Civil War Webquest

Leadership

Go to: http://library.thinkquest.org/3055/netscape/people/peopleindex.html

Choose one Northern leader and one Southern leader. List 5 facts about each.

Northern leader-






Southern leader-






Uniforms

Go to: http://www.kidport.com/RefLib/UsaHistory/CivilWar/Uniforms.htm

What color were Union uniforms?


What color were Confederate uniforms?


Food (Hardtack)

Go to: http://www.geocities.com/shalomcomputerschool/civilwar2.htm

What are the ingredients in hardtack?




Why did the US government give hardtack to its soldiers?





African Americans

Go to: http://www.itd.nps.gov/cwss/history/aa_history.htm

About how many African Americans fought in the Civil War?



Scroll down to the last paragraph. Approximately how many of the African Americans who fought died in the Civil War?


Write three facts about African Americans in the Civil War.






Women in the Civil War

CLARA BARTON – Go to: http://www2.lucidcafe.com/lucidcafe/library/95dec/barton.html

What were some of Clara Barton's jobs?




Read the second paragraph. What did Clara Barton do during the Civil War?



What was Clara Barton’s nickname during the Civil War?


BELLE BOYD – Go to: http://www.civilwarhome.com/boydbio.htm

What did Belle Boyd do during the Civil War?





ELIZABETH VAN LEW – Go to: http://www.nps.gov/malw/vanlew.htm

What did Elizabeth Van Lew do during the Civil War?




What was written on her gravesite? What do you think this says about the kind of person she was?







EXTRA CREDIT: Civil War Slang

Go to: http://members.tripod.com/BooneBunny/slang.html

What is a "pie-eater"? Explain.



If someone is "sound on the goose," how would you describe him or her?

UNDERGROUND RAILROAD STATION 2 AND 3

STATION 2

Harriet Tubman

Harriet Tubman was born a slave.
In 1849, in fear that she, along with the other slaves on the plantation, was to be sold, Tubman resolved to run away. She set out one night on foot. With some assistance from a friendly white woman, Tubman was on her way.
The following year she returned to Maryland and escorted her sister and her sister's two children to freedom. She made the dangerous trip back to the South soon after to rescue her brother and two other men. On her third return, she went after her husband, only to find he had taken another wife. Undeterred, she found other slaves seeking freedom and escorted them to the North.
She is perhaps the most well-known of all the Underground Railroad's "conductors."
During a ten-year span she made 19 trips into the South and escorted over 300 slaves to freedom.
And, as she once proudly pointed out to Frederick Douglass, in all of her journeys she "never lost a single passenger."
Tubman even carried a gun which she used to threaten the fugitives if they became too tired or decided to turn back, telling them, "You'll be free or die."


Frederick Douglass




Frederick A. Douglass was born in 1817 on a Maryland plantation.
Douglass constantly fought against his slave condition and was constantly in trouble with the overseer.
A master’s wife taught Douglass to read when he was 12.
He escaped on September 3, 1838.
In 1845, against the advice of his friends, Douglass decided to write an account of his life, fully aware of the possibility that this would mark him as the Bailey runaway slave.
The autobiography was called The Narrative Of The Life and Times Of Frederick Douglass.
In 1845 Douglass founded and edited the North Star newspaper.
When the Civil War broke out, Frederick Douglass urged President Lincoln to free and arm the slaves.
He was also a great spokesman for universal suffrage, women's rights, and world peace. In 1848 Douglass participated in the first women's rights convention in Seneca Falls, New York.
In 1872 he ran for vice president on the Equal Rights Party ticket.
In 1889 he was appointed minister to Haiti.
Sojourner Truth



Sojourner Truth was born around 1797 in New York. She was sold at auction numerous times.
She was treated terribly by different masters.
In 1826 she ran away and went west.
She spoke about her experiences as a slave and her eventual freedom.
Though she never learned to read or write, she became a moving speaker for black freedom and women's rights.
While many of her fellow black abolitionists (people who campaigned for the end of slavery) spoke only to blacks, Truth spoke mainly to whites. While they spoke of violent uprisings, she spoke of reason and religious understanding.
Realizing she was discriminated against on two fronts (gender and race), Truth became an outspoken supporter of women's rights.
Phillis Wheatley

Born in 1753 in Senegal, West Africa but sold into slavery at eight year old

At age thirteen years old and while still in slavery, Phillis Wheatley's poems were being circulated throughout England.

