- For this lesson, the student will create a mock “Facebook” page for a historical figure from Missouri during the Civil War time period.
- The student will use a Poster board to create a mock Facebook page for the chosen historical figure
- The Poster board should resemble the attached example of the Facebook page
- What better way to grab the attention of your students than by using the social media network Facebook.
- Most of your students will have prior knowledge of what Facebook is and most will have used Facebook on a daily (minute by minute) basis.
- I have used this lesson for multiple subject areas and in each instance the students have loved doing it and have used this lesson to get a better understanding of the subject material.
- Students will be able to describe the life and times of an historical Missouri figure during the Civil War.
- The student will be able to make logical connections between historical figures.
- After reading primary sources (letters, diaries, newspaper entries, etc), students will be able to identify and discuss hardships Missourian’s faced during the Civil War.
- By using primary sources and other information, the student will be able to make logical social connections of historical figures.
Missouri State Standards
- Knowledge Standards: Social Studies
- 2. continuity and change in the history of Missouri, the United States and the world
- 6. relationships of the individual and groups to institutions and cultural traditions
- Performance Goals:
- 2.1 plan and make written, oral and visual presentations for a variety of purposes and audiences
- 2.4 present perceptions and ideas regarding works of the arts, humanities and sciences
- 4.6 identify tasks that require a coordinated effort and work with others to complete those tasks
- Students will need access to primary and secondary materials (National Archives, websites, etc.) related to historical figure.
Students will need access to primary and secondary materials (National Archives, websites, etc.) related to historical figure
Time Plan
- I will typically give this activity at the beginning of the unit so that the students will be able to decide which historical figure that they want to choose.
- After several days of covering the Civil War unit, I will then have the students select a person and schedule time in the library and computer lab for research.
Lesson
- To gain a better understanding of the role that Missourians played in the US Civil War, I have students create a mock “Facebook” page for a person that lived in Missouri during the Civil War.
- The students create the mock “Facebook” page by writing it out/illustrating the ideas out on a poster-board.
- The students will then display the poster-board in class and present the information to the entire classroom.
Civil War Person Facebook Directions
Now, you are going to create the “wall” section of your Civil War person’s “Facebook” page. In this section, you need to create conversations between your person and his/her friend(s). There must be at least three posts. You must also have the person converse with at least two of his/her friends. The conversation must have meaning behind it in some way, and it must be life applicable. Make sure that you can justify why you wrote what you did on the page. Just don’t make up anything!
|
Student Name: ________________________________________ |
||||
|
CATEGORY |
4 |
3 |
2 |
0 |
|
Graphics -Clarity |
Graphics are all in focus and the content easily viewed and identified from 6 ft. away. |
Most graphics are in focus and the content easily viewed and identified from 6 ft. away. |
Most graphics are in focus and the content is easily viewed and identified from 4 ft. away. |
Many graphics are not clear or are too small. |
|
Graphics - Originality |
Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display. |
One or two of the graphics used on the poster reflect student creativity in their creation and/or display. |
The graphics are made by the student, but are based on the designs or ideas of others. |
No graphics made by the student are included. |
|
Graphics - Relevance |
All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. |
All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. |
All graphics relate to the topic. Most borrowed graphics have a source citation. |
Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. |
|
Labels |
All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. |
Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. |
Several items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. |
Labels are too small to view OR no important items were labeled. |
|
Required Elements |
The poster includes all required elements as well as additional information. |
All required elements are included on the poster. |
All but 1 of the required elements are included on the poster. |
Several required elements were missing. |
|
Knowledge Gained |
Student can accurately answer all questions related to facts in the poster and processes used to create the poster. |
Student can accurately answer most questions related to facts in the poster and processes used to create the poster. |
Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster. |
Student appears to have insufficient knowledge about the facts or processes used in the poster. |
|
Content - Accuracy |
At least 7 accurate facts are displayed on the poster. |
5-6 accurate facts are displayed on the poster. |
3-4 accurate facts are displayed on the poster. |
Less than 3 accurate facts are displayed on the poster. |
|
Attractiveness |
The poster is exceptionally attractive in terms of design, layout, and neatness. |
The poster is attractive in terms of design, layout and neatness. |
The poster is acceptably attractive though it may be a bit messy. |
The poster is distractingly messy or very poorly designed. It is not attractive. |
|
Title |
Title can be read from 6 ft. away and is quite creative. |
Title can be read from 6 ft. away and describes content well. |
Title can be read from 4 ft. away and describes the content well. |
The title is too small and/or does not describe the content of the poster well. |
|
Mechanics |
Capitalization and punctuation are correct throughout the poster. |
There is 1 error in capitalization or punctuation. |
There are 2 errors in capitalization or punctuation. |
There are more than 2 errors in capitalization or punctuation. |
|
Grammar |
There are no grammatical mistakes on the poster. |
There is 1 grammatical mistake on the poster. |
There are 2 grammatical mistakes on the poster. |
There are more than 2 grammatical mistakes on the poster. |
Grade: /44 points
X 3
/132 overall points for the project.
The Civil war
Project
Directions: to gain a better understanding of the United States Civil War in Missouri, you or your group will choose a topic to research from the list of topics.
PEOPLE:
Stephen A. Douglas George Caleb Bingham Nannie Harris
John Schofield William Clark Quantrill Thomas Ewing
Abraham Lincoln Claiborne Fox Jackson Sterling Price
John Brown Bill Anderson JamesLane
Charles Jennison Ulysses S. Grant James Hickok
Nathaniel Lyon Joseph Shelby Jeff Thompson
Dred Scott Phoebe Couzins Francis Marion Cockrell
Samuel Curtis Jesse James Frank James
Grenville Dodge Martin Green Jesse Fremont
Logan Bennett Francis P. Blair Jr. John McNeil
John Marmaduke Molly Grandstaff Charles Robinson
David Atchison William Napton Cole Younger
What you need to do
- Decide what person your group is going to research.
- Use the websites on my website to research your topic.
- Use a general Google search of your topic.
Guidelines:
|
A primary source is a document, speech, or other sort of evidence written, created or otherwise produced during the time under study. Primary sources offer an inside view of a particular event. Examples include: Original Documents Autobiographies, diaries, e-mail, interviews, letters, minutes, news film footage, official records, photographs, raw research data, speeches. Creative Works Art, drama, films, music, novels, poetry. |
- You must use 4 different websites
- You must use 2 primary sources:
- Create a rough draft with 40 facts about your topic.
- Create a bibliography of every source that you use. Use MLA format: use this website to create your bibliography http://citationmachine.net