Sample Pages from TCM PRIMARY SOURCES: GETTYSBURG
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1 Sample Pages from TCM PRIMARY SOURCES: GETTYSBURG i7891 The following sample pages are included in this download: Teacher s Guide table of contents, Camp Life lesson plan, A Matter of Geography lesson plan, and a document-based assessment Soldiers Game Pieces photograph card Gettysburg Battle Map primary source Find our sample audio links for this product at For correlations to Common Core and State Standards, please visit Oceanus Drive, Huntington Beach, CA 92649
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3 Table of Contents Introduction Introduction to Primary Sources... 4 Research Using Primary Sources in the Classroom... 9 How to Use This Product Introduction to Standards Correlations Correlations to Standards Photograph Cards Basil Biggs Photograph Card Gettysburg s African American Community lesson Historical Background Information Dead at Little Round Top Photograph Card.. The Fight for Little Round Top lesson.. 29 Historical Background Information Union Gunners at Pickett s Charge Photograph Card Pickett s Charge lesson Historical Background Information Soldiers Game Pieces Photograph Card Camp Life lesson Historical Background Information Amputation at Gettysburg Photograph Card Treating the Wounded lesson Historical Background Information War Hero John Burns Photograph Card The Old Hero of Gettysburg lesson Historical Background Information Lincoln Delivering the Gettysburg Address Photograph Card A Sacred Place lesson Historical Background Information Battle of Gettysburg 50th Reunion Photograph Card Reconciliation lesson Historical Background Information Primary Sources 151st Regiment, Pennsylvania Volunteers Primary Source An Army of Volunteers lesson Historical Background Information Volunteer Spirit activity sheet st Regiment, Pennsylvania Volunteers transcript Gettysburg Battle Map Primary Source A Matter of Geography lesson Historical Background Information The Geography of War activity sheet Gettysburg Battle Map Tillie Pierce Memoir Primary Source A Girl at Gettysburg lesson Historical Background Information Where I m From activity sheet Tillie Pierce Memoir transcript Gettysburg Love Letter Primary Source Keeping in Touch lesson Historical Background Information Written Response activity sheet Gettysburg Love Letter transcript Planning Pickett s Charge Primary Source Critical Communications lesson Historical Background Information Sending Messages activity sheet Planning Pickett s Charge transcript Wounded Trees at Gettysburg Primary Source A Battle-Scarred Landscape lesson Historical Background Information Witnesses to History activity sheet Wounded Trees at Gettysburg Gettysburg Address Primary Source A Few Appropriate Remarks lesson Historical Background Information Words and Pictures activity sheet Gettysburg Address transcript #18272 Primary Sources: Gettysburg 2 Teacher Created Materials
4 Chicago Times Editorial Primary Source An Opposing View lesson Historical Background Information Examining the Opposition activity sheet. 73 Chicago Times Editorial Document-Based Assessments The Things They Carried Little Round Top Battlefield Band Special Delivery Military Drills Fallen Soldiers Feeding the Troops Wilson at Gettysburg After the Battle A Borrowed Building Prisoners of War The Gettysburg Address Document-Based Question Task Table of Contents (cont.) Appendix References Cited Student Glossary Suggested Young Adult Literature Suggested Websites Document-Based Assessment Rubric Example Answer Key Digital Resource CD Contents Teacher Created Materials 3 #18272 Primary Sources: Gettysburg
5 Activities Using Photographs Camp Life Soldiers Game Pieces Standard/Objective Students will understand how the Civil War influenced both military personnel and civilians. (McREL) Students will demonstrate understanding by using materials they have in their backpacks or pockets to create a game. Materials copies of both sides of the Soldiers Game Pieces photograph card; copies of the historical background information (page 34); contents of students backpacks or pockets; for optional use, copies of the student glossary (page 89) Discussion Questions From what material do these game pieces appear to be made? What kind of game do you think soldiers played with these pieces? Why did Civil War soldiers have game pieces among their possessions? Using the Primary Source Display the Soldiers Game Pieces photograph card. Tell students that the photograph shows game pieces used by Civil War soldiers. Ask students the discussion questions above. Tell students the soldiers made the pieces by flattening lead bullets and then used the pieces as poker chips. Distribute copies of the historical background information (page 34) to students. Have students read the text independently. For reference, there is a student glossary (page 89). Next, have students reread the text in small groups. As they reread, they should code the text with question marks for information they want to know more about and exclamation points for facts they find surprising. Let students coded information guide a whole-class discussion of the text. Next, allow students to choose groups for a simple simulation. Ask students to bring their backpacks into the classroom. Challenge each group to work together to invent a game using only the items they find in their backpacks and pockets. Allow time for students to demonstrate their games for the class. If time permits, give students a chance to play the games. Finally, have students complete various activities from the back of the photograph card. Extension Idea Have students choose one aspect of the Civil War soldiers lives mentioned in the text equipment, food, military drills, letter writing and mail, art, games, or music. Ask students to research the topic and compare it to the modern-day equivalent. For instance, students may study Civil War letter writing and compare it to modern-day video chats with soldiers. Have students present their findings in the form of a blog. Teacher Created Materials 33 #18272 Primary Sources: Gettysburg
