Brothers Against Brothers

Union Leaders

Confederate Leaders

A WebQuest for 11th Grade on the Civil War

Designed by:
Tabitha Horton
Travis Robbins
John Spencer
Scott Strickler



Introduction | Task | Process | Evaluation | Conclusion | Credits

Click on the picture above for a battle map.

    Imagine you are in America in the 1860s.  The Civil War is beginning to become a reality.  You feel both scared and ready to fight for your cause.  For this WebQuest you are going to be put into the shoes of both Northern and Southern soldiers and generals.  You will be in the middle of some of the greatest, and bloodiest, battles of the Civil War.  Prepare to pick up your gun and fight for your nation or your Confederacy.

     As you travel through this WebQuest be ready to examine the different truths and hardships for soldiers of both the North and the South.  Look into the past and see how it has shaped our nation since this defining moment in US history.  As you navigate through the war you will visit the major battles of the Civil War in different roles, one moment you may be a soldier and the next a general!

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The Task

Through reading about the main battles of the Civil War you will write  journal entries and letters describing the skirmish through the eyes of various people. Students can choose to write as a black or white soldier from either the northern or southern perspective, plantation/landowner, general, or president Lincoln/Jefferson. 

Fort Sumter 1 2 3 4 5 6
Antietam 1 2 3 4 5
Chancellorsville 1 2 3 4 5 6
Gettysburg 1 2 3 4 5 6
March Across Georgia 1 2 3 4 5
Appomattox Courthouse 1 2 3 4 5 6

American Civil
Civil war Battle Summaries by Campaign
Civil War Battles of 1861
Dakota State University - The American Civil War
Civil War Chronology
Civil War Battles 1861-1865
Civil War Battles by State
Civil War - Archives and Articles

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The Process 

     After examing all of the links above write a journal article reflecting each battle from a different viewpoint.  Through the links allow yourself to jump into the mind of different people during these great battles.

  • When writing the journal entries each must be from a different perspective.  Your options are a northern soldier, southern soldier, northern commanding officer, southern commanding officer, and a freed black soldier. 
  • Students must write at least two letters they must choose either President Lincoln/Jefferson Davis or a Union general/Confederate general. 
Guidelines for letters and journals: 
  • All letters must be hand-written with blue or black ink. 
  • Journals should be in the perspective of the soldier.  Include details of the battle and what happened.  These should only be about the battle and how it effected you, other soldiers, and non-military people. 
  • If you choose a general you should write the letter to another general, wife, or the president for which side you fight for.  These letters should include details of the battle, but most importantly they should have the cause and effects of the battle.  Describe how the outcome helped or hurt your side, how many men were lost, what options are ahead of you, what battles before this one put you in the position of this battle, or whatever information you can find to show the importance of the battle.
  • If you write a letter as a president you should write it to a general, the government, or the citizens.  Include details of the battle and cause and effect should be included within the letter. 
  • Remember, journals should include the details of the battles and focus more on the individual soldier.  Letters should also include details of the battles but focus mostly on the cause and effect of the particular battle. 
There will be a class discusion at the end of the unit once all of the letters and journal entries have been turned in.  In this discusion individual roles will be assigned by placing students in the role of anyone from president to soldier.  There will be a main theme to discuss and students will be expected to participate and make relevent to what was covered and discovered in class.  Roles will be given at least a week before the discusion.  During this time students may research their role and gather material for the discusion.

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All of the evaluation listed below is for individuals and not groups.








Journal entries


Journal entries are less than one page long, written in pencil, no organization, no detail, and have many grammatical errors.
Journal entries are a page long, pen is used, little organization, little detail, and few grammatical errors.
Journal entries are a page or more long, pen is used, is organized, detailed, and no grammatical errors.
Journal entries are as long as needed, pen is used, great organization, no grammatical errors, very detailed, and it is obvious that the writer has taken creative liberties with the subject.


Letter has many grammatical errors, sloppy writing style, paper is messy,  non flowing and no detail present.
Letter has several grammatical errors, messy writing style, non flowing and few details.
Letters have few grammatical errors, neat writing style, flows well and has some detail.
Letters have no grammatical errors, wonderful writing style, flows incredibly, and is very detailed.
Closing Discussion


Does not particpate or contribute to the discussion.
Makes only one statement, shows some understanding of the material, and little interest.
Makes several statements, shows  understanding of the material, and a good interest.
Makes several statements and shows creativity and a strong understanding of the material.
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         By completing this webquest you should have a clear understanding of the battles and consequences of the Civil War.  Different perspectives of the war should be understood.  How do you feel about the  Civil War, would you have gone to war?  Who would you want to be a soldier, general, president, or citizen?  Hopefully you be able to make a decision on who you would want to be. 

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Credits & References

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Last updated on August 15, 1999. Based on a template from The WebQuest Page