All grades
Project
6 weeks
Civil War: What If Realities Unfolded?
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Purpose
The purpose of this learning experience is to immerse students in a dynamic exploration of the Civil War through the creation of a class TV show. By engaging in hands-on activities, collaborating with community partners, and reflecting on historical and contemporary connections, students will deepen their understanding of the Civil War's causes, events, and lasting impact. This project fosters critical thinking and creativity, enabling students to analyze historical events and envision alternate realities while developing storytelling and research skills.
Learning goals
Students will explore the causes, events, and figures of the Civil War, understanding its impact on the United States' development. They will analyze primary sources to gain insights into the perspectives of those who experienced the war. Through collaborative research and creative storytelling, students will construct narratives that reflect historical accuracy and consider alternative historical outcomes. They will engage in critical reflection on how the Civil War's legacy connects to contemporary issues, fostering a deeper understanding of resistance and social justice movements.
Standards
- 8-U5.1.5 - Describe the resistance of enslaved persons and effects of their actions before and during the Civil War.
- 8-U5.1.6 - Describe how major issues debated at the Constitutional Convention, such as disagreements over the distribution of political power, rights of individuals (liberty and property), rights of states, the election of the executive, and slavery, help explain the Civil War.
- 8-U5.2.1 - Discuss the social, political, economic, and cultural reasons for secession.
- 8-U5.2.2 - Make an argument to explain the reasons why the North won the Civil War by considering the following: (a) critical events and battles in the war. (b) the political and military leadership of the North and South. (c) respective advantages and disadvantages of each side, including geographic, demographic, economic, and technological.
- 8-U5.3.2 - Describe the early responses to the end of the Civil War by describing: (a) the policies of the Freedmen's Bureau. (b) the restrictions placed on the rights and opportunities of freedmen, including racial segregation and Black Codes.
- 8-U5.3.3 - Describe the new role of African-Americans in local, state, and federal government in the years after the Civil War and the national and regional resistance to this change, including the Ku Klux Klan.
- 8-U5.3.1 - Compare the different positions concerning the reconstruction of Southern society and the nation, including the positions of President Abraham Lincoln, President Andrew Johnson, Republicans, Democrats, and African-Americans.
- 8-U5.2.5 - Construct generalizations about how the war affected combatants, civilians (including the role of women and Indigenous Peoples), the physical environment, and the future of warfare, including technological developments.
- 8-U5.2.4 - Describe the role of African-Americans in the war, including black soldiers and regiments, and the increased resistance of enslaved people.
- 8-U5.2.3 - Examine Abraham Lincoln's presidency with respect to: (a) his military and political leadership. (b) the evolution of his emancipation policy (including the Emancipation Proclamation). (c) The role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of Independence.
- 8-U5.1.1 - Compare the differences in the lives of free black people (including those who escaped from slavery) with the lives of free white people and enslaved people.
- 8-U5.1.2 - Describe the impact of the Northwest Ordinance on the expansion of slavery.
- 8-U5.1.3 - Describe the competing views of John C. Calhoun, Daniel Webster, and Henry Clay on the nature of the union among the states.
- 8-U5.1.4 - Draw conclusions about why the following increased sectional tensions: (a) the Missouri Compromise (1820). (b) the Wilmot Proviso (1846). (c) the Compromise of 1850, including the Fugitive Slave Act. (d) the Kansas-Nebraska Act (1854) and subsequent conflict in Kansas. (e) the Dred Scott v. Sandford decision (1857). (f) changes in the party system.
- 8-U5.3.5 - Explain the decision to remove Union troops from the South in 1877 and investigate its impact on Americans.
- 8-U5.3.4 - Analyze the intent and the effect of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution.
Products
Students will collaboratively produce a class TV show, with each group or individual responsible for researching and creating an episode focusing on a different aspect of the Civil War. Throughout the project, students will develop storyboards, scripts, and visual content, integrating feedback from peers, a local historian, and a filmmaker. The final product will be a series of episodes published on the school website, showcased at a local film festival, and premiered at a 'Civil War Chronicles' event for the school community.
