Washington DC EditionModule 1: Gettysburg

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Gettysburg & Washington D.C.Overview:

8th Grade students in the state of Michigan must study the Civil War and reconstruc-tion stage of American history. Students who participate in this travel experience will have many opportunities to dive deep in the curriculum so that they can experience 19th Century life as it was lived in Gettysburg.

Enduring Understandings: The Civil War changed the face of America forever. As with any great conflict, the Civil War sprang from differing view points. It is difficult to analyze this conflict without understanding each of the viewpoints. When a country is created as an independent republican entity the stakeholders must carefully map the course with appropriate rights and regulations. Through traveling to these places we can experience many of the topics that would otherwise be discussed in a student textbook.

Module 1: GettysburgPre-Trip: How did the events leading up to Gettysburg set the stage for the important battle? What strategies were employed by the various generals during the battle of Gettysburg? Why is Gettysburg considered the most pivotal battle in the Civil War?

During-Trip: How can we use the events of the past to guide the events of our future? What emotions are evoked that would foster empathy for the soldiers’ experiences?

Post-Trip: How would our country be differ-ent today if the South had won the battle of Gettysburg? What happened to the differing viewpoints as a result of the war?

Module 3: MonumentsPre-Trip:

During-Trip:

Post-Trip:

Module 2: GovernmentPre-Trip:

During-Trip:

Post-Trip:

Module 4: MuseumsPre-Trip:

During-Trip:

Post-Trip:

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Lesson Plans Teacher Info Student Handouts Vocabulary AssessmentRAFT Gettysburg Introductionp. 4

Background Informationp. 5

Background Reading RAFT overview pp. 6 - 7

Word Splash

p. 8

RAFT Scoring Guide

p. 9 Gettysburg Group Choices Presentationp. 10

Interesting Facts and Trivia Questions

pp. 11 - 14

Choice assignment, Rubrics and Expository Reading Texts pp. 15 - 18

Vocabulary Illustration

p. 19

Choices Rubric

pp. 20 - 22Soldier’s Life Analysis Discussion

p. 23

Discussion and Analysis Notes (PowerPoint)pp. 24 - 25

Discussion and Analysis Questions (PowerPoint)p. 26

Vocabulary Quiz

pp. 27 - 28

Vocabulary Quiz

p. 29Dramatic “Who Am I” Performances

p. 30

Abraham Lincoln Performance and Discussionp. 31

Criteria List and Performance Rubric

p. 32

Influential People Vocabulary Journal Entriesp. 33

Performance Rubric

p. 34Battle Geography

p. 35

Maps and Battle Reenactment Overviewpp. 36 - 38

Maps and Battle Reenactment Directionspp. 37 - 43

Geographic and Battle Terminology Memory

p. 44

Battle Reenactment Group Scoring Guide

p. 45Culmination Game Showp. 46

Game Show PowerPointSee Disc

Game Show PowerPointSee Disc

Embedded

See Disc

Game Show

See Disc

Module 1 Gettysburg

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Cognitive Objectives: Students will be able to (SWBAT) expain the events that occurred in the hours leading up to the battle at Gettysburg.

Affective Objective: SWBAT understand and empathize with the North and South viewpoints as the soldiers entered Gettysburg.

Psychomotor Objectives:SWBAT transfer their understanding into a piece that effectively communicates.

Lesson Plan: Gettysburg Introduction RAFT

Step by Step Procedures:(Anticipatory Set) Begin lesson with viewpoints activity. Ask: “What is an event that could happen that you might misinterpret if you witnessed it?” ( A friend not saying hello, someone bumping into them in the hallway…) Dialogue with students about how we may often see something happen and not react appropriately because we do not know the motivating factors involved.

1.) Distribute the Student Information.

2.) Read and discuss the information and highlight the North and South perspectives and the events that brought both to this pivotal location.

3.) Questions from the Teacher Information page should be used to lead this discussion.

4.) Check for student understanding of events and emotions leading up to Gettysburg.

5.) Distribute the RAFT Overview and RAFT Scoring Guide student sheets.

6.) The information on the above sheets should be covered with the students. Highlight the three possible products that the students can complete.

7.) Check for understanding of the expecta-tions that must be followed in the RAFT assignment. Document each student’s choice.

Check for Understanding: Due to the differing viewpoints offered in the three choices the teacher must monitor progress.

Closure: Allow students to present their final products to their peers. This can be done in small or large groups.

What is Differentiated? (Content, Process, or Product) In this lesson, the students will have the opportunity to choose the product they complete. Each student will choose the option that best reflect his/her Language Arts strengths. All students experience the same content.

How is it Differentiated? (Readiness, Interest, or Learning Profile) This product differentiation is based upon the student’s interest and Language Arts readiness.

Duration:2 Classes

Materials: Student Information and RAFT overview packet, Events leading up to the battle of Gettysburg Word Splash, and RAFT scoring guide

Independent Practice: The student RAFT assignment will be completed. In this assignment, the students must produce a final piece that upholds the standards of Language Arts while effectively communicating the students, understand-ing of the events that lead to the battle of Gettysburg and the emotions of the North and South soldiers. These products will be assessed using the scoring guide.

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Lesson Plan: Gettysburg Introduction RAFT Teacher Information: Background InformationIntroduction: The soldiers from the North and South brought with them differing viewpoints to Gettysburg, Pennsylvania. These viewpoints caused a passionate disconnect for the other side. This discontent coupled with coincidence, uninten-tionally lead them to battle.

Dynamic Facts:

• The battle of Gettysburg was the Civil War’s bloodiest, with 51,000 men killed.

• The Gettysburg battle is considered the turning point of the Civil War. Badly defeated, Confederate General Robert E. Lee and his troops retreated to Virginia never again to invade northern soil.

• The Gettysburg National Military Park encompasses 5,989 acres of land.

In mid-May of 1863, the American Civil War was taking an ominous turn against the Confederacy. Despite a brilliant victory by General Robert E. Lee’s Army of Northern Virginia against General Joseph Hooker’s Army of the Potomac at the Battle of Chancellorsville during May 1-4, 1863, events elsewhere were not so fortuitous. Union General Ulysses S. Grant was moving on the Confederacy’s last bastion on the Mississippi River at Vicksburg, Mississippi. If Vicksburg fell, the Union would control the length of the Mississippi River and the Confederacy would be cut in two. Further, Lee’s victory at Chancellorsville had come at a high price. Lee’s able subordinate, General Thomas J. “Stonewall” Jackson, had been mortally wounded, shot by his own men while reconnoitering the Union lines on the evening of May 2nd, 1863. What to do? Lee was at his best on defense, defending his beloved Virginia against thrust after thrust from the Union forces. But staying on the defensive meant simply waiting for the next Union invasion. With the North’s advantages in both resources and manpower, how many more attacks would Lee be able to turn away? Going on the offensive and invading the North had a number of advantages:1. The Confederacy’s best chance of winning the war most likely was capturing the Union capital, Washington, D.C. Even if capture was not possible, at least another great Confederate victory, this time on Union soil, might cause a change in Northern public opinion and help force a move toward peace.2. An invasion might cause President Abraham Lincoln to order troops from the West back to the Eastern theater of war to counter Lee, thus relieving the pressure on Vicksburg.

3. Less obvious, but just as important, was the state of Confederate supply. Northern Virginia was straining under the pressure of supporting Lee’s army. Moving north would allow the Army of Northern Virginia to live off Union land, thus both depriving Union forces of resources and allowing the overtaxed Confederate land some precious time to recover. So both Lee and Confederate President Jefferson Davis agreed that a move north was the best course of action. Lee’s Army was defeated at the Battle of Gettysburg in Pennsylvania on July 1-3 as Vicksburg surrendered to Grant on July 4th. History records Lee’s 1863 invasion of the North as the desperate gamble it actually was, for these reasons:- Despite the Army of the Potomac’s defeat at Chancellorsville, it was still a potent fighting force. Also, General Hooker had been replaced as commander by the steady and competent General George Meade. On top of that, the Union still had the decisive advantage in resources and manpower: at Gettysburg Meade had about 85,500 men and 370 cannons to Lee’s 75,000 men and 287 cannons.- Because of this resource advantage, Grant’s army could besiege Vicksburg intact. The invasion provided no relief to other Confederate battle fronts.- Lee’s invasion was a rallying point for the Union population. Lee’s invasion was actually a raid on the North. He had neither the manpower nor the time to threaten the Union and bring a Confederate victory. If anything went wrong, Lee could be trapped in enemy territory and lose the war for the Confederacy right then and there.

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Background Reading & RAFT Overview

Directions: Use the information in this reading to guide your interpretation of the events that brought the North and South to Gettysburg and caused them to fight the most pivotal battle in the Civil War. We will discuss this information so please write productive notes on the following reading.

Quotes:

“The war... was an unnecessary condition of affairs, and might have been avoided if forbear-ance and wisdom had been practiced on both sides. “

- Robert E. Lee

“We entered Gettysburg in the afternoon, just in time to meet the enemy entering the town, and in good season to drive him back before his getting a foothold.”

- John Buford

Background Reading: At the end of June 1863, the Confederate Army of Northern Virginia moved into what they believed to be Union territory. This portion of the Confederate Army had experienced several major victories. Their confidence was high, and they believed their next victory would occur on Union soil. A portion of them, Lieutenant General Ambrose Powell Hill’s 3rd Corps, reached Cashtown (eight miles west of Gettysburg) on June 29th, 1863. This group stayed in Cashtown while the remainder of Lee’s forces advanced further into Pennsylvania. They believed they would be within distance to offer reinforcements if needed. Lee was unaware of the exact whereabouts of the Union Army; however, he believed that the Union forces were stationed in Virginia.

On the Union side, President Lincoln appointed Major General George Gordon Meade to the command of the Army of the Potomac. The Union Army was able to conceal their location.

