Civil+War

toc = Phase 1 - Research = ** Notebook Research Requirement ** Locate the following key terms and people using the text and video resources provided to you on this page. Define each term and its ** significance ** in your //**Social Studies Only**// notebook/binder. **__//You MUST cite an exact source(s) for each entry.//__** ([|Notebook Rubric]).

=Key Terms & People=
 * Abraham Lincoln
 * Jefferson Davis
 * Anaconda Plan (Hippocampus)
 * cotton diplomacy ("Historical Times Encylopedia")
 * Emancipation Proclamation ([|Hippocampus]or History Channel)
 * total war
 * Robert E. Lee
 * Ulysses S. Grant
 * Appomattox
 * 13th Amendment

=**Main Ideas**=

Gather research for the following main ideas in your //**Social Studies Only**// notebook/binder. Your research may be written in outline form, as a list, or as a picture/diagram. __**You MUST cite an exact source(s) for each entry.**__


 * Identify the strengths and weaknesses of the Union and the Confederacy at the outbreak of the Civil War.
 * //Strengths & Weaknesses of the North & South// (Hart 304 - 305)
 * Mobilization (Hippocampus)


 * Examine the roles played by women and African-Americans during the war.
 * // Women Support the War // (Hart 309)
 * //Fort Wagner: African-Americans Join the War// (Hart 317)


 * How did President Lincoln's stance on slavery evolve and change throughout the war? What factors (economic, social, political) caused him to change his position?
 * From Compromise to Crisis & Gettysburg: A Turning Point (Hart 298, 312)
 * [|Emancipation Proclamation] (Hippocampus)
 * Civil War Turning Point (History Channel)
 * Thirteenth Amendment (Hippocampus)


 * What was the impact/significance of each of the following battles:
 * Bull Run (1861)
 * Antietam (1862)
 * Gettysburg (1863) (History Channel)
 * Vicksburg (1863)

=Extensions=

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=Assessment=

Civil War notebook quiz - June 6th & 7th - Before School (7:45 - 8:10, 1st lunch bell, 3:05 - 3:30)

You will be allowed to use your research notebook for this quiz.

You will be allowed only __**ONE**__ attempt.

Click on the link above to go directly to the Quizlet practice page and take the Quizlet study "TEST."

media type="custom" key="9565772"

= Phase 2 - Utilization =

** Stage 1: Topic & Group Formulation **
Choose a Civil War topic that is of interest to you and one that you are still curious to learn more about. You can choose from the topic themes listed below or come up with a separate topic.
 * Battlefield Nursing & Medicine (i.e.- Dorthea Dix, Clara Barton, Red Cross, amputation)
 * Spies & Espionage (i.e.- Belle Boyd, William Norris, Harriet Tubman, spy tools)
 * Military Technology & Weaponry (i.e. - Minnie Ball, machine gun, iron clad ships)
 * Prison Camps (i.e. - Andersonville)
 * Civil War Leaders, Heroes, & Villains (i.e. - Gen. Sherman, Gen. Grant, Gen.l Lee, Gen. Stonewall Jackson, President Davis)
 * Role of African-Americans, Slaves, & Women (i.e.- Harriet Tubman, 54th Regiment, Rose O'Neal, Rosetta Wakeman)
 * Battlefield Strategies & Techniques (i.e.- flank, skirmish line, cavalry, artillery, etc.)
 * Abraham Lincoln - (i.e. - habeas corpus, 1864 election, draft, assassination)
 * Politics (i.e. - Copperheads, McClellan, 1864 election, international affairs)
 * Daily Life (i.e. - Family life, Military camp life, diary letters, civil war photographers)

Once you have your topic theme chosen, seek out other class members who share a similar interest. Once you have found one or two other people who share a similar interest, write down the group’s “__**guiding questions**__.” Keep in mind the following when creating these important questions.


 * 1) The guiding questions should be //**tough to answer**// and require both critical thinking, analysis, and in-depth research from various sources to properly address.
 * 2) Guiding questions //**CANNOT**// begin with the words words who, what, when, or where.
 * 3) The guiding questions should reflect each individual member’s interest related to the topic.
 * 4) The guiding questions should be clearly written and understood by all group members so that research efforts can be focused and efficient.
 * 5) The guiding questions and the research you find to address them is what you will be responsible for presenting to your classmates and Mr. Armstrong.

Stage 2: Individual & Group Research (25 pts.)
Post your self-guiding questions and the best quotes/pieces of research related to each question to your blog (Title: Civil War Research). __//**All research posted on the blog must be cited in MLA format**//__. In order to receive full credit, all research entries must be completed properly and posted to your blog by Sunday June 6th (11:59 pm).

Resources:
 * [|Civil War 150] (History Channel)

**Blog Post Sample**

How did Lincoln use his presidential powers to win the Civil War?
 * "That the Writ of Habeas Corpus is suspended in respect to all persons arrested, or who are now, or hereafter during the rebellion shall be, imprisoned in any fort, camp, arsenal, military prison, or other place of confinement by any military authority of by the sentence of any Court Martial or Military Commission."

Longley, Robert. "Abraham Lincoln's 1862 Proclamation Suspending Habeas Corpus." U.S. Government Info - Resources. N.p., n.d. Web. 1 June 2011. .

Stage 3: Final Presentation (25 pts.)
Each group will be required to present to the class (via Keynote) their selected topic, guiding questions and accompanying research. Like your Social Issues Project, your keynote should rely heavily on visual images. Actual historical images from the Civil War time period should be used at every available opportunity.

Each group member is expected to individually demonstrate the depth of their knowledge and expertise on the topic for a minimum of :60 seconds. Speakers will not be allowed to use notes or index cards during the final presentation. All images used during the presentation must be cited either individually with the image or all-together at the end.

A question and answer period will precede the completion of your group’s presentation. During that time, the group will have to defend their presentation and its research against questions and inquiries made by your classmates or Mr. Armstrong. Once again, it is important that each group member use this opportunity to demonstrate the depth of their knowledge and expertise with regards to the chosen topic of study. All group members are expected to participate in the questioning period. No one person will be allowed to answer all of the questions.
 * Presentation Rubric