Name: Mr.

Matthew Remmich
Title: Confederate Vs. Union

Summary: Students will be able to identify the difference between the Confederate and
the Union sides of the American Civil War. Students will be assigned a side of the war
and present aspects of each party. Students will choose a side randomly out of a hat,
research the goals and beliefs of that side and work with other party members to create
a lengthy documentary featuring the information they gathered from research.
Learners: Senior (12th Grade) high school Students.
Standards:
List the 21st century skill(s): 3 b. Locate, organize, analyze, evaluate, synthesize, and
ethically use information from a variety of sources and media.
List the state/common core standard(s) you chose: 912.H.3.4 Explain causes, events,
and effects of the Civil War.
Materials Used by the Teacher:

Primary sources.

Technologies Used by the Teacher:

SMART board.
Computer
Video camera
video editing software
Projector

Materials Used by the Students:

Research materials

Computer
Video camera
Video Editing Software
Online Databases

Technologies Used by the Students:

Computer
Video Camera
Video editing software
Projector

Timeline of activities (Instructional Procedures):

When I present the assignment I will challenge the students to think like they were living
during the Civil War period in the area that they are researching. I will challenge them to
think like the people did back then and understand how they felt about what was
happening in the nation at that time. I will present to them some of the beliefs and goals
of the Confederate and Union sides. I will explain to them that it might be difficult to see

life through the eyes of a confederate slave owner. Although we know today that it is not
right, how and why did these people justify slavery? If one looks through their eyes this
institution does not seem so farfetched.

Then I will present to them the project of creating a documentary about their
respective sides in the war. They will research what life was like before and
during the war, what each side's beliefs were and why they went to war. These
documentaries must be primary source based and be edited to the best of their
abilities. The students will be given three weeks to complete their
documentaries. They will be given some class time as well as time outside of
class.
Students will be required to present the main opinions held by either side,
specifically regarding slavery, power of federal government, and the ideal
society. They must also present the main type of economy either side had. They
will also highlight many of the most influential leaders who led either country at
the time. Documentaries must be at least 20 minutes long not exceeding 40
minutes.
Students will be allowed to choose how they present the information. Students
should be creative with how they present the information. They could reenact
some famous scenes of the time or dress up as the famous leaders. It is
completely up to them how they wish to do this.
Students will research their information for themselves. I will provide them with
the necessary materials to do this research however they will be the ones
researching and coming to conclusions in their work.
The students will have to collaborate and work together to create the final project
of the documentary. They must collaborate to film their scenes then put them
together into one coherent video. This will require all members participation in
order to complete.
I will be monitoring the students progress and provide all feedback necessary to
assist them in completion of their projects. I will always be available for
questions in class or via email if we are outside of class. I will also provide them
all required assistance in utilizing technology
I will frequently inquire to the groups about what conclusions they are coming to
in their research. Students will discuss with me their conclusions and I will ensure
they stay on the right track.

When the groups are finished with their documentaries we will watch them both
in class. I will invite parents to attend the showings as well and bring in the
school's popcorn popper as an added bonus. These will also be shared on the
school's social media page for other students to enjoy.
Assessment: 80 Points Total
Students will be assessed using the four following guidelines.
Creativity: 20 Points
Students were creative in their creation of documentaries. Students should strive for
originality when presenting the information in their documentary.
20
15
10
5
Great effort was put
Effort was put toward Little effort was put
Documenary was
to trying new things
the documentary but
toward the creation of completed but looked
with presenting
it did not have that
the documentary.
rushed or that it had
information in
"wow factor."
Documentary lacked
no effort put toward
documentary.
originality.
it.
Documentary looked
appealing to the eye.
Clarity: 20 Points
This asses how clear the documentary was in presenting information. All scenes and
presentations should be heard clearly.
20
15
10
5
All information is
All information is
Information is
Information is not
clearly presented and presented but not
generally understood. clear. Video was not
understood. Video
fully understood.
Video had clarity
clear.
was clear.
Video may not be
issues.
quite clear.
Accuracy: 20 Points
This will assess the accuracy of the information presented in the documentary. All areas
required were covered and in proper chronological order when presented.
20
15
10
5
All information was
A majority of the
Much of the
A majority of the
correct. Insightful
information was
information was
information
analysis of primary
correct. Some
incorrect. Little
presented was
documents was
insightful analysis
insightful analysis
incorrect. No
presented during the
given documentary.
was given during
insightful analysis
documentary.
documentary.
was presented in
documentary.
Participation: 20 Points
Students will be graded on their participation in the group project and in class. This will be
based off of my personal observation as well as survey given to all group members grading
their participation. Any negative remarks must have a good explanation for why they gave
the group member a low score.

20
Student read and
analyzed primary
documents as well as
put forth a great deal
of effort toward
completion of the
documentary. Student
also showed clear
comprehension of the
material and
participated
voluntarily in the
group/class
discussions.

15
Students put forth
some effort toward
reading and analyzing
the documents and
completing the
documentary. Did not
show clear
comprehension of the
material and did not
participate voluntarily
in group/class
discussions.

10
Student read the
documents but did
not try to analyze
them. Student did not
contribute much to
the completion of the
documentary. Student
participated little in
group/class
discussions.

5
Student put forth
little effort toward the
completion of the
documentary and
reading/analysis of
primary documents.
Student also did not
participate in
group/class
discussions.