|Content Provider||The Creative Learning Factory at the Ohio Historical Society 2009-10 Honorable Mention, 2010-11, 2011-12, 2012-13 Honorable Mention|
800 E. 17th Ave.
Columbus, OH 43211
Phone: (800) 640-7679
Fax: (614) 298-2963
|Program Type||Individual Program|
|Program Rating||based on 12 evaluation(s).|
|Target Audience||Education: Grade(s): 4, 5, 6, 7, 8, 9, 10, 11, 12, Parent, adults, Public Library: Library Patrons|
|Maximum Number of Participants||We prefer groups of 35 or fewer participants but can make exceptions.|
|Minimum Number of Participants||Minimum of 6 participants|
|Primary Disciplines||Social Studies/History|
No other period in our nation's history has captured our interest more than the events of 1861 through 1865. Although this struggle is distant in time, it is a period that is confusing and complex to understand. As we observe the 150th anniversary of the Civil War, test your knowledge of the causes, conflicts, and consequences of this era by scheduling So You Know the Civil War
Your students will compete against one another in our So You Know game show series as they answer questions about the people, places, and events of this War Between the States. Demonstrate your knowledge of the Civil War by scheduling So You Know the Civil War.
Categories used are determined by the grade level of your students and may include:
Before the War - events prior to the outbreak of the Civil War
Civil War Geography - famous places, boundaries, and geographical features of the Civil
Civil War Battles - famous places and battles of the Civil War
Civil War Leaders - famous civilian and military leaders of the Civil War (4th – 8th grade)
All About Abe - questions about Abraham Lincoln
State Status - defining what states were free or slave states or territories (4th – 6th grade)
Picture This - analyzing Civil War era photographs/visuals
A Soldier's Life - a day in the life of a soldier (4th – 6th grade)
Slavery - history of slavery, abolitionism and famous abolitionists (4th – 8th grade)
Timeline - organizing the events prior to, during, and after the Civil War (7th – 12th grade)
The Aftermath - events and legislation passed after the conclusion of the Civil War (7th – 12th grade)
Law of the Land - pre and post Civil War legislation (9th – 12th grade)
Women and the War - the role of women in the Civil War (9th – 12th grade)
So You Know - miscellaneous Civil War facts
1. Categories, scoring, and rules of the game show are reviewed.
2. Round One - 10 - 15 minutes
3. Commercial Break
4. Round Two - 10 - 15 minutes
5. Commercial Break
6. Final Round
7. Closing comments
As a result of their participation in the game show, your students will test their knowledge of
- the causes and consequences of
the American Civil War.
- the social & economic conditions of the North and South prior to the Civil War
- noteworthy Civil War battles & leaders
- the history of slavery and famous names in the abolition effort
- understand the time line of Civil War events
- legislation passed prior to and as a result of the Civil War
- the role of women during the Civil War
|National/Common Core Standards to which this program aligns||
A review of the concepts of the following standards are covered during the course of the game show...
The National Standards for History are presented by The National Center for History in the Schools.
NSS-USH.K-4.2 THE HISTORY OF STUDENTS' OWN STATE OR REGION
Understands the people, events, problems, and ideas that were significant in creating the history of their state
The people, events, problems, and ideas that created the history of their state
Standard 3D: The student understands the interactions among all these groups throughout the history of his or her state.
Grades 3-4: List in chronological order the major historical events that are part of the state's history. [Establish temporal order]
Analyze the significance of major events in the state's history, their impact on people then and now, and their relationship to the history of the nation. [Analyze cause-and-effect relationships]
NSS-USH.5-12.4 ERA 4: EXPANSION AND REFORM (1801-1861)
Understands how the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions
The student understands the rapid growth of "the peculiar institution" after 1800 and the varied experiences of African Americans under slavery.
NSS-USH.5-12.5 ERA 5: CIVIL WAR AND RECONSTRUCTION (1850-1877)
Understands the causes of the Civil War
The student understands how the North and South differed and how politics and ideologies led to the Civil War.
Grades 7-12: Identify and explain the economic, social, and cultural differences between the North and the South. [Draw upon quantitative data to trace historical developments]
7-12: Explain how events after the Compromise of 1850 and the Dred Scott decision in 1857 contributed to increasing sectional polarization. [Analyze cause-and-effect relationships]
5-12: Explain the causes of the Civil War and evaluate the importance of slavery as a principal cause of the conflict. [Compare competing historical narratives]
7-12: Chart the secession of the southern states and explain the process and reasons for secession. [Analyze cause-and-effect relationships]
Understands the course and character of the Civil War and its effects on the American people
The student understands how the resources of the Union and Confederacy affected the course of the war.