General Lee received a report that caused him to assemble his forces at Gettysburg. His formal report explains his rationale:

“Preparations were now made to advance upon Harrisburg; but, on the night of the 28th, information received from a scout that the Federal Army, having crossed the Potomac, was advancing northward, and that the head of the column had reached the South Mountain. As our communica-tions with the Potomac were thus menaced, it was resolved to prevent their further progress in that direction by concentrating our army on the east side of the mountains. Accordingly, Longstreet and Hill were directed to proceed from Chambersburg and Cashtown to Gettysburg, to which point General Ewell was also instructed to march from Carlisle. General Stuart was dispatched to follow the Federal Army. While following the Union Army communi-cation was lost. Upon arriving at Carlisle communication resumed. The march toward Gettysburg would have occurred more quickly had the location of the Federal Army been known.”

As the two armies converged on Gettysburg, the tension in the region began to rise. Many regiments were moving in from all directions to take up their strategic locations for the impending battle. As these groups followed the orders they would send out scouts. General Heath sent forward Pettigrew’s brigade to Gettysburg; this brigade reported encountering an enemy cavalry in Gettysburg. General Heath continued to advance toward this cavalry. On July 1, 1863 General Heath’s command would encounter the Union Cavalry of Brigadier General John Buford northwest of town. Fatal shots were exchanged and the Battle of Gettysburg was underway.

Robert E Lee.

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RAFT Directions:Choose one of the following products to effectively communicate your understanding of the viewpoints of the North and the South and of the circumstanc-es that brought each side to Gettysburg, Pennsylvania.

Dynamic Facts:

• Though Gettysburg is known as a Civil War Battle site and the location of President Abraham Lincoln’s Gettysburg Address, the town was the site of Samuel Gettys’ farmstead. After the Revolutionary War, James Gettys, Samuel’s son, purchased a 116 acre tract from his father’s farmstead. By 1786, he had laid out 210 lots around the Square, which still remains as the center of the town. Thus Gettysburg was born.

Background Reading & RAFT Overview

Choice A:

ROLE: School-age boy or girl living in Gettysburg

AUDIENCE: Writing to a cousin of the same age that lives in Chancellorsville

FORMAT: Personal letter

TOPIC: Discussing the events and viewpoints that caused fighting in Gettysburg and Chancellorsville

Choice B:

ROLE: Soldier from the North or South

AUDIENCE: Hometown childhood friend not in the military

FORMAT: Postcard

TOPIC: Events he has witnessed while in the service that caused him and his regiment to go to Gettysburg

Choice C:

ROLE: Cavalry horse on the front lines of battle

AUDIENCE: Other cavalry horses tied up at night after traveling and carring soldiers into battles

FORMAT: Comic strip or story board

TOPIC: The events and discussions of the soldiers that animals have witnessed in previous battles and now at Gettysburg

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Vocabulary: Word Splash

Vocabulary:

GettysburgUnionConfederacyInfantry

ArtilleryBattle (engagement)BivouackedFlankReinforcement

CavalryRidgeFormationCasualtyDispersed

Directions: You are required to use the following words appropriately in your final piece. Each word must be used in a way that reflects the defini-tion and must be placed in the proper context.

Dynamic Facts:

• (Adams County) The county was formed in 1800 and named for John Adams.

• The artillery barrage at the battle of Gettysburg during Pickett’s charge was heard over 100 miles away in Pittsburgh.

• Union Troops Involved: Approx. 95,000

Union Casualties: 23,040

• Confederate Troops Involved: Approx. 75,000

Confederate Casualties: Estimated between 22,000 and 25,000

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Assessment: RAFT Rubric

Assignment Traits

Accuracy How correct is your information? Is it fully supported by the text and/or history

Perspective Do you stay in your role? How effective are you at performing your role and convincing your audience?

Focus Do you stick to the assigned format? Do you fully satisfy the chosen topic with numerous details and examples?

Mechanics Does your writing contain a minimum of mechanical errors? Does your writing contain no errors as identified in your grammar goals?

Benchmark How is the overall quality of your work, compared with both past work and ever-increasing expecta-tions of better work?

Effectiveness of Performing Criteria

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

Comments:

Comments:

Comments:

Comments:

Comments:

Total Score:_____________/25 Letter Grade:_____________ Percentage:_____________%

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Lesson Plan: Gettysburg Group Choices PresentationDuration: 2-3 classes

Materials: After the students have chosen their groups the teacher will need to make the appropriate number of rubric copies

Copies: Readings (Intro, Days 1-3), Student handout, all 3 rubrics (Skit, timeline, Children’s story), white unlined paper, lined paper and index cards.

Dynamic Facts: • Stonewall Jackson was not at The Battle of Gettysburg. He did in the Battle of Chancellorsville earlier in the war.

• So many soldiers died at Gettysburg that they could not count them. They measured them in yards then estimated.

• The two most popular rifles were the 1861 Springfield and 1853 Enfield. Many soldiers believed the Enfield rifle was more accurate so they were preferred.

Objectives: Students will acquire a better understanding of the Battle of Gettysburg, and specifically, a deeper understanding at what unfolded over each of the three days of battle.

Step-by-Step Procedures: (Day 1)

(Anticipatory Set) (Lead-In): The teacher will begin class with the following question written on the board: Was Gettysburg the most pivotal battle of the Civil War?

1.) Students will write their answers on index cards or half pieces of lined paper or in their journals.

2.) The teacher will call on 2-3 students to read their answers aloud.

3.) Distribute the “Intro” reading for the battle of Gettysburg.

4.) The class will read it aloud and discuss when applicable. This will set the stage for the remainder of the lesson.

5.) Divide the class into groups of 3-4.

6.) Each group should be assigned and provided the reading for day 1, 2 or 3 from the battle of Gettysburg. (There should be 2-3 groups assigned to each day.)

7.) Groups will complete the reading for their assigned day of the battle.

8.) When finished, each group will be given a copy of the assignment directions (Student Copy). As a group, they will select one project to complete for the assignment. Give them the appropriate rubric to set expecta-tions for the project.

9.) If any time remains during Day 1, each group can brainstorm ideas for their project.

Work Day: (Day 2)

1.) Groups will continue to work on their final project.

2.) Teacher will monitor progress/offer help.

Presentations: (Day 3)

1.) Groups will present their projects.

2.) Teacher will use rubrics to score.

Independent Practice: Teacher may assign the groups to complete portions for homework and/or the groups can determine if they will complete portions of the assignment for homework.

Check for Understanding: Revisit anticipatory set question (see above)

Closure: Exit card: (last 10 min. Day 3) Was the battle of Gettysburg the most pivotal battle of the Civil war? Why? Why Not?

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Teacher Information: Gettysburg Group ChoicesIntroduction: Gettysburg battle: This page is intended for a quick fact reference for the teacher. It may also be distributed to students for building content knowledge.

Dynamic Facts:

• Seeking a proper burial ground for the Union troops who died in the battle, a portion of the battle-field was purchased and designated the “Soldiers’ National Cemetery.” However, removal of the dead bodies to the cemetery was a difficult task that was not completed until well after the cemetery’s dedication on November 19, 1863 when President Abraham Lincoln delivered his Gettysburg Address.

Quick Facts Gettysburg was a pivotal battle of the Civil War, involv-ing more than 160,000 combatants from both sides.

It began on July 1, 1863 and ended July 3, 1863, near Gettysburg, PA.

The battle is considered a turning point of the US Civil War because it was the last major attempt by Confederate forces to invade the North.It is immortalized by the eulogy and speeches delivered during the dedica-tion of the Gettysburg National Cemetery, which included the most famous speech by President Abraham Lincoln, the Gettysburg Address, delivered on November 19, 1863.

The opposing generals were Major General George Meade and Confederate General Robert E. Lee.

Confederate General Robert E. Lee had hoped to:

• Gain European support for the South

• Fuel the growing movement for peace in the North

• Turn the attention of Union armies away from Confederate territory

• Find provisions for his army

The three days of fighting, July 1-3, 1863, resulted in 51,000 casualties, the greatest number of any Civil War battle.

There were about 95,000 Union troops and 75,000 Confederate troops.

There were a total of 23,040 Union casualties and an estimated 22,000-25,000 Confederate casualties during the battle.

The Confederates attacked from the north and the Union entered the battlefield from the south.

Despite the heavy losses, the North was considered victorious because the Confederates returned to Virginia.

Lee’s failure to achieve a victory at Gettysburg made it the turning point in the eastern theater of the war.

After the Gettysburg campaign, the Confederate army could no longer sustain an offensive.

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Teacher Information: Gettysburg Group Choices 1 of 3Introduction: Gettysburg battle timeline: This page is intended for a quick fact reference for the teacher. It may also be distributed to students to help them complete their assignments.

Dynamic Facts:

• The only civilian killed during the Battle of Gettysburg was a 20 year old woman named Virginia Mary Wade. She was hit by a stray bullet while baking bread in her house for the Union army on July 3rd.

• Gettysburg was the first national cemetery. It was dedicated on November 16th, 1863. The highlight of the dedication was the Gettysburg Address given by Abraham Lincoln.

GettysburgThe Battle of Gettysburg Timeline

Day 1:Wednesday, July 1, 1863

• 7:30 AM First shot fired 3 miles NW of Gettysburg at intersection of Knoxlyn Rd and US Rt. 30 Chambersburg Pike by Lieutenant Marcellus Jones of the Eighth Illinois Calvary, Buford’s cavalry division, against Major General Henry Heath’s division of A. P. Hill’s corps as they march towards Gettysburg.

• 10:30 AM Major General John Reynolds and two brigades of the Union First Corps infantry arrive and join the line along McPherson Ridge. One is the Iron Brigade, the other is the PA Bucktail Brigade. A bullet through the base of his skull kills Reynolds. Major General Abner Doubleday takes command of the Union First Corps.

• 11:00 AM Two divisions of the Union Eleventh Corps arrive and take positions north of town.

• 2:00 PM One of one-legged Confederate Lieutenant General Richard Ewell’s divisions arrives and engages the right flank of the Union First Corps.

