Project Civil
Resume:
MSD Perry Township
Share Fair Showcase ****
Recreating the American Civil War Era
Jenny Moore, Social Studies
Leslie Preddy, Library Media Specialist
Stephanie Quinlan, Mathematics
Perry Meridian Middle School
202 West Meridian School Road, Indianapolis, Indiana 46217
abph3g@r.postjobfree.com
Grade Level: 8
Unit Overview: The goal of Recreating the American Civil War Era, a multidisciplinary unit, is
to encourage eighth grade students to examine and collaboratively research the American Civil
War. Research sources include the Internet as well as reference and non-fiction books,
biographies, maps, and primary sources. Independently and in groups, students assemble
projects, which may include artwork, collages, living stages, music, PowerPoint presentations,
static displays, dioramas, and video productions. Students turn in a responsibility contract, source
notes, bibliography, floor plan/storyboard, and research journal along with the final product.
Their interactive displays become the backbone of Civil War Day, a Saturday community event.
Time Frame: 5 weeks
Contents:
English/Language Arts Standards . 2
Mathematics Standards .. 2
Social Studies Standards 3
Information Literacy Standards . 4
Cooperative Teaching Plan 6
Resources of special significance .. 8
Assessment Overview 9
Research Assignment Description .. .10
Medical Terms Scavenger Hunt ... 11
Math Unit & Sample Lesson ... .12
Research Contract .. ..15
Research Journal Checklist .. 16
Project Presentation Rubric . 16
Community Resources . 17
Civil War Day Judge s Guideline 18
Civil War Day Judging Rubric .. .. 19
Perry Meridian Middle School Page 1 of 19 J. Moore, L. Preddy, S Quinlan
Content Area Standards: Indiana Academic Standards
Correlation of the National Information Literacy Standards and the Indiana Academic Standards:
English/Language Arts, Grade 8
8.4 Writing: Writing Process
8.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to
plan writing.
8.4.4 Plan and conduct multiple-step information searches by using computer networks.
8.4.5 Achieve an effective balance between researched information and original ideas.
8.4.8 Edit and proofread one s own writing, as well as that of others, using an editing checklist
or set of rules, with specific examples of corrections of frequent errors.
8.5 Writing: Writing Applications (Different Types of Writing & Their Characteristics)
8.5.6 Write using precise word choices to make writing interesting and exact.
8.6 Writing: Written English Language Conventions
8.6.1 Use correct and varied sentence types (simple, compound, complex, and compound-
complex) and sentence opening to present a lively and effective personal style.
8.6.5 Use correct punctuation.
8.6.6 Use correct capitalization.
8.6.7 Use correct spelling conventions.
8.7 Listening & Speaking: Listening & Speaking Skills, Strategies, & Applications
8.7.2 Match the message, vocabulary, voice modulation (change in tone), expression, and tone
to the audience and purpose.
8.7.5 Use appropriate grammar, word choice, enunciation (clear speech), and pace (timing)
during formal presentations.
8.7.6 Use audience feedback, including both verbal and nonverbal cues, to reconsider and
modify the organization structure and/or to rearrange words and sentences for
clarification of meaning.
8.7.12 Deliver a research presentation that:
defines a thesis (a position on the topic).
researches important ideas, concepts, and direct quotations from significant information
sources and paraphrase and summarize important perspectives on the topic.
uses a variety of research sources and distinguish the nature and value of each.
presents information on charts, maps, and graphs.
Mathematics, Grade 8
8.1 Number Sense
8.1.2 Know that every rational number is either a terminating or repeating decimal and that
every irrational number is a non-repeating decimal.
8.2 Computation
8.2.1 Add, subtract, multiply, and divide rational numbers (integers, fractions, and terminating
decimals) in multi-step problems.
8.6 Data Analysis and Probability
8.6.1 Identify claims based on statistical data and, in simple cases, evaluate the reasonableness
of the claims. Design a study to investigate the claim.
