Name: Joe Wilson/ Nancy Grimes
Grade: 8th
School: Elkins Pointe Middle School/ Ridgeview Charter School
Subject: Georgia Studies
Lesson Title: The Civil War
Lesson Duration: six or seven class periods
Essential Questions:
What key events were significant to the Civil War?
Standards:
SS8H6- The student will analyze the impact of the Civil War and Reconstruction on Georgia. a.
Explain the importance of key issues and events that led to the Civil War; include slavery, states' rights,
nullification, Missouri Compromise, Compromise of 1850 and the Georgia Platform, Kansas-Nebraska
Act, Dred Scott case, election of 1860, the debate over secession in Georgia, and the role of Alexander
Stephens. b. State the importance of key events of the Civil War; include Antietam, Emancipation
Proclamation, Gettysburg, Chickamauga, the Union blockade of Georgia's coast, Sherman's Atlanta
Campaign, Sherman's March to the Sea, and Andersonville.
Assessments:
Checklist- Checklist will be provided to students to gauge progress throughout project
Rubric- Grade will be based on a rubric (to be developed)
Lesson Description:
The student will complete a tiered project on various topics in the Civil War. The topics are based on the
strand in the GPS. Students will be given the choice in the type of project based on skills and number of
people involved (individual/ group).
Lesson Directions:
PromptAssociated Press- Feb. 22, 2011
Shocking news rattles the foundation of Georgia Public Broadcasting’s long-running program “Georgia
Stories” as rumors surface that its producer, Collin Siedor, has been reprimanded pending a civil lawsuit.
Siedor, who is not only the producer but also the program’s narrator and only star, has been named in a
suit for “boring a kid to death.” The student, Uriah Dummie, better known as “Ura” to his small circle of
friends, was injured after allegedly falling out of his desk from sheer boredom following an episode of the
infamous program. Ura’s parents, Ima and Shesa Dummie, claims that this is not the first time the
program has caused physical and mental harm to their child. The Dummies have retained the famous law
firm Dewey, Cheetham, and Howe as their representation in the case. Siedor does claim some
responsibility for the program’s absurdly boring content but maintains his innocence in the allegations.
The principal was not available for comment due to having to deal with the school’s latest problem: an
infestation of the Madagascar Hissing Cockroach on the 6th grade hall.
Staff writer- Joaquin D'Planque
You, the students of this Georgia History course, have been chosen by Collin Siedor and GPBTV to
present new material to replace the old Georgia Stories I and Georgia Stories II series of programs. As a
leading researcher in the field of Georgia’s illustrious history, you can make a museum mock-up, a
replica newspaper, or produce and direct a documentary film that highlights the Civil War in Georgia. As
a writer/ artist/ cinematographer/ director/ star, you have complete artistic control of the presentation of
content for the new and improved Georgia Stories III. You will submit your proposal to the Board of
Trustees of GPB in the form of a museum mock-up, newspaper or short film presentation to be used in
public schools around the state.
DirectionsPeer Assignments: Before beginning work on this project, the individual/ group should provide the
teacher information on which project they are doing with a list of who is to complete each assigned task.
Individual students WILL be held accountable for work assigned to them. Topics must be approved by
the teacher before beginning research.
Peer and Self Evaluations: Students will be asked to evaluate their own work as well as the work of
other members of the group. The teacher will review these evaluations while grading the projects.
Resources: Local libraries and the school media center will have special research books that contain
information on these topics. In addition, you can use your textbook and various websites/ webtools to
contribute to your research. Out of class time is expected for completion of the project.
Project 1- Museum Historic Interpretation Poster (individual)
Analyze a Battle or Event/ or Analyze the Role of an Important Figure- Students will pick an important
Civil War battle/ event or figure. Explain the battle/ event sequence or role of the individual by
constructing a museum historic interpretation poster using Glogster. Decide what factor(s) were most
important in determining the battle’s or event’s outcome.
STUDENTS MUST GET TOPIC APPROVED BY THE INSTRUCTOR.
Project 2- Newspaper Project (partners or group of three-four)
Groups will be responsible for putting together a virtual, historical “local” newspaper based on the events
that took place in Georgia during the Civil War. Students will post their project pieces on a “newspaper”
wiki. The newspaper must be realistic and historically true—just like the real thing. Students will use
their choice of wiki format, choice of blogging tools, Netrekker, Scribble Maps, etc.
Contents of newspaper: Virtual newspaper is to include the following written requirements:
1. Article on the first shots of the Civil War at Fort Sumter.
2. Article on Alexander Stephens (Georgian, Vice-President of the Confederacy)
3. Article on the Andrew’s Raid “The Great Locomotive Chase”
4. Article on the Union “Anaconda Plan” and the naval blockade of the South’s coast
5. Article on the Southern homefront during the war.
6. Article on the Battle of Gettysburg
7. Article on the Battle of Chickamauga
8. Article on the Emancipation Proclamation and the role of African-Americans in the war
9. Article on the Atlanta Campaign and Sherman’s March to the Sea
10. Article on life in the Andersonville Prisoner-of-War camp.
Visuals: Virtual newspaper is to include the following visual requirements:
1. A minimum of TWO drawings relating to the times. (students can use a Wordle for this)
2. A political cartoon or other cartoon relating to the times.
3. An advertisement from the times. (videos/ vokis are acceptable for this).
4. For bonus points: You can do something of you choice having to do with the newspaper.
****These are the minimum requirements for this newspaper. Students may include other items that will
make it interesting if they like
Project 3- Historic Documentary Film (group of three)
Students will be expected to give film presentation on the topic they have researched. Students must give
all vital information including an explanation of visual aids, relevant background information, detailed
information explaining the topic and other points of interest. In addition, you must turn in a printed script
from your documentary film. You can use either Apple iMovie or MS Movie Maker for your film.
STUDENTS MUST GET TOPIC APPROVED BY THE INSTRUCTOR.
Tell students: Think about documentaries that you might have seen on the History Channel and
elsewhere…they are usually presented in a chronological format with a logical beginning and
ending…they also usually give background information on the topic as well … remember, we don’t want
to “bore anyone to death.” Lastly, think of all the documentary programs that are cheesy because the
actors don’t “dress the part” or the graphics do not “fit” with the time period…make sure that your film
looks and acts the part.
Differentiation: Differentiation is provided through the three separate projects addressing the
student’s skills and interests.
Bloom’s Taxonomy:
Understanding/ Applying/Evaluating
Technology used:
Netrekker is used for research in all projects
Glogster is the main technology used for Project 1.
Various technologies are used in Project 2.
Apple iMovie or MS Movie Maker is the main technology use for Project 3.