Launch
Kick off the project with an immersive Civil War escape room experience designed to captivate students' curiosity. This interactive activity will challenge students to solve puzzles and decode messages related to key Civil War events and figures, without requiring prior knowledge. The escape room will set the stage for the project by introducing students to the complexities and tensions of the era, sparking questions and discussions that will guide their subsequent research and exploration.
Exhibition
Host a 'Civil War Chronicles' premiere night where students debut their TV show episodes to parents, peers, and community members, complete with a red carpet and popcorn to create a cinematic experience. Publish the TV show on the school's website for broader access and invite feedback from the online community. Present the projects at a local film festival to engage with a wider audience and provide students with a real-world platform to showcase their work. Additionally, organize a presentation for 5th graders studying similar events to foster peer learning and inspire younger students.
Plan
| Week 1 | Day 1 | Day 2 |
|---|---|---|
| Activities |
Civil War Escape Room Launch - Engage students in an immersive Civil War escape room experience that introduces key events and figures, sparking curiosity and discussion. (65 min)
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Introduction to the Civil War TV Show Project - Discuss the concept of creating a class TV show, assigning groups and topics related to different aspects of the Civil War. (20 min)
Storyboard Development Session - Begin brainstorming and drafting storyboards for each group's TV show episode, focusing on historical accuracy and creative storytelling. (45 min)
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| Deliverables |
1. Each group will submit a one-page proposal outlining their chosen topic, initial research questions, and potential resources they plan to use. This proposal will serve as a foundation for their TV show episode development.
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| Preparation |
1. Prepare and set up the Civil War escape room with puzzles and clues related to key events and figures.
2. Gather and organize a list of potential topics for student groups to choose from, ensuring a diverse range of aspects related to the Civil War. 3. Coordinate with community partners, such as a local historian and filmmaker, to introduce them and outline their roles in supporting student learning throughout the project. |
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| Week 2 | Day 1 | Day 2 |
|---|---|---|
| Activities |
Research Workshop - Students gather information on their assigned Civil War topic using primary and secondary sources, focusing on historical accuracy and diverse perspectives. (30 min)
Group Collaboration Session - Students share their findings within their group and discuss how to integrate key elements into their TV show episode. (35 min)
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Storyboard Refinement - Each group revises their storyboards based on research insights, ensuring alignment with historical events and figures. (30 min)
Peer Feedback Round - Groups present their storyboard drafts to peers for constructive feedback, focusing on clarity and historical accuracy. (35 min)
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| Deliverables |
1. Draft storyboard of TV show episode, incorporating peer feedback.
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| Preparation |
1. Prepare materials for the storyboard workshop, including large sheets of paper, markers, and reference materials on Civil War events and figures.
2. Coordinate with a local historian to provide a brief video or written insight on key Civil War events to aid student research. 3. Create a checklist for students to use when reviewing each other's storyboards, focusing on historical accuracy and narrative flow. |
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| Week 3 | Day 1 | Day 2 |
|---|---|---|
| Activities |
Script Writing Workshop - Guide students in drafting scripts for their TV show episodes, emphasizing historical accuracy and engaging dialogue. (30 min)
Feedback and Revision Session - Facilitate a peer review of scripts where students give and receive constructive feedback, focusing on clarity and adherence to historical context. (35 min)
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Filmmaking Techniques Workshop - Collaborate with a Hawaii-based filmmaker to introduce students to basic filmmaking techniques, including camera angles and shot composition. (30 min)
Storyboard and Script Integration - Assist students in aligning their storyboards with their revised scripts, ensuring a cohesive narrative flow for their episodes. (35 min)
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| Deliverables |
1. A group presentation summarizing the historical context and significance of a primary source document related to resistance or social justice during the Civil War.
2. A completed visual storyboard for their TV show episode, outlining the key events and strategic movements of a selected Civil War battle. |
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| Preparation |
1. Gather and organize a selection of primary source documents, such as letters, speeches, and diaries from the Civil War era, ensuring they are accessible and age-appropriate for students.