Perry Meridian Middle School Page 2 of 19 J. Moore, L. Preddy, S Quinlan
8.6.2 Identify different methods of selecting samples, analyzing the strengths and weaknesses
of each method, and the possible bias in a sample or display.
8.6.4 Analyze, interpret, and display single- and two-variable data in appropriate bar, line and
circle graphs, stem-and-leaf plots and box-and-whisker plots, and explain which types of
display are appropriate for various data sets.
8.7 Problem Solving
8.7.4 Apply strategies and results from simpler problems to more complex problems.
8.7.6 Express the solution clearly and logically by using the appropriate mathematical terms
and notations. Support solutions with evidence in both verbal and symbolic work.
8.7.7 Recognize the relative advantages of exact and approximate solutions to problems and
give answers to a specified degree of accuracy.
8.7.10 Make precise calculations and check the validity of the results in the context of the
problem.
8.7.11 Decide whether a solution is reasonable in the context of the original situation.
Social Studies, Grade 8
8.1 Historical Knowledge
8.1.21 Analyze the causes and effects of events leading to the Civil War, including development
of sectional conflict over slavery.
8.1.22 Describe the importance of key events in the Civil War, including the battles of Antietam,
Vicksburg, and Gettysburg, and the Emancipation Proclamation and Gettysburg Address
(1861-1865).
8.1.23 Explain and evaluate the policies, practices, and consequences of Reconstruction,
including the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution.
8.1.24 Identify the influence of individuals on political and social events and movements.
8.1.27 Recognize historical perspective by identifying the historical context in which events
unfolded and by avoiding evaluation of the past solely in terms of present-day norms.
8.1.28 Identify, evaluate, and distinguish fact from opinion in a variety of information resources;
differentiate between historical facts and interpretations, recognizing that the facts the
historian reports reflects his or her judgment of what is most significant about the past.
8.1.29 Distinguish in historical narratives between unsupported expressions of opinion and
informed hypothesis grounded in historical evidence.
8.1.30 Form historical research questions and seek responses by analyzing primary resources,
such as autobiographies, diaries, maps, photographs, letters, and government documents
and secondary resources, such as biographies and other non-fiction books and articles in
the history of the United States.
8.3 Geography
8.3.6 Map changes in national boundaries, distribution of population, and economic activities
at critical stages in development in the eighteenth and nineteenth centuries in the United
States.
8.4 Economics
8.4.6 Analyze contributions of entrepreneurs, inventors, and other key individuals in the
development of the United States economy.
8.4.7 Relate technological change and inventions to changes in labor productivity in the United
States in the eighteenth and nineteenth centuries.
Perry Meridian Middle School Page 3 of 19 J. Moore, L. Preddy, S Quinlan
8.5 Individuals, Society, & Culture
8.5.6 Give examples of the changing role of women in the northern, southern, and western
parts of the United States in the mid-nineteenth century, and examine possible causes for
these changes.
8.5.7 Give examples of scientific and technological developments that changed cultural life in
the nineteenth-century United States
8.5.8 Identify individuals in the arts and literature and their roles in portraying American
culture in the nineteenth century
8.5.9 Describe changes in entertainment and recreation, such as the growing interest in sports
of various kinds in the mid-nineteenth century, and explain how these changes related to
urbanization and technological development.
8.5.10 Use a variety of information resources to identify examples of traditional arts, fine arts,
music, and literature that reflect the ideals of American democracy in different historical
periods, and plan presentation on or performances of selected works.
Information Power Information Literacy Standards and Indicators:
1 The student who is information literate accesses information efficiently and
effectively.
1.1 Recognizes the need for information.
1.2 Recognizes that accurate and comprehensive information is the basis for intelligent
decision making.
1.3 Formulate questions based on information need.
1.4 Identifies a variety of potential sources of information.
1.5 Develops and uses successful strategies for locating information.
2 The student who is information literate evaluates information critically and
competently.
2.1 Determines accuracy, relevance, and comprehensiveness.
2.2 Distinguishes among fact, point of view, and opinion.
2.3 Identifies inaccurate and misleading information.
2.4 Selects information appropriate to the problem and question at hand.
3 The student who is information literate uses information accurately and creatively.
3.1 Organizes information for practical application.
3.2 Integrates new information into one s own knowledge.
3.3 Applies information in critical thinking and problem solving.
3.4 Produces and communicates information and ideas in appropriate formats.
5 The student who is an independent learner is information literate and appreciates
literature and other creative expressions of information.
5.3 Develops creative products in a variety of formats.
6 The student who is an independent learner is information literate and strives for
excellence in information seeking and knowledge generation.
6.1 Assesses the quality of the process and products of personal information seeking.
6.2 Devises strategies for revising, improving, and updating work.
7 The student who contributes positively to the learning community and to society is
information literate and recognizes the importance of information to a democratic
society.
7.1 Seeks information from diverse sources, contexts, disciplines, and cultures.
Perry Meridian Middle School Page 4 of 19 J. Moore, L. Preddy, S Quinlan
8 The student who contributes positively to the learning community and to society is
information literate and practices ethical behavior in regard to information and
information technology.
8.3 Uses information technology responsibly.
9 The student who contributes positively to the learning community and to society is
information literate and participates effectively in groups to pursue and generate
information.
9.1 Shares knowledge and information with others.
9.2 Respects others ideas and backgrounds and acknowledges their contributions.
9.3 Collaborates with others, both in person and through technologies, to identify information
problems and to seek their solutions.
9.4 Collaborates with others, both in person and through technologies, to design, develop,
and evaluate information products and solutions.
Perry Meridian Middle School Page 5 of 19 J. Moore, L. Preddy, S Quinlan
Cooperative Teaching Plan:
Library Media Specialist Will:
Notify the public library and coordinate the use of supplemental public library
resources.
Contact organizations in the Community Resources Packet: update information and
notify those organizations of upcoming project and possible visitation from students.
Prepare Instructional Media Center (IMC) resources for Medical Scavenger Hunt and
Civil War research.
Prepare and conduct mini-lessons based on the inquiry method: research topic
selection, developing researchable questions, skimming for information, basic
research methods, selecting an appropriate source, note taking, and citation.
Arrange visits by students to present projects to area elementary school students.
Organize and implement the student project competition for the Civil War Day.
Mathematics Teacher Will:
Introduce the use and principles of proportion, data analysis, and sample versus
population to analyze soldier casualties during each major battle of the Civil War in
preparations for the Ribbons project.
Issue each student either a blue or gray ribbon, which will represent a percentage of
Union or Confederate soldiers. These ribbons will symbolically illustrate the effects
of missing and imprisoned, dead, diseased, and wounded soldiers on the military
population.
Complete the Ribbons project during a statistical simulation with students on a life-
size historical map of the United States.
Social Studies Teacher Will:
Provide students with an overview of the social and historical issues of the Civil War.
Collaborate with the library media specialist to develop, implement, evaluate, and
revise an inquiry research project that includes the following:
Students will be given choices of topics to collaboratively research.
Students will turn in a written proposal, daily reflections, source notes,
bibliography, floor plan/story board, and research journal.
Students assemble their projects, which may include a living stage, static
display, art, PowerPoint, collage, and/or music.
Exhibition of the projects consists of oral and physical presentations.
Students prepare these displays for area elementary schools and Civil War
Day.
Science Teacher Will:
Provide students with an overview of the scientific innovations during Civil War
period.
Partner with the library media specialist to develop and implement a scavenger hunt
for students to research the influence and impact of technology in the areas of
medicine and disease.
Perry Meridian Middle School Page 6 of 19 J. Moore, L. Preddy, S Quinlan
The Medical Scavenger Hunt allows students to study disease and changes in
treatment from the Civil War to today.
Teachers and Library Media Specialist Will Jointly:
Host a Parent Information Night: share with families the student expectations,
timeline, and resources (people, websites, museums, institutions) available.