• 2:10 PM General Robert E. Lee arrives to find Heth preparing for a new attack.

• 2:15 PM Another division of Ewell’s attacks the Eleventh Corps position.

• 3:00 PM Where the Eternal Light Peace Memorial now stands, Confederate Major General Robert Rhode’s division launches an attack. With five brigades, it’s the largest division in either army.

• 4:00 PM Jubal Early’s division of Ewell’s corps arrive from the northeast on Harrisburg Rd and cause the right flank of the Eleventh Corps, two small divisions known as the Dutch Corps (mainly German-Americans), to buckle. This sets off a chain reaction down the 2 mile Union line. The First and Eleventh Corps retreat through town to Cemetery Hill and Culp’s Hill. Major General Oliver Otis Howard, one-armed commander of the Eleventh Corps, had reserved a third smaller division to fortify Cemetery Hill incase of retreat.

• 5:00 PM Confederates appear to have won, but to complete the job, Lee tells Ewell, whose third division is arriving, to attack Cemetery Hill “if practicable.” Ewell decides against it.

• After midnight Union General Meade arrives and decides to stay and fight the next day from the strong defensive position.

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Teacher Information: Gettysburg Group Choices 2 of 3

Introduction: Gettysburg battle timeline: This page is intended as a quick fact reference for the teacher. It may also be distributed to students to help them complete their assignments.

Dynamic Facts:

• Winfield Scott Hancockserved in the ‘old army’ (before the Civil War) in California with Confederate General Lewis A. Armistead. Their friend-ship is well document-ed.

• In a controversial move on the second day of battle, Dan Sickles, moved his 3rd Corps from a strong defensive position out into the open peach orchard below, where it was overrun by the combined assault of Gen. Hood’s and Gen. McLaw?s Confederate Divisions. Who was it?

GettysburgThe Battle of Gettysburg Timeline

Day 2: Thursday, July 2, 1863

• Before dawn All of the Rebel Army of Northern Virginia reaches Gettysburg except Major General Jeb Stuart’s cavalry and, from Longstreet’s corps, Major General George Pickett’s division and Brigadier General Evander Law’s brigade. They arrive during the day after marching all night.

• 4:00 PM After a long march to avoid observation, Longstreet’s troops attack, led by Evander Law’s brigade. The army’s chief of engineers, Brigadier General Gouverneur K. Warren, spots them coming, and Brigadier General Strong Vincent leads his men into position on Little Round Top. The Twentieth Maine, commanded by Colonel Joshua Lawrence Chamberlain (and made famous in the novel The Killer Angels and in the movie Gettysburg), is positioned on the left side. Over the next three hours, battle rages across the Wheatfield. Confederates

take Rose farm, the Peach Orchard, the Wheatfield, Trostle farm, and Devil’s Den. Major General Daniel E. Sickles has a leg shot off, which he has preserved in formalde-hyde.

• 7:00 PM In a desperate defensive position on Little Round Top, Chamberlain gives the order, “Bayonet!”, and the Union men charge down the hill.

• 8:00 PM The Confederates still hold the Peach Orchard, the Wheatfield, Trostle farm, and Devil’s Den. They will control Spangler’s Spring overnight. Fighting between Brigadier General George S. Greene’s brigade and Major General Edward Johnson’s division with two brigades of Early’s division becomes intense across Cemetery Hill and Culp’s Hill as dusk approaches.

• Overnight There is frequent firing. On the Confederate side, Pickett’s and Stuart’s three cavalry brigades arrive. For the Union side, Major General John Sedgwick’s sixth corps arrives. In General Meade’s headquar-ters, he takes a votes from his generals and decides to stay and fight.

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Teacher Information: Gettysburg Group Choices 3 of 3

Introduction: Gettysburg battle timeline: This page is intended as a quick fact reference for the teacher. It may also be distributed to students to help them complete their assignments.

Dynamic Trivia:

• The battle of Gettysburg, fought in 1863, began on what day of the year?

July 1, 1863. The Battle of Gettysburg was a three-day battle that opened with the Confederate assault down the Chambersburg Pike and across Willoughby Run on July 1, 1863.

Dynamic Quote:

•Quote – After “Pickett’s Charge” General Lee asked Pickett to reform his division to prepare for a counter attack…Pickett responded “…General Lee, I have no division now.”

Gettysburg The Battle of Gettysburg Timeline

Day 3:Friday, July 3, 1863

• 4:30am Union troops renew the fight at Culp’s Hill. Attacks and counterattacks continue for nearly seven hours.

• 8:30am Sniper fire between Confederate troops barricaded in town and Union troops on Cemetery Hill continues throughout the day. Twenty year old Mary Virginia “Jenny” Wade is shot by a stray bullet in her sister’s kitchen on Baltimore Street as she makes biscuits for Union soldiers. She is the only civilian casualty of the battle.

• 1:00pm Stuart leads his Confederate Calvary around to confront the Union rear, including Brigadier General George Armstrong Custer, along Cemetery Ridge.

• 1:07pm Two cannon shots fire from Seminary Ridge, the signal for Confederates to harden the attack near the now famous copse of trees on Cemetery Ridge. The

Union side retaliates. There are almost two hours of rapid fire from 250 cannons. It is reportedly heard in Pittsburgh, 150 miles west, but not in Chambersburg, only 15 miles west.

• Between 2:00pm and 3:00pm The Confederate batteries run low on ammunition. Major General George E. Pickett asks Longstreet, “General, shall I advance?” and receives a nod to carry out the now-famous Pickett’s Charge.

• 4:00pm Brigadier General Lewis A. Armistad and about 200 men make it through the angle in the stone wall, but he is mortally wounded as he places his hand on an enemy cannon to capture it. The high water mark of the Confederacy is reached and the survivors retreat.

• 5:00pm Union cavalry division commander Brigadier General Judson Kilpatrick learns of the successful repulse and organizes his own counterattack against Confederates west of the Round Top hills. It is unsuccessful without infantry.

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Battle of GettysburgIntroduction

The Battle of Gettysburg was one of the most pivotal battles of the Civil War. Fought during the first three days of July 1863, this battle was the culminating event of General Robert E. Lee’s attempt to invade the North. Beginning in the middle of June 1863, Lee and the Army of Northern Virginia moved north from Virginia toward the Potomac River. Lee intended to invade Maryland and Pennsylvania thinking this offensive would benefit the Confederacy’s cause for many reasons. His army was in need of supplies and raw materials that could not be easily obtained in the South. He hoped that food supplies could be acquired from northern farms and warehouses. This would help to strengthen his troops after a long winter of irregular meals. It was also thought that a victory over the Union army on northern soil would cause European countries such as Great Britain and France to recognize the Confederate States of America as an independent nation. Lee also believed that a victory for the South would provide the growing peace movement in the North with enough strength to press the Lincoln administration to settle for peace. All of these things could have possibly ended the Civil War.

General Lee’s hungry troops crossed the Potomac River, the geographic border between Virginia and Maryland, and marched into Pennsylvania. The Confederates found food, supplies, and many scared northern civilians. The Union army followed Lee, in an attempt to shield Washington, DC from the Confederate forces. The Union stopped

in Maryland, while their army commander, General “Fighting Joe” Hooker, argued with his commanders in Washington for more troops. The Union army set out from their camps with a new commander, General George Gordon Meade who replaced Hooker. They had one mission in mind: to find Lee and put a stop to his invasion. On June 30th, a group of Confederates headed eastward from Cashtown, Pennsylvania. They were looking for supplies, specifically shoes. It was rumored that a large cache of shoes were in Gettysburg for the taking. As the Confederate troops marched on Gettysburg, they were surprised to spy Union cavalry-men just ahead near the town. Under orders were to not start a battle, the southerners retreated to Cashtown where they reported to their commander, General A.P. Hill, what they had encountered. General Hill decided to send a larger part of his command toward Gettysburg the next morning to further investigate how many soldiers were actually there. At that time, the Confederates did not realize the men they saw were Union cavalry under the command of General Buford.

Whole Class Reading: Gettysburg Group Choices

Directions: As a group, you will complete the following reading.

Dynamic Facts:

• Many Equestrian Monuments are located around the battlefield. They tell a story about their rider. If a horse has all four legs on the ground he was unharmed during the battle. If the horse has one leg raised the rider was injured in battle. If the horse has 2 legs raised the rider died in battle.

Dynamic Trivia:

• Which Confederate General, after the battle of Pickett’s Charge said, ‘It’s all my fault?’?

General Lee. As soldiers were retreat-ing from the famous charge, General Lee rode among them and was heard saying, ‘It’s all my fault ...’.

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Battle of Gettysburg: Day 1July 1, 1863

The Battle of Gettysburg began in the early morning of July 1st, 1863 when General Buford’s Confederate column, sent by General Hill, spotted by Union cavalry one mile west of Gettysburg. A Union officer fired the first shot of the battle, and the Confederates retaliated. The Union troops, knowing they could not beat the Confederate infantry, fell back through the streets of Gettysburg. As the Confederate troops pursued they were slowed by the tight streets of Gettysburg, causing a bottle-neck. The cavalry wanted to make one last determined stand. When they reached the McPherson Farm, they decided to do just that. The Union infantry joined the cavalry, and together, they threw back the Confederates’ advance.

Most of the fighting on July 1 was west and north of Gettysburg. The Union troops fought with great valor against an overwhelming number of Confederates directed toward Gettysburg by General Lee arrived on the battlefield as the fighting reached its apex. The general was frustrat-ed that his officers started a battle without his permission, for he planned to concen-trate his army west of Gettysburg and fight a battle in the mountains. The aggravated Lee watched his victorious soldiers drive the Union troops through Gettysburg to the hills south of town. It was a victory for Lee, but not a decisive one, as the Union Army did not retreat from the hills, but concentrated there. General Meade arrived that night and decided to fight the battle by defending the hills and letting Lee make the next move.

Battle of Gettysburg: Day 2 July 2, 1863

By the early morning of July 2, the Union army had set up a strong position. The giant “fishhook” formation stretched from Culp’s hill to Cemetery ridge. This arrange-ment enabled the Union forces to provide reinforcements to the areas of the heaviest fighting both quickly and efficiently. Satisfied with his troops’ position on the high ground, General Meade decided to wait for Lee to make the next move. From the Confederate line General Lee surveyed the strong Union position on Seminary Ridge. He realized that a simultaneous strike on both the right and left of Meade’s position could weaken the Union line and push them toward Cemetery Hill. Lee directed General James Longstreet to attack the Union left and General Richard S. Ewell to attack the Union right.

The fighting did not begin until 4 p.m., and it quickly spread up and down the ridges. Union cannons posted on the ridge above Devil’s Den awoke with fire, followed by fighting that broke out on the slopes of Little Round Top, to the Wheatfield, and the Peach Orchard. General Longstreet’s Confederates were responsible for attacking these positions. At Little Round Top, Union troops knocked back repeated Confederate attacks and finally saved the hill from capture after several hours of combat. Fighting swept into Devil’s Den and up the line to the Peach Orchard. The line of General Daniel Sickles, a Union corps commander, collapsed under the relentless southern attacks. Sickles himself was severely wounded that his leg required amputation. A quick and timely counterattack of Union reserves drove the

Student Reading: Gettysburg Group ChoicesDirections: As a group, you will complete the following reading.

Dynamic Trivia:

• Which Union officer thought Little Round Top to be considered of ‘little importance ...’?

General Sickles. After seeing his position, Sickle’s ordered his 3rd Corps forward off of Little Round Top.

• Which Union General was placed in command just days before the battle of Gettysburg?

General Meade. General Meade became Lincoln’s choice for commander of the Army of the Potomac after General John Reynolds turned down the offer.

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Confederates back. Darkness seemingly ended the fighting on the Union left, but the battle was just beginning at Culp’s Hill. Night had fallen by the time Confederate infantrymen, under General Edward Johnson, splashed across Rock Creek and began the climb up the wooded slopes of Culp’s Hill. Union troops quietly dug in behind natural defenses that stretched southward from the summit of the hill to a small knoll above Spangler’s spring. In the darkness, Union muskets caused confusion that made the Confederate commander believe that he was heavily outnumbered. He stopped the attack to wait for reinforcements.

Meanwhile, Confederate troops made a spectacular charge to the base of Cemetery Hill and were able to overrun Union troops stationed behind stone walls. Seizing the opening, Confederate soldiers poured through the gap and they attacked Union artillery at the summit. Just in time, Union reinforcements surged to the scene and immediately attacked with fixed bayonets, driving off the Confederates. Although General Meade’s line was broken, he was still able to hold his position on Cemetery Ridge.

Battle of Gettysburg: Day 3July 3, 1863

On the morning of July 3, Culp’s Hill was the focal point of early fighting when Union troops attacked Confederates who had taken a portion of the hill the night before. The Confederates had been reinforced and they wanted to try and drive the Union troops off of the summit of the hill; however, they could not get beyond the Union line because of the stubborn defenses the Union soldiers had created. After six hours of intense fighting, the Union succeeded in driving off the Southerners. General Lee decided to refocus his strategy. Having already ordered his cavalry chief, J.E.B. Stuart, to ride around the Union army and attack the Union supply line, Lee decided to strike the weakened Union center. The massive assault, better known today as “Pickett’s Charge”, would be Lee’s last gamble for victory at Gettysburg.

The Confederate cannons began at one o’clock and lasted for almost two full hours. It was followed by the charge of 12,000 Confederates, half of them from Lee’s home state of Virginia commanded by General George E. Pickett, and the other half commanded by Brig. General James J. Pettigrew. The Confederates broke through the Union line at the angle near a clump of trees, but were stopped and forced to turn back with heavy losses.

That evening, General Lee ordered his troops to prepare to retreat to the Potomac River where they would cross back into Virginia. General Meade, pleased that his army held a superior position, waited for Lee to make the next move. After witnessing the retreat, Meade decided to follow the Confederates as they marched away from Gettysburg and wound their way west toward Williamsport, Maryland on the Potomac River. Confederate engineers were able to place floating bridges across the river and the last troops of Lee’s army crossed onto the Virginia side just as Meade’s soldiers began to close in. The bloody Gettysburg Campaign was over.

Continuation of Student Reading

Brig. Gen. Fitzhugh Lee, CSA

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Student Handouts: Gettysburg Group Choices

Directions: The battle of Gettysburg played a pivotal role in deciding the outcome of the American Civil War.

As a group of 3-4 students you will:

1.) Complete your groups, reading selection about one of the days of battle.

2.) Use the informa-tion from the selection to complete one of the following assignments.

Dynamic Facts:

• world-famous speech delivered by President Abraham Lincoln at the dedication (Nov. 19, 1863) of the National Cemetery at Gettysburg, Pa., the site of one of the decisive battles of the American Civil War (July 1–3, 1863).

Short skit - with narrator (3-5 minutes)

If you choose this assignment you will need to turn in the following materials:

-Script

-Basic overview of the scenes

-List of how each group member helped complete the assignment

* You do not need props.

• The narrator should speak clearly and loudly enough to be heard by the class.

Timeline - on one sheet of unlined paper

If you choose this assignment, you will need to turn in the following materials:

-Timeline that includes all of the following elements

• 3-5 events from your group’s reading

• 1 small hand drawn-picture for each event

• 1-2 sentence description for each event -List of how each group member helped complete the assignment

* Make sure to put a title on the timeline.

*You should not have times or dates because the events from the reading take place on the same day.

Children’s story - One or more group member read it aloud to the Class.

If you choose this assignment you will need to turn in the following materials:

-1 page per event

-1-2 sentences per page

-At least 1 picture on each page that relates to the event

-List of how each group member helped complete the assignment

* The student who reads it in front of the class should be loud and read with expression.

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Vocabulary: Illustrations

Directions: 1. Use a dictionary to define the following terms. (Column 2)

2.Then use it in an appropriate sentence about the battle of Gettysburg. (Column 3)

3. Finally draw a small picture to represent the term. (Column 1)

Dynamic Facts:

• Francis C. Barlow was the youngest Union general (28 years old). He was hospital-ized as a casualty in the Confederate field hospital, and was recovered when they departed.

Dynamic Trivia:

• When did General Lee die?

October 12, 1870.

Terms & Pictures Definition SentenceGettysburg

Union

Confederacy

Artillery

Infantry

Reinforcements

Cavalry

Battle (engagement)

Flank

Ridge

Formation

Casualty

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Assessment: Historical Role Play Short Skit Gettysburg

Directions: You have chosen the skit and will need to turn in the following materials: script, basic overview of the scenes, and a list of how each group member helped complete the assignment. The narrator should speak clearly and loud enough to be loudly by the class.* You do not need props

Directions:For page 21. You have chosen the timeline and will need to turn in the following materials: 1 page per event, 1-2 sentences per page, at least 1 picture on each page that relates to the event, and a list of how each group member helped complete the assignment. * The student who reads it in front of the class should be loud and read with expres-sion.

Category 4 3 2 1Historical Accuracy

All historical information appeared to be accurate and in chronological order.

Most histori-cal information appeared to be accurate and in chronological order.

Some historical information was accurate and in chronological order.

Very little of the historical information was accurate and/or in chronological order.

Required Elements

All required elements are included.

Most required elements are included.

Some required elements are included.

1 required element is included.

Script Script is well written and covers all content required.

Script is well written and covers most content required.

Script is written and covers most content required. Or is well written but covers only some content.

Script is not complete and covers some content required.

Acting All actors stay in character and remember their lines. Narrator speaks clearly and loudly.

Most actors stay in character and remember their lines. Narrator speaks clearly and loudly.

Some actors stay in charac-ter and/or remember their lines. Narrator speaks clearly and/or loudly.

At least 1 actor stays in character and remembers his or her lines. Narrator speaks clearly and/or loudly.

Group Name:_______________________________________________________________

Students:

1._____________________________________

2._____________________________________

3:_____________________________________

4._____________________________________

5._____________________________________

Comments:

Total Score: __________/16 Letter Grade:___________ Percentage: ___________%

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Assessment: Story Writing Battle of Gettysburg Children’s Story

Group Name:________________________________________________________________________________________

Category 4 3 2 1Accuracy of Facts All facts presented in

the story are accurate.Most all facts present-ed in the story are accurate.

Some facts present-ed in the story are accurate.

There are factual errors in the story.

Requirements All of the written requirements (# of pages, # of graphics, type of graphics, etc.) were met.

Most (about 90%) the written requirements were met.

Some of the written requirements were met, but several were not.

Many requirements were not met.

Creativity The story contains many creative details and/or descriptions that contribute to the reader’s enjoyment. The author has really used his imagination.

The story contains some creative details and/or descriptions that contribute to the reader’s enjoyment. The author has used his imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Spelling and Punctuation

There are no spelling or punctuation errors in the final draft. Character and place names that the author used are spelled correctly consistently throughout.

There is one spelling or punctuation error in the final draft.

There are 2-3 spelling and/or punctuation errors in the final draft.

The final draft has more than 3 spelling and/or punctuation errors.

Students:

1.________________________________________________

2.________________________________________________

3:________________________________________________

4.________________________________________________

5.________________________________________________

Comments:

Total Score: ___________________/16 Letter Grade:___________________ Percentage: ___________________%

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Assessment: Timeline the Battle of GettysburgCategory 4 3 2 1Content/Facts Facts were

accurate for all events reported.

Facts were accurate for almost all events reported.

Facts were accurate for some of the events.

Facts were often inaccurate for events reported.

Time Use Classroom time was used to work on the project. Conversations were not disrup-tive and focused on the work.

Classroom time was used to work on the project the majority of the time. Conversations were not disrup-tive and focused on the work.

Classroom time was used to work on the project the majority of the time, but conversations often were disruptive or did not focus on the work.