2. Prepare maps and timeline templates for students to use in visualizing Civil War battles. 3. Coordinate with a local historian to provide insights or feedback on the primary source document analysis and storyboard development. 4. Ensure access to digital tools or art supplies for creating storyboards, such as markers, poster boards, or digital software. |
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| Week 4 | Day 1 | Day 2 |
|---|---|---|
| Activities |
Historical Accuracy Checkpoint - Collaborate with a local historian to review the accuracy of the scripts and storyboards, ensuring alignment with historical events and figures. (20 min)
Visual Storytelling Workshop - Work with the Hawaii-based filmmaker to enhance visual storytelling techniques, focusing on effective use of camera angles and shot composition for engaging episodes. (45 min)
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Filming Session - Begin filming TV show episodes, applying filmmaking techniques to capture scenes with historical context and creative storytelling. (65 min)
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| Deliverables |
1. Completed first draft of TV show episode script with detailed research notes.
2. Peer-reviewed and revised script incorporating feedback. |
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| Preparation |
1. Provide access to digital archives of primary source documents related to the Civil War, including speeches, letters, and photographs.
2. Arrange for a workshop with a local historian who can provide insights and answer questions about the Civil War's impact on Hawaii, assisting students in grounding their episodes in regional context. 3. Set up a peer review framework, including guidelines and feedback forms, to facilitate effective script evaluations. 4. Ensure availability of materials for drafting scripts and mind maps, such as large paper, markers, and digital tools for organizing research. |
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| Week 5 | Day 1 | Day 2 |
|---|---|---|
| Activities |
Editing Workshop - Collaborate with a Hawaii-based filmmaker to teach students basic editing techniques, focusing on continuity, transitions, and maintaining historical accuracy in their episodes. (30 min)
Peer Editing Session - Groups exchange episodes for peer review, offering constructive feedback on editing choices and historical storytelling effectiveness. (35 min)
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Final Edits and Integration - Students apply peer feedback to finalize edits, ensuring a polished and cohesive narrative for their TV show episodes. (35 min)
Reflection Circle - Organize a reflection session where students discuss how the Civil War's outcomes might have influenced their lives today, drawing parallels to current events. (30 min)
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| Deliverables |
1. Completed and recorded TV show episode featuring a specific aspect of the Civil War.
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| Preparation |
1. Coordinate with the Hawaii-based filmmaker to schedule their availability for filming assistance.
2. Ensure recording equipment, such as cameras and microphones, are set up and tested before student use. 3. Prepare a checklist for students to use while rehearsing, focusing on key elements like historical accuracy and clear narration. 4. Arrange for a quiet, controlled environment conducive to filming within the classroom or school premises. |
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| Week 6 | Day 1 | Day 2 |
|---|---|---|
| Activities |
Final Episode Review - Conduct a comprehensive review of all episodes, ensuring historical accuracy and storytelling coherence before the exhibition. (30 min)
Feedback Integration Session - Apply final feedback from peers, local historian, and filmmaker to polish episodes for exhibition. (35 min)
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Exhibition Preparation - Organize logistics for the 'Civil War Chronicles' premiere night, including set-up and presentation roles. (25 min)
Reflection Journaling - Facilitate a journaling activity where students reflect on the role of resistance during the Civil War and compare it to modern social movements. (20 min)
Civil War Chronicles Premiere Night - Host a cinematic premiere of the class TV show episodes for parents, peers, and community members, complete with red carpet and popcorn. (20 min)
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| Deliverables |
1. Completed TV show episode, ready for presentation
2. Reflection journal entry comparing historical and modern-day resistance movements |
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| Preparation |
1. Ensure all technical equipment (projector, sound system) is set up for the premiere night
2. Arrange seating and red carpet layout for the event space 3. Prepare popcorn and refreshments to create an engaging event atmosphere 4. Coordinate with community partners (filmmaker, historian) for their attendance and participation 5. Prepare a feedback form for viewers to fill out after watching the episodes |
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