Aspects of the Civil War



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Aspects of the Civil Warhttp://static01.nyt.com/images/2010/12/01/timestopics/uss-merrimack/uss-merrimack-sfspan.jpgcivil war balloon intrepid at fair oaks

The process and outcome of the war was affected by a unique and complex mix of individuals, cultural movements, technical innovations, and strategic and tactical ideas.

You will work (alone or in pairs), to create a written and visual representation one aspect of the American Civil War (a poster). Your poster will mirror the structure of an essay. It will include:



  • An IB-style essay prompt (write your own, based upon your topic; use the IB command terms; relate your topic to the process/outcome of the war or to the changes that were taking place in American society/politics/economics)

__/5

  • A concise, complex, focused and creative thesis (that addresses your complex prompt)

__/10

  • Brief Background and context (what do we need to know in order to understand your evidence: who? What? Why? Where? How? Cause/effects? 3-5 bullet points)

__/10

  • Supporting details and explanations (what happened? Who won? How? Goals/methods?)

    • 3 sections of bullet points (last bullet point of each section should clearly connect info to argument)

    • At least one quote

__/10

  • Visuals and captions that clearly link to your argument/content (3-5)

    • Battles should include: maps (local [tactical] and national [strategic]) as well as illustrations of action and leadership.

__/10

  • MLA Works Cited Sheet (At least 3 entries)

__/5

Total

__/50




  1. Battles and events

    1. Fort Sumter

    2. 1st Bull Run

    3. 2nd Bull Run

    4. Shiloh

    5. Fredericksburg

    6. Antietam

    7. Fort Pillow

    8. Battle of Richmond

    9. Battle of the Wilderness

    10. Spotsylvania

    11. Chancellorsville

    12. Vicksburg

    13. Gettysburg

    14. Draft Riots

    15. Monitor vs. Merrimack




      No Marks

      Partial Marks

      Full Marks

      Focus

      Prompt is vague

      Answers reveal little understanding of the question.



      Prompt is missing IB command terms.

      Answers indicate that the demands of the question are generally understood.



      Complex and clear IB-style prompt.

      Answers are clearly focused responses, showing a high degree of awareness of the demands of the question.



      Concrete Details

      Historical details present but largely inaccurate and/or of marginal relevance. Answers= little more than poorly substantiated assertions.

      Relevant in-depth historical knowledge is present but is unevenly applied. Answers presented in a narrative or descriptive manner. There is a limited argument that requires further substantiation.

      In-depth and accurate historical knowledge (supporting details) is applied consistently and convincingly to support critical commentary.

      Context; Historical Process

      There is little or no understanding of historical context or historical processes.

      Weak visuals.



      There has been some attempt to place events in their historical context and to show an understanding of historical processes.

      Visuals not clearly linked to argument/content.



      Events and evidence are clearly placed in their historical context.

      Relevant visuals clearly linked to argument.



      Analysis and Explanation

      Lacking analysis and explanation.

      Some attempt at analysis may be present but limited. Comparison and contrast may be present but underdeveloped.

      There is a clear understanding of historical processes (cause and effect; continuity and change) and (where appropriate) comparison and contrast.

      Structure

      Answers show little or no evidence of structure: little more than unsupported generalizations.

      There is evidence of an attempt to follow a structured approach, either chronological or thematic.

      Answers are well-structured and clearly expressed, using evidence to support relevant, balanced and focused arguments.

    16. Sherman’s march to the Sea

    17. Cold Harbor

    18. Mobile Bay

    19. Battle of the Crater

    20. Petersburg

    21. Appomattox

  1. Weapons and technology

    1. Guns

    2. Ironclads

    3. Trains/land transportation

    4. Steam boats/water travel

    5. Communication (balloons, telegraph…)

  1. Health and disease

    1. Surgery and Medicine

    2. Clara Barton

  1. Groups of people

    1. Role of African Americans

    2. 54th Massachusetts Regiment (African-American Regiment)

    3. Role of slaves

    4. Role of women

    5. Role of Immigrants

    6. Confederate conspiracies and spies

    7. Union spies

  1. Popular culture

    1. Photography (Matthew Brady)

    2. Music

    3. Religion

    4. Food/drink in the Civil War

  1. Military Leaders and individuals

    1. Winfield Scott

    2. Robert Gould Shaw

    3. George McClellan

    4. Ambrose Burnside

    5. Joseph Hooker

    6. George Meade

    7. Ulysses S Grant

    8. William T. Sherman

    9. Joshua Chamberlain

    10. David Farragut

    11. George Pickett

    12. Robert E. Lee

    13. Stonewall Jackson

    14. James Longstreet

    15. Nathan Bedford Forrest

    16. JEB Stuart

    17. Harriet Tubman

    18. Henry Quantrill

    19. Bloody Bill Anderson

  1. Political Leaders, issues and economics

    1. Abraham Lincoln

    2. Jefferson Davis

    3. “Team of Rivals”

    4. Radical Republicans

    5. The Emancipation Proclamation

    6. Diplomacy in the Civil War (the Trent Affair)

    7. Northern Econ. during war

    8. Southern Economy during the war (bread riots)

    9. Election of 1864

    10. Habeas Corpus

  1. Strategy and Tactics of the Civil War

  2. Groups

    1. Jayhawkers

    2. Bushwhackers

    3. Copperheads


Directory: cfs-file.ashx -> key -> telligent-evolution-components-attachments
telligent-evolution-components-attachments -> Early Humans & the Agricultural Revolution: Guided Reading Lesson 1 Hunter-Gatherers
telligent-evolution-components-attachments -> V for Vendetta: Modern Day Dystopia By Gregg Tubbs
telligent-evolution-components-attachments -> Lhs/apush/Darnell Ch 1-5 Annotated Timeline
telligent-evolution-components-attachments -> Relocation and Incarceration of Japanese Americans During World War II
telligent-evolution-components-attachments -> The solid arrow represents Confederate troop movements
telligent-evolution-components-attachments -> Dbq: Who was to blame for World War I? Document h document I
telligent-evolution-components-attachments -> Material B: Visual Representation/Poster Instructions
telligent-evolution-components-attachments -> Friedrich Engels: The Conditions of the Working Class in England in 1844
telligent-evolution-components-attachments -> Annotated Timeline: The Civil Rights Movement (crm) For this assignment you will be creating an annotated timeline
telligent-evolution-components-attachments -> Directions: Complete the chart by filling in the missing information. The information in the column labeled “Significance” should explain how the event/legislation contributed to the coming of the Civil War. Date


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