LETTERS HOME: CIVIL WAR

DATE DESIGNED

QUARTER USED

ASSESSMENT ANALYSIS

Target and Method

10-03

2^ND 2003

Skills, create products

Constructed Response, performance, personal communication

(WHAT?)

STANDARDS AND BENCHMARKS

LANGUAGE ARTS SOCIAL STUDIES

· use fictional, dramatic, and poetic techniques in writing;

· support an opinion using various forms of persuasion (factual or emotional) in speaking and writing;

· incorporate material from a wider range of sources (for example, newspapers, magazines, interviews, technical publications, books) in their writing and speaking;

· experiment with stylistic elements such as voice, tone, and style.

# 5

· use organizational features of printed text such as citations, end notes, and bibliographic references to locate relevant information;

· evaluate information in light of what they know and their specific needs;

· use strategies to gain information from journals, research studies, and technical documents;

· use available technology to access information, conduct research, and produce a carefully documented product.

· Students know how to interpret and evaluate primary and secondary sources of historical information.

· Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained.

· Students know how political power has been acquired, maintained, used, and/or lost throughout history.

(WHY?) (HOW?)

Knowledge and Skills

The Civil War, art of letter writing, three themes of revolution: Honor, Politics, and Redemption; Reconstruction

Relevance

Students will have the opportunity to research the Civil War from one battle’s perspective. This will give students a strong focus and direction. The group will present the information of the battle through a series of letters, written by the students. Since this is a creative presentation, students will incorporate music and costumes from the Civil War era. Students should have a better idea of the priorities of the people during the Civil War era, and of its causes and effects.

Application (work a/o college)

This project will give students the opportunity to be creative, to use their imaginations, and to practice the research process. The presentation should highlight the group’s talents and strengths. Groups who are not familiar with computer presentations, should choose a different format. One of the objectives of this project is for students to make good choices regarding format, time management, cooperative learning, and quality work. These are all marketable job skills that apply in the workplace, as well as in our classrooms.

ASSESSMENT(s)

This project will provide you the opportunity to explore a Civil War battle while focusing on one person’s perspective.

You will incorporate three themes of revolution: honor, politics, and redemption. The final product will be a presentation

a/o a performance. Since this is a final project, there will be several components and checkpoints along the way.

Working in a groups of 6, means that you will need to develop a schedule to keep all of the members focused and organized.

Choosing people who have similar schedules or people who have the flexibility to work with different schedules should be

a priority of yours. It is important that you select people with whom you can work, and people you trust with your grade.

Everyone in the group will receive the same grade.

PRESENTATION EVALUATION

Only completed projects will be eligible for credit.

