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The Gettysburg Campaign - To Be or Not to Be: A Marriage of Civil War Descendants

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The Gettysburg Campaign - To Be or Not to Be: A Marriage of Civil War Descendants

Grade Levels

5th Grade, 6th Grade, 7th Grade, 8th Grade

Course, Subject

History, Arts and Humanities
Related Academic Standards
CC.1.2.8.A CC.1.2.8.A
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
CC.1.2.8.D CC.1.2.8.D
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
CC.1.2.8.E CC.1.2.8.E
Analyze the structure of the text through evaluation of the author’s use of specific sentences and paragraphs to develop and refine a concept.
CC.1.3.8.B CC.1.3.8.B
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences, conclusions, and/or generalizations drawn from the text.
CC.1.4.8.C CC.1.4.8.C
Develop and analyze the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.
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  • Big Ideas
    Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text
    Effective speaking and listening are essential for productive communication.
    Information to gain or expand knowledge can be acquired through a variety of sources.
    Listening provides the opportunity to learn, reflect, and respond
    Purpose, topic and audience guide types of writing
    Writing is a means of documenting thinking
    Writing is a recursive process that conveys ideas, thoughts and feelings
    Artists use tools and resources as well as their own experiences and skills to create art.
    Historical context is needed to comprehend time and space.
    Historical interpretation involves an analysis of cause and result.
    Humans have expressed experiences and ideas through the arts throughout time and across cultures.
    People have expressed experiences and ideas through the arts throughout time and across cultures.
    Perspective helps to define the attributes of historical comprehension.
    The arts provide a medium to understand and exchange ideas.
    The history of the Commonwealth continues to influence Pennsylvanians today, and has impacted the United States and the rest of the world.
    The history of the United States continues to influence its citizens, and has impacted the rest of the world.
    The skills, techniques, elements and principles of the arts can be learned, studied, refined and practiced.
  • Concepts
    Active listening facilitates learning and communication.
    Active listening promotes understanding of the spoken message
    Essential content, literary elements and devices inform meaning
    Focus, content, organization, style, and conventions work together to impact writing quality
    Informational sources have unique purposes.
    Organization of information facilitates meaning.
    Purpose, context and audience influence the content and delivery in speaking situations
    Textual features and organization inform meaning
    Various types of writing are distinguished by their characteristics
    Actors utilize dialogue and action from a script and their own imaginations to bring characters to life.
    Artifacts of visual culture express experiences and ideas.
    Artistic practice often involves collaboration among groups of people.
    Artists produce work that is influenced by their experiences, emotions, ideas and cultures.
    Artwork can be used to tell a story.
    Artwork is a reflection of the artist, and their art can help us understand the artist’s era and culture.
    Comprehension of the experiences of individuals, society, and how past human experience has adapted builds aptitude to apply to civic participation.
    Conflict and cooperation among social groups, organizations, and nation-states are critical to comprehending society in the Pennsylvania.
    Conflict and cooperation among social groups, organizations, and nation-states are critical to comprehending society in the Pennsylvania. Domestic instability, ethnic and racial relations, labor relation, immigration, and wars and revolutions are examples of social disagreement and collaboration.
    Conflict and cooperation among social groups, organizations, and nation-states are critical to comprehending society in the United States. Domestic instability, ethnic and racial relations, labor relation, immigration, and wars and revolutions are examples of social disagreement and collaboration.
    Conflict and cooperation among social groups, organizations, and nation-states are critical to comprehending the American society.
    Dance is a product of the time, culture, social climate and place in which it is created.
    Dance is both a reflection of the time, culture, social climate and place in which it is created and a way to change culture.
    Dancers and choreographers use elements of space, time and energy to create, notate, and perform dance.
    Dancers and choreographers use various musical rhythms and genres to create, notate, and perform dance.
    Designers draw inspiration from many things including objects, music, environments and other artist’s work.
    Historical causation involves motives, reasons, and consequences that result in events and actions.
    Historical causation involves motives, reasons, and consequences that result in events and actions. Some consequences may be impacted by forces of the irrational or the accidental.
    Historical comprehension involves evidence-based discussion and explanation, an analysis of sources including multiple points of view, and an ability to read critically to recognize fact from conjecture and evidence from assertion.
    Historical literacy requires a focus on time and space, and an understanding of the historical context, as well as an awareness of point of view.
    Historical skills (organizing information chronologically, explaining historical issues, locating sources and investigate materials, synthesizing and evaluating evidence, and developing arguments and interpretations based on evidence) are used by an analytical thinker to create a historical construction.
    Human organizations work to socialize members and, even though there is a constancy of purpose, changes occur over time.
    Music may be performed as a singular art form or in combination with the elements and principles of dance, theatre or visual arts.
    People can create music that reflects personal experiences.
    People of different cultures use movement to convey meaning.
    People use the elements and principles of art as tools for artistic expression.
    People use the elements and principles of music as tools for artistic expression.
    Play production is the collaborative effort of many kinds of theatre artists.
    Playwrights use plot to convey their ideas about the theme.
    Playwrights use their knowledge, ideas and experiences to create plays.
    Social entities clash over disagreement and assist each other when advantageous.
    Some artists create series of individual works that share a common theme or idea.
    The artist’s creative process is reflective work that happens over time to integrate knowledge, solve problems, and synthesize ideas.
    The elements of music are shared through a universal system of musical notation that has changed through time.
    The historical and cultural context of a work of art influences both how it is made and how it is interpreted.
    Theatre artists preserve theatre practices by recreating plays and staging styles from other times and cultures.
    Theatre artists use contemporary technology to establish a setting, convey a mood, illustrate a theme, and/or help tell a story.