In 1770 her first poem was published in London entitled Poems on Various Subjects Religious and Moral.

In 1772, she was freed by her master, Mrs. S. Wheatley, and went to England.

In 1776, she wrote a poem entitled "To His Excellency General Washington." After he read it, George Washington invited her to visit him at Cambridge.

The abolitionists pointed to her skill as a poet as proof that Blacks were not inferior and should be freed.



STATION 3



(This Song Has Hidden Meanings! Try to figure them out!)

"Follow the Drinking Gourd"

When the sun comes back,
and the first Quail calls,
Follow the drinking gourd,
For the old man is waiting
for to carry you to freedom
If you follow the drinking gourd.

Chorus:
Follow the drinking gourd,
Follow the drinking gourd,
For the old man is waiting
for to carry you to freedom
If you follow the drinking gourd.

The riverbank will make a very good road,
The dead trees show you the way.
Left foot, peg foot traveling on,
Following the drinking gourd.

The river ends between two hills,
Follow the drinking gourd,
There's another river on the other side,
Follow the drinking gourd.

When the great big river meets the little river,
Follow the drinking gourd.
For the old man is waiting
for to carry you to freedom
If you follow the drinking gourd.

Research Links for Indigenous Museums Project

Incase you would like more information about these groups, and feel that your peers did not provide very much in the posters, feel free to research some of the information yourself to complete the tasks you were given today.

Aztecs


Map and time period and ALL information:
http://www.crystalinks.com/olmec.html

Dress:
http://library.thinkquest.org/27981/dress.html

Foods and laws (fun facts!)
http://library.thinkquest.org/27981/food.html

Human sacrifices and Religion
http://www.sdcoe.k12.ca.us/score/aztec/fifthsun.html

Daily Life Information
http://www.latinamericanstudies.org/aztecs6.htm

Architecture:
http://library.thinkquest.org/18778/the1.htm

http://library.thinkquest.org/18778/toppage1.htm

Fun Facts:
http://library.thinkquest.org/27981/sports.html

Your Birthday!
Go to http://www.azteccalendar.com/calendar-calculator.html


Tainos

Lots of information about the Taino:
http://www.elboricua.com/history.html

http://www.elmuseo.org/taino/tainoworld.html

http://www.britannica.com/EBchecked/topic/580786/Taino

http://www.topuertorico.org/reference/taino.shtml


Geography:
(SCROLL UP TO THE MAP!)
http://www.pbs.org/wnet/nature/spirits/html/tainobodytaino.html
(SCROLL UP TO THE MAP!)

Information about artifacts and rituals:
This document needs to be downloaded. It is hard to read – you have to really skim it for the information you are looking for. But you will find some great things here!
http://www.uctp.org/index.php?option=com_docman&task=doc_download&gid=97&&Itemid=38


Incas


Lots of information about the Incas:
http://www.wsu.edu/~dee/CIVAMRCA/INCAS.HTM

http://www.crystalinks.com/incan.html

http://www.internet-at-work.com/hos_mcgrane/inca/eg_inca_menu1.html

Social class/Architecture/Cities/Religion
http://www.mnsu.edu/emuseum/prehistory/latinamerica/south/cultures/inca.html

Fun facts and images:
http://incas.mrdonn.org/

http://www.latinamericanstudies.org/incas.htm


Mayans
Lots of Information about the Mayans:
http://www.historylink101.com/1/mayan/ancient_mayan.htm

Language and writing:
http://www.omniglot.com/writing/mayan.htm

Math, Astronomy, Art, Calendars:
http://www.michielb.nl/maya/

http://www.webexhibits.org/calendars/calendar-mayan.html

Architecture and geography:
http://gorp.away.com/gorp/location/latamer/arc_maya.htm
(click on: “Move on to…” link at the bottom for more great information!)

Ancient legends:
http://www.kstrom.net/isk/maya/mayastor.html

6/7 Lewis and Clark Stations Activities

Hi Class! Below are Stations 1, 2a, and 2b. Remember - station 3 and station 4 are website links (and yes, they work. Just keep double checking the URL if it says they don't exist). See you soon!


Station 1: Letter from President Jefferson
Lewis and Clark Expedition


Thomas Jefferson wrote the following letter to Meriwether Lewis. It is reproduced the actual way in which it was written. Therefore, any misspelling is the way that it originally appeared. Below you will find portions of the original letter.


To Meriwether Lewis, esquire, captain of the first regiment of infantry of the United States of America:


Paragraph 5


“The object of your mission is to explore the Missouri River, and such principal streams of it, as, by its course and communication with the waters of the Pacific Ocean, whether the Columbia, Oregon, Colorado, or any other river, may offer the most direct and practible water-communication across the continent, for the purpose of commerce.”


Paragraph 6

“Beginning at the mouth of the Missouri, you will take observations of latitude and longitude, at all remarkable points on the river, and especially at the mouths of rivers, at rapids, at islands, and other places and object distinguished by such natural marks and characters, of a durable kind, as that they may with certainty be recognised hereafter. The courses of the river between these points of observation may be supplied by the compass, the log-line, and by time, corrected by the observations themselves. The variations of the needle, too, in different places should be noticed.”


Paragraph 9

“The commerce which may be carried on with the people inhabiting the line you will pursue, renders a knowledge of those people important. You will therefore endeavour to make yourself acquainted, as far as a diligent pursuit of your journey shall admit, with the names of the nations and their numbers;

The extent and limits of their possessions;

Their relations with other tribes or natins;

Their language, traditions, monuments;

Their ordinary occupations in agriculture, fishing, hunting, war, arts, and the implements for these;

Their food, clothing, and domestic accommodations:

The diseases prevalent among them, and the remedies they use;

Moral and physical circumstances which distinguish them from the tribes we know;

Peculiarities in their laws, customs, and dispositions

And articles of commerce they may need or furnish, and to what extent.”



Paragraph 10


“And, considering the interest which every nation has in extending and strengthening the authority of reason and justice among the people around them, it will be useful to acquire what knowledge you can of the state of morality, religion, and information amoung them; as it may better enable those who may endeavour to civilize and instruct them, to adapt their measures to the existing notions and practices of those on whom they are to operate.


Other objects worthy of notice will be;

The soil and face of the country, its growth and vegetable productions, especially

of those not in the United States;

The animals of the country generally, and especially those not known in the United States;

The remains and accounts of any which may be deemed rare or extinct;

The mineral productions of every kind, but more particularly metals, lime-stone, pit-coal, and saltpeter; salines and mineral waters, noting the temperature of the last, and such circumstances as may indicate their character;

Volcanic appearances;

Climate, as characterized by the thermometer, by the proportion of rainy, cloudy, and clear days; by lightning, hail, snow, ice; by the access and recess of frost; by the winds prevailing at different seasons; the dates at which particular plants put forth, or lose their flower or leaf; times of appearance of particular birds, reptiles, or insects.”




Station 2a: Supply List

Lewis and Clark Expedition


While still on the East Coast, Lewis accumulated almost two tons of goods using the $2,500 Congress had allocated for the expedition. The following is a partial list of the supplies that Lewis and Clark brought on their expedition.



Mathematical Instruments:

surveyor’s compass
hand compass
quadrants
telescope
thermometers
2 sextants (an instrument used to help
navigate using the night sky as a guide)

set of plotting instruments
chronometer (needed to calculate longitude)


Presents for Indians:
12 dozen pocket mirrors
4,600 sewing needles
144 small scissors
10 pounds of sewing thread
silk ribbons
ivory combs
handkerchiefs
yards of bright-colored cloth
130 rolls of tobacco
tomahawks that doubled as pipes
288 knives
8 brass kettles
vermilion face paint
33 pounds of tiny beads of assorted colors


Clothing:45 flannel shirts
coats
frocks
shoes
woolen pants
blankets
knapsacks
stockings



Medicine and Medical Supplies:

50 dozen Dr. Rush’s patented "Rush’s pills"
lancets
forceps
syringes
tourniquets
1,300 doses of physic
1,100 hundred doses of emetic
3,500 doses of diaphoretic (sweat inducer)
other drugs for blistering, salivation and increased kidney output


Traveling Library:

Barton’s Elements of Botany
Antoine Simon Le Page du Pratz’s History of Louisiana
Richard Kirwan’s Elements of Mineralogy
A Practical Introduction to Spherics and Nautical Astronomy
The Nautical Almanac and Astronomical Ephemeris
a four-volume dictionary
a two-volume edition of Linnaeus (the founder of the Latin classification of plants)
tables for finding longitude and latitude
map of the Great Bend of the Missouri River



Station 2b: Journals
Lewis and Clark Expedition


Lewis and Clark (as well as other members of their expedition) kept careful journals of plant, animal, and human life they encountered. Spelling was not standardized, so Lewis and Clark spelled words based on how they sounded.


