Civil War Project
Students will create a Diorama, Storyboard or Movie Trailer on a Georgia Battle of the Civil War. Students may select any of the following battles: Chickamauga, Fort Pulaski, Kennesaw Mountain, Battle of Atlanta, or the Savannah Campaign. Rubrics and guides for each option are listed below. Accompanying the project is a diary entry written on a position of the Reasons of the Civil War outlined below.
DIARY OF A CIVIL WAR GENERAL
Assume the role of a Civil War General involved in the Georgia battle you have selected for your Civil War project. They may be a Confederate General or a Union General. The diary entry is to reflect the Civil War Project and having endured the battle portrayed, the General is contemplating the reason for the Civil War in terms of Freedom. The diary and project may be about Chickamauga, the Battle at Fort Pulaski, the Battle of Kennesaw Mountain, the Battle of Atlanta during Sherman’s campaign; or the events of Sherman’s 60 mile march to the sea and arrival in the Savannah Campaign. The students should choose 1 location to write from, talk about the battle, the people met along the way, the sights seen, the implementation of strategies and feelings experienced. Include opposing character and fellow characters beliefs and opinions of the Civil War in terms of Freedom. These Characters do not have to be from the battle but may be included as reflections of previous encounters. (SS8H6b)
Diary entry must include an opening paragraph in which the position of the author is given in the form of a thesis statement. The entry should include three reasons or claims supporting, thoughtful, and relevant evidence of the thesis statement. The essay must include a body paragraph(s) in which evidence, including those opinions of other characters, are paraphrased accurately and clearly quoted and a conclusion.
How to Make a Diorama
A diorama is a small model of a real-life scene that has lifelike details and a realistic background. It can be anything you want it to be so get out the scissors, pencils, and pipe cleaners! Pick your scene and get started!
Steps
1. Choose a scene to re-create.(For example, a civil war battle you have researched and pick an interesting event that occurred).
2. Make sketches of how you want your diorama to look. Plan the front, back, sides, and top. Make the inside of the diorama look as deep and 3 dimensional as you can. Make a list of the things you will need to make your diorama. Use a variety of materials.
3. Make a base for the model out of a shoe box or other box about the size of a shoebox. Make sure your box is sturdy.
4. Find small figures to go along with your scene or make them out of clay, printouts, or even Legos. You could also make them from paper or cardboard. Use your imagination.
5. Cut out colored paper drawings for your project.
6. Be creative. Anything you can find (cotton balls, leaves, twigs, etc.) will work. Make every detail count.
7. Hang flying objects with clear string such as monofilament used for fishing line, if you have it.
8. Include a paragraph on the top of the box describing the scene you selected within the box. The paragraph should be 2-3 sentences, includes the name of the battle and can be typed or handwritten. This is a school project so include your name and class period.
9. Explain your diorama during your presentation. You might wish to have notes handy to explain the various details.
Tips
· Put bigger items in the back, leaving the scene easy to see.
· The most important object of your diorama should be centered or just a bit off center to draw the viewers attention to it first.
· Green and brown pipe cleaners are great for plants. You can also buy miniature plants from a Supercenter or a crafts store.
· You can use cotton swabs for clouds or snow also.
· Be sure to use color all over. You don't want a blue sky with a brown (cardboard box) showing spots in it do you?
Warnings
· Don't become upset if you make a mistake when covering your box in colored paper. You can usually cover up mistakes with other paper.
Suggested Materials
· Shoe box (or cardboard box about the same size)
· Crayons, colored markers, colored pencils, acrylic or tempera paints
· Construction paper, cotton balls, pipe cleaners, toothpicks, clay
· Yarn, string, felt, foam, popsicle sticks, tongue depressors
· Dirt, sand, leaves, twigs
· Tape, glue, scissors
· small figures, Legos, clip art printouts found on free Internet websites
Building A Structure : Diorama - Civil WarStudent Name: ______Class Period ______
CATEGORY / 4 (20) / 3 (15) / 2 (10) / 1 (5)
Construction - Detailing / Great care taken in construction process so that the structure is neat, attractive and follows plans accurately. All insides are completely covered with backdrops relating to the Civil War Battle.