    Theatre artists use costumes, scenery, music and special effects to convey meaning.
    There are styles of music that are specifically written to communicate themes and ideas.
    There are styles of music that are written to tell stories.
    Visual culture, art, and design are sometimes created to sell ideas.
    Dancers and choreographers can use social issues as inspiration for works in dance.
    Dancers and choreographers use transitions and choreographic structures to arrange ideas.
    Movement can be combined with music to tell a story.
    Movement can be combined with visual art to tell a story.
    The process of reflection and revision help dancers and choreographers to improve their works.
  • Competencies
    Analyze information, ideas and opinions to form a relevant response to the speaker’s message
    Analyze organizational features of text (e.g. sequence, question/answer, comparison/contrast, cause/effect, problem/solution) as related to content to clarify and enhance meaning
    Deliver effective oral presentations by o establishing a clear and concise focus or thesis o selecting and using appropriate structures, content and language to present ideas that support the thesis o utilizing appropriate technology or media to reinforce the message o employing effective delivery techniques: volume, pace eye contact, emphasis, gestures, enunciation o monitoring the response of the audience and adjusting delivery accordingly
    Develop topic-specific content that is explained and supported with details and examples appropriate to audience and mode using precise vocabulary. (content)
    Differentiate between primary and secondary source material.
    Evaluate the presentation of essential and non-essential information in texts.
    Identify and evaluate essential content between and among various text types
    Interact effectively in discussions by o maintaining the focus of the discussion by contributing relevant content o selecting and using appropriate language o asking relevant and clarifying questions o monitoring the response of participants and adjusting contributions accordingly o employing effective delivery techniques: volume, pace eye contact, emphasis, gestures, enunciation
    Listen Actively and monitor one’s own understanding by asking probing questions, paraphrasing, summarizing and/or reflecting on the speaker’s message
    Listen with civility to the ideas of others
    Locate and select the appropriate source materials to achieve a research goal.
    Organize and present information and data that support and illustrate inferences and conclusions drawn from research.
    Question, reflect on, and interpret essential content across texts and subject areas
    Synthesize relevant information from source materials to achieve a research goal.
    Use an effective format that is relevant to audience and task.
    Verify the relevance and reliability of information presented in texts
    Write a series of paragraphs with details and information relevant to the focus.
    Write persuasive pieces, specific to a purpose and audience, which have a clearly stated position or opinion, with convincing and properly cited evidence that anticipates and counters reader concerns and arguments.
    Focus, content, organization, style, and conventions work together to impact writing quality
    Analyze a contemporary visual culture artifact for the ideas and experiences it communicates.
    Analyze a piece of visual culture that is designed to be effective in selling an idea and identify the techniques the artist uses to sell the idea.
    Choose an object or work of art that expresses the theme of a play; use elements from this object or work to design a costume, scenic element, prop, light or sound effect; and explain choices made in an artist’s statement.
    Choreograph, notate and perform complex dance sequences in various forms using elements of space, time and energy.
    Choreograph, notate and perform dance that uses transitions and simple choreographic structures to arrange ideas.
    Choreograph, notate, and perform dances for flexible groups with multiple movement phrases using various musical rhythms and genres.
    Collaborate with other artists to explore and invent unique solutions to problems.
    Compare and contrast two distinct works in dance from the same time period and explain how they were influenced by and how they influenced the culture, social climate and place in which they were created.
    Contrast how a historically important issue in the United States was resolved and compare what techniques and decisions may be applied today.
    Contrast multiple perspectives of individuals and groups in interpreting other times, cultures, and place.
    Create a musical work that tells a story about personal experiences.
    Create an original play script inspired by the theme of a folktale.
    Create and edit a five-minute video illustrating a theme.
    Create and perform dance that tells a story and write or choose music to enhance the story.
    Create and perform works that use social issues as inspiration.
    Create multiple artworks that share a common theme or idea.
    Create or choose a work of visual art and choreograph and perform a dance that tells a story related to the artwork.
    Create works of art that reflect their experiences, emotions, ideas and/or culture.
    Create works that tell a story.
    Create, notate and perform music that incorporates elements and principles from different arts disciplines.
    Describe themes and ideas through listening and performance of a variety of musical styles, e.g. program music, theatrical music.
    Document the process of reflection and revision while choreographing and rehearsing works in dance.
    Document the reflective process and explain how reflection assists in integrating knowledge, solving problems and synthesizing ideas.
    Evaluate cause-and-result relationships bearing in mind multiple causations.
    Given a theme, improvise a plot, characters, dialogue and actions with a partner, and record the dialogue and actions as a written play script.
    Identify and explain the different roles required to produce a fully-staged production.
    Identify how notation has changed through time and perform and notate music using modern musical notation.
    Identify the influence of historical, cultural, socialand geographical contexts on different types of dance, including dances native to Pennsylvania and the mid-Atlantic region.
    Identify the purpose ofcultural dance and decode the meaning of movement in various cultural dances.
    Improvise scenery to show setting and mood of a scene using fabric, and found items and justify the choices made.
    Interpret the meaning of a specific work of art in the context of the historical time and culture in which it was made.
    Manipulate line, shape, etc. to plan and create pieces of art that express multiple ideas or a range of emotions.
    Manipulate rhythm, melody, form, etc. to create, notate and perform pieces of music that express multiple ideas or a range of emotions.
    Observe a body of work from one artist and analyze the work, citing characteristics that increase understanding of the artist’s life.
    Perform and describe music that tells a story.
    Perform scenes from diverse plays using staging practices from the play’s time and/or culture, e.g. Shakespearean theatre, Greek theatre, melodrama.
    Rehearse and perform a memorized monologue, making voice and movement choices to bring the character to life.
    Summarize how conflict and compromise in Pennsylvania history impact contemporary society.