Journal Excerpts:

“so penetrating is this sand that we cannot keep any article free from it; in short we are compelled to eat, drink, and breathe it very freely.” -Lewis, April 14, 1805


“Soar eyes is a common complaint among the party. I believe it originates from the immense quantities of sand which is driven by the wind from the sandbars of the river in such clouds that you are unable to discover the opposite bank of the river in many instances. -Lewis, April 24, 1805


“At length he informed me … below us he had shot a brown bear which immediately turned on him and pursued him a considerable distance but he had wounded it so badly that it could not overtake him. -Lewis, May 11, 1805


“These bear being so hard to die reather intimidates us all’ I must confess that I do not like the gentlemen and had reather fight two Indians than one bear.” -Lewis, May 11, 1805


“We came 18 miles and camped at a fork of the river, we could not determine which was the Missourie.” –Whitehouse, June 2, 1908







Journal 1 – William Clark, July 30, 1804

Joseph Filed Killed and brought in an Anamale Called by the French Brarow, and by the Ponies Cho car tooch this Anamale Burrows in the Ground and feed on Flesh, (Prarie Dogs), Bugs, & vigatables “his Shape & Size is like that of a Beaver, his head mouth &c. is like a Dogs with Short Ears, his Tail and Hair like that of a Ground Hog, and longer, and lighter…his Skin thick and loose, his Belly is White and the Hair Short – a white Streek from his nose to his Sholders. The toe nails of his fore feet is one Inch & __ long, & feet large; the nails of his hind feet _ of an Inch long, the hind feet Small and toes Crooked, his legs are Short and when he Moves Just Suffcent to raise his body above the Ground He is of the Bear Species.




Journal 2 – Meriwether Lewis, May 17, 1805

Capt. Clark norrowly escaped being bitten by a rattlesnake in the course of his walk, the party killed one this evening at our encampment, which he informed me was similar to that he had seen; this snake is smaller than those common to the middle Atlantic States, being about 2 feet 6 inches long; it is of a yellowish brown colour on the back and sides, variagated with one row of oval spots of a dark brown colour lying transversely over the back from the neck to the tail, and two other rows of small circular spots of the same colour which garnis the side along the edge of the scuta. it’s bely contains 176 scuta on the belly and 17 on the tale.


Journal 3 – Meriwether Lewis, February 23, 1806

The Sea Otter is found on the sea coast and in the salt water. this anamale when fully grown is as large as a common mastive dog. the ears and eyes are remarkably small, particularly the former which is not an inch in length thick where it joins the body and tapering to a very sharp point…the legs are remarkably short and the feet which have five toes each are broad large and webbed. the legs are covered with fur and the feet with short hair…from the extremity of the tail to that of the nose they will measure 5 feet or upwards.


Journal 4 – William Clark, February 25, 1806

I purchased of the Clatsops this morning about half a bushel of small fish…the rays of the fins are boney but not sharp tho’ somewhat pointed. the small fin on the back next to the tail has no rays of bone being a thin membranous pellicle…the puple of the eye is black and the iris of a silver white. the under jaw exceeds the upper; and the mouth opens to a great extent folding like that of a herring, shad, anchovy & c. of the Malacapterygious order and class clupea…the scales of this little fish are so small and thin that without manute inspection you would suppose they had none.

8th Grade - Globalization

Watch these two videos:

Video One
http://www.youtube.com/watch?v=obwcKETqv1o

Video Two
http://www.youtube.com/watch?v=ZTduBMSjTlo&watch_response

What idea of globalization does EACH clip put forth that is different from the idea we saw in the video in class today? Use at least five of slides/facts that are presented to support your answer (at least two paragraphs - one paragraph should talk about Video One the other should talk about Video Two).

