U.S. History

CIVIL WAR PROJECT

PROJECT Title: The Civil War NEWS CAST

Part 1 - Causes April 14^th, 16^th, 21^st, 23^rd

Part 2 - The War April 28^th,30^th, May 1^st 5^th, 7^th, 12^th,14^th

Part 3 - The Effects 19^th,21^st(field trip) 26^th(memorial day) 28^th,June 2^nd,4^th

FINAL PRESENTATION – June 9^th

PROJECT Length: April 15 - June 10

PROJECT Description:
You are going to do a NEWCAST to present on each part of this project

Will you use music? Re-enactments? Interviews? Poetry? Will you use cartoons? Man in the field? Man on the scene? Point/Counterpoint? Will you dress up?

• In groups of 3-4 students you will present. Each group will have 2 LEAD ANCHORS. 1 INTERVIEWER. 1 INTERVIEWEE. (Be Creative: Add a sports anchor, a weather person, an Entertainment analysis, etc)

• Task List
  1. Propose in Project Foundry (Log Hours Daily)
  2. Choose Team. Choose Topics
  3. Gather research and resources and visuals
  4. Organize research using graphic organizers or notes
  5. Create a Time Line.
  6. Complete writing requirements.
  8. Present
  9. Complete Project Reflection and Project Rubric
  
  

• Once you have your team, your topics and you have selected the ways you want to present your information you need to follow the steps listed below.

• Look at the questions you need to research on your topic. You will need to list your research questions on a separate piece of paper so you can use them when ever you need them.

• You will need to collect information from the internet and our classroom to answer the questions and to learn all that you can about your topic.

• As you collect this information you need to take notes on it. Your notes need to be in your own words. Notes need to be typed and organized by the question they answer or the topic they cover.

• You need to keep a bibliography of all the sources that you use to collect information.

• Once you have finished collecting information, you will create your final products.

• Each team will present their results to the class.

  
  Each project will be assessed using a rubric. Your team will receive 3 team project grades.

• 100 points for CAUSE

• 100 points for WAR

• 100 points for EFFECT.

Project Requirements
Project Proposal Form and Daily Hours Log 10 points
Time Line of Events for EACH SECTION 10 points
Research (Notes/Organizers) 10 points
Bibliography 10 points
Writing Requirements 30 points
Reflection & Rubrics 10 points
Presentation 20 points

• Your team will also have to report to the class on your progress with the project. This report is an informal check-in which should last for a few minutes. You will need to talk about what you have done, what you are working on and two things you have learned so far from this project.

Although all of you are skilled project based learners, here are a few tips which will make the project go more smoothly.

1. Assign jobs to each member of your group. The projects will be completed much more rapidly if everyone has their own topic to research and you share the work.

2. Help your teammates! Remember this isn't an individual assignment. Your team needs to work together to complete all five projects.

3. Check the rubrics often to remind yourselves of what you need to include in each project.

4. Save everything! Keep everything in your social studies folders. Don't throw anything away. You never know when you might need it.

5. Use your checklist to keep track of where you are one each assignment.

6. Have fun!

Rubric - click to see

1. The Cause - You will report on one of the CAUSES of the Civil War, as well as conduct an 'interview' with one of the people associated with that event.

Who was involved? What happened at the event? How did the event end? What could each party involved gain or lose? What were the effects on the country and other people?

• GROUP 1 The Compromise of 1850 - Henry Clay

• GROUP 2The Kansas Nebraska Act / Stephen Douglas & Franklin Pierce

• GROUP 3“Bleeding Kansas” & Harper's Ferry/John Brown & Senator Charles Sumner

• GROUP 4 The Dred Scott Decision / Dred Scott & chief Justice Roger Taney

• GROUP 5 Lincoln Douglas Debates & Election of 1860 /Abraham Lincoln & Jefferson Davis

  2. The War You will report on the battles and the people who fought them.

  1. Report on a famous civil war leader and their impact on its outcome:

• Group 1 Robert E. Lee

• Group 2 George McClellan

• Group 3 Stonewall Jackson

• Group 4 Ulysses Grant

• Group 5 William Sherman

  Why was this person important? How did he affect the civil war?

  What did he or she do? What is your opinion of this person?