CATEGORY	10	9	8	7
Requirements	All requirements are met and exceeded.	All requirements are met.	One requirement was not completely met.	More than one requirement was not completely met.
Sources Citation and bibliography	Source information collected for all graphics, facts and quotes. All documented in desired format.	There is no 90% ranking for sources.	Source information collected for all graphics, facts and quotes. Most documented in desired format.	Source information collected for graphics, facts and quotes, but not documented in desired format.
Originality	Product shows a large amount of original thought. Ideas are creative and inventive.	Product shows some original thought. Work shows new ideas and insights.	Uses other people's ideas (giving them credit) to build on and improve the project	Uses other people's ideas (giving them credit), but there is little evidence of original thinking a/o these sources are not correctly documented in the bibliography.
Content, Fact and Explanation	Covers topic in-depth with details and examples. Subject knowledge is excellent.	Includes essential knowledge about the topic. Subject knowledge appears to be good.	Includes essential information about the topic but there are 1-2 factual errors.	Includes essential information about the topic but there are 3-4 factual errors that compromise the quality of the presentation.
Mechanics	No misspellings or grammatical errors, or mispronunciations.	3 or fewer misspellings and/or mechanical errors or mispronunciations..	Four misspellings and/or grammatical errors and/or mispronunciations..	More than 4 errors in spelling or grammar and or mispronunciations..
Attractiveness	Makes excellent use of font, color, graphics, effects, etc. to enhance to presentation. Use of costumes and props enriches the intent of the project	Makes good use of font, color, graphics, effects, etc. to enhance to presentation. Use of costumes and props is appropriate for this presentation	Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content. Costumes and props are adequate	Use of font, color, graphics, effects etc. but these often distract from the presentation content. Costumes and props are present, but often are either not complete a/o are sometimes distracting.
Music	Music is well chosen, representing the time of the battle and the relevant emotion of the presentation. There are varied choices that cause a natural transition between letters and changes.	Music is appropriately chosen for this project. It enhances the mood of the project and is relevant to the time of the battle and content of the letters.	Music fits the time period of the battle and supports the flow and emotions most of the time. There may only be two choices of music represented, but they are appropriate for this presentation.	Music is present and relevant. There are moments when either the sound is distracting, or garbled, losing some of the intended purpose. Possibly the music has too many vocals, or has poor volume a/o quality. There may be a time/relevancy question or misunderstanding with one of the songs.
Presentation	Well-rehearsed with smooth delivery that holds audience’s attention and gives us the feeling of being right there in the battle.	Rehearsed with fairly smooth delivery that holds audience’s attention.	Delivery not smooth, but able to maintain interest of the audience most of the time through strong ideas and information .	This presentation shows some lack of preparation, or knowledge, but still meets the basic requirements of this assignment. This presentation’s problems does not prevent the intention of the assignment, but it distracts from the assignment’s effectiveness.

LETTERS HOME

Letters of the Civil War

This project will provide you the opportunity to explore a Civil War battle while focusing on one person’s perspective. You will incorporate three themes of revolution: honor, politics, and redemption. The final product will be a presentation a/o a performance. Since this is a final project, there will be several components and checkpoints along the way. Working in a group means that you will need to develop a schedule to keep all of the members focused and organized. Choosing people who have similar schedules or people who have the flexibility to work with different schedules should be a priority or yours. It is important that you select people with whom you can work, and people you trust with your grade. Everyone in the group will receive the same grade.

You have three formats from which you may choose for your presentation: live performance, video documentary, or PowerPoint slide show. Each format has specifications that must be met for the project to be eligible for credit. Your group should refer to the specifications frequently to make sure that you are meeting the criteria for this assignment. All groups will complete a proposal that should provide an organizational plan of attack. Groups must complete this proposal and must have the proposal approved by Miss Perrin to be eligible for presentations. This should prevent groups from starting on the wrong track and doing the assignment incorrectly.

Groups will meet with Miss Perrin or Mr. Coppa for a group conference and a progress check. Again, the purpose of this conference is to provide focus and alignment for the presentation. Students will have an opportunity to problem solve differences with group members. A group member who chooses not to meet his or her group’s expectations and deadlines will be removed by the group at its discretion. Mr. Coppa and Miss Perrin will not be making these decisions. Removing a group member is a serious decision, and must be made by the scheduled deadline, December 5.

Groups who use technology for the presentations are required to test the technology, at the latest, the day before the presentation. It is the responsibility of the students to make sure that their group’s presentation runs from the CCHS proxima or VCR. Any computer presentations must be compatible with the computers in rooms 118. Again—this is the group’s responsibility days before the presentation is due. Groups who are choosing a live performance should have costumes and props assembled well before the presentation day. Students are responsible for finding, making, a/o purchasing costumes. This should not become a financial burden for any group! The CCHS theatre department is not responsible for providing any of these requirements. Students who negotiate for this responsibility do so at their own financial liability. A presentation that is not ready at the scheduled time is not eligible for credit.

Materials needed:

1” 3-ring notebook

Props, music and costumes (depending on your choice of presentation format)

Access to technology (depending on your choice of presentation format)

Getting started:

Choose your groups of 6. Choose wisely! Make sure that everyone can work together and around schedules, priorities, and talents. This is an important responsibility.

Choose from list of battles (other than Gettysburg) and your presentation date. Presentations will be in the chronological order of the battles. Please refer to the activities calendar next to the sign up sheet.