You can post your answer below by clicking "zero comments."

Tuskegee Project Super Web Quest!

ANSWER THESE IN YOUR HJ

Each section is a different character in your newscast (that is why there are four sections to this webquest).

WORK ON THE SECTION ABOUT YOUR CHARACTER FIRST - THEN ANSWER THE OTHER PARTS OF THE WEBQUEST.

Finish for HW by Wednesday.

On Wednesday we will prepare for the performance. Include the research from your web quest in to the script about your character. Make sure to discuss how all the scripts in your group will flow.

On Thursday you will rehearse for your performance.

Friday we are going back to immigration.

Monday we are going to the tenement museum.

Tuesday you will perform for Brigitte.

I. The History of the Tuskegee Airmen

A. http://library.ucr.edu/?view=tuskegee/tuskegeeairmen.html
What were conditions like for African Americans in the airforce before Tuskegee? Give specific examples.

B. http://www.nationalmuseum.af.mil/factsheets/factsheet.asp?id=1356
What were the political pressures to integrate the military?
When did the Tuskegee Institute begin training?
What was the 99th squadron?
What was the 332nd Fighter Group?
Who was Captain Davis and what was his impact on the Tuskegee airmen?

C. http://tuskegeeairmen.org/Tuskegee_Airmen_History.html
Where did Tuskegee airmen come from?

D. http://www.acepilots.com/usaaf_tusk.html
Scroll down to “The Combat record…” What are four of the most impressive statistics that you will include in this part of your group’s presentation?

E. http://www.allstar.fiu.edu/aero/Tuskegee.htm
What are two nicknames the Tuskegee airmen were given?
Who gave them these names?
Why?

F. http://www.historynow.org/12_2007/historian5.html
In addition to the Tuskegee airmen, what were two other ways that African Americans took advantage of America’s involvement in WWII to push for civil rights?

G. http://www.jodavidsmeyer.com/combat/bookstore/tuskegee.html
Pick five interesting facts from this website. Why are you picking each fact?

H. Find one other website about the history of Tuskegee airmen. Get three interesting facts from the website that you can include in this portion of your project.

II. Different Tuskegee Airmen You Can Choose from

Pick one from the list below or find another one through research online.

Joseph Gomer
http://www.squadron13.com/Gomer/default.htm

Curtis Christopher Robinson
http://media.www.blackcollegeview.com/media/storage/paper928/news/2007/11/18/News/The-Life.Of.An.Original.Tuskegee.Airman.Curtis.Christopher.Robinson-3125878.shtml

Yenwith Whitney
http://www.sptimes.com/2005/07/26/Seniority/In_Sarasota__an_Airma.shtml

A. Where was he from?
B. How old was he when he joined the army?
C. What was his experience like during training?
D. What moments does he describe during the war itself?
E. What did he think about the impact he made?
F. What was his life like after WWII? Give at least two specific examples.



III. Segregation in the late 1950’s

A. http://www.af.mil/news/airman/0299/tusk2.htm
What are examples of discrimination that the Tuskegee airmen faced while they were at war?

B. http://billyliggett.wordpress.com/2007/12/03/the-1950s-racism-in-newspapers/
What kind of racism existed in newspapers?

C. http://www.med.umich.edu/haahc/Hospitals/special.htm
What kind of racism existed in hospitals?

D. http://www.curriculumsupport.education.nsw.gov.au/speak/pages/printpages/pcrseg1.htm
What are six examples of racism in the 1950’s and 1960’s?

IV. Civil Rights Victories – Footprints

A. http://query.nytimes.com/gst/fullpage.html?res=9A0CE0DF133EF933A1575BC0A963958260

What kinds of jobs and positions did some of these Tuskegee men go on to have?
What is ‘Tuskegee Airmen Inc.’ and how can you use what you know about it in this part of your newscast?

B. http://www.infoplease.com/spot/civilrightstimeline1.html
Look through the Civil Rights timeline. What are 5 civil rights victories that took place after the Tuskegee airmen returned?

6/7 CE

post your CE below by clicking "0 comments."

I had some trouble posting this earlier - so if you already emailed me the CE, don't worry about posting it here too. Sorry! See you tomorrow :-)