Students did not use classroom time to work on the project and/or conver-stations were highly disruptive.

Graphics All hand-drawn pictures are effective and balanced with text use.

Most hand-drawn pictures are effective, and balanced with text use.

Some hand-drawn pictures are effective and balanced with text use.

Over all hand drawn pictures are not effective.

Required Elements

All required elements are included.

Most required elements are included.

Some required elements are included.

1 required element is included.

Group Name:_______________________________________________________________

Students:

1._____________________________________

2._____________________________________

3:_____________________________________

4._____________________________________

5._____________________________________

Comments:

Total Score: __________/16 Letter Grade:___________ Percentage: ___________%

Directions: You have chosen the timeline and will need to turn in the following materials: a timeline that includes all of the following elements: 3-5 events from your group’s reading, one small hand-drawn picture for each event, 1-2 sentence descrip-tion for each event, a title, and a list of how each group member helped complete the assignment. *You should not have dates because the events from the reading take place on the same day.

Dynamic Trivia:

• Of whom was Robert E. Lee’s wife a descen-dant?

Martha Washington. George and Martha had no children together, but Martha had children from her previous marriage. Mary Custis Lee was Martha’s step-great-granddaugh-ter.

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Lesson Plan: Soldier’s Life PowerPoint Notes/Discussion

Duration: 1-2 classes

Materials: PowerPoint presenta-tion of a soldier’s life, teachers notes, class copies of Student handout (PowerPoint notes), and note cards/journals.

Independent Practice: Closure assignment isnt the same as indepen-dent practive.

Check for Understanding:The closure activity and notes will provide the teacher with feedback on the students’ level of understanding.

Closure: On a note card the students will answer the following question- If you were a soldier what would be the hardest part of day to day life to deal with and why? Students will hand in cards before they leave.

Cognitive Objectives: Students will be able to (SWBAT) demonstrate an understanding for a soldier’s hardships during the Civil War.

Affective Objectives: SWBAT empathetic to what a soldier experienced during the Civil War.

Psychomotor Objectives: SWBAT apply newly obtained content knowledge to the closure activity.

Step-by-Step Procedures:

(Anticipatory Set) The teacher will begin the lesson by asking the students to think about the question: What was daily life like for a Civil War soldier?

1.) The teacher will call on 2-3 students and briefly discuss answers.

2.) Then the teacher will pass out the student handout Soldier’s Life PowerPoint notes page.

3.) The teacher will set expectations for appropriate level of notes on the page and model an example of an appropriate question throughout the PowerPoint.

4.) The teacher will lead a PowerPoint presentation with an appropriate level of student interaction. (Level of interaction is based on teacher’s preference.)

5.) Throughout the lesson, the teacher will use the teacher notes handout to guide the presentation.

6.) The pace of the lesson (1-2 days) is determined by the teacher and the needs of the class.

7.) At the end of the lesson, allow for 15 minutes to complete a closure activity.

8.) With 15 minutes remaining, write the question: What would have been the most difficult hardship for you to overcome if you were a Civil War soldier? Why?

9.) On note cards, have the students answer the question on their own or with a partner.

10.) The teacher may allow students to reference their notes to complete the assign-ment. Collect the writings/notes.

11.) As a follow-up, the teacher may select a few writings to be shared aloud in class.

12.) Vocabulary (A) or (B)

What is Differentiated? (Content, Process, or Product) The process of this lesson is differentiated. A PowerPoint presentation capitalizes on the students in the class who learn best in an audio/visual style.

How is it Differentiated? (Readiness, Interest, or Learning Profile) This lesson is differentiated based on the readiness of the whole class. Using formative assessment the teacher can deduce whether or not the class needs to move at a slower pace. If so the teacher slows the pace of the lesson to be spread out over two class periods rather than one.

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Teacher Information: Solder’s Life PowerPoint Teacher Note

1. Soldiers:• Average age of 24, although many were older and younger

• Plenty of volunteers at the beginning of the war

• After casualties began to mount, much more difficult to get replacements

• Both sides resorted to conscription (draft)

2. Drummer boy:• No age requirement, so if you were not 18 you could still serve

• Had many non-musical duties including: barbers, cooks, stretcher bearers

• Often had to carry amputated arms and legs away from the surgeon’s tent

3. Camp life• Crowded life of an army camp was new to many men (farmers)

• They were not used to long periods of boredom, drills, marching, and terrible food

• Tents were used most of the time/ small rough log cabins were built to help relieve harsh winters

4. Passing time• Soldiers played chess, wrote letters, and gambled

• Other activities included attempting to improve the food, wrestling, singing, playing baseball games

• They also bet on head lice races ( because of poor hygiene, lice was everywhere)

5. Food• Both armies struggled to consistently find good food

• Supplies were irregularly available?

• Staple for both armies: hardtack (type of large soda craker) - very hard, often had to be soaked before eaten

• Fresh vegetables (when available), salted meats, coffee, and wild game would be eaten when times were good

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Teacher Information: Soldier’s Life PowerPoint Teacher Note

6. Weapons• The Minnie ball bullet was a new-style bullet with a longer range, .58 cal, devastating results

• Rifled muskets, artillery included rifled cannons and several styles of exploding shells

• Late in the war new innovations: repeating weapons, breech loading, Gatling gun

7. Doctor’s tools• Most doctors had minimal training

• Their tools were crude and consisted of a variety of probes, knives, and saws

• Many soldiers who had amputations died from infection (tools were rarely cleaned)

• They thought all blood was the same

8. Lack of hygiene• Filth from many men living in close quarters

• Garbage, human waste, animal waste, and dirty bandages surrounded the camps

• Many soldiers never bathed which led to sickness and disease

9. Illness• For every one soldier who died in battle, four died from disease

• No connection was made between dirt and disease

• Unaware of diseases caused by insects

• Poor food often led to stomach flu and dysentery

10. Conclusion• Life as a Civil War soldier was difficult

• Very few of the soldiers who served during the Civil War were lucky enough to not suffer some type of injury, disease,

or death

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Student Information: Soldier’s Life PowerPoint Student

Directions: Use the space provided and to take notes on the presentation to brainstorm any questions you may have about the content.

Vocabulary pg 27-29:Based on the students readiness, the vocabu-lary quiz part of this lesson plan contains two versions. One contains a word bank and one without.

Dynamic Trivia:

• Which General suggested that his division should be able to ‘Go to the right?’ of Big Round Top?

General Hood. General Hood wanted to swing around Big Round Top to flank the Union position and quite possibly raid their supply lines.

Slide Notes Questions you may have1. Soldiers

2. Drummer boy

3. Camp life

4. Passing time

5. Food

6. Weapons

7. Doctor’s tools

8. Lack of hygiene

9. Illness

10. Conclusion

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Soldier’s Life Vocabulary Quiz (A)Word Bank

Gettysburg Confederacy infantry cavalry flank formation

Union artillery reinforcements battle (engagement) ridge casualty

1. A large-scale fight between two armies is called a ______________.

2. _____________ is a soldier who has been killed or wounded, is missing, or was captured by the enemy.

3. The eleven states that seceded from the United States to form their own country were known as the _____________.

4. The end of a line of soldiers is known as the _____________.

5. ______________ is the military term used when referring to cannons and other large weapons.

6. The United States of America or “the North” was known as the _____________ during the Civil war.

7. ______________ are additional troops held back from battle until they are needed to support and strengthen the units already in the battle.

8. What do you call a long, narrow, and raised strip of land? ______________

Matching

9. Cavalry

10. Gettysburg

11. Infantry

12. Formation

A. Location of a pivotal three-day battle of the Civil War.

B. The basic physical arrangement of soldiers in a unit, made up of ranks and files; a rank is the single line of men from right to left, and a file is the line of men from front to back

C. Men fighting, scouting, or screening army movements from horseback

D. Group of men who travel and fight on foot

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Soldier’s Life Vocabulary Quiz (B)1. A large-scale fight between two armies is called a ______________.

2. _____________ is a soldier who has been killed or wounded, is missing, or was captured by the enemy.

3. The eleven states that seceded from the United States to form their own country were known as the _____________.

4. The end of a line of soldiers is known as the _____________.

5. ______________ is the military term used when referring to cannons and other large weapons.

6. The United States of America or “the North” was known as the _____________ during the Civil war.

7. ______________ are additional troops held back from battle until they are needed to support and strengthen the units already in the battle.

8. What do you call a long, narrow, and raised strip of land? ______________

Matching

9. Cavalry

10. Gettysburg

11. Infantry

12. Formation

A. Location of a pivotal three-day battle of the Civil War.

B. The basic physical arrangement of soldiers in a unit, made up of ranks and files; a rank is the single line of men from right to left, and a file is the line of men from front to back C. Men fighting, scouting, or screening army movements from horseback D. Group of men who travel and fight on foot

Directions: Fill in the blank with the vocabulary word that best completes each sentence.

Dynamic Trivia:

• This general’s saddle was shot and the bullet drove a nail into his leg during the battle of Pickett’s Charge. Who was he?

General Hancock. While riding along Cemetery Ridge, General Handcock was stuck.

• How was Vincent’s Brigade aligned in its defence of Little Round Top (from left to right, facing westward, looking at the confeder-ates coming at you?)

20th Me, 83rd Pa, 44th NY, and 16th Mich. Disobeying marching orders, Colonel Vincent answered the calling of General Warren for troops to the defense of Little Round Top only to beat the attack-ing confederates by 15 minutes..

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Soldier’s Life Vocabulary Quiz (B)

Word Bank

Gettysburg Confederacy infantry cavalry flank formation

Union artillery reinforcements battle (engagement) ridge casualty

1.) A large-scale fight between two armies is called a Battle.

2.) Casualty is a soldier who has been killed or wounded, is missing, or was captured by the enemy.

3.) The eleven states that seceded from the United States to form their own country were known as the Confederacy.

4.) The end of a line of soldiers is known as the Flank.