CIVIL WAR BATTLES

First Bull Run (Manassas)

Shiloh

Seven Days Battle

2^nd Bull Run (Manassas)

Antietam

Fredericksburg

Chancelorville

Vicksburg

Chickamauga

Atlanta

Wilderness (40 days)

Cold Harbor

Appomattox Campaign

Choose the form of presentation—make sure that you look at the specifications thoroughly

Computer Slide Show presentation—you are responsible for the technology’s working in room 118
Live performance
Video documentary

Research battle. You will compile your information in 1” notebooks. Each person in your group should have the same general information on the battle. As you get closer to the presentation, you may want to specialize this information, but the more information all of you have, the stronger and more thorough your presentation will be. Your group will have a comprehensive working bibliography (bib cards) for the notebooks and a formal typed bibliography for the project. Miss Perrin will evaluate notebooks on a group basis and individual basis—see rubric for notebooks.
Assign duties and characters. See specification sheet for characters. Spend some time in your group talking about which characters you will represent. Make sure that your characters were actively involved in the battles and in the war, at the time of the battle. Check the spelling of the names, towns, battlefields, etc. Be sure that the duties fit each person’s talents and time commitments. While you want to balance the level of responsibility, make sure that you are realistic and fair. If you are the type of person who tends to overestimate your time and talents, remember that no one remembers a martyr.
Complete the project proposal. This is a specific format. Your proposal must be approved by Miss Perrin before you are eligible to present.
Schedule conference with Coppa/Perrin. We will meet with you to check your progress and organization. This will give you and your group the opportunities to ask questions regarding the fine tuning for your project. Your group should be finished with the letters and production details and should be in revision by this time.
December 5, Last day for revising project a/o responsibilities/personnel. The sponge—either squeeze him or her to get the work finished, or cut him or her loose. If you are the sponge, you are on your own.
Final run through—in costume, with props, just as you will perform it. With the technology in room 118, using whatever you will need. This should be at least two days before you present, just in case.
Present to the class. Be ready, be confident and be here. Absent members will not be eligible for credit, unless students have made arrangements with the group and Miss Perrin and Mr. Coppa in advance.

SPECIFICATIONS FOR THE PRESENTATION

Presentation: Provide an overview of the battle with cause and effect analysis, map reference, and introduction of characters; then the performance

1. All group members are actively involved in the performance/presentation

2. Presentation is at least 15 minutes and should not exceed 20 minutes

3. Presentation is in one of the following formats:

a. Live performance

b. Video documentary

PowerPoint computer slide show—you are responsible for the technology’s working in room 118

4. An introduction will include

a. Map with references to the battle, strategies, and location

b. Introduction of characters and their roles in the battle

c. Cause and effect analysis of the battle

5. Presentation is the events and reaction from a specific battle from the soldiers and officers’ point of view and from the point view of the presidents (Lincoln and Davis).

6. Elements presented include:

a. Events leading up to the battle

b. Events of the battle

c. Effects of the battle—where do we go from here?

d. Music, Dress, Culture, and Language of the time period and characters (rank, North/South, responsibility)

e. Clear flow of time—the era, the battle, and the character’s involvement (beginning, middle or end of his time served)

7. All facts are appropriate, valid, and relevant. All pictures, quotes, a/o statistics are documented from acceptable sources (no encyclopedias) in the bibliography

8. All graphics, including the map (s), and quotes used in the presentation are turned in, with correct documentation, at the beginning of the presentation. These will be typed and in final copy format.

9. While this presentation discusses, depicts, and in some cases, illustrates some of the most casualty laden battles of the Civil War, it is important not to glorify the sensationalism of war. If you have questions about this, see Miss Perrin or Mr. Coppa.

