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Transcript
The Civil War Maps: A Wealth of Information In reviewing the Civil War we are going to create giant maps of the United States, each representing various aspects (geographical, political, economic, etc.) of the period. In groups you will create a large scale drawing of the United States and include a breakdown of the various points listed below. The points have been divided into three different tiers by which you will be graded (refer to rubric). You have a choice whether you would like to create illustrated game boards, perhaps you would like to identify trends, routes of the Underground Railroad, or even battle routes or strategies (i.e. the Union’s efforts to create blockades to prevent the Confederacy from receiving shipments). The maps are to be colored and creatively illustrated. You may add different types of material (i.e. clay for mountain ranges) should you wish. It is important to remember to include everything listed below to receive full credit. Those that wish to go above and beyond please refer to the rubric. Your grade will reflect the extra effort. Benchmarks: Social Studies: Language Arts: ASO8001b ASO8002b ASO8003b 8.2.5 8.2.11 (Tier One) Identify: o which states belong to the Union o which states belong to the Confederacy o three prominent Civil War figures of the Union o three prominent Civil War figures of the Confederacy o five major (non-battle) events of the Civil War (brief summary) o five major battles of the Civil War and a brief summary (Tier Two) Written Explanation o Explain three reasons of the North and three reasons of the South for the Civil War o Explain advantages/disadvantages for both the North and South o Using information that you researched during the project, explain how economy shaped the geography and how the geography shapes the economy during the Civil War (Tier Three) Written Explanations that go beyond what was assigned and talked about in the classroom. Support 8.2.14 Organization and Format (8.2.5) Content SO8001b Argument SO8002b Geography SO8003b Comments: Rubric: A Wealth of Information 4 3 2 (100-90) (90-80) (80-70) Student uses relevant Student uses relevant Student uses relevant information in information in information in supporting questions. supporting all supporting most of In addition, student questions. the questions. includes a fourth reason for both the North and the South supporting the war. All paragraphs are in All paragraphs are in Two or more Step Up to Writing Step Up to Writing paragraphs are in Format (15 Format (12-15 Step Up to Writing sentences), including sentences), including Format (8-11 topic sentence, topic sentence, sentences), including facts/details, an facts/details, an topic sentence, explanation for every explanation for every facts/details, an fact and detail, and a fact and detail, and a explanation for every concluding sentence. concluding sentence. fact and detail, and a Essay contains Essay contains concluding sentence. sophisticated advanced Essay contains development and development and logical development sequence of ideas. sequence of ideas. and sequence of ideas. All information is All information is Most of the labeled accurately. labeled accurately. information is In addition, students accurately labeled. integrated three more points of interest. All (including All arguments are Most arguments are additional reasons) strong with strong with arguments are strong supporting evidence supporting evidence with supporting that is properly cited. that is properly cited. evidence that is properly cited. States are differentiated between Union and Confederacy. Students list an additional geographic point of interest for both the Union and Confederacy. States are differentiated between Union and Confederacy. States are differentiated between Union and Confederacy, but 2-3 are not accurate. 1 (70-60) Students do not use relevant information nor does he/she support all of the questions. Less than two paragraphs are in Step Up to Writing Format (8 sentences), including topic sentence, facts/details, an explanation for every fact and detail, and a concluding sentence. Essay does not contain logical development and sequence of ideas. Some of the information is accurately labeled. Some arguments are strong with supporting evidence. Work is not properly cited. More than three states are not accurately identified between the Union and Confederacy.