Gettysburg

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Gettysburg
A Web Quest for 8th Grade US History Designed
by Karen Bishop kbishop_at_elida.k12.oh.us Mike
Styer styerm_at_ada.k12.oh.us Janna Thompson
jthompson_at_elida.k12.oh.us Summer Institute
Project, History in the Heartland 2009
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Standards
Subject Standards Social Studies-Grade 8
History Benchmark G Analyze the causes and
consequences of the American Civil War.
Benchmark G3a-Contributions of Robert E.
Lee. Benchmark G3c-The Battle of Gettysburg
Explain the course and consequences of the Civil
War with emphasis on the Battle of
Gettysburg Social Studies-Grade 8 Social
Studies Skills and Methods Benchmarks Benchmark
A Analyze different perspectives on a topic
obtained from a variety of sources. Benchmark C
1- Construct a historical narrative using primary
and secondary sources. School Library
Guidelines Evaluate the accuracy and relevance
of data sources. Technology Standards Use and
interpret photographs and other media sources in
order to comprehend important historical
information.
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Resources
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http//en.wikipedia.org/wiki/Battle_of_Gettysbur
g http//www.nps.gov/history/nr/twhp/wwwlps/lesso
ns/44gettys/44facts1.htm, http//www.nps.gov/his
tory/museum/exhibits/gettex/living.html Photo
Analysis Worksheet
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Introduction Lesson overview-Battle of Gettysburg
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The Battle of Gettysburg which took place during
the first three days of July in 1863 is widely
considered to be the turning point of the
American Civil War. The battle which took place
in the sleepy town of Gettysburg, Pennsylvania,
held host to a whos who of military minds and
set the stage for what would be the bloodiest
battle that the United States would ever witness.
George Meades Army of the Potomac was able to
stave off Robert E. Lees Army of Northern
Virginia, thus ending Lees invasion of the North.
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Introduction Setting the Stage
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All students will read information that will help
them set the stage for the Battle of Gettysburg.
Resources to use with students for Setting
the Stage 1. A textbook summary of the Battle
of Gettysburg 2. An on-line source
http//en.wikipedia.org/wiki/Battle_of_Gettysburg
3. Any on-line encyclopedia Questions to answer
after reading Setting the Stage 1.Was the
three day Battle of Gettysburg a planned
encounter? Explain 2. Which army had
the advantage after the first day of fighting on
July 1, 1863? 3. What was the situation by the
evening of July 2, 1863? 4. Why did General Lee
decide to withdraw from Gettysburg?
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Task
Getting Started A Photo Analysis
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Students will analyze the picture to the right
using their Photo Analysis sheets.
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Process- Locating the Site
In what state is the town of Gettysburg?
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Which direction is it from where you are located?
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Process- Locating the Site
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As a class discuss the location of Gettysburg.
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Process- Locating the Site
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Process- Locating the Site
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Process- Locating the Site
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Evaluation Determining the Facts
The class will now divide into two groups and use
the following website to answer questions about
their reading selection.
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http//www.nps.gov/history/nr/twhp/wwwlps/lessons/
44gettys/44facts1.htm,
Group 1 Union soldier primary source
letter Resource Reading 2-Part A A soldiers
view of Gettysburg )
Questions for students in Group 1 1. What part
did Elisha Hunt Rhodes play at Gettysburg? 2.
Describe two things that Elisha heard during the
Battle of Gettysburg and two things he saw there.
3. Explain one obstacle Elisha faced on July 4,
1863. 4. Pretend that you are Elisha at the
Battle of Gettysburg. What will you remember
most about those three days?
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Evaluation Determining the Facts
The class will now divide into two groups and use
the following website to answer questions about
their reading selection.
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http//www.nps.gov/history/nr/twhp/wwwlps/lessons/
44gettys/44facts1.htm,
Group 2 Confederate soldier primary source
letter Resource Reading 2 Part C Changes in
loyalty)
Questions for students in Group 2 1.What role
did Andrew Baker play at the Battle of
Gettysburg? 2. Describe two things that Andrew
heard at the Battle of Gettysburg and two things
he saw there. 3. Explain one obstacle Andrew
faced at the Battle of Gettysburg. 4. Pretend
that you are Andrew at the Battle of Gettysburg.
What will you remember most about those three
days?
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Evaluation Determining the Facts
Closing Thoughts (Both groups) Explain how
reading these personal accounts compares with
reading summaries of the Battle of Gettysburg in
a textbook.
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Evaluation Determining the Facts
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• Resources
• Choose 1 of the following, so
• students can read the
• Gettysburg Address.
• Your textbook
• 2. An online source of the Gettysburg Address

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Evaluation Determining the Facts

• Questions to answer after reading the Gettysburg
  Address
• How long after the battle did Lincoln give his
  address?
• 2. How did Lincoln describe the men who were
  buried at the Gettysburg Cemetery?
• 3. Select a phrase or sentence from the address
  that you feel gives meaning to the sacrifices of
  those buried here. Explain.
• 4. Explain your understanding of the final phrase
  of the address that government of the people, by
  the people, for the people, shall not perish from
  the earth.

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Evaluation Visual Evidence
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Use the following site to examine various
artifacts Civil War Campfire Collections http/
/www.nps.gov/history/museum/exhibits/gettex/living
.html Select two of these artifacts that you
want to briefly research.
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Evaluation Visual Evidence

• Steps
• Print the picture of each artifact you selected.
  If you desire, you can use PowerPoint to complete
  this assignment.
• On the back of the artifact picture, name the
  artifact and describe its purpose. (or on the
  slide)
• 3. Answer the following questions for each
  artifact
• What interested you about this artifact? Why?
• Why was this artifact important to Civil War
  life?

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Conclusion Putting It All Together
You have now analyzed how the Battle of
Gettysburg changed the lives of many
Americans. As you have learned, the people on
both sides had many struggles. Can you name two
of them? Parting Question How can you tell
today that the United States has been influenced
by the effects of the Civil War?
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Citations
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National Park Service Gettysburg Camp Life.
(2009) Retrieved June 1, 2009, from
the Park Service Web site
http//www.nps.gov/history/museum/exhibits/gettex/
living.htm Brotherswar.com. (2009) Pictures
Retrieved June 1, 2009, from brotherswar.com
Web site /http//www.brotherswar.com/
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Teacher Page
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Gettysburg is a web-based unit designed to act as
a supplement to your classroom teaching. The
quest focuses on how the Civil War was a complex
time for many people no matter which side they
were on. Students should be able to use the
Internet resources to construct and analyze
issues within The Battle of Gettysburg and how
they relate to United States today.