10. The presentation will include a formal typed comprehensive bibliography

Letters

1. Each group member will read at least one letter per character representing the events of the battle from his perspective

2. All letters will be from the same specific battle

3. letters will include the facts of the battle, the time period and the culture

4. letters will represent ideas from

a. Soldiers/doctor/nurse/minister/grave digger/photographer—these characters may be fictional

i. North

ii. South

b. Officers/Generals

i. North

ii. South

c. Presidents

i. Lincoln

ii. Davis

5. letters will include

a. The cause—big picture

b. Hopes/Fears personal and political

c. Why the writer of the letter is involved in the war?

d. Setting

e. HONOR, POLITICS, and REDEMPTION themes

6. Typed and in final copy format. These will be turned in with the bibliography at the beginning of the presentation

Format and Specifications for a Live Performance

Presentation 15-20 minutes

A. Introduction—should cover point of view from both the North and South

Explanation of battle
When
Where—use a detailed map
Cause and Effects of battle
What is being gained/lost
What assumptions are made at the beginning of the battle
What assumptions will be made at the conclusion of this battle
Introduction of the characters (in the presentation) from the North and South

B. Letters home

Letters’ order of performance should be relevant
The letter is performed—not just read. While you may use the letter as a reference point, you should know its contents thoroughly and comfortably
Each letter is a vehicle for acting. Voice inflection, emotion, and clear understanding of the topic must be evident to the class. Eye contact is critical for this kind of performance to become personal. Each actor is confined to his or her own letter. There should not be a general scene interaction in this presentation.
There should be a natural transition between letters and performances. This will take practice! As each letter is read, the other group members should be out of eye-line and still. Groups who are moving around will distract from the letter, and the intent of the performance

C. Costumes

Costumes and props are important. They should be authentic looking and should enrich your performance, not distract from it. This will take some time and planning.
The costumes should not become a financial burden! If you plan ahead and if you are creative, then you will be fine.
We should be able to understand how your costume, and your choices of props add to the theme and intent of each letter.

D. Background Music

Background music should set a relevant mood, theme and setting. If the music has vocals, they should not distract from the performance. It is appropriate to use different songs. They should be on the same tape or CD.
The performance should flow along with the music—no awkward gaps or pauses.
American Studies does not sanction or condone any illegal copying of songs—please be honest in your use and acquisition of music!

E. What to turn in

Each member’s letter—in typed, final copy format.
Titles of songs, copy of map, and list of any documented facts and statistics used in the presentation. All of these will include valid citations.
Bibliography of songs, map (s), any documented facts, statistics used.

Format and Specifications for a Video Taped Performance

Presentation 15-20 minutes

Your video will include:

A. Background music—this should be a part of the video presentation, not an additional piece of technology—NOT a tape player on the side

Background music should set a relevant mood, theme and setting. If the music has vocals, they should not distract from the performance. It is appropriate to use different songs. They should be on the same tape or CD. The performance should flow along with the music—no awkward gaps or pauses.
American Studies does not sanction or condone any illegal copying of songs—please be honest in your use and acquisition of music!

B. Visuals **make sure that you remove the DATE:TIME from the video

Using Ken Burns’ Civil War series as an example, incorporate pictures, scenes, maps, etc. to visually illustrate your letters and their themes.
If you choose to act in your video, and recreate a battle scene, or other action, make sure that your sound and filming is clear.
If you choose to video tape your reading of the letters, you should still include at least two other visuals per letter. If we are simply going to watch you read, then do a live performance.

C. Production

All voice over must be in character, and clear. Good diction and pronunciation are important to this presentation. Make sure that you understand what you are reading.
Any performance in the video must be in character and in costume. This is critical! If you are having trouble finding costumes and actors, then don’t choose this kind of video.
Any photograph that you use must be documented. You will document on the copies of photographs that you give to me at the beginning of the presentation.
Make sure that your photographs are cropped, clear, and relevant. Using a picture from WWII to depict Shiloh will not be relevant. Using a cartoon that you have drawn with stick figures will not be eligible for credit.
Give yourself time for editing and re-filming. Your grade will depend on the quality of this video. Using your backyard for the battlefield with cars in the background, and your kitchen as the field hospital with the TV and phone in the background is not going to work. Plan ahead.

D. Introduction—should cover point of view from both the North and South

This should be included in the video.

Explanation of battle
When
Where—use a detailed map
Cause and Effects of battle
What is being gained/lost
What assumptions are made at the beginning of the battle
What assumptions will be made at the conclusion of this battle
Introduction of the characters (in the presentation) from the North and South—this may be included at the start of each letter, if the video’s style incorporates this better.

E. Letters home

Letters’ order of performance should be relevant
The letter is performed—not just read. While you may use the letter as a reference point, you should know its contents thoroughly and comfortably
There should be a natural transition between letters and performances. This will take practice!

F. What to turn in

Each member’s letter—in typed, final copy format.
Titles of songs, copy of map, all pictures used, and list of any documented facts and statistics used in the presentation. All of these will have valid citation for each!
Bibliography of songs, map (s), any documented facts, statistics used.

Format and Specifications for Computer slide show presentation

Presentation 15-20 minutes

We suggest several checks making sure that room 118 is compatible with your technology. You may want to bring in your own computer for this presentation. We will not store or be responsible for any of your technology---please make arrangements for this.

Your slide show will include:

A. Background music—this should be a part of the slide show presentation, not an additional piece

of technology—NOT a tape player on the side

Background music should set a relevant mood, theme and setting. If the music has vocals, they should not distract from the performance. It is appropriate to use different songs. The performance should flow along with the slide show and with the music—no awkward gaps or pauses.
Make sure that your sound is clear enough and will run on the computer and technology in room 118.
American Studies does not sanction or condone any illegal copying of songs—please be honest in your use and acquisition of music!

B. Visuals **make sure that you remove the DATE:TIME from the slides

Using Ken Burns’ Civil War series as an example, incorporate pictures, scenes, maps, etc. to visually illustrate your letters and their themes.
If you choose to recreate a battle scene, or other action, make sure that your sound and filming is clear.
You should have a minimum of 5 slides per letter.
It is too distracting to try and use the letters as the visuals. Use the letters as voice over and the visuals as enrichment.
No clip art or pictures from encyclopedias.

C. Production

Any photograph/graphic that you use must be documented. You will document on the copies of photographs that you give to me at the beginning of the presentation.
Make sure that your photographs/graphics are cropped, clear, and relevant. Using a picture from WWII to depict Shiloh will not be relevant. Using a cartoon/graphic that you have drawn with stick figures will not be eligible for credit.
Be aware that some colors will fades as your slide show is projected. Stick with simple colors and font styles. Spending the time practicing with the proxima will help. Plan ahead.

D. Introduction—should cover point of view from both the North and South

This should be included in the video.

Explanation of battle
When
Where—use a detailed map
Cause and Effects of battle
What is being gained/lost
What assumptions are made at the beginning of the battle
What assumptions will be made at the conclusion of this battle
Introduction of the characters (in the presentation) from the North and South—this may be included at the start of each letter, if the video’s style incorporates this better.

E. Letters home

Letters’ order of performance should be relevant
The letter is performed—not just read. While you may use the letter as a reference point, you should know its contents thoroughly and comfortably
There should be a natural transition between letters and performances. This will take careful programming!

F. What to turn in

Each member’s letter—in typed, final copy format.
Titles of songs, copy of map, all pictures used, and list of any documented facts and statistics used in the presentation. All of these will have valid citation for each!
Print out your slide show with citations—use the note format with typed citations.
Bibliography of songs, map (s), any documented facts, statistics used

PROJECT PROPOSAL

Please typed this

GROUP MEMBERS’ NAMES

BATTLE AND PRESENTATION DATE

CHOICE OF PRESENTATION FORMAT

CHARACTERS PORTRAYED AND BY WHOM

RESPONSIBILITIES--who is in charge and how far along are you?

MUSIC

DOCUMENTATION--FINAL COPY

GRAPHICS

PROOFREADING LETTERS AND HEADINGS

TECHNOLOGY

TASKMASTER

FILMING (if appropriate)

COSTUMES (if appropriate)

PROPS (if appropriate)

SCHEDULE OF TASKS LEFT--INCLUDE PRACTICE AND RUN-THROUGHS.

Use a calendar or timeline—include practice, check points, etc.