It's In the Cards - Civil War Unit

Introduction: Student will work in tandem with the Instructional Technologist and the Librarian to complete this task. This is a research project and all research will be conducted in school.

The Process:
The Civil War is a six week unit for our 5th graders. There is much to be taught, much to be learned! In this activity, students will make their own cards to create a 'Jeopardy' type game as a review for this unit.

The Task:

Have each student produce Five flash cards, one for each of the following categories – except Key Individuals:

Each card should have an image representing information printed underneath. For example, if the card describes the Emancipation Proclamation, the picture could be of Lincoln giving a speech. Underneath the image should contain the information that students discover in their research on the topic.

Resources:

Example:

1	2	3	4	5
Post Card needs improvement Little evidence of research or effort	3 completed Post Cards Some images & information missing	3 completed Post Cards at least 3 have an image representing information printed on card	3 completed Post Cards All 3 have an image representing information printed on card	4 completed Post Cards All 4 have an image representing information printed on card
capitalization, punctuation, and spelling need improvement	capitalization, punctuation, and spelling shows little control	capitalization, punctuation, and spelling shows some control	capitalization, punctuation, and spelling in fairly consistent	capitalization, punctuation, and spelling shows excellent control
The information is not informative	Lacking information	The information is somewhat informative, but lacking detail	The information is informative	The information is informative and interesting.
Appearance is sloppy and rushed	Appearance needs work, somewhat messy	Appearance is okay, but could use help	Appearance is good, but not quite ready for the stores.	Appearance is professional looking….great to market!

Objectives:

USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War

a) describing the cultural, economic, and constitutional issues that divided the nation;

b) explaining how the issues of states’ rights and slavery increased sectional tensions;

c) identifying on a map the states that seceded from the Union and those that remained in the Union;

d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas "Stonewall" Jackson, and Frederick Douglass in events leading to and during the war;

e) using maps to explain critical developments in the war, including major battles;

f) describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and slaves.

a) Use text organizers, such as type, headings, and graphics, to predict and categorize information.

f) Skim materials to develop a general overview of content and to locate specific information.

5.7 The student will demonstrate comprehension of information from a variety of print resources.

a) Develop notes that include important concepts, summaries, and identification of information sources.

Writing

5.8 The student will write for a variety of purposes: to describe, to inform, to entertain, and to explain.

5.9 The student will edit writing for correct grammar, capitalization, spelling, punctuation, and sentence structure.

f) Use commas to indicate interrupters and in the salutation and closing of a letter.

5.1 The student will collect information on a given topic from more than one source.
Descriptive statement: Emphasis is on understanding a message, putting it into one's own words, and organizing a summative statement.

Descriptive statement: Emphasis is on basic bibliographic form, using print and nonprint media.

5.3 The student will identify the difference between an abridged and an unabridged dictionary.

Descriptive statement: Emphasis is on the broad scope of the unabridged dictionary as well as additional features, such as foreign phrases, special charts, and tables of information.

Descriptive statement: Emphasis is on introducing students to biographical, geographical and scientific dictionaries.

5.5. The student will locate information in an almanac, thesaurus, and atlas.

Descriptive statement: Emphasis is on understanding the arrangement of each and the information each provides.

5.6 The student will identify different reference sources and select the most appropriate one for a specific purpose.
Descriptive statement: Emphasis is on selecting the most appropriate source from among encyclopedias, atlases, almanacs, and thesauri. Skills in locating information are refined as the needed information is found in the appropriate source.

5.7 The student will choose and be able to operate appropriate equipment to utilize nonprint materials.

Descriptive statement: Emphasis is on utilization of equipment, such as microcomputers, microform readers, filmstrip viewers, and videotape recorders.

The Process: The Civil War is a six week unit for our 5th graders. There is much to be taught, much to be learned! In this activity, students will make their own cards to create a 'Jeopardy' type game as a review for this unit.

The Task:

Resources:

Example:

Objectives:

Writing

The Process:
The Civil War is a six week unit for our 5th graders. There is much to be taught, much to be learned! In this activity, students will make their own cards to create a 'Jeopardy' type game as a review for this unit.