  2. Report on at least one battle:

  Group 1 The Battle of Bull Run

  Group 2 The Battle of Antietam

  Group 3 Battle of Shilou

  Group 4 Vicksburg

  Group 5 Gettysburg

  Include the following for each:

• Date of battle / Commanding officers / Brief description of events

• 3. The Effect
  Explain the roles that each of the following subjects played during this era, whether positive, negative, or both:

  Focus Questions:

• What are the elements of the Reconstruction policy you are researching?

• What were the changes for former slaves because of the policy?

• What benefits did former slaves receive from the policy?

• What was the reaction of others to the policy?

• What were the short or long term consequences of the policy?

• What questions do you have about Reconstruction policies?

• Group 1 Reconstruction Acts of 1867

• Group 2Freedman's Bureau

Group 3 Black Codes

• Group 4 Civil Rights Act of 1875

• Group 5 13^th,14^th,15^th amendments
  
  
  
  
  

Introduction

There was a time in our nation’s history when many people in our country were not treated fairly and equally according to the promises made in our Constitution and Declaration of Independence.

• Women, one half of our population, could not vote or hold public office.

• African-Americans were still enslaved and the fight for freedom was covered in blood. Decades after the Civil War, African Americans were still facing discrimination and prejudice.

• Children, some as young as eight years old, were forced to toil in factories and sweatshops 12-16 hours a day for meager wages, and were denied a chance for an education.

• Our education system was a mess, unavailable to many except for the rich.

• Our prisoners were treated like animals, violating the No Cruel or Unusual Punishment Right guaranteed in the Bill of Rights.

  Many Americans understood that these injustices had to be addressed. These forward thinking reformers realized that change would only occur through sacrifice and courage and commitment.

Project Title: An Era of Reform

Project Length: Wednesday March 19 – Wednesday April 2^nd

Project Time Line: 1820 – 1860

Project Description:

In this project, we will learn about the reform movements of the mid-19th century

We will read and take notes about various reform movements of the period, including prison reform, educational reform, anti-slavery efforts, and the women’s rights movement.

On Wednesday, April 2^nd we will be recreate the Seneca Falls Convention, which took place on July 19, 1848. At that “convention” each student will give a 1 – 3 minute speech addressing a grievance supporting......

1. Women's Rights

2. Anti-Slavery

3. Prison Reform

4. Education Reform

Tasks

1. Pick a Reform Movement

2. Create a Time Line of Important Events

3. Create a 5 W's (5 of each)

4. Propose your project in Project Foundry

5. Log hours daily

6. Research your Reform Movement, your time line events, and your 5 W's.

7. Create your 1-3 presentation

8. Present

9. Submit Project as complete -

10. Complete Project Rubric and Project Reflection

Requirements - A 300 -500 word SUMMARY that summarizes your research

1. You need to discuss the conditions that led to the reform movement, the methods used by the reformer(s). and any changes that were the result of the reformer’s effort.

2. A 1 -3 minute speech, based on the information from your essay.

3. A Visual (A poster, a flyer, or any other visual expressing your support)

Standards - 8.6 Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.

------Examine the women's suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony.

------Identify common themes in American art as well as transcendentalism and individualism (e.g., writings about and by Ralph Waldo Emerson, Henry David Thoreau, Herman Melville, Louisa May Alcott, Nathaniel Hawthorne, Henry Wadsworth Longfellow.

Skills (Objectives)

Students will

• identify important reform movements of the mid-19th century.

• describe the role of women in those movements.

• identify the purpose of the Seneca Falls Convention and key grievances

outlined in the Declaration of Sentiments.

Project is worth 100 points (see Project Rubric on Project Foundry)

Helpful Resources

Women’s Rights

http://www.Legacy98.org/move-hist.html - This site gives the history of the Women’s Movement

www.closeup.org/sentimnt.htm - Here you will find the text of the "Declaration of Sentiments" that was presented in Seneca Falls, NY in 1848.

www.ipl.org/inksub/Vol1No6/higraph/womenhistory.html - Biographical information on Elizabeth Cady Stanton and Lucretia Mott

www.nps.gov/wori/ecs.htm - Biographical information on Elizabeth Cady Stanton

http://www.nara.gov/education/teaching/woman/home.html- Links to several documents important to the passage of the 19th Amendment giving women the right to vote

http://sunsite.berkeley.edu/Goldman/Curricula/WomensRights/ -The Emma Goldman Papers: Women’s Rights

http://www.susanbanthonyhouse.org/tour0.html - Susan B. Anthony

Racial Equality

http://ernie.bgsu.edu/~wgrant/1890s/lynching/lynching.html - Information about the practice of lynching

http://memory.loc.gov/ammem/aap/timelin2.html - Timeline of important facts about African-Americans from 1881-1900. It records the number of lynchings that occurred.

