PRENTICE HALL HHistoryistoryassets.pearsonschool.com/asset_mgr/legacy/20095/36990547_HSU… · A Civil War Multimedia Display ACTIVITY 11 ACTIVITY GOALS Upon completion of this activity,

Experience It!

Boston, Massachusetts

Chandler, Arizona

Glenview, Illinois

Upper Saddle River, New Jersey

HistoryHistoryUNITED STATES

P R E N T I C E H A L L

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A Civil War Multimedia DisplayA C T I V I T Y

11ACTIVITY GOALSUpon completion of this activity, students should be able to

• Discuss the hardships Northerners and Southerners faced because of the Civil War. • Identify aspects of a key event in the Civil War or an aspect of life during the war. • Assemble text, images, and audio into a multimedia display to reveal the experiences of

Americans.

MATERIALS • Teaching Resources: Biography: African American Soldiers • Teaching Resources: Geography and History: Th e Battle of Fredericksburg • Transparency A-44: Th e Gettysburg Address • Media Asset Library CD: History Interactive: Th e Siege of Vicksburg • Media Asset Library CD: History Snapshots: Th e Civil War • Witness History Audio CD: Th e Civil War

TIME • Two class periods • Introduction: 5 minutes • Research: 40 minutes • Planning: 10 minutes • Preparing Presentation: 35 minutes

ACTIVITYIn this activity, students will work in groups to design a multimedia display similar to the Ameri-can Experience feature in the textbook and to answer the question What was it like for Americans to experience on of the important events of the Civil War or some aspect of life during the war?

Divide the class into groups. Give each group the materials (listed above) and describe the assign-ment. Th eir display can include text, images, and audio to accurately portray what it was like to live through an event—such as a battle, the delivery of the Gettysburg Address, or a food riot in a Southern city. Or, they might choose to portray a routine aspect of life during the war, such as life in an army camp or life on the home front. Th eir display should incorporate the perspectives of many diff erent kinds of Americans: men and women, whites and African Americans, Northerners and Southerners, and soldiers and civilians.

Have students use the History Interactive feature as a model and include text, visuals, and audio. Th ey can either locate audio fi les for use in their display or make their own recordings. Instruct the groups to choose the event or aspect of life they wish to describe. Give them time to conduct research to fi nd information, images, and audio fi les to place in their displays; meet to plan the



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fi nal product; and assemble the pieces into the fi nal display. When searching for information, students should use the event or aspect of life they choose as the search term, combining that term with Civil War (for example, Civil War Medicine) and the type of information—primary sources, images, or sounds—they wish to fi nd. Remind students to cite the sources of quotations, images, and audio fi les.

EVALUATIONUse the Rubric for Assessing Student Performance on a Multimedia Display to evaluate students’ performance on this activity.

A Civil War Multimedia DisplayA C T I V I T Y

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A C T I V I T Y

7Debating National Issues

1. Participants should restrict their remarks to facts and information available to people living in the 1820s and 1830s.

2. Participants should limit their arguments to the issues. Th ey should avoid arguments that criticize the character or personal history of their opponents in the debate.

3. Participants should not interrupt each other but allow the others to fi nish their remarks.

4. Speakers and experts may not ask each other direct questions.

5. Speakers and experts must respond to respond to the questions asked them by the moderator. Th ey can, however, comment on the remarks of other participants.

Each student in each group will play one of the following roles. Th ere must be at least one modera-tor, one speaker on each side of the chosen issue, and one expert.

Moderator Th e role of the moderator is to ask questions of the other panel participants. Th e moderator should pose questions of equal diffi culty to speakers on each side of the issue and to the experts. He or she must ensure that each speaker has relatively equal amounts of time. Th e moderator needs to have enough knowledge of the issue to ask direct and relevant questions. He or she may choose to ask each speaker about possible complications, contradictions, or diffi culties in the speakers’ position.

Speakers Th e speakers’ job is to present their sides’ position clearly, coherently, and succinctly. Th ey should off er statistics and other data to support their views. Th ey might give facts or arguments that undermine or challenge the position of those on the other side of the issue. Speakers should remember that when speaking on major issues, political leaders oft en try to present their positions as consistent with those of the Founders and the Constitution.

Experts Experts are political or economic thinkers who can address such issues as the background events leading to the controversy over the issue; the economic or social groups that support a particular position, and how that might aff ect the leaders’ stands; or constitutional precedents or arguments that relate to the issue. Th ey should be objective rather than partisan; that is, they should not appear to support one particular side in the debate.

DEBATING NATIONAL ISSUES: RESOURCE SHEET



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Scoring Rubrics

GRADING CRITERIA EXCELLENT ACCEPTABLE MINIMAL UNACCEPTABLE

Preparation and Research

Prepares by investi-gating a wide range of relevant and reliable print and electronic sources.

Prepares by using several relevant and reliable print and electronic sources.

Prepares by relying on only one or two relevant sources and does not take into account reli-ability of sources.

Shows little evidence of preparation and research.

Subject Content

Shows mastery of the facts involved in the chosen subject.

Shows solid understanding of the facts involved in the chosen subject.

Lacks full grasp of the facts involved in the chosen subject.

Shows weak understanding of the facts involved in the chosen subject.

Varied Perspectives

Makes excellent use of details and includes several varied perspectives.

Shows good use of details and has some varied perspectives.

Details are lack-ing and there are few perspectives refl ected.

Ideas are not supported by evidence and only one perspective appears.

Multimedia Content

Assembles a great number of elements and effectively and attractively blends text, images, and audio.

Assembles many elements and balances text, images, and audio.

Has several elements but is unclear in organiza-tion or unbalanced in the use of text, images, and audio.

Has few elements that are confusingly presented and lacks examples of one type of element.

ASSESSING A MULTIMEDIA DISPLAY


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