5.) Artillery is the military term used when referring to cannons and other large weapons.

6.) The United States of America or “the North” was known as the Union during the Civil war.

7.) Reinforcements are additional troops held back from battle until they are needed to support and strengthen the units already in the battle.

8.) What do you call a long, narrow and raised strip of land? Ridge

Matching

9. Cavalry C.

10. Gettysburg A.

11. Infantry D.

12. Formation B.

A. Location of a pivotal three-day battle of the Civil War.

B. The basic physical arrangement of soldiers in a unit, made up of ranks and files; a rank is the single line of men from right to left, and a file is the line of men from front to back

C. Men fighting, scouting, or screening army movements from horseback

D. Group of men who travel and fight on foot

Soldier’s Life Vocabulary Quiz (KEY)

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Lesson Plan: Dramatic “Who Am I?” PerformancesDuration: 2 Classes

Materials: Student information, vocabulary questions for journal entries, dramatic performance rubric, and many possible props and/or costume.

Dynamic Trivia:

• The Wisconsin and Michigan men of the First Corps were known as what?

The Iron Brigade. The Iron Brigade were experienced veterens who knew their job. Buford’s men were glad to see the black-hatted Iron Brigade coming. They had been fighting for hours, unused to this kind of warfare; most of their ammuni-tion pouches were empty.

Cognitive Objectives: Students will be able to (SWBAT) describe the role of a prominent figure in the Battle of Gettysburg.

Affective Objectives: SWBAT empathize with the prominent figure they have chosen to make their presentation authentic.

Psychomotor Objectives: SWBAT perform the “Who am I?” dramatic portrayal of a prominent figure.

What is Differentiated? (Content, Process, or Product) During this lesson, the students will have the opportunity to work with Content through a process that affords them the greatest chance to experience success. Multiple types of resources for information should be available.

How is it Differentiated? (Readiness, Interest, or Learning Profile) Each student will choose the person he/she will portray. This choice will be made by the learner based on his/her interest in what the chosen person has done. The use of varied resources will be done by learner readiness.

Step-by-Step Procedures: (Anticipatory Set) To express to the students the power of dramatic performance, the teacher will perform a “Who Am I?” perfor-mance. Using the Teacher Information page, perform the Abraham Lincoln information. This presentation should set the tone for the student enthusiasm. Do not tell the students who you are; through your portrayal they should be able to figure out your identity. Once Abraham Lincoln has been performed by the teacher, no student may choose to perform this person.

1.) Debrief the students on your perfor-mance.

2.) Distribute the Student Information, Vocabulary, and Rubric sheets. Discuss the information contained on these pages. Note: Students should use the Information page to gather their information, and the Rubric page must guide the creation of the script.

3.) Give students access to resources (i.e. books, encyclopedias, web-based informa-

tion, magazines, etc.). Ensure students are effectively taking notes on the information, rather than “copying” each page.

4.) Student performances of “Who Am I?” content with short group discussion of information following each performance.

Independent Practice: Through the creation of the “Who Am I?” presentation, the students will apply their understanding of the influences of their chosen person. In focusing on the given criteria the students will present to one another the many varied perspectives of the Battle of Gettysburg.

Check for Understanding: The teacher must continually check with students to ensure they are following the criteria.

Closure: Discuss with students the many different perspectives that were present at the Battle of Gettysburg.

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Teacher Information: Dramatic “Who Am I?” Performances

Abraham Lincoln

When: I was born in Illinois on February 12th, 1809. My death on April 15th, 1865 began a nation-wide manhunt.

Where: Although my life began in Illinois, I spent many of the later days of my life in Washington D.C. My last breath was taken at the Petersen House.

What: At 6’ 4” tall, I am the tallest person ever to hold my position. I am famous for uniting a divided county. Signing the National Banking Act in 1863, I began the process of our nation-al banking system and set into motion the use of a standardized currency system. People often give me credit for saying what needed to be said and doing what needed to be done to win the Civil War.

Who:Who am I?

Discuss: Make sure that during the performance of the above presentation you have dressed the part. Give the students a reason to be excited about this assignment. Express to the class the importance of writing a script that does not give away the person’s identity in the very beginning. The audience must listen for subtle hints that will reveal his/her identity. Students should include obscure facts that will not be commonly known if the chosen person is easily identifiable. You may have many students performing the same person. This will accentuate the necessity for these obscure facts. Students must perform their information in a manner that is authentic. This will require several rehearsals. Have students rehearse in front of their parents to ensure their identities remain secret. No other students should know the identity of their classmates. Show students the resources you have gathered and discuss the importance of using multiple internet resources to ensure the facts used can be confirmed as true.

Introduction:Using this page the teacher will have some information to share with the students that will assist them in researching their chosen person. With the Abraham Lincoln information below, perform a “Who Am I?” presentation. When the students have chosen the person they would must continually update the teacher with the information that they are discovering.

Dynamic Trivia:

• Where did General Reynolds get shot?

Head. There is disagreement among historians as to whether he was shot by a Confederate sniper or by friendly fire. The bullet went clean through Reynolds’s skull, killing him instant-ly. He was one of the first to die.

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Student Information: Dramatic “Who am I?” Performances

Directions: You will choose an influential person to portray from the Battle of Gettysburg. Please use the following information to guide your work.

Dynamic Facts:

• John Burns was the Constable of Gettysburg, who arrest-ed some Confederate soldiers and put them in his jail when they first came.

John Burns was an old war veteran from the wars against the Indians. He joined the Union soldiers at Sementary Ridge with his old rifle. Some soldiers gave him a newer rifle, and he went up to help some men closer to the fighting. No one is sure if he died in the battle, but his commanding officer said “I never saw John Burns after our movement to the right. I only know that he was true blue and grit to the backbone, and fought until he was three times wounded.”

When: When were you born? When did you die? When did some important events in your life occur?

Where: Where were you born? Where did you die? Where did some important events in your life occur?

What: What are you known for? What are some facts about you that most people might not know?

Who: Who am I?

NOTE: Make sure you present your facts in such a way that you do not reveal who you are at the beginning of your performance. Ideally, the audience will need all the information to make a logical conclusion about who you are. Document your sources!

Sources:

1. ________________________________________________________________________

2. ________________________________________________________________________

3. ________________________________________________________________________

4. ________________________________________________________________________

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Vocabulary: “Who Am I?” Journal Entries

Directions: Use your comprehen-sive understanding of the following words to answer the questions in your journals. Please be specific and answer each question completely. Your responses to the follow-ing questions must be in the form of 8th grade quality respons-es. Punctuation and spelling are judged in all types of writing!

Dynamic Facts:

• Though the Southern army lacked much by way of equipment, the powder in their cartidg-es was better than the Yankee ammunition. It was brought from Europe by sly sea captains who guided blockade-running vessels past Northern fleets guarding all the Southern ports. Many ships slid regularly in and out, under the cover of darkness and fog. On their return voyages they brought the finest gunpowder which French and British arsenals could provide.

Term Journal Entry Questions

Gettysburg What was your role in the Battle of Gettysburg?

Union What were your perceptions of the Union?

Confederacy What were your perceptions of the Confederacy?

Artillery What is artillery?

Infantry What is infantry?

Reinforcements What are reinforcements?

Cavalry What is the cavalry?

Battle (engagement) What did you do in the battle?

Flank What is a flank?

Ridge How do the ridges of Gettysburg impact the fighting?

Formation What is formation?

Casualty What is a casualty?

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Assignment Traits

Accuracy How correct is your information? Is it fully supported by the text and/or history?

Perspective Do you stay in character? How effective are you at performing your role and convincing your audience?

Focus Do you stick to the assigned format? Do you fully satisfy the chosen topic with numerous and specific details and examples?

Mechanics Does your script contain minimal mechani-cal errors?

Vocabulary Did you include at least five vocabulary words in your presentation? One Point will be deducted for each missing vocabulary term.

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

Comments:

Comments:

Comments:

Comments:

Comments:

Total Score:_____________/25 Letter Grade:_____________ Percentage:_____________%

Assessment: Dramatic “Who Am I?“ Performances Lesson Plan: Battle Geography

35

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

5 4 3 2 1

Lesson Plan: Battle Geography

Duration: 2-3 Classes

Materials: battle perspective pictures, map printouts, student reenactment design handout, and reenactment design rubric.

Check for Understanding: While the students are preparing for the reenactment, the teacher must monitor authenticity.

Closure: After the reenactments have been completed, debrief the students about what advantages the geography afforded.

Cognitive Objectives: Students will be able to (SWBAT) Describe the advantages that certain positions may give to groups while fighting a military battle.

Affective Objectives: SWBAT Experience the emotions of a soldier while fighting a battle in Gettysburg and experiencing the terrain.

Psychomotor Objectives:SWBAT re-enact portions of the battle.

What is Differentiated? (Content, Process, or Product) Through the application of a variety of battles the teacher will be able to differentiate the process for the students.

How is it Differentiated? (Readiness, Interest, or Learning Profile) Students will be grouped base on their learning profiles. From these groups, the students will work with similarly minded students to create a pseudo-reenactment of portions of the Battle of Gettysburg.

Step-by-Step Procedures:

1. Administer the Learner Profile assessment from the following website: http://www.ldpride.net/learning-style-test.html. Have the students print their results. Use these results to put 4-5 students with similar strengths into groups.

(Anticipatory Set) Display the differing pictures from Little Round Top. Discuss the varied perspectives each side had. Why would one Perspective have been an advantage over the other? Which position would have had the advantage in battle? Knowing what you know about battle, name the factors that would have made one view better than the other.

2. Describe to the groups that they must create a reenactment for their assigned battle. Their reenactment must end up the way the battle did and must obey the geography of the battle location using similar land features. Students will be armed with dodge balls as weapons.

3. The groups will adhere to the descrip-tion of their battle. Careful establishment for the parameters is necessary for this lesson. Students must be forced on recreating their assigned battle as authentically as possible.

