The Atlanta Campaign Exhibit - Group Project

Written by: Natasha Lewis and Kellie Wolfe - Kennesaw State University, History Education

Grade & Course:
11 Grade United States History

Length of Lesson:
Four 90 minute class periods

NCSS Themes:

Individuals, Groups, and Institutions.
Power, authority, and Governance.

Georgia Performance Standard(s):

SSUSH9 The student will identify key events, issues, and individuals relating to the causes, course, and consequences of the Civil War.

Describe the roles of Ulysses Grant, Robert E. Lee, “Stonewall” Jackson, William T. Sherman, and Jefferson Davis.
Explain the importance of Fort Sumter, Antietam, Vicksburg, Gettysburg, and the Battle for Atlanta and the impact of geography on these battles.

Objectives

The student will:

research one aspect of the Atlanta Campaign
construct an exhibit displaying one aspect of the Atlanta Campaign.
work cooperatively with group members to complete the project.
present their completed project to the class.

Essential Question:
What was the overall significance of the Battle for Atlanta?

Assessments:
Students will be assessed upon the completion of their project. They should follow the checklist on the direction sheet.

Resources and Handouts:

Textbook (Day One)
Computer Lab for Research (One day-Day Two)
The Atlanta Campaign Exhibit Direction Sheet (One copy for each student)
Groups will need: Display Board, Markers, Construction Paper, and access to a Printer

Description of Methods:

1. Day One: Introduction to Activity and Workday in the Class

Hand out The Atlanta Campaign Exhibit Direction Sheet. Go over directions with students and be sure that they do not have any questions. Explain the timeline and expectations for the project.
Divide students into six groups.
Have students go through their textbooks to obtain initial information about their topic. If possible, check library books out and have them available in the class for additional research. Walk around the class to ensure students’ understanding of the topics and give ideas about what they should look for.
Students should draw out a rough draft of what their exhibit will look like.

2. Day Two: Computer Lab

Take students to computer lab to do additional research. Allow students to take advantage of the printer for their exhibit while in the computer lab. Give them the following links to research.
Let students know that the next day will be used for construction of their exhibit. They will need to bring their supplies to class to put their exhibit together.

3. Day Three: Work Day

Give students the entire class period to work on their exhibit. Students should construct the majority of their exhibit during this class period. They will need to finish at home if not complete. Students will present their exhibits on the following day.

4. Day Four: Presentations and Wrap-Up

Allow each group to present their exhibit. Suggest that students take notes while each group is presenting. You can include many of the facts on a test or quiz if desired. Many libraries will display the exhibits for the school to see. Many people do not realize the importance of the Atlanta Campaign in the final days of war.

The Atlanta Campaign Exhibit

Goal: Create an exhibit displaying one aspect of Battle for Atlanta. Each exhibit should include: an introduction to your exhibit, two primary documents with explanations, one map, three pictures, and one “artifact.” (See Below for more details). Each group will be assigned a different aspect of the Atlanta Campaign, including: Life on the Homefront, A Soldier’s Life, Key Individuals (William T. Sherman, Joseph E. Johnston, John Bell Hood), Major Battles I (Sherman v. Johnson-Rocky Face to Kennesaw Mountain), Major Battles II (Sherman v. Hood-Peachtree Creek-Jonesborough), and the Results of the Atlanta Campaign.

Introduction: Should be typed and displayed above your exhibit. Introduction should be at least one page double typed. Introduce your topic and give a brief description of what viewers will see in your exhibit. What should they understand about your topic before leaving?
Two Primary Documents: Present a copy of two primary documents in your exhibit. Be sure to include a description next to each document. Primary Documents include, but are not limited to: Letters, Newspaper Articles, and Journals.
One Map: Include one map that corresponds with your exhibit. Be sure your map is labeled and includes a description of how it fits in with your presentation.
Three Pictures: Include three pictures with descriptions that correspond with your topic.
One Additional Artifact: Most exhibits include other artifacts that are not always primary documents and pictures. Be creative with this one! NO, you do NOT need to go out and buy a REAL Civil War artifact!!!! Make one…be creative. ?

Directions: The class will be divided into six groups; each group will be assigned one aspect of the Battle of Atlanta (Listed above). Work with your group to design your exhibit.

Day One: Introduction to Activity and Research in Class
Day Two: Computer Lab Research
Day Three: Work Day on Exhibit
Day Four: Wrap – Up and Presentations

Purpose: The purpose of this project is to understand the importance of Georgia during the Civil War. The Atlanta Campaign was critical to the outcome of the Civil War….you will see why soon!!! ? You will present your exhibit to the class on day four. Your exhibit will be displayed in the library.

Assessment and Grading Expectations:

_______ The group follows directions in class and stays on task throughout the completion of the project. (10 points)
_______ The group includes all aspects of their exhibit: Introduction (5 points), two primary documents with explanations (8 points), one map (5 points), three pictures,(8 points) and one artifact (4 points). (TOTAL OF: 30 points)
_______ The group’s presented information is interesting, accurate, and clearly stated. (40 points)
_______ The exhibit is presentable and neatly completed. (10 points)
_______ Presentation to the class.

TOTAL: 100 point project grade.