Grades 7-12: Compare the human resources of the Union and the Confederacy at the beginning of the Civil War and assess the tactical advantages of each side. [Utilize visual and mathematical data]
5-12: Identify the turning points of the war and evaluate how political, military, and diplomatic leadership affected the outcome of the conflict. [Assess the importance of the individual in history]
5-12: Evaluate provisions of the Emancipation Proclamation, Lincoln's reasons for issuing it, and its significance. [Examine the influence of ideas]
9-12: Analyze the purpose, meaning, and significance of the Gettysburg Address. [Identify the author of the historical document and assess its credibility
The student understands the social experience of the war on the battlefield and homefront.
Grades 7-12: Compare the motives for fighting and the daily life experiences of Confederate with those of white and African American Union soldiers. [Evidence historical perspectives]
9-12: Analyze the reasons for the northern draft riots. [Analyze multiple causation]
9-12: Evaluate the Union's reasons for curbing wartime civil liberties. [Consider multiple perspectives]
5-12: Compare women's homefront and battlefront roles in the Union and the Confederacy. [Compare and contrast differing sets of ideas]
5-12: Compare the human and material costs of the war in the North and South and assess the degree to which the war reunited the nation. [Examine historical perspectives]
The student understands the political controversy over Reconstruction.
5-12: Explain the provisions of the 14th and 15th amendments and the political forces supporting and opposing each. [Consider multiple perspectives]
The student understands the Reconstruction programs to transform social relations in the South.
Grades 7-12: Explain the economic and social problems facing the South and appraise their impact on different social groups. [Examine historical perspectives]
|State/Regional Standards to which this program aligns||
A review of the concepts of the following standards are covered during the course of the game show...
Civil War and Reconstruction
9. Explain causes of the Civil War with emphasis on: a. Slavery;
b. States' rights;
c. The different economies of the North
d. The extension of slavery into the
territories, including the Dred Scott
Decision and the Kansas-Nebraska Act;
e. The abolitionist movement and the roles
of Frederick Douglass and John Brown;
f. The addition of new states to the Union
and their impact on the balance of power
in the Senate, including the Missouri
Compromise and the Compromise of 1850;
g. The emergence of Abraham Lincoln as a
nationalfigure in the Lincoln-Douglas
debates, the presidential election of
1860, and the South's secession.
10. Explain the course and consequences of the Civil War with emphasis on:
a. Contributions of key individuals,
including Abraham Lincoln, Robert E. Lee
and Ulysses S. Grant;
b. The Emancipation Proclamation;
c. The Battle of Gettysburg.
11. Analyze the consequences of Reconstruction with emphasis on:
b. Attempts to protect the rights of and
enhance opportunities for the freedmen,
including the basic provisions of the
13th, 14th and 15th Amendments to the
|Program Length||45 - 50 minutes|
This program is available by request ONLY
|Date/Time Notes||We ask that program reservations be made at least 2 weeks in advance. Be sure to list in alternate date in your program request in the event that your requested date isn't available. Please allow up to 5 business days to have your request processed.|
By Request Cost: $150.00
|Program Fee Notes||
Program registrations received before October 1st, 2013 will save $25 off the listed price of the program. In order to receive this discount, you must include the code EARLYBIRD13 in the "Additional Information for Content Provider..." section of your request form.
Bulk program discounts are available. Contact our studio for more details.
Please allow up to 5 business days to have your program request processed.
|Cancellation Policy||We will not charge for programs canceled due to inclement weather. The full presentation fee will be charged to sites, which cancel with less than 24 hours notice.|
|Is recording allowed?||No|
|Program Delivery Mode(s)||
Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Skype, iChat, FieldTripZoom, Vidyo, Movi/Jabber, Blue Jeans, etc...)
|Minimum Technology Specifications for sites connecting to this provider||Schools should dial into us directly via IP connections or through a bridging agent, at an ideal connection speed of at least 384 kbps. Schools are responsible for the cost and scheduling of bridged connections. We require a test call be scheduled with us at least two days prior to the date of your presentation in order to establish that we can maintain an acceptable connection between our sites.|
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