Description

It is not a well-known fact that the town of Chambersburg was burned during the Civil War. More "famous" burnings associated with the Civil War happened in Southern territory. (Sherman's march on Atlanta is one such instance that comes to mind.) But for citizens of Chambersburg, July 30th, 1864, was a day they describe as being unable to forget. By analyzing primary sources such as letters and photographs and even a claim of loss, students can find personal experience of mercy and terror in vivid detail. To look at the retaliatory event from multiple perspectives, students also examine the destruction and the equally vivid perspectives of those who incurred loss by Union soldiers in the Shenandoah area.

Web-based Resource

Access this lesson at:  The Gettysburg Campaign - To Be or Not to Be: A Marriage of Civil War Descendants

Content Provider

Story Credits:  https://explorepahistory.com/story.php?storyId=1-9-12



The idea for ExplorePAhistory.com first took shape early in the year 2000. Kathleen Pavelko, President and CEO of WITF, Inc. (Harrisburg's PBS and NPR affiliate), imagined the creation of an online resource that would make innovative use of the nearly 2,000 historical markers that the state's official history agency, the Pennsylvania Historical and Museum Commission (PHMC), had been placing on the Pennsylvania landscape since 1946. The new web site would make Pennsylvania and American history more exciting and available to public audiences, while providing educational resources for K-12 teachers and promoting visitation to the state's many historic sites and museums. When Pavelko and her colleagues from the Pennsylvania Public Television Network presented the idea for such a web site to officials at the PHMC, they quickly agreed to a partnership. And ExplorePAhistory.com was born.

 

ExplorePAhistory.com was launched in the spring of 2003 with support from the Pennsylvania Department of Community and Economic Development, the Pennsylvania Department of Transportation, the William Penn Foundation, and the United States Department of Education. From the start, WITF has assumed responsibilities for project management, while PHMC has taken on content management responsibilities. WITF has managed funds and overseen the site's initial technical development by Pittsburgh-based firm Ripple Effects Interactive and subsequent development by MATRIX, a program based at Michigan State University. PHMC has worked with the Pennsylvania Historical Association, the Pennsylvania Federation of Museums and Historical Organizations, and history professionals across the state to create the site's content. The two partners also worked with the Ridgway School District to secure and manage Teaching American History Grants and grants from the National Endowment for the Humanities to produce educational content.

 

New information is regularly being added to the site. We welcome your comments, suggestions, and questions. Contact us at: https://explorepahistory.com/contact.php

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