Name ______period ______
Westward Expansion-Indian Wars /Civil War Newspaper Project
Learning Focus: Today’s history teachers have a limited amount of time to cover what many consider as essential
learning. As a result, topics and content once taught are now frequently ignored, glossed over
and/or just barely touched upon. So, when critics of America’s education system voice discontent
and state “today’s young Americans have no sense of their own history.” They may have a valid
point. This project is designed to empower students with choice as to how they expand and enrich
their own learning opportunities on topics deserving of greater learner investigation. In doing so,
the complaints of the critics may be silenced. Learners will in effect be assuming the role of a
journalist from the 19th century and in doing so will gain some valuable life experiences as well as
attain a greater appreciation for some tragic vignettes in history that are often only glossed over by
class studies. It is a win/win learning scenario!
Content Focus: The Westward Expansion unit has required students to undertake somewhat detailed learning into
how this nation acquired its territories; students were required to carry out directed, targeted
researchand/or deliver group performance piece projects on America’s Westward Expansion. Now,
as a means of individual enrichment, students will select a topic of their interest,undertake self-
directed research into that chosen topic/war and deliver findings to their peers byway newsletter
and a visual/verbal presentation summarizing their discoveries before their class peers.
Time Permitted/Benchmarks: Approximately 8 days - {Work is to be completed both in school and at home}
- 3 days allocated for topic selections, detailed research and thorough completion of the Rough Draft
- 3 Days allocated for completion of newspaper by referring to completed Rough Drafts and using the internet to
check facts and hunt down appropriate images for incorporation into the newspaper
- 1 Day allocated for students to complete a Works Cited page + to type up their verbal presentations
- 1 Day to tie up loose ends - proofread newspaper, print it, and the verbal presentations out for the due date.
Note:Works Cited pages is to be saved in “Google Docs” visible in the Teacher Dashboardor lose 5 points
Grade Value: 1 project/test grade = 2.0 and 10 HW/CW assignments
Process/Technology Required - For completion of this project, students will be required to do the following:
- Use any class time with utmost efficiency – self-directing all efforts towards project component completion
- Self-assign daily class tasks/HW as necessary to best complete all project components by deadlines
- Use available technology{computers/Chrome Books} to carry out research, making of newspaper
- Complete Rough Draft - Use gathered research to first handwrite stories for your newspaper
- Access “Google Docs” Newspaper Templates and select a 3-Column template of your choice
Note: The project is designed for use of 3 Column template... ex. Perth Amboy Romeo and Juliet template
- Assume the role of a journalist/reporter and write up story summaries that address the key focus questions of… Who, What, Why, When, Where, How … while also adding any important facts of special interest!
Newspaper Specifications:
- Newspaper is to be on standard sized paper 8.5 x 11 inches and be complete containing content on both sides
- Newspaper titles /subtitles can be in a font of choice – select fonts/sizes that are decorative yet easily read
Note: Learners will need to brainstorm and generate their own appropriate catchy titles and subtitles
- Newspaper story/text is to be in Times New Roman11 font only!
- Images of important people/battles/locations/etc. should be included as best fits the design of the newspaper
- Content/pictures/images incorporated into the newspaper must be correct and relevant to chosen topics
- Each side of the paper is to contain information as listed below – Do not leave any regions blank – space cost $
Content for Newspaper/Procedures: Remember reporters… cover the key content questions as you research!
Students are to carry out research and report on the following:
1. Provide summaries of 2 important battles – addressing W,W,W,W, W, H and Aftermath with other critical facts
2. Write biographies of the important respective leaders / combatants involved in the battles or incidents in history
3. Incorporate images/pictures/etc. to further illustrate concepts contained within your story {Max. 1 image per column}
4. Mystery Person: Research and list 7 basic facts about a heroic individual – place person’s name on back-bot. right
4. Odd Facts/Who Knew? While researching – make note of 8 facts that strike you as shocking/weird, tragic, etc.
5. Cite web-sourcesused to acquire information or images in the Works Cited page saved for Teacher Dashboard
6. Type up a version of your verbal presentation and save it – print it out and present it to teacher on due date
Content Suggestions by War: Students will each have a range of choices… and may choose from only 1 of 2 models
Model 1: Students select a war {shown below}, select 2 battles from the list and then shape their newspaper on it
Model 2: Students may select 2 wars but only cover 1 battle/incident per war -shape each side of newspaper
Ex. a student can select Fredericksburg in the Civil War and 2nd Seminole War in Indian Wars
In this example – the student dedicates one side of their newspaper to each battle
Model 3: Students who are undecided – may let the decision be made for them by the role of a dice…
Note: in either model, the student dedicates 1 whole side of the paper to one battle and side 2 to the 2nd battle
Content Warning: Students should be aware that some content they discover may prove disturbing in the nature of the savagery depicted – but it happened!
Civil War Battles Indian Massacres/Incidents
Shiloh FredericksburgPetersburg Chancellorsville
Wilderness Vicksburg
Chickamauga Hampton Roads
Antietam Second Battle of Bull Run
Student’s Choice / Cherokee Trail of Tears Sand Creek Massacre
Battle of Little Big Horn/Massacre Black Hawk’s War
Flight and Surrender of Nez Perce 2nd Seminole War
Massacre at Wounded Knee Bear River Massacre
Navajo Long Walk Walking Treaty
Student’s Choice
Remember: Students may only use appropriate websites for their research or as approved by the teacher.
No Wikipedia No .coms unless approved History.com is acceptable
Check out these websites… They are only a start to your research! You’lllikely need to research the further!
Civil War Battles:
Go to: for almost every Civil War Battle – listed by state
Go to:
Indian Wars/Incidents:
Go to Sand Creek, Little Big Horn, the Nez Perce , Wounded Knee Massacres
Go to
Go to 180953403/
* Students may likely need to carry out research for additional details on their topics. So research as needed!
Name ______period _____
Grading - Based upon student efforts in the following criteria: See description in the rubric
1. Use of any/all class time – as observed by the teacher
2. Completion of Rough Draft
3. Newspaper Content
4. Design of Newspaper{w. the inclusion of a Works Cited document saved in Google Docs in teacher dashboard}
5. Verbal Presentation w. written/typed copy of what will be explained in the verbal {See Verbal directions below}
Grading Criteria: 5 4 3 2 1 0
Class Time: Student was observed to be making outstanding use of class time; all efforts were directed to the completion of the various project components. Student refrained from disturbing the other learners, worked independently with little need for teacher assistance or redirecting.The high quality of overall finished components bares further evidence that time was well used.
Rough Draft: Upon visual inspection and on the deadline set, the student delivered a thoroughly completed Rough Draft that contained more than the sufficientcontent required to build the finished draft of the newspaper. Content was not cut and pasted but was written in the students own words. Any pictures/images intended for use in the newspaper were already presented.
Works Cited page and typed version of verbal presentation were submitted by due date
Content: Close examination of the finished newspaper revealed evidence of sufficiently detailed and correct content, additional images/pictures were appropriate, factually correct and relevant,
No major factual omissions were found nor errors in spelling, grammar or phrasing, the author wrote stories that sufficiently addressed the journalist’s focus questions, the newspaper was itself set up according to content requirements. No apparent proof reading oversights existed.
Design: Upon examination the newspaper was overall aesthetically appealing, was broken into the required story sections, title fonts were appealing/ even a bit decorative and easily read, any graphics incorporated were of real additive value; spacing/indenting/formatting was uniform and consistent, newspaper name was creative, title/subtitles added to viewing/reading experience. Newspaper met all design specifications{as stated} ,all available space was well used
Verbal: Student displayed evidence of mastery of content, made fine eye-contact, scannedthe audience, displayed proper poise, body control and spoke loud, well and clearly without improper utterances, pronounced pauses, of loss of train of thought, speaker’s energy +enthusiasm made content of interest to the audience, efforts matched written/typed version delivered to teacher. Student appeared at ease/any nervousness was held under control. Verbal length approx. 1 min.
Comments/Grading/Deductions: ____x 4 = ____
Works Cited page must be made /saved in Google docs. for teacher dashboard – if not loss of 5 points
Typed verbal prior to speaking is required – if not done the student will be deducted 5 points from the project
Verbal Presentation Focus: Consider each aspect of this project and answer these seemingly simple questions…
1. How have I been enriched by this project?
2. What life lessons did I obtain from this project?
*Consider ideas inclusive of but beyond simply content learned… Remember to keep it to approx.. 1 minute!