Includes war characters, scenic details (landscaping, skyscape, etc.), 3-dimensions are readily evident. All detailing reflects the Civil War period / Construction was careful and accurate for the most part; most of the insides are decorated in accordance with the Civil War Battle. Includes war characters, scenic details (landscaping, skyscape, etc.), 3-dimensions are readily evident. Detailing not reflective of the Civil War period / Construction accurately followed the plans; the center background of the box is decorated but not the sides. Includes some war characters, limited scenic details and does/does not reflects the Civil War period. / Construction appears careless or haphazard. Many details are lacking, Very little/limited detailing with character, scenes, and reflections of the Civil War period
Battle Scene / Scene is a depiction of a Civil War Battle. Battle, leaders, and outcome are identified and includes an additional 2-3 sentence factual description of the battle. / Scene is a depiction of a Civil War Battle. Battle, leaders, and outcome are identified and includes a factual statement about the battle. / Scene is a depiction of a Civil War Battle and Battle, leaders, and/or outcome are not identified, but a 2-3 sentence factual description is given. / Scene is a depiction of a Civil War Battle. Fails to include the identification requirements or does not include a factual description of the battle.
CATEGORY / 4 (10) / 3 (8) / 2 (5) / 1 (1)
Format / The essay is written in the format of a diary entry, dated in accordance with the battle utilized above and signed by the writing Officer in a closing. / The essay is written in the format of a diary entry, but the date is not included or does not reflect an accurate date of the battle identified above. A signed closing by the writing Officer is included. / The essay is written in the format of a diary entry but the date and signing are not included. / The essay is not formatted as a diary entry.
Thesis Statement / The interpretation or argument (Thesis statement) is thoughtful, argumentative and precise. / The interpretation or argument (Thesis statement) includes an argument, but is vague or inadequate / The interpretation or argument (Thesis statement) takes a position on the question, but does not include further argument. / There is no thesis statement of the interpretation or argument or the thesis statement is unclear.
Reasons or Claims / The essay has three clear, thoughtful, relevant and comprehensive reason or claims which support the interpretation or argument (thesis statement) / The essay has three reason or claims which support the interpretation or argument (thesis statement). One reason or claim may be unclear, irrelevant or inadequate. / The essay has less than three reasons or claims or 2 or more of the reasons or claims are unclear, irrelevant or inadequate. / The essay only has one reason or claim or the reason or claims given are all unclear or inadequate.
Evidence / Evidence is paraphrased accurately and clearly with brief direct quotations. Evidence is well- chosen and convincing. / Evidence is accurate, clear and supports the reasons, but is copied directly from the text, or may not be convincing. / Some evidence supports the reasons, but it may not be stated clearly or be convincing, or some evidence is inaccurate. / Evidence is not accurate or does not support the stated reasons.
Language / The essay uses words, phrases, and clauses to create cohesion and clarify the relationships among the interpretation or argument, reasons or claims and evidence. / The essay uses words, phrases, and clauses to promote cohesion and to signal the relationships among the interpretation or argument, reasons or claims and evidence, but the transitions may be awkward, or some words poorly chosen. / The essay uses words, and phrases, which help cohesion and point out the interpretation or argument, reasons or claims and evidence, but there are no transitions and many words are poorly chosen. / The language used in the essay does not create cohesion and confuses the relationship among the interpretation or argument, reasons or claims and evidence.
Conclusion / The conclusion follows form and supports the argument presented. / The conclusion states the interpretation or argument (thesis statement) but does not otherwise support the argument presented. / There is a conclusion but it does not include a statement of the interpretation or argument (thesis statement) or address the argument presented. / There is no conclusion.
