Everyday life in the Civil War
Driving Question: Considering your assigned role, what aspects of your life during the time of the Civil War would be different than they are today?
Grabbers: https://youtu.be/FxnDnxUwl4Y
This video would be used to help get the students in the right mindset of the civil war so they can see how people lived. It can be played not only on the first day that this project is introduced but also each time that they work on the project. But, there could also be other videos used to show the different perspectives.
Purposes:
Develop a deeper appreciation for the modern way of life in the United States.
Learn more about the struggles that people who lived during the Civil War time period faced.
Encourage investigation of historical occurrences.
Develop oral presentation skills.
Increasing technological competency
Summary:
Each student would receive an assigned role such as a farmer, solider, photographer, musician, or child during the time period of the civil war. Each group would research their role using several different sources. Begin to create an outline of the presentation they want to create. They would all create a presentation in their group about the different aspects of their lives including what they eat, the music they listen to, the activities they participate in, schooling (for the children) and how the war has effected the place where they live. Possible presentation options include: posters that include an oral presentation, or a power points that also include an oral presentation. After presenting, each group will complete a reflection worksheet answering questions about how the presentation went and what they would have changed.
Rubric:
4 | 3 | 2 | 1 | |
Length of presentation | The presentation was between 4:30 and 5:30 minutes long | The presentation was between 3:00 and 4:30 minutes long | The presentation was between 1:30 and 3 minutes long | The presentation was less than a minute long |
Creativity | The group came at the topic in a new and creative way | None of the information was copied, however, the ideas were all taken from the example | Some of the information was copied from another group | The project was copied from another group |
Historical Accuracy/ Content | The entire presentation is historically accurate and displays that the students have a deep knowledge of the topic | The majority of the facts in the presentation are historically accurate | A few facts in the presentation are historically accurate | The entire presentation includes made up information |
References | At least three refutable references are cited | Two refutable references cited | One reference cited but it is not refutable | No reference cited |
Reflection completion | Excellent effort was shown throughout with lots of detail given | Good effort was shown but little detail was included | Poor effort shown on reflection | No reflection submitted |
Voice | Voice can be heard the entire time and is strong throughout the presentation | Voice can be heard most of the time with some unnecessary pauses | Voice can be heard some of the time by the audience | Voice is too soft for any audience member to hear |
Preparedness | Group is completely prepared and has made a clear effort to know the content of the presentation | Group is mostly prepared but in order to succeed fully more practice is needed | Little preparation has been made. More practice necessary | Group is completely unprepared |
Body Language | Fluid movements to assist the audience in visualization throughout the presentation | Gestures were used to facilitate the presentation | Stiff body language with little movement | Very poor body language |
Eye Contact | Holds attention of the audience throughout the entire presentation with the use of consistent eye contact | Uses consistent eye contact for the majority of the presentation | Little to no eye contact with audience | No eye contact with audience |