Attend and participate in weekly meetings to plan, host, and run the Civil War Day.
Assist students individually and in small groups with research challenges.
Host after school help sessions in the Instructional Media Center.
Team IMC use so that students have two periods per day to research when in the
IMC.
Coordinate with the PTA for volunteers to help during the Civil War Day.
Organize publicity and re-enactors for the Civil War Day.
Observe and grade students research process, final project, and presentation.
Post-assess the multidisciplinary unit and Civil War Day for revision for next year.
Perry Meridian Middle School Page 7 of 19 J. Moore, L. Preddy, S Quinlan
Resources:
Arms and Equipment of the Union and Arms and Equipment of the Confederacy. Alexandria,
Virginia: Time-Life Books, 1998.
Axelrod, Alan. Complete Idiot s Guide to the Civil War. New York: Alpha Books, 1998
Baker, Lawrence W., ed. American Civil War: A Multicultural Encyclopedia, 7 volumes.
Danbury, Connecticut: Grolier, 1994.
Bradford, Ned, ed. Battle and Leaders of the Civil War. 4 vols. New York: Thomas Yoseloff,
1956.
The Confederacy. New York: Simon & Schuster, 1993.
Cornerstones of Freedom series. New York: Children s Press.
Erdosh, George. Food and Recipes of the Civil War (Cooking Throughout American History
series). New York: Rosen Publishing Group, 1997.
Kalman, Bobbie. 19th Century Clothing (Historic Communities series). Toronto: Crabtree, 1993.
Savage, Douglas J. Untold History of the Civil War series. Philadelphia: Chelsea House.
UXL American Civil War Reference Library, 5 volumes. Detroit: UXL, 2000.
Watts, J. F. and Fred L. Israel, eds. Presidential Documents. New York: Routledge, 2000.
Electronic
Camp Life: Civil War Collections from Gettysburg National Military Park. National Park
Service. 24 April 2002. .
Civil War Battle Summaries by State/Campaign. Heritage Preservation Services. 10
May 2001. .
Civil War Maps. American Memory: Library of Congress. 15 December 1000. 11 December
2001.
Civil War Soldiers and Sailors System. National Park Service. 10 May 2001
.
A Nation Divided: The U.S. Civil War 1861-1865. The History Place. 11 December 2001.
.
Selected Civil War Photographs. Library of Congress. 15 January 2001. 11 December 2001.
.
Symbols in Battle: Civil War Flags in NPS Collections. National Park Service. 24 April
2002. .
Valley of the Shadow: Two Communities in the American Civil War. The Institute for
Advanced Technology in the Humanities, University of Virginia. 11 December 2001.
.
Audiovisual
Glory. Videocassette. Tri-Star Pictures, 1989.
Harper s Weekly: Journal of Civilization. CD-ROM. Bedford, Massachusetts: Applewood
Books, 2000.
Other
A favorite resource is Scrapbook/Memory Books of trips the students' classroom teachers and
library media specialist have taken to sites of historical significance to the American Civil War.
These books include photographs, maps, flyers, postcards, and research and interview notes
educators have compiled
Perry Meridian Middle School Page 8 of 19 J. Moore, L. Preddy, S Quinlan
Product or Culminating Activity: The culmination of the five-week unit is the community
event--Civil War Day--in which the community and neighboring schools are invited to
participate in a day of education and fun. Students and professional re-enactors work beside each
other to present their knowledge to the attending community. We turn our students into teachers
as they present their projects in a variety of ways that help reinforce what has been learned. Our
students experiences enhance their learning as they step into the role of teacher.
Assessment Overview: Students are evaluated three ways:
1. Students are given a timeline with mini-deadlines within the big project. Meeting each
mini-deadline earns credit. Smaller deadlines within the large project aid students in
handling the unit in manageable steps and keep them on-task.
2. Students receive a grade for the research process. Did he/she stay on task? Did he/she
accept a setback as a challenge and continue to strive to find the information? Did he/she
ask for help when needed? Did he/she heed the guidance and research advice given? Did
the student learn?
3. Students are also given a grade on the final project and oral presentation of that project. It
is possible for a student to receive an excellent grade for the research process and a
mediocre grade for the final project and presentation.
Perry Meridian Middle School Page 9 of 19 J. Moore, L. Preddy, S Quinlan
Recreating the American Civil War Era
Assignment Description
Name Date
You will choose a topic and conduct detailed investigative research.
You will create a visual and oral product with the new knowledge you have gained.
o Your presentations must be well done, colorful, creative, and detailed.
o Your oral presentation will last a minimum of ten minutes.
This project may be completed as an individual or group with the understanding that group
grades will involve a point split--half of the grade will be a group grade and half an
individual grade. Therefore, if a group member does not work, he/she will receive the same
group grade, but will not receive the same individual grade. Choose your partners wisely!
As the projects advance you will complete several steps along the way. Each group or individual
is responsible for meeting deadlines. If a group member is absent on the day something is due,
other group members must turn it in. Remember, groups put in a group effort! Keep all papers
related to your project in your research journal. Stay updated on the progress of your group and
your own progress every day. Meet all deadlines and due dates!
Meeting Deadlines
The point breakdown of this project is available on your Rubric Grade Chart.
Be sure to take a look at each step of the project, due dates, and point values along the way.
Any questions need to be addressed immediately.
In Social Studies class, this is worth 400 points--half of your six week grade--so be
responsible.
Good luck and have a great time!
Final Project Presentation Options
You must choose at least two presentation options in order to receive a full grade.
A time will be assigned to you if you do not sign up.
Be sure to follow the rules of signing up and honor your presentation time.
Attend both of your presentations. No unexcused absence or missed presentation is allowed.
o Make-up time and dates for missed presentations are at the teacher's discretion.
o Individual members of groups who do not show up for presentation times will be
given an automatic zero for that presentation and removed from the group.
o A doctor s note is the only accepted excuse for missing a presentation time.
Sign up for TWO of the presentation options:
Option #1 After school (May choose only one)
Option #2 During class only (May choose only one)
Option #3 Elementary school (May choose only one) After-school audition required
Option #4 Civil Way Day Celebration 2001 (Saturday)
Perry Meridian Middle School Page 10 of 19 J. Moore, L. Preddy, S Quinlan
Recreating the American Civil War Era
Civil War Medical Term Scavenger Hunt
Terms Definition Treatment (THEN) Treatment (NOW)
1. Antibiotics
2. Diarrhea
3. Dysentery
4. Immunity
5. Measles
6. Mumps
7. Pneumonia
8. Tetanus
9. Typhoid
Fever
10. Typhus
11. Vaccine
12. Morphine
13. Laudanum
14. Ether
15. Amputation
16. Chloroform
17. Small Pox
18. Gangrene
19. Scurvy
20. Malaria
Perry Meridian Middle School Page 11 of 19 J. Moore, L. Preddy, S Quinlan
Recreating the American Civil War Era
Math Unit Plan Organizer
Project Title: Ribbons
Subject Area: Mathematics
Objectives: Students will analyze statistics concerning the casualties of the Civil War to better
understand the devastation it caused. Using the concept of sample versus population, each
student will wear a ribbon representing a percentage of soldiers who fought and were
afflicted/casualties during the Civil War. After each significant battle, the students will tally the
casualties (deaths, MIA/POWs, wounded, diseased) and use proportions to determine how many
students will be afflicted with each calamity. Colored stickers will represent each of the
casualties and will be placed on the appropriate ribbons. A simple roll of the dice will decide
which students to afflict (one roll for class period, one roll for student row, and one roll for the
seat within the row) with each of the predetermined casualties. Everything will be done at the
beginning of a class period, for 10-15 minutes. No significant changes of the school s
curriculum or subject time line will be effected.