Due Date: Thursday, February 04, 2016 Date Submitted: ______
GRADE: ______minus penalties ______= ______
Movie Trailer/Video Clip - multimedia : Civil WarStudent Name: ______Class Period ______
CATEGORY / 4 (20) / 3 (15) / 2 (10) / 1 (5)
Clarity and Creation / Great care taken in development process so that while the clip emulates a live action film, the details are of a battle of the civil war. All scenes and backdrops relate to the Civil War Battle
Includes war characters, scenic details (landscaping, skyscape, etc. All detailing reflects the Civil War period / Development and editing was careful and accurate for the most part; most of the scene and/or backdrop reflect the identified Civil War Battle. Includes war characters, scenic details (landscaping, skyscape, etc.). Detailing not reflective of the Civil War period / Development and editing accurately followed the plans of a trailer or video; the backdrops/characters do not reflect the Civil War. Includes some war characters, limited scenic details and does/does not reflects the Civil War period.
/ Clip appears careless or haphazard. Many details are lacking, Very little/limited detailing with regard to war characters, scenes, and reflections of the Civil War period
Battle Scene / Scene is a depiction of a Civil War Battle. Battle, leaders, and outcome are identified and include an additional 2-3 sentence factual description of the battle. / Scene is a depiction of a Civil War Battle. Battle, leaders, and outcome are identified and include a factual statement about the battle. / Scene is a depiction of a Civil War Battle and Battle, leaders, and/or outcome are not identified, but a 2-3 sentence factual description is given. / Scene is a depiction of a Civil War Battle. Fails to include the identification requirements or does not include a factual description of the battle.
CATEGORY / 4 (10) / 3 (8) / 2 (5) / 1 (1)
Format / The essay is written in the format of a diary entry, dated in accordance with the battle utilized above and signed by the writing Officer in a closing. / The essay is written in the format of a diary entry, but the date is not included or does not reflect an accurate date of the battle identified above. A signed closing by the writing Officer is included. / The essay is written in the format of a diary entry but the date and signing are not included. / The essay is not formatted as a diary entry.
Thesis Statement / The interpretation or argument (Thesis statement) is thoughtful, argumentative and precise. / The interpretation or argument (Thesis statement) includes an argument, but is vague or inadequate / The interpretation or argument (Thesis statement) takes a position on the question, but does not include further argument. / There is no thesis statement of the interpretation or argument or the thesis statement is unclear.
Reasons or Claims / The essay has three clear, thoughtful, relevant and comprehensive reason or claims which support the interpretation or argument (thesis statement) / The essay has three reason or claims which support the interpretation or argument (thesis statement). One reason or claim may be unclear, irrelevant or inadequate. / The essay has less than three reasons or claims or 2 or more of the reasons or claims are unclear, irrelevant or inadequate. / The essay only has one reason or claim or the reason or claims given are all unclear or inadequate.
Evidence / Evidence is paraphrased accurately and clearly with brief direct quotations. Evidence is well- chosen and convincing. / Evidence is accurate, clear and supports the reasons, but is copied directly from the text, or may not be convincing. / Some evidence supports the reasons, but it may not be stated clearly or be convincing, or some evidence is inaccurate. / Evidence is not accurate or does not support the stated reasons.
Language / The essay uses words, phrases, and clauses to create cohesion and clarify the relationships among the interpretation or argument, reasons or claims and evidence. / The essay uses words, phrases, and clauses to promote cohesion and to signal the relationships among the interpretation or argument, reasons or claims and evidence, but the transitions may be awkward, or some words poorly chosen. / The essay uses words, and phrases, which help cohesion and point out the interpretation or argument, reasons or claims and evidence, but there are no transitions and many words are poorly chosen. / The language used in the essay does not create cohesion and confuses the relationship among the interpretation or argument, reasons or claims and evidence.
Conclusion / The conclusion follows form and supports the argument presented. / The conclusion states the interpretation or argument (thesis statement) but does not otherwise support the argument presented. / There is a conclusion but it does not include a statement of the interpretation or argument (thesis statement) or address the argument presented. / There is no conclusion.
Due Date: Thursday, February 04, 2016 Date Submitted: ______