http://memory.loc.gov/ammem/aap/timelin3.html - Information about more lynchings and efforts to insure the legal rights of blacks

http://members.tripod.com/~DuBois/jenn.html - Biographical information for W.E.B. DuBois

Child Labor

www.si.edu/organiza/museums/nmah/ve/sweatshops/history/history.htm - A history of American sweatshops

www.ilr.cornell.edu/trianglefire/ - Information about the Triangle Shirtwaist Factory fire

www.historyplace.com/unitedstates/childlabor/index.html - "Child Labor in America 1908-1912"

Progressive Era

http://www.greenwich.k12.ct.us/middle/ems/modern.htm - Progressive Era (1900-1920)

Project Title: Into The West

Project Length: Feb 20-March 12

STANDARD 8.8

PROJECT IDEAS

1. Research Spanish missions. Then create a scale model of one. Label your model and write a paragraph explaining the social and religious role of the missions. (Propose your own scale model idea)

2. Create a Gold Rush guide. The guide should include ways to get to California, supplies to obtain, tips for success, a biography on John Sutter and the origins of the Gold Rush, the hardships faced, and the lasting impact. (Propose your own guide idea)

3. Create a Time Line that describes America's growth from 1820-1853. Each event should be accompanied by a short description and a visual. (must include: Mexican American war, The Oregon Trail, Gold Rush, Texas annexation, Gadsden purchase) (Propose your own Time Line idea)

4. Research one of the figures of the Texas Revolution. Then write song lyrics about the person you choose. The lyrics should be written to accompany a popular song of your choice. (Propose your own song idea)

5. Write a 5 paragraph essay using one of the following guiding questions: (What challenges did immigrant miners face in California?) ( How did different cultures shape one another in the American Southwest?(Why did the Mormon settlement in Utah succeed?)(Would you have taken a wagon trail West in the 1840's?) (Propose your own question)

6. Write a 500 word Biography on one of the following: Brigham Young; John Sutter; Henry David Thoreu; Mariano Guadalupe Vallejo; James K. Polk; Stephen F. Austin. (Propose your own Biography)

7. Propose your own project idea!

Requirements

1. Propose your project in project foundry. Log hours daily.

2. Research your topics and driving questions. (Keep research notes or graphic organizers, as well as a Bibliography) ---- Gather resources and materials.

3. Create a Time Line and your project tasks.

4. Present your project.

5. Reflect using a Project Reflection form.

Your PRESENTATION must answer the DRIVING QUESTIONS

Remember our goals! We want to teach, to inform, to learn and have fun along the way!

Resources/Materials

http://historystandard868788.blogspot.com/
The Oregon Trail
The American West
Lewis and Clark

Goals

By the end of this project you will have:

• created projects that are educational, informative and thought provoking.

• learned more through making projects on the period.

• improved your research skills, organization skills, note taking skills, reading comprehension skills, paraphrasing skills, presenting skills, and time management skills.

PROJECT TIMELINE - 7 SESSIONS

February 20^th – March 19

Each session we will also have a seminar assignment to help you gather, organize, create and present.

** no seminar assignments on presentation days

GRADING

The PROJECT is worth 100 POINTS

Proposal form and hours logged (10 points)

Time Line (5 points)

Graphic Organizers & Bibliography (Notes) 10 points)

Descriptions - (PROJECT) (50 points)

Presentation (20 points)

Reflections (5 points)

Seminar assignments are 5 points each –

a total of 30 POINTS will be possible

STUDY ISLAND - U.S. Review - 20 points

TOTAL: PROJECT 100 / STUDY ISLAND 30 / SEMINAR ASSIGNMENTS 30 / SEMINAR PARTICIPATION - TBD

160 points possible

BONUS points will be given each session for participation, leadership and going above and beyond

Welcome to our Online textbook.

Each week we will explore a different topic.
We will read, take quizzes, gather research all in an effort to support your chosen PROJECT.

This week we'll be exploring the Online Textbook just to get familiar. Let's work out the bugs together.