- Introduce yourself and state your purpose
- Address focus question 1
- Address Focus question 2
- Wrap it up – thank you!
Rough Draft Worksheets {Side 1 of Newspaper}
1. What is the name of your newspaper? ______
2. What battle have you researched and chosen for the paper? ______
Write in question promptsfor Key Facts to the battle? Who, What, Why, When, Where, How ,and Aftermath?
Write a summary {using question prompts} that answer the focus questions to the Battle/Incident below:
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3. Now that you know the facts of the battle – generate an attention grabbing headline for the story
My Headline is: ______
Now, write 2 biographies of the 2 primary combatants –
Use the 2 Column Chart to record numerous facts about the lives of each person you chose:
Again use the journalistic prompts to focus your research… Consider the following:
- Who is the person?
- When did he/she live?
- What did they do/what was their role in the incident?
- Did they survive?
- Did they do anything else prior to the event? After it?
Person 1 Vs. Person 2
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Biography Headline:______
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Biography Headline:______
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Mystery Person?Use this space to list detailed/facts to serve as clues as to who your mystery person is
______
Rough Draft Worksheets {Side 2 of Newspaper}
1. What is the name of your newspaper? ______
2. What battle have you researched and chosen for the paper? ______
Write in question promptsfor Key Facts to the battle? Who, What, Why, When, Where, How ,and Aftermath?
Write a summary {using question prompts} that answer the focus questions to the Battle/Incident below:
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3. Now that you know the facts of the battle – generate an attention grabbing headline for the story
My Headline is: ______
Now, write 2 biographies of the 2 primary combatants –
Use the 2 Column Chart to record numerous facts about the lives of each person you chose:
Again use the journalistic prompts to focus your research… Consider the following:
- Who is the person?
- When did he/she live?
- What did they do/what was their role in the incident?
- Did they survive?
- Did they do anything else prior to the event? After it?
Person 1 Vs. Person 2
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Biography Headline:______
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Biography Headline:______
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Odd Facts/Who Knew? Use this space to record bulletedinformation for use to complete Odd Facts/Who Knew?
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Space for Additional Notes
Story Name:______
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Name ______period ___
Westward Expansion-Indian Wars /Civil War Newspaper Project
{Writers Project CheckList}
Directions: Before submitting your newspaper for grading – use this writer’s project checklist as a means to
determine whether or not you have correctly completed each of the project components.
Check your entire project effort and place a check under the Yes or the No in an honest appraisal of your work.
Yes No
______1.Could you have possibly used class time more effectively than observed during this project?
______2. Did you use the recommended {or other} 3-Column template?
______3.Did you thoroughly complete each portion/every page of the Rough Draft?
______4.Did you address all of the journalist focus questions in your summary stories/biographies?
______5.Did you save your newspaper in Google Docs for the Teacher Dashboard and grading
______6.Did youtype up/print a copy of your verbal presentation for the teacher prior to speaking
______7.Did you insert appropriate images/pictures into your newspaper {may not exceed 6}
______8.Did you create an appropriate eye grabbing title for the newspaper – in a decorative font?
______9.Did you create attention grabbing sub-titles for the stories in your newspaper?
______10.Did you design your newspaper as directed, 3-columns,size 11 Font, in Times New Roman?
______11.Did you fill the available space with essential content – empty spaces will cost you points!
______12.Is your newspaper 2-sided as required?
______13.Have you thoroughly addressed the two focus questions for your verbal presentation?
______14.Were you a harsh critic of your efforts, did you make everything the best it could be?
______15.Have you proof read your finished newspaper with great care - spelling/grammar/facts?
______16.Did you proof-read the front and insert date, page #, price for the newspaper
______17.Did you proof-read the back and insert page # in the same locationas on the front?
______18.The due date for a hard copy is on ______–do you have tech/printing issues?
______19.Do you understand that even if you are absent on the due date – all work is due by the
due date and must besaved + accessible in the/my Teacher Dashboard? No exceptions!