S+Perry,+Clayton

**Office: Room 42** **Office Hours: Tu-W-Th 2-3PM** ** E-mail: clayton.perry@maine.edu **
 * Teacher: Mr. Perry**

=Summary of Unit= To this day, there has never been a war that has seen more loss of life for American soldiers than the Civil War. In total, more than 630,000 men died. It was a brutal war that saw a nation divided against itself. The Confederate States of America, adamant in their cause to be a separate nation, attacked Fort Sumter in 1861, igniting the proverbial powder keg that sent the two Americas to war. Facilitating this march to war was an entirely new wave of technology not yet used in warfare on such a massive scale. Inventions such as the telegraph, photography, steam engines, ironclad naval vessels, and rifled musket barrels completely changed the way wars were fought. Not only was the war devastating for the amount of lives lost in battle, but it was just as devastating on the home front, especially in the unstable Confederate states. Hyperinflation, rationing, and seizure of property for war use caused turmoil for the already burdened Southern civilians. When the war was finally over, there was still the seemingly insurmountable task of reuniting the country and rebuilding it after the most devastating war to ever be fought on American soil. This unit will focus around three main questions: 1.) "Why did the Civil War have such a major impact, socially and politically?" 2.) "Why did the Civil War have such a devastating effect on the Southern states?" 3.) "How did technology change the course of the Civil War?" =Establish Goals= Content Area: Social Studies  Standard Label: E. History  Standard: E1 Historical Knowledge, concepts, themes and patterns  Grade Level Span: Grade 6-8 "Civil War and Reconstruction, 1850-1877"  Students will understand major eras, major enduring themes, and  historic influences in the history of Maine, the United States, and  various regions of the world. =Students will understand that=  •the Civil War had a major social and political impact on the country today.  •the Civil War had a devastating effect on the Southern states.  •technology changed the course of the Civil War. =Essential Questions=  •Why did the Civil War have such a major impact on the country, socially and politically?  •Why did the Civil War have such a devastating effect on the South? •How did technology affect the Civil War? =Students will know= •Important events and people: Fort Sumter, Robert E. Lee, Abraham Lincoln, Jefferson Davis, Antietam, "Stonewall" Jackson, Gettysburg, Joshua Chamberlain, Atlanta, William T. Sherman, Appomattox •Terminology: Secession, Confederacy, minie ball, telegraph, photography, ironclad, C.S.S. Virginia, U.S.S. Monitor, Gettysburg Address, Emancipation Proclamation, Reconstruction •Key factual information: Beginning of the war, use of telegraphs, order of secession, "Anaconda Plan," Union blockade, Bull Run, Union vs. Confederate leadership =Students will be able to= •describe the social and political impact of the Civil War •illustrate the devastation suffered by the Southern states. •exhibit the effectiveness of technology in the Civil War. •analyze the social and political impact of the Civil War. •recognize the hardships of the Confederate civilians. •consider the lives changed by Civil War technology. **Performance Task Overview** You are a political scientist trying to become the curator of the Civil War exhibit at the Smithsonian. You are instructed by the board of directors to present an essay on the social and political impact of the Civil War in the form of a video presentation. There are many candidates applying for the position, so you need to make your video as convincing, and as interesting as possible. Your video will be judged on the historical content, how well it's made(video/sound editing, grammar, lighting, etc.), how you present the video(e.g. attire, speech clarity), and how well you keep the audience's attention. =Expectations=
 * Absences:** Any students who are absent will be given additional time to complete any assignments given, provided it is an excused absence. Unexcused absences will not be given additional time. It is the student's responsibility to collect any notes that were taken on that day from his or her peers. I will provide any handouts for the student that are required to complete any assignments he or she missed due to absence. In the event of extended excused absence due to illness or other cause, I will either e-mail any notes or assignments to the student or have them physically delivered. Any accommodations needed for the student upon his or her return will be granted, provided they don't excessively interfere with the class learning environment.


 * Plagiarism:** The rules on plagiarism are simple: Don't do it! Students are expected to follow any and all school rules regarding plagiarism. Any student who has plagiarized someone else's work for a first offense will receive a grade of zero, but will be given the chance to re-do the assignment. A second offense of plagiarism will be met by disciplinary action according to school rules.


 * Assignments:** All students are expected to turn in assignments on time and complete. If any student cannot meet an assignment deadline, they must see me immediately to discuss a possible extension of the assignment date. If an extension is granted, students must meet that deadline as they would any other assignment. Any work that is late will receive a deduction from the final grade that will increase for every day it is late. Five points will be deducted for the first day, and for each day after that, five points are deducted. Make-up work may or may not be available upon request, depending on the assignment.

=Benchmarks= **(20 points)Google Docs:** Students will write brief research papers detailing a certain area of the aftermath of the Civil War. Such areas may include, but are not limited to, political reconstruction, de-arming the Confederate Army, the assassination of Abraham Lincoln, the presidency of Andrew Johnson, etc. Papers will be no shorter than 2 1/2 pages and no longer than 6.

**(20points)Glogster:** Students may create a poster or collection of photographs outlining the destruction of the South. This may include artists' renderings and political cartoons of events relevant to the topic. This should contain no less than 20 photographs with explanations of the photographs attached to them.

**(10 points)Wiki:** Students will create a project detailing a piece of Civil War technology and its effectiveness. They must include visual aids, such as photographs, schematics, and artists' renderings. Any videos relevant to the topic may also be included. The text should be the equivalent of at least a 2 1/2 page paper with sufficient visual aids. The fewer aids there are, the more text you will have to provide.

**(10 points)Blog:** Students will write a blog from the point of view of someone living after the Civil War. This may be in the form of a private journal, a series of letters to public figures, a politician trying to gain support for a piece of legislation, etc. There should be mention of major events happening during the time period and there should be no less than 10 posts.


 * (10 points)Interactive lab:** Students will demonstrate, in a physical form the effects, of Civil War technology(IN A SAFE WAY). Such demonstrations may include the accuracy of photography versus artists' renderings, the effect that rifling had on musket rounds(throwing a football in a spiral as opposed to having it tumble), etc. Every student must be able to participate.

**(30 points)iMovie:** Students will create a vlog in the style of a Confederate civilian. This will be a modern interpretation of what civilians living in the South during the Civil War must have felt. The video should be no shorter than 5 minutes and no longer than 10.

=Grading Scale=
 * (100 points)Video presentation:** See performance task above.
 * A ** (93 -100), ** A- ** (90 - 92), ** B+ ** (87 - 89), ** B ** (83 - 86), ** B- ** (80 - 82), ** C+ ** (77 - 79), ** C ** (73-76), ** C- ** (70 - 72), ** D+ ** (67 - 69), ** D ** (63 - 66), ** D- ** (60 - 62), ** F ** (0 - 59)