Reading Enrichment Unit

This unit is an enrichment session in addition to the unit of study for the Civil War. The corresponding Georgia Performance Standard is SS5H1- The student will explain the causes, major events, and consequences of the Civil War.

Session 1:
The first session follows the introduction of the Civil War unit. The material taught previous to the first session by the teacher includes slavery, free and slave states, abolitionist movement events and people, the Underground Railroad, major battles and campaigns, and key figures and their roles in the Civil War. There is class discussion, reading of the text, and delivery of notes during class time. Each class will spend approximately one hour in the first session. The first part of the session will revisit important figures of the Civil War. Pre-marked excerpts from books about the following people will be read by the teacher, media specialist, and/or students aloud for the class enjoyment: Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, William T. Sherman, Thomas Stonewall Jackson, Frederick Douglass, and Harriet Tubman. After the reading of the excerpts, the students will be separated into groups by interest in key figures. During the second part of the session, the students will work as a group and list 5 facts found in the books about the figures. They will present these facts to the class by choosing a speaker for the group. The session will wrap up by discussing how students looked for and found the facts. Books used in reading excerpts: Frazier, J. (2001). Jefferson Davis: Confederate president. Philadelphia, PA: Chelsea House Publishers. Grabowski, J. F. (2001). Abraham Lincoln: Civil War president. Philadelphia, PA: Chelsea House Publishers. Grabowski, P. A. (2001). Robert E. Lee: Confederate general. Philadelphia, PA: Chelsea House Publishers. Lutz, N. J. (2001). Frederick Douglass: Abolitionist and author. Philadelphia, PA: Chelsea House Publishers.

Lutz, N. J. (2001). Harriet Tubman: Leader of the underground railroad. Philadelphia, PA: Chelsea House Publishers. OShei, T. (2001). Ulysses S. Grant: Military leader and president. Philadelphia, PA: Chelsea House Publishers. Remstien, H. (2001). William Sherman: Union general. Philadelphia, PA: Chelsea House Publishers. Usel, T. M. (1996). Abraham Lincoln: A photo-illustrated bilography. Mankato, MN: Bridgestone Books.

Session 2:
The second session will start with explanations for the instructions and rubric for an enrichment project. After the instructions have been handed out, read, and discussed, the class will go to the library and the computer lab for research. This session will be carried out over 2-3 days of 1 hour sessions for each class. Because of high student numbers for computers in the computer lab, the classes will be divided between text and reference books and the computers for research. Then the groups will rotate during the class time. The students will visit the section of books and reference materials that have been pulled for research in the target area, and they will visit the pre-chosen websites on the teachers webpage. The students will write or type the facts and notes needed to complete the project of choice about the key Civil War figure they have chosen. They will also locate any pictures, images, and extras they want to add to the projects. As they are retrieving facts, they are reminded to write down or copy all websites, links, and book/reference titles that have been used for information.

Session 3:
The third session will allow students time to work on creating projects. Those writing papers will be allowed to work and write at the tables in the media center or on the word processors. Those creating posters will be allowed to work in the classrooms with the teacher. Those creating slide shows will be allowed to work in the computer lab with the slide show programs available (Microsoft Power Point, Libre) Students are assisted and monitored in each area by teacher, media specialist, and paraprofessional (if available).

Session 4:
The fourth and final session will be the display and delivery of student work. Each student may discuss, display, and/or present the project that they have created. The teacher, media specialist, paraprofessionals, and other students will respectfully observe each project and ask relevant questions about the information presented by each project. Assessment notes will be discussed and scores will be added together by the teacher and media specialist. Also, the media specialist and teacher will ask the students what they learned, what they enjoyed the most, and how it helped them create a better connection to the material.

Civil War Research Project Assignment

DUE DATE- Friday, September 28th

Choose ONE of the following Civil War: Important Figures people-(Informational websites can be found at http://civilwarimportantfigures.weebly.com/) 1) 2) 3) 4) 5) 6) 7) 8) Abraham Lincoln Jefferson Davis Ulysses S. Grant Robert E. Lee Thomas Stonewall Jackson William T. Sherman Harriet Tubman Frederick Douglass

Choose ONE of the following project options: 1) Write a short (4 to 5 paragraphs) biography of the chosen Civil War person. It can be neatly handwritten on paper, or typed on computer and printed. 2) Create a poster with at least 2 related pictures and 8 to 10 facts about the chosen Civil War person written or printed on cards and attached to poster neatly. 3) Create a slide show with pictures and 8 to 10 facts about the chosen Civil War person. Slide show must be saved onto a jump drive/ memory card and brought to school on the due date. It will be shown during class time.

There must be a reference page for each of the above project choices. Please list any books, encyclopedias, websites, or picture sites that are used to create each project. This can be written or added onto the project.

Poor 20 pts Facts/Content

Fair 25 pts

Good 28 pts

Outstanding 33 pts

Poor
Student displays no facts, or mostly incorrect facts.

Fair
Student displays some facts and only some are correct.

Good
Student displays a variety of mostly correct facts.

Outstanding
Student displays a variety of correct facts.

Spelling, Grammar, and Punctuation

Poor
Project has little or no punctuation and/or correct spelling. Topic or material unclear due to excessive errors.

Fair
Project has some correct spelling and punctuation. Writing style makes topic and/or material unclear.

Good
Project uses mostly correct spelling and punctuation. Writing style makes topic and/or material understandable.

Outstanding
Student has no errors in spelling or punctuation. Writing style adds to the understanding of the topic and/or material.

Project setup

Poor
Did not follow directions for set up. The project is unorganized, messy, and not creative.

Fair
Followed some directions given for set up. Project needs some organizational improvement, could be much neater, and more creative.

Good
Followed most directions for set up. Project is mostly organized, neat, and has creativity.

Outstanding
Followed all directions for set up. Project is very well organized, neat, and extremely creative