Unit Plan Summary:
Day one:
1. Explain the goals and objectives of the Ribbon project.
2. Explain sample vs. population. Example: Nielson ratings for TV.
3. After receiving the total casualties (1,560,000) and using proportions,
students determine the number of soldiers each ribbon represents
(approximately 10,400 for a team/class of 150 students).
4. Issue ribbons to each student. Students do the math being certain that 72%
of each class is blue and 28% are gray (representing the Union and the
Confederacy).
5. Students must bring ribbons to class and participate in the calculations and
discussions everyday to receive their points for this project.
Days 2 - 13:
1. Place the battle studied today in Social Studies class and the battle's
casualties in a chart on the board for students to copy in their math
journals. (Numbers are close estimates.)
2. In their journals, students calculate totals and determine how many
ribbons will receive stickers today (White= MIA/POW, Red=Wounded,
Yellow=Diseased, Black=Dead). Any total below one sample soldier, or
ribbon (10,400), will be rounded up to one. All others will use the math
rule for rounding to a whole number.
3. In homeroom, roll dice to determine which class periods will have the
afflicted soldiers.
4. Roll dice to determine the row and seat of each of the afflicted soldiers.
Dispense stickers.
* A discussion on probability is added to this unit on a daily basis
Perry Meridian Middle School Page 12 of 19 J. Moore, L. Preddy, S Quinlan
Day 14 Based on what they have seen during the Ribbons project, students will estimate
the percentage of students in their class who are:
1. Dead
2. Missing or taken prisoner
3. Wounded
4. Diseased
5. Had no casualties/injury
6. Had more than one casualty/injury
Day 15 Using totals from the entire team/class, students will calculate the percentage of
students in their class who are:
1. Dead
2. Missing or taken prisoner
3. Wounded
4. Diseased
5. Had no casualties/injury
6. Had more than one casualty/injury
Compare yesterday s estimate to the actual percentages.
Compare each class to the whole team s percentages.
Students will be expected to wear their ribbons for the entire last day of the
Ribbons project.
Day 16 Discuss the devastating effect the war had on the soldiers. Students will have had
the day to walk through the school seeing their classmates ribbons and the small
amount of students without any casualties.
Day 17 Take the team of students (150 students) to the life-size map for the statistical
simulation.
Materials Used:
1. Custom-made Ellison die-cut press ribbons (one CSA and one USA)
2. Construction paper (gray and blue)
3. Round colored coding labels (white, red, black, and yellow)
4. Safety pins
5. Overhead dice
Resources:
Bradford, Ned, ed. Battle and Leaders of the Civil War. 4 vols. New York: Thomas Yoseloff,
1956.
Perry Meridian Middle School Page 13 of 19 J. Moore, L. Preddy, S Quinlan
Recreating the American Civil War Era
Sample Math Lesson Plan Organizer
Project Title: Ribbons
Subject Area: Mathematics
Teacher name:
Lesson: 4/Battle at Shiloh
Objectives: Students will see the number of casualties during the battle at Shiloh.
Students will use sample vs. population to calculate and determine the
number of students in their class who will represent the casualties.
Lesson: Teacher puts the following chart on the board:
Wounded Dead MIA/POW Diseased
Union 801*-****-***-**,263
Confederacy 840*-****-**** 33,478
Total
Stickers
*recall 1 sticker = 10,400 stickers
Each student should copy and complete the table in his/her journal, calculate the total casualties
for this battle, and determine the number of students (rounding to the nearest whole number) to
represent the afflicted soldiers. The completed table would look like this:
Wounded Dead MIA/POW Diseased
Union 801*-****-***-**,263
Confederacy 840*-****-**** 33,478
Total 16,420-****-**** 69,741
Students 2 1 1 7
In homeroom, teacher rolls the dice to determine from which class period the afflicted soldiers
will come. Then he/she rolls the dice in each class period to find the exact student who will be
afflicted and given a round color-coded sticker (representing that affliction) to place on his/her
ribbon (one roll for the student row and one roll for the student seat).
