Students will utilize Google Earth to build a route map of a participant in the Border War between Missouri and Kansas, noting stops and events along their path in the war.
Much of the beginning of the Civil War can be attributed to the Border War between Missouri and Kansas. Students will identify with a participant in the border war by following their path in the controversy. Bringing a personal identification with history will increase interest and retention in the history.
- Develop research skills.
- Analyze primary sources.
- Synthesize causes of the Civil War and the role of the Missouri-Kansas Border War.
2A: Explain the importance of the following principles of government within the context of US History: majority rule and minority rights, constitution and civil rights, and checks and balances.
3A: Describe the migrations of people from many regions of the world and the interactions of cultures and religious traditions that have contributed to America’s history: motivations for immigration and challenges to immigrants.
3K: Explain the importance of the following principles of government: majority rule and minority rights and constitution and civil rights
checks and balances.
3T: Describe the physical characteristics and human characteristics that make places unique: Explain how and why places change and explain how and why different people may perceive the same place in varied ways throughout the United States.
3U: Distinguish major patterns and issues with regard to population distribution, demographics, settlements, migrations, and cultures in the US.
3Z: Analyze Missouri History as it relates to major developments of US History including: Exploration and settlement, Mid 1800s (conflict and war), and urbanization, industrialization, post-industrial societies.
6L: Analyze how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.
6O: Determine the causes, consequences and possible resolutions of cultural conflicts.
7A: Distinguish between and analyze primary sources and secondary sources.
7B: Create maps, charts, diagrams, graphs, timelines and political cartoons to assist in analyzing and visualizing concepts in social studies.
7C: Distinguish between fact and opinion and analyze sources to recognize bias and points of view.
7E: Develop a research plan and identify appropriate resources for investigating social studies topics.
7F: Interpret maps, statistics, charts, diagrams, graphs, timelines, pictures, political cartoons, audiovisual materials, continua, written resources, art and artifacts.
A variety of primary and secondary sources will be utilized. Students will be responsible for producing their own sources. However, websites highlighted during the Truman Library Border War Conference will be suggested sources for students. These include:
Students will select one of the individuals listed below or find another participant in Border War with teacher’s approval to follow throughout their participation in the time surrounding the Civil War. Students must find at least 8 locations that were significant in the development of the war with the participation of their individual and report on them. Students must map the course of their journey in Google Earth. PowerPoint or other software is acceptable as an alternative if there are difficulties with Google Earth. Students must also include at least one historical map and use at least 3 primary sources in doing their research. In addition, students will also be graded on historical accuracy, clarity, and presenting the project to the class.
Possible Border War participants include:
David Rice Atchison
John Brown
John Calhoun (not C. from SC)
James Denver
Stephen Douglas
Thomas Ewing
Claiborne Fox Jackson
James Lane
Nathanial Lyon
James Montgomery
Sterling Price
William Quantrill
Charles Robinson
Wilson Shannon
Scoring Guide
Assignment:
Students will utilize Google Earth to build a route map of a participant in the Border War between Missouri and Kansas, noting stops and events along their path in the war.
Evaluation Checklist: Points Points
Possible Received
Historical Map:
At least one historical map pasted on Google Earth
which encompasses the majority of the area involved in
the participant’s area of conflict. Extra credit will
be given for additional maps. 10
Pit Stops:
Minimum of 8 stops along the route. Each stop will
have an information bubble. Bonus points awarded for
including pictures. 10
Historical Accuracy:
Must have historically accurate and hopefully detailed
information. This information will be recorded at
each of the stops. Each stop bubble must have at least
a paragraph (3 to 5 sentences) of information. 50
Clarity:
Entries will be clear of grammatical and spelling
errors. Project will be expected to have appropriate
neatness. Projects will have a clear title. 10
Bibliography:
A bibliography in Turabian style will accompany the
project. At least 3 primary sources are required. 10
Presentation:
Each student will present their Google Earth project in
class. 10
Total Total
Points Points
Possible: 100 Received: