1. Assist each other with research.

• Help with bibliography page.
• Webpage technical assistance.

1. Provide constructive criticism through peer evaluation and general comments.
2. Help each other with technical questions.
3. Spell and grammar check each other's work.
4. Focus work on-task and not on distractions.

Depending upon the person your team is researching, your team must address one of these topics or you may create another topic.

1. Attitudes of Champaign County toward the Civil War
2. Civilian support groups at home devoted to helping soldiers
3. Camp life of soldiers in the army
4. Tactics used during battle
5. Soldier entertainment and recreation between battles
6. Black soldiers in the Civil War

Students will be evaluated by each of the following methods:

1. Daily Participation

1. Materials brought to class

• Textbook (1 pt)
• Pen/pencil (1 pt)
• Paper (1 pt)
• Project guidelines (this paper) (1 pt)
• On-task throughout class period (3 pt)
• Cooperated with teammates (3 pt)

1. Self-evaluation
2. Peer-evaluation
3. Various In-Progress Reviews (IPRs):

1. Mind map
2. Job list completed
3. Primary Source (Archive) Research Findings

(see Primary Document Analysis Worksheet)

4. Bibliography Sources
5. Web Page rough draft peer evaluation
6. Web Page rough draft teacher evaluation

1. Final Product: Individual Web Pages

1. We will be taking only one class of 8^th graders at a time. 8-1 during periods 1-4a and 8-2 during periods 4b-7^th.
2. At least 2 teachers will be present at the library at all times.

Class Coverage: The following class periods will need to be covered for the following teachers:

• Petersen: all day
• Patterson: 4B (8-1), 5^th (7-2), 6^th (7-1)
• Joldersma: 1^st (7-1)

The entire 8^th grade class is taking a research trip to the Urbana Free Public Library Archives on Monday May 1, 2000. Each class of 8^th grade students (8-1 and 8-2) will visit the library for one-half day. The purpose of the visit is to conduct research on people from the Fisher area who participated in the Civil War. Due to the nature of this class project, students will benefit from going and their attendance is highly recommended. Students who do not attend this field trip are NOT excused from attending their regular classes or from conducting research on the assigned project.

• depart 8:25 from the Jr./Sr. High building during 1^st period
• will miss periods 1^st – 4^th
• bring your lunch… we will eat it at the library before we return to the school
• no vending/pop machines are available
• no stops will be made at any restaurants
• return at the end of 4B period (approximately 12:25)

• depart 11:25 at the end of lunch (have everything you need for the fieldtrip with you before you eat lunch)
• will miss periods 4B-7th
• return at the end of 7^th period (approximately 2:55)

• bring note taking materials and U.S. History textbook
• wear comfortable clothing
• bring change for making copies of materials found in the library
• no items can be checked out from the library
• regular copies are 15 cents/page
• microfilm copies are 40 cents/page

ATTENTION: IF YOU GIVE PERMISSION for YOUR CHILD TO ATTEND THIS ACTIVITY, THE BOTTOM HALF OF THIS NOTICE must be RETURNED WITH YOUR SIGNATURE NO LATER than the MORNING of MAY 1^st, 1999. If this notice is NOT returned to the school by the above date, your child will NOT attend this field trip.

I, ___________________________, GIVE PERMISSION for my child, ________________________, to attend the 8^th grade field trip scheduled for May 1^st, 2000. I understand that this DOES NOT allow my child to miss school. I understand that this notice must be returned to the Fisher Junior Senior High School, attention Mr. Petersen, no later than the morning of May 1^st, 2000.

1. Describe any unique or interesting features of the document:

(for example, interesting lettering, seals, stamps, handwriting)

____________________________________________________________________

____________________________________________________________________

2. What is the date of the document? ___________________________________
3. Who are the people mentioned in the document? _______________________

____________________________________________________________________

4. Why was this document written? ____________________________________

____________________________________________________________________

5. What information does the document contain that provides additional clues about the people, places, or events mentioned?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

6. What theory can a person develop about the people, places or events based on the information in the documents?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

7. What was life like in Champaign County in the time period during which this document was written?