4. Groups will lead the entire class through the reenactment they created. They must share their rules and guidelines with their peers and exhibit good leadership while the class is performing the battle.

Independent Practice: Through this lesson the students will have an opportunity to practice leadership skills and apply their knowledge of the advantages that certain positions afford military regiments during battle. This independent practice will come in the form of a well-written set of parameters for the group’s reenactment.

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Anticipatory Set: Union View from Little Round Top

This is the view the Union army would have had from the top of Little Round Top during the Battle of Gettysburg.

Perspective Analysis: How would you describe this terrain? What do you think it would be like to fight from the top of this hill? Do you think that this geography would present any specific challenges for the Union soldiers? This is the high ground, what advantages would a brigade occupying this position have? How would you compare this position with that of the Confederate position in terms of military strategy? If you were in the Battle of Gettysburg which position would you rather occupy, that of the Confederate or Union army? Why?

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This is the view the Confederate army would have had from the bottom of Little Round Top during the Battle of Gettysburg.

Perspective Analysis: How would you describe this terrain? What do you think it would be like to climb this hill? Do you think that this geography would present any specific challenges for the Confederate soldiers? Can you think of any advantages that this position give? How would you compare this position with that of the Union position in terms of military strategy? If you were in the Battle of Gettysburg which position would you rather occupy, that of the Confederate or Union army? Why?

Anticipatory Set: Confederate View from Little Round TopAnticipatory Set: Union View from Little Round Top

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Teacher Information: Geographic Overview

Introduction: In order to lead the students through this activity, the teacher will need to have a clear working knowledge of the battles and the events that transpired. This map gives an overview of the geography of the Battle of Gettysburg, complete with regiment locations and their movements during the three days. Using this map, the students can complete an enrichment activity after their group work is done. It is offered here to the teacher as an overview.

Dynamic Trivia:

• The Confederate troops known as the “Tigers” were from which state?

Louisiana. The Louisiana Tigers were a prize brigade of the Southern army. They crept silently to toward the walls which rimmed the wall. The battle was short but bitter. The Federals had mounted guns on Culp’s Hill, and there were cannon in the cemetery itself. Cannoneers fought with their ramrods when gray men came whooping among them. Rocks were hurled. People were slugged and choked with bare hands. Union reinforce-ments came sprinting across the cemetery, stumbling over graves and tombstones, but rushing on the wall were the Confederate attack swayed. Under this fresh onset, the Tigers and their support-ers gave way. Once removed from Yankee position, they received the full blast of canister fire on their front from Culp’s Hill on their left.

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Student Information: Day 3 “ Pickett’s Charge”

General Sickles advanced his position further than he was supposed to according to the Union plan. His advancement left a hole in the Union line that needed to be filled by other troops later in the battle. This battle started when Sickles put his men too close to the Confederate line. Sickles and his troops were bombarded while trying to retreat to the high ground. Upon his return to Washington he portrayed his actions as heroic even though he disobeyed a direct order.

Directions: Using the map and description below, create a group reenact-ment that you and your peers will participate in to better understand this famous skirmish.

Dynamic Trivia:

• What was the name of the militia that the people of Gettysburg maintained?

26th Emergency Regiment. The 26th Emergency Regiment was formed a few weeks before the battle of Gettysburg. They met the Confederates at Marsh Creek. In a matter of minutes the 26th Emergency Regiment became a disorganized mob, most were captured on the spot, but others scrambled for their lives and got away.

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Student Information: Day 2 “Culp’s Hill“A substantial hill with heavily wooded slopes, Culp’s Hill was a perfect anchor for the Union right flank at Gettysburg, and became known as the point of the famous “fishhook”. It was first occupied on the evening of July 1 by Union soldiers of the First Corps who had fought most of that same day west of Gettysburg, and spent their first hours on the hill felling trees to build a strong line of earthen and log defenses called breastworks. They were joined the follow-ing day by the Twelfth Corps, whose men added to the line of works stretching from the summit of the hill to Spangler’s Spring. The remains of these breastworks still exist today, marking the Union battleline. Culp’s Hill is still thick with tree cover today, though at the time of the battle the woods were not as dense. Farmers cut down and removed smaller trees and brush, leaving the healthy hardwoods of oak, maple and chestnut to grow large enough for later harvest as lumber for wagons, furniture, and building material. This open nature of the woods benefitted its defenders, providing them with a clear field of fire and ability to see any enemy approach.

The situation on Culp’s Hill remained quiet throughout July 2 until dusk when, in the gathering darkness, Union troops distinctly heard the tramp of thousands of feet on dry leaves, which grew louder and closer with the gloom of night. It was Maj. General Edward Johnson’s Division from Ewell’s Corps finally making their way down to Rock Creek, which runs at the eastern base of the hill. Johnson had been forced to delay his attack that afternoon and it was not until after 8 P.M. when his men were close enough to make the charge up Culp’s Hill, unaware of what they would find once they reached it. The men waded the creek and

reformed their ranks in the dark woods before beginning the final advance.

What Johnson did not know was that most of the Twelfth Corps who had manned the breastworks until the afternoon of July 2, were no longer there. The corps was ordered to reinforce the embattled Union left, leaving behind a single brigade of New York regiments under Brig. General George Sears Greene to hold the hill. Knowing that it would be hours before the missing troops would return, the 62 year-old Greene was determined not to give up any of this valuable ground. He ordered his officers to stretch the line as thin and far as possible to cover the vacant works, and to hold their positions at all costs. Greene completed his shifting of troops and not a moment too soon- Johnson’s Confederates splashed across Rock Creek and began to ascend the hill just as the last of his regiments deployed into the breastworks south of the summit. Greene’s men silently waited until the gray formations were within a hundred feet, when they stood and unleashed a perfect storm of musketry fire into the darkness. “It was a critical period in the history of the battle,” reported General Henry Slocum, command-er of the corps. “Although this attack on Greene was made by vastly superior numbers, suddenly and without warning, under the cover of darkness, the gallant veteran promptly disposed his slender forces to the best advantage and held his line unbroken throughout the night.”

Muzzle flashes lit up the hillside. Greene’s New Yorkers blazed away with a steady stream of fire, moving and shifting from one section of works to another to stem Confederate thrusts. Regiments from the First and Eleventh Corps arrived to assist

Directions: Using the description below, create a group reenactment that you and your peers will participate in to better understand this famous skirmish.

Dynamic Trivia:

• What were the brass cannons used at Gettysburg called?

Napoleons. These weapons were fired at enemy troops when they came close. Powder would be put in the barrel, then bags of small balls (or big round cannon balls). Sometimes cannon were stuffed full of scrap metal-old rusty nails, anything that could be blasted forth and thus kill approach-ing enemies.

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Greene and moved into the lower portion of hill, throwing their weight in as they saw fit, keeping the Confederates off guard. Little could be seen in the darkness and most southerners took advantage of cover provided by the multitude of large boulders and trees on the rough hillside. In the end, Greene’s tactics worked.

In the confusion of the nighturious bombardment at 4 A.M., quickly followed by the advance of line upon line of Union regiments that swept into the woods. Johnson’s men fought back furiously, grimly holding their positions without the benefit of any southern artillery. The fighting contin-ued for several hours and gun smoke hung thick under the tree cover. Soldiers hid behind rocks and trees, firing at shadows in the gloomy woods that echoed with the cries of combatants and wounded men, fearful that no one could get to them because of the intense rifle fire. “The enemy had been re-enforced during the night,” General Slocum reported after the battle, “and were fully prepared to resist our attack. The force opposed to us... under General Ewell, formerly under General (Stonewall) Jackson,... fought with a determination and valor which has ever characterized the troops of this well known corps.” Commanders shifted troops into positions up and down the hill so that a constant fire could be maintained against the Confederates, the bullets slamming into trees and men alike. Around the summit of Culp’s Hill, Greene’s New Yorkers faced Louisiana soldiers of General Nicholls’ Brigade. The fighting had reached a fever pitch with the southerners having made their way up to the summit before halting a mere thirty feet from the Union works. In a bold move to clear the front of the Union line, the 66th Ohio Infantry moved out of the works and swept the front of the hill, driving out a number of Confederate skirmishers who had crept within twenty paces of the Union position. The bold sweep worked, driving back the exhausted Confederates. “We tried again and again to drive the enemy from their position,” reported Lt. Colonel L.H. Salyer of the 50th Virginia Infantry, “but at length we were compelled to fall back, worn down and exhausted. At one time we were within a few feet of their works, but the fire was so heavy we could not stand it.”

By 10 o’clock that morning, the Union counterattack had succeeded and the hill was securely in Union hands. The battle for Culp’s Hill ended as Johnson’s exhausted soldiers retreated across Rock Creek, leaving the woods filled with dead and wounded.

Student Information: Day 2 “Culp’s Hill“

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Student Information: Reenactment Group PlanDirections: Use this planning page in your group to create a group reenactment that you and your peers will participate in.

Dynamic Trivia:

• Where is the artillery shell that hit the Trostle barn?

It may possibly be the shell that is mortared into the peak of the small outbuilding next to the Trostle house. It was the only one found with red brick dust on it. It’s hard to see, but can be noticed from the Park road.

• What soldier has two large bronze statues of him at Gettysburg?

Union Major General John F. Reynolds. An equestrian statue is on McPherson Ridge, and a portrait statue is in the National Cemetary.

What battle?

What game will best fit to simulate this battle?

How many soldiers fought on each side of the battle?

What type of terrain was the battle fought in? (hills, woods, town, open field)

What type of special rules would apply to make this game more similar to what the two sides of the battle faced ? (More players, can only walk, on a hill, smaller boundaries)

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This map details Confederate General Robert E. Lee’s bold attack on the center of the Union line at Cemetery Ridge. Having attacked the left and right flanks the day before, Lee believed the center of the Union line to be weaker due to having to send reinforce-ments to the flanks the day before. Note in the map the advanced position of the 8th Ohio and Stannard’s Vermont men. These two groups of Union soldiers advanced out into the field and flanked the advancing Confederates as they drew near the stone wall at Cemetery Ridge. At that point, the advancing Confederates were receiving fire from three directions. The Union soldiers, being on Cemetery Ridge, had an elevated position. The Confederates reached the stone wall, “The High Water Mark”, where they experienced depleted resources and took a great deal of fire. The fire continued while the Confederates retreated. The Union won.