Continue with the regular math lesson
Perry Meridian Middle School Page 14 of 19 J. Moore, L. Preddy, S Quinlan
Recreating the American Civil War Era
Parent/Student Contract
April 8-12
Monday Magazine review in class
Tuesday Magazine activity continued; Pre-search 1 & 2 in class Pre-search 3 homework due tomorrow
Wednesday - Magazine activity due EOP; Pre-search 3 due BOP; Pre-search 4 due tomorrow w/ parent signature
Thursday IMC (day 1); Pre-search 4 due BOP; Exploration 1 & 2 in class; Exploration 3 homework Daily
reflection required
Friday Exploration 3 due BOP; Strategy in class; first day to sign-up for presentation times; full research begins
Daily reflection required
April 15-19
Monday research daily reflection required CONTRACTS DUE
Tuesday research - daily reflection required
Wednesday research continues; storyboards and final projects assigned daily reflection required
Thursday - storyboards due; peer conference/peer evaluations in class; research continues daily reflection
required
Friday last day in IMC; last day to sign-up for presentation times daily reflection required
April 22 26
Monday Final product evaluations tomorrow; work day in class video (after school audition/presentation time)
Tuesday peer evaluations of final products work day/video daily reflections DUE (after school
audition/presentation time)
Wednesday in class presentations work day/video (after school audition/presentation time)
Thursday in class presentations work day/video
Friday Elementary presentations work day/video
Saturday, April 27, Civil War Day Celebration
April 29-May3
Monday in class presentations; self-evaluations in class all presentations MUST be complete by the end of the
day
Tuesday bibliography review; SSR books due in class projects
Wednesday chapter 17 begins
Thursday chapter 17 continues
Friday chapter 17 continues; bibliographies DUE; Source notes DUE
** Days in bold require a daily reflection **
Help session are: April 15, 16, 17, 18, 23 & 24 from 2:45 until 4:00
The timeline is for parents to be aware of deadlines and due dates for the upcoming pioneer project. We hope this
enables you to help your student at various stages in the project and keep track of your student s progress throughout
the project. If you have any questions please do not hesitate to call 789-4097. On the reverse sideis a section for
you and your student to fill out detailing the topic and subject choices your student has made for this project. Please
sign and return the contract no later than Tuesday, February 12, 2002. Thank you.
General topic for project:
Topic(s) chosen:
Parent signature
I understand and have discussed the project with my student. We are aware of deadline and due dates. I understand
that if my student does not complete the project he/she may fail the 6th grading period.
Student signature
I understand and have discussed the project with my parent/ I am aware of all deadline and due dates. I understand
that if I fail to complete the project I may fail the 6th grading period.
Perry Meridian Middle School Page 15 of 19 J. Moore, L. Preddy, S Quinlan
Recreating the American Civil War Era
RESEARCH JOURNAL CHECKLIST
NAME: DATE:
I ve worked hard! Now I need to make sure I have everything organized!
In this order, my Research Journal should contain:
Pre-search Activity 1,2,3 & 4
Exploration 1, 2 &3 (Exploration 3 teacher signature required for points)
Strategy Sheet
Daily Reflections (7)
Source notes (4 required sources)
Storyboard
Peer conference (Teacher signature required for points)
Peer evaluation (Part 1) (Teacher signature required for points)
Peer Evaluation (Part 2)
Self Evaluation
Students receive the following grades from their research journal:
Overall journal materials in folder and complete 5 points a page
Daily reflections 7 required 5 points for each one complete
Source notes 4 different sources required 10 points for each different type required
Recreating the American Civil War Era
PRESENTATION RUBRIC/GRADE CHART
Category Points Earned / Points Possible
Historical accuracy /10
Research evident in presentation /10
Creative/colorful & well-organized /10
Followed instructions /10
Effort shows student s work /10
Oral presentation /15
Use of visual aid in presentation /10
visual aid - final product /15
Overall affect & performance /10
Grading rubrics for Civil War Presentations. Students are required to give a minimum of 2 presentations. This rubric
will be used for both presentations.
Perry Meridian Middle School Page 16 of 19 J. Moore, L. Preddy, S Quinlan
Recreating the American Civil War Era
COMMUNITY RESOURCES PACKET
The Library Media Specialist will update the Packet created for parents and students and will:
confirm contact name, street address, phone, email, Internet address and make corrections;
update as necessary the hours of operation, fees, and other operational details;
include an annotation of the organization's procedures, policies, and resources available to
the public that relate to the American Civil War.
The three sections of the Community Resources Packet include the following organizations:
COMMUNITY HISTORIC SITES & INTERNET
RESOURCES MUSEUMS RESOURCES
Indiana Historical Society Arsenal Technical High Harper s Weekly Online
Indiana State Archives School Library of Congress
Indiana State Library- Camp Morton U.S. Army Center of
Indiana Division Colonel Eli Lilly Civil War Military History
Indiana State Museum Museum National Park Service
IUPUI University Library Corydon & Battle of Smithsonian-National
Indianapolis-Marion Corydon Memorial Park Museum of American
County Public Library Crown Hill Cemetery History
Hannah House Museum
Indiana War Memorial
Battle Flag Collection
Levi Coffin House
Museum
Military Park
SAMPLE ENTRY
Indiana State Archives
Indiana State Archives Hours:
(near Arlington & Shadeland) Monday-Friday 8:00-4:30
6440 East 30th
Indianapolis, IN 46219
phone 591-5220
http://www.state.in.us/icpr/webfile/archives/homepage.html
Extensive collection for Indiana Civil War Regiments and individual soldiers. Contains Civil
War mustering records with physical descriptions, when mustered in, and when left and why. It
also holds regimental correspondence, clothing books, hospital records, rosters, draft
enrollments, ordinance records, etc. Some of the standard reference tools they have can give you
information as specific as the average height of a soldier, etc.
Sign in at the registration desk and ask for help finding the information you need. Make sure
you arrive with a specific project in mind and ideas about what information you need.
Perry Meridian Middle School Page 17 of 19 J. Moore, L. Preddy, S Quinlan
Recreating the American Civil War Era
Judge s Guidelines
10:40 Judge s meeting in the main office
10:55 Judges quickly peruse all projects in the IMC
11:00 Judging begins
12:00 Judging ends & contestants dismissed
12:05 Complete judging forms tallied in tally room
1:15 PA announcement for all contestants to report to IMC
1:30 8 Semi-Finalists announced & semi-finalists re-judged
2:00 4 Place winners announced
Only evaluate the project stationed within the highlighted area on your map.
Due to time restrictions, you will only be given 5 minutes with each project.
Each project has been given an ID number. Please place that number in the box on the
judging form before you begin your evaluation.
Engage the students in conversation allow them the opportunity to share their expertise
with you. Try and illicit verbal response from all team members
Give the students an opportunity to explain their visuals to you.
Be honest in your scoring!
Do not show completed forms to students.
At the end of judging, please turn your completed form in for tallying.
Perry Meridian Middle School Page 18 of 19 J. Moore, L. Preddy, S Quinlan
Recreating the American Civil War Era
Judging Form for Civil War Day Celebration
Judges: Please complete for each project you evaluate.
Be sure to fill in a score for each category.
Ask students questions to better determine their score.
Please check the corresponding box to score each category.
Please do not total the score. That will be done in the tally room.
Good Luck & Have Fun!
Project ID #
Ratings
Category 1- okay 2-good 3-excellent 4-perfect
1. Appearance: creative, colorful, organized,
neatness
2. Workmanship: interesting, plagiarism, etc.
3. Historically Accurate
4. Presentation: students able to verbalize
knowledge
5. Student able to prove original work
(minimal parent help)
6. Is the project non-static (interactive)? YES NO
7. Are all team members for the project present? YES NO
Perry Meridian Middle School Page 19 of 19 J. Moore, L. Preddy, S Quinlan
Contact this candidate