I'll post the in class assignments both IN Class and here on our blog.

Let's explore.


We'll start with A New National Identity


We will be reading over the chapter summary, presenting our findings, taking an "open book" quiz, and more.......

Project Title:

A NATION TAKES SHAPE

Driving Question(s)

What was the influence or impact on society?

Was there a lasting influence or impact on the world and what was it?

Why should we care about this?

Guiding Questions

• How did political differences lead to the rise of the Federalist and

Republican Parties during the 1790s?

• What were the different political ideas held by Alexander Hamilton and

Thomas Jefferson?

• What was the importance of the peaceful transfer of presidential power from

Federalists to Republicans during the election of 1800?

• What is your opinion on foreign policy dilemmas faced by Presidents

Adams, Jefferson, Madison, and Monroe?

• What was the importance of isolationism, Indian Policy, the Mexican American War and the Monroe Doctrine?

• What were the causes, major events, and consequences of the War of 1812?

• How did foreign policy decisions from 1789 to 1823 set the tone

for future U.S. foreign policy?

• What details about art, music, and literature of the early national period had the most influence?

Goals

By the end of this project you will have:

• answered all of the above questions.

• created projects that are educational, informative and thought provoking.

• learned more through making projects on the period.

• improved your research skills, organization skills, note taking skills, reading comprehension skills, paraphrasing skills, presenting skills, and time management skills.

Tasks/Activities

Using our Driving and Guiding Questions each student will propose, research, create, present and reflect on ONE aspect from EACH of these topics - A TOTAL OF THREE TOPICS

LEADERSHIP FOREGN POLICY CULTURE & Society

CATEGORY #1 LEADERSHIP

Thomas Jefferson
John Adams
James Madison
Andrew Jackson
Henry Clay
James Monroe
Alexander Hamilton William Henry Harrison Aaron Burr Lewis and Clark

CATEGORY #2 FOREIGN POLICY

Election of 1800
Alien and Sedition Act
XYZ Affair
Mexican American War
War of 1812
Monroe Doctrine
Indian Policy Barbary Pirates Lousiana Purchase

CATEGORY #3 CULTURE & SOCIETY

Symbols and Values
Early American Art
Early American Music
Early American Literature
Era of Good Feelings
Treatment of Native Americans
Treatment of African Americans Slave Law of 1807 Marbury v. Madison

Requirements

1. Proposal Form 2. Timeline 3. Graphic Organizer 4. Description

5. Presentation 6. Reflection 7. Bibliography

PRESENTATION!!

GET CREATIVE! A Magazine? A Newspaper? A brochure? A skit? A live demonstration? A Power Point?

Your PRESENTATION must answer the DRIVING QUESTIONS

Remember our goals! We want to teach, to inform, to learn and have fun along the way!

Resources/Materials

I have compiled two dozen websites listed at the following blog pages.

http://historystandard83.blogspot.com/ - American Political System

http://historystandard84.blogspot.com/-Ideals of a New Nation

http://historystandard85.blogspot.com/ U.S. early Foreign Policy-

PROJECT TIMELINE - 9 SESSIONS

January 7^th – PROPOSE //// January 9 / 14 / 16 – RESEARCH

January 21(NO SCHOOL) /////January 23/28/30 – CREATE

February 4/ 6 – PRESENT/REFLECT **

Each session we will also have a class assignment to help you gather, organize, create and present.

** no in class assignments on presentation days.

GRADING

The PROJECT is worth 100 POINTS

IN CLASS assignments are 5 points each – a total of 40 POINTS

BONUS points will be given each session for participation

ALL work is due no later than February 6!

EXTRA CREDIT for those who turn in PORTFOLIOS early.

ANY work not included in the PORTFOLIO by Feb 6 will not be accepted.

Any questions or concerns email tomhyatt@aveson.org

LET'S LEARN! LET'S EXPLORE! LET'S HAVE SOME FUN!!

A NATION TAKES SHAPE - a 5 week project

Week #1 Jan. 7 - Jan. 11

This week students were introduced to the the years 1795-1840, a time in our nations history where great leaders emerged, foreign policy was developed and our American culture was forming itself.

We had an amazing discussion about Jefferson, the Louisiana Purchase, Lewis and Clark and Manifest Destiny!

Students should have completed the daily assignments, chosen 3 topics, one from each category to research and present on.
Also, students should propose in Project Foundry a way to present their research to the class (Creativity and Groups are encouraged)

Daily Assignments

Jan. 7 - Freewrite (10 lines minimum) "What makes our Nation Great?" What makes our Nation "not so" Great?"


Jan. 9 - Thomas Jefferson Timeline - Pick any 5 events from Thomas Jerfferson's life from 1795-1840.

REMINDER

If you have not yet, please propose your project in project foundry! GET CREATIVE with what form your PRESENTATION will take.

Don't forget, EACH STUDENT must choose 3 topics and for EACH TOPIC complete:

A Timeline
A Graphic Organizer
A 200-500 Word Description
(Those 3 things are 50% of your Project Grade

Students will also need to complete:
A Project Proposal Form
A Project Reflection
A Bibliography

P.S. STUDY ISLAND
Study Island is due Wednesday, Feb 6.

Bill of Rights Project Update -
(Go to Standard 8.2 for resources and materials)

(Don't forget to bring a folder to class on Monday for your PORTFOLIO)

This week students turned in their Bill of Rights Notes (putting the B.O.R. in their own words) and their Preview Assignment (The Parent Constitution). (OF COURSE IF YOU DIDN'T TURN THEM THERE IS STILL TIME)

Students began work on their Timelines and Bibliographies.

Also, this week we started to argue famous supreme court cases. Our class was engaged in some very spirited and passionate debates about issues such as prayer in school and the right to privacy.

Next week

We will continue to work all week on our supreme court cases.

Finally, we will start on our Processing assignment (student choice! with a sample being a "What would life be like without the Bill of Rights" comic strip)

Don't forget that all work must be presented in a PRESENTATION FOLDER, which includes:

Project Proposal Form

Timeline

Research (All Notes and a Bibliography)

Project Reflection

ALL seminar assignments (Preview Assignment, Court Cases, Processing Assignment)

See you next week!

NOTE: All History Projects must be presented in a
PROJECT PORTFOLIO

Bill of Rights Project - Nov 26 - Nov 30

--This week we proposed our Bill of Rights Project in Project Foundry.
--We also started reviewing the Bill of Rights by reading them, discussing them, and putting them into our own words.
-- Finally, we were introduced to the Parent Bill of Rights, a fake document declaring many of the freedoms we all ake for granted null and void.

Due Monday, December 3rd.
Bill of Rights Notes (all 10 amendments in your own words)

Preview Questions (Parent Bill of Rights questions)

Timeline (5 -10 events from the era of the Bill of Rights and beyond ((hint: your first event should be somewhere around the time the Constitution was being written. Your last event could be present day when one of the Bill of Rights makes an appearance in the news)

NEXT UP:

--This week we will review the above notes, preview questions, and Timeline as we get to work on arguing famous supreme court cases.

--Students will be put in groups and asked to take a position on several famous supreme court cases.

--Next week, we will begin work on our Processing assignment!

NOTE: All resources for this project can be found

Welcome to Aveson 8th Grade Students and their parents.

My name is Tom Hyatt. As you know, I am the History Advisor here at Aveson Global Leadership Academy.

This blog was created to keep parents and students informed and well equipped to be successful in our History course.

This year we will be studying U.S. History! We will start with the English Colonies and we won't stop until we have reached post civil war reconstruction. Along the ay we will take a hard look at the ideas and ideals that founded our nation, as well as the division and derision that have defined us.

Along the way we will visit with Thomas Jefferson, Abraham Lincoln, Frederick Douglas, Emma Goldman, James Madison and many more.....

Every TEN weeks we start a new SEMINAR. (Please see below for our seminar proposal form)

Every TEN weeks the students complete an ACADEMIC GOAL SHEET (Please see below)

Every TEN weeks students will master state standards by creating PROJECTS by following the five stages of a Project

PROPOSE, RESEARCH, CREATE, PRESENT, and REFLECT

(Please see go to http://aveson.projectfoundry.org/ to see the projects.)

Every TEN weeks we will all gather for a CELEBRATION OF LEARNING to showcase exceptional student work.

Save the Date: Thursday and Friday, November 15th and 16th, early eve.

My email is tomhyatt@aveson.org if you have any questions about what we are up to. However, part of being a successful student is being able to describe your academic goals and the process to achieving those goals.

I am confident that Aveson's History students can do that and much much more!