Directions: Using the map and description below, create a group reenact-ment that you and your peers will participate in to better understand this famous skirmish.

Dyanmic Trivia:

• Who fired first the first shot of the battle on July 1?

Most likely Lt. Marcellus Jones of the 8th Illinois Cavalry, in an advance party of their pickets on Knoxlyn Ridge, 4 miles west of Gettysburg on the Chambersburg Pike. At about 7:30 am, soldier George Heim raised his rifle to fire at a mounted Confederate officer down the road, when Jones asked for Sgt. Levi Shaffer’s carbine and the honor of the first shot. Jones fired but missed. A small marker was placed on private ground at the spot by Jones and his comrades in 1886 and exists today.

Student Information: Day 3”Pickett’s Charge”

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Vocabulary: Battle GeographyDirections: These words have been repeatedly introduced. For this lesson please write the definition in your own words. You must write the definitions in complete sentences. In addition, please write one synonym for each vocabulary term.

Dynamic Trivia:

• Does Kentucky have a State Monument at Gettysburg?

Yes, but most visitors don’t know it, although nearly all see it. Placed in 1975, it is the small monument in the National Cemetary with the bronze plaques of Lincoln’s handwritten address on it. Easily missed, only a small disk on the front identi-fies the monument. Kentucky contributed soldiers to both the North and South as a border state, and was the birthplace of both Lincoln and Jefferson Davis.

Term Definition Synonym

Gettysburg

Union

Confederacy

artillery

infantry

reinforcements

cavalry

battle (engagement)

flank

ridge

formation

casualty

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Assessment: Battle GeographyStudents:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Category 4 3 2 1

Content/Facts Facts were accurate for all events reported.

Facts were accurate for almost all events reported.

Facts were accurate for some (~75%) of the events.

Facts were often inaccurate for events reported.

Required Elements Student included more information than was required.

Student included all information that was required.

Student included most information that was required.

Student included less information than was required.

Role Point-of-view, arguments, and solutions proposed were consistently in character.

Point-of-view, arguments, and solutions proposed were often in charac-ter.

Point-of-view, arguments, and solutions proposed were sometimes in character.

Point-of-view, arguments, and solutions proposed were rarely in charac-ter.

Game set-up Group is extremely clear while explaining the rules of the game. No questions from other students.

Group is clear while explaining the rules of the game. One or two questions from other students.

Group is not very clear while explaining the rules of the game. Many questions from other students.

Group does not explain the rules before playing.

Comments:_______________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

Total Score:_____________/25 Letter Grade:_____________ Percentage:_____________%

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Lesson Plan: Culminating Activity (Game Show)Duration: 1 class period

Materials: Copy of the PowerPoint presenta-tion “Gettysburg Quiz Show”, projector

Dynamic Trivia:

• How many Monuments and how many guns are there at the Gettysburg Battlefield today?

Over 850 monuments and 400 guns speckle the Gettysburg Battlefield landscape.

• It is well known that Gen. George Pickett graduated last in his West Point Class. What was Gen. James Longstreet’s ranking?

Longstreet graduated 3rd from the bottom in his Class of 1842.

Cognitive Objectives: Students will be able to connect everything they have learned from lessons and experiences to the content.

Affective Objectives:Students will be able to feel more connected to Gettysburg’s history through content and experience.

Psychomotor Objectives:Students will be able to connect to content and experience through their participation.

Step-by-Step Procedures:

(Anticipatory Set) The teacher asks the question: Did everyone enjoy their trip to Gettysburg and Washington D.C.?

1.) The teacher will then call on a few students to share their favorite part of their trip.

2.) Then the teacher will break the students up into six groups.

3.) Each group will pick a captain to give all final answers.

4.) The teacher will set expectations for behavior during the lesson. (No talking out of turn, etc.)

5.) The game begins by the teacher selecting group 1 to pick a category and point amount.

6.) The teacher then reads the question aloud.

7.) Each group will have 30 seconds to answer (other groups will remain silent). If the group guesses incorrect answer. Group 2 will then have 15 seconds to guess. If they get the correct answer they steal the points.

8.) Every group will be given the opportunity to start with the same number of questions throughout the game.

9.) The game ends with the “Big Points Question” worth 50 points. Each group will write down an answer while the timer ticks down. At the end of the time limit all groups will share their answers and will be awarded the proper points.

10.) The group with the most points at the end of class wins the game.

Check for Understanding: Students will demonstrate content knowledge throughout the course of the activity.

Closure:Recap Gettysburg experience through final conversation.

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Michigan Social Studies Grade Level Content Expectations: The Coming of the Civil War Analyze and evaluate the early attempts to abolish or contain slavery and to realize the ideals of the Declaration of Independence.8 – U5.1.1 Explain the differences in the lives of free blacks (includ-ing those who escaped from slavery) with the lives of free whites and enslaved peoples. (C2) 8 – U5.1.2 Describe the role of the Northwest Ordinance and its effect on the banning of slavery (e.g., the establishment of Michigan as a free state). (National Geography Standard 12, p. 167) 8 – U5.1.3 Describe the competing views of Calhoun, Webster, and Clay on the nature of the union among the states (e.g., sectional-ism, nationalism, federalism, state rights). (C3) 8 – U5.1.4 Describe how the following increased sectional tensions (C2; C3) (National Geography Standard 13, p. 169) 8 – U5.1.5 Describe the resistance of enslaved people (e.g., Nat Turner, Harriet Tubman and the Underground Railroad, John Brown, Michigan’s role in the Underground Railroad) and effects of their actions before and during the Civil War. (C2) 8 – U5.1.6 Describe how major issues debated at the Constitutional Convention such as disagreements over the distribution of political power, rights of individuals (liberty and property), rights of states, election of the executive, and slavery help explain the Civil War. (C2) (National Geography Standard 13, p. 169) Civil War Evaluate the multiple causes, key events, and complex consequences of the Civil War. 8 – U5.2.1 Explain the reasons (political, economic, and social) why Southern states seceded and explain the differences in the timing of secession in the Upper and Lower South. (C3, E1.2) (National Geography Standard 6, p. 154) 8 – U5.2.2 Make an argument to explain the reasons why the North won the Civil War by consider-ing the • critical events and battles in the war • the political and military leadership of the North and South • the respec-tive advantages and disadvantages, including geographic, demographic, economic and technological (E1.4) (National Geography Standard 15, p. 173) 8 – U5.2.3 Examine Abraham Lincoln’s presidency with respect to • his military and political leadership • the evolution of his emancipation policy (including the Emancipation Proclamation) • and the role of his signifi-cant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of Independence (C2)

8 – U5.2.4 Describe the role of African Americans in the war, including black soldiers and regiments, and the increased resistance of enslaved peoples. 8 – U5.2.5 Construct general-izations about how the war affected combatants, civilians (including the role of women), the physical environment, and the future of warfare, including technological developments. (National Geography Standard 14, p. 171)Reconstruction Using evidence, develop an argument regarding the character and consequences of Reconstruction. 8 – U5.3.1 Describe the different positions concerning the reconstruction of Southern society and the nation, including the positions of President Abraham Lincoln, President Andrew Johnson, Republicans, and African Americans. 8 – U5.3.2 Describe the early respons-es to the end of the Civil War by describing the • policies of the Freedmen’s Bureau (E2.2) • restrictions placed on the rights and opportunities of freedmen, including racial segregation and Black Codes (C2, C5) 8 – U5.3.3 Describe the new role of African Americans in local, state and federal government in the years after the Civil War and the resistance of Southern whites to this change, including the Ku Klux Klan. (C2, C5) (National Geography Standard 10, p. 162) 8 – U5.3.4 Analyze the intent and the effect of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution. 8 – U5.3.5 Explain the decision to remove Union troops in 1877 and describe its impact on Americans.

Grade Level Content

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Differentiation:The process by which an educator identifies the needs and strength of a learner then provides a series of experiences and situations to develop that learners understanding of the curriculum.

Cognitive Objective:The objective that defines what the learner should know.

Affective Objective:The objective that defines what the learner should feel.

Psychomotor Objective: The objective that defines what the learner should be able to do.

Modality: The particular strengths of a student, described as visual, auditory, or bodily kinesthetic.

Readiness:The learners understanding of the curriculum. Learner Profile:he strengths and weaknesses of a specific learner and how their brain interprets information.

Summative Assessment: Assessment that measures the students” understanding of the curriculum after it has been taught. This assessment is to be completed at the end of a unit. Formative Assessment: Assessment that allows the teacher to identify the needs for students and tailor their instruction to meet those needs. This assessment is to be completed prior to teaching a unit of study.

RAFT: Writing assignment that allows the teacher and student to define the Role, Audience, Topic and Format. Many different combinations can be suggested depending on the results from the student’s formative assessment.

Enduring Understandings: The broad statements, summarizing the over-arching idea, are central to a unit. These ideas have value that transcends the classroom environment and often deal with life skills or understanding. Essential Questions: These questions cast a vision for the learners participating in a unit of study. Building an understanding of these questions will give the learner a clear understanding of the enduring understanding.

Glossary of Educational Terminology:

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Word splash: Vocabulary terms given in random order that will be used by the learner to clearly communicate their understanding of the content.

Rubric: The device by which project-based learning is measured. A set of multiple criteria defining mastery with the content.

Content:What the learner is going to learn.

Process:How the learner is going to learn the curriculum.

Product: How the learner is going to communicate their understanding of the curriculum.

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Notes

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Notes

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Notes

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Notes

Module 2: GovernmentModule 3: Monuments & MemorialsModule 4: Museums

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