6 Activities Using Photographs Soldiers Game Pieces Camp Life (cont.) Historical Background Information In a letter to his wife, one Civil War soldier wrote, Soldiering is 99 percent boredom and 1 percent sheer terror. This was true for both Union and Confederate soldiers. Regiments would go weeks and even months without fighting. The long days and nights between battles were spent in makeshift camps. Soldiers had to carry their gear on their backs. So they brought only the necessities. At the start of the war, every soldier was issued a canteen, a wool blanket, a rifle, and a bayonet. Each soldier was also given a bag called a haversack, which he filled with an extra pair of socks, and writing and shaving tools. Many soldiers also carried Bibles, diaries, pocketknives, sewing kits, and photographs. In camp, soldiers followed a routine. They woke at dawn. Roll call, meals, inspections, and drills followed. Drill sessions usually lasted two hours. Soldiers practiced shooting and other military skills in as many as five drill sessions a day. Between military duties, soldiers found ways to entertain themselves in camp. Reading and writing letters were common ways to pass the time. Letters were the only contact the men had with their friends and family. They eagerly awaited news from home and looked forward to mail call. Music was another favorite pastime for soldiers. The men sang and played stringed instruments, such as banjos, fiddles, and guitars. Early in the war, the Union Army required that each company have two musicians and each regiment have a 24-piece brass band. This requirement was forgotten as the war dragged on. But at one time, the Union Army had 28,000 musicians in 618 bands. The Confederate Army also had many musicians in its ranks. Soldiers on both sides also liked games. They played checkers, chess, dominoes, and cards, but poker was the most popular game. The men made their own game pieces with whatever they had on hand. In some cases, soldiers turned flattened lead bullets into poker chips. The life of a Civil War soldier was not easy. Between the brutal battles, they had to fend off fear, homesickness, and boredom. Entertainment became vital to the troops morale. #18272 Primary Sources: Gettysburg 34 Teacher Created Materials
7 Activities Using Primary Sources A Matter of Geography Gettysburg Battle Map Standard/Objective Students will understand the technological, social, and strategic aspects of the Civil War. (McREL) Students will demonstrate understanding by analyzing the Gettysburg battlefield s physical and human geographic features. Materials copy of the facsimile Gettysburg Battle Map; copies of the historical background information (page 48); copies of The Geography of War activity sheet (page 49); copies of the Gettysburg Battle Map (page 50); butcher paper; for optional use, copies of the student glossary (page 89) Discussion Questions What geographic features can you identify on the map? Where are the Union and Confederate troops positioned in relation to the geographic features? What man-made features are on the map? How might these man-made features have impacted the battle? Using the Primary Source Display the facsimile Gettysburg Battle Map. Ask students the discussion questions above. Tell students that the map shows the troop positions at the end of the second day of the Battle of Gettysburg. Distribute copies of the historical background information (page 48) to students. Have students read the text in pairs. Then, reread the text aloud to the class as students follow along. For reference, there is a student glossary (page 89). Divide a large sheet of butcher paper into three sections. Label the sections Day 1, Day 2, and Day 3. Invite volunteers to sketch the geographic features and troop positions for each day of the battle. Distribute copies of The Geography of War activity sheet (page 49) and the Gettysburg Battle Map (page 50) to each pair of students. The pairs will examine the map to identify the battlefield s physical and human geographic features. They will explain how each feature could be a military advantage or disadvantage. Read the activity sheet directions aloud, and if necessary, complete the first item as a class. For example, the first geographic feature might be wooded areas. This is an example of physical geography. Trees are an advantage because they provide cover for soldiers as they block an attack. Trees are a disadvantage because they make it difficult to hit targets. Extension Idea Have students study the geography of another major Civil War battle. Ask them to compare and contrast the geography with that of Gettysburg. Have students draw a map to present their findings. Teacher Created Materials 47 #18272 Primary Sources: Gettysburg
8 Activities Using Primary Sources Gettysburg Battle Map A Matter of Geography (cont.) Historical Background Information In June 1863, Confederate troops marched into Pennsylvania. General Robert E. Lee planned to attack the Union on Northern soil. When Union General George Meade learned of the Confederate troop movements, he sent his army to intercept the rebels. The two armies met in Pennsylvania near the town of Gettysburg. Neither general chose Gettysburg as the site for a major battle. The open farm fields and rolling hills did not make an ideal battlefield. It was the human geography the man-made elements of the landscape that led the two armies to the small town in southern Pennsylvania. Many roads passed through Gettysburg, and the armies traveled by those roads. The Union Army, for example, was able to march through the night at a quick pace on those ready-made roads. Their speedy arrival caught the Confederate Army by surprise. On the first day of the battle, neither army was at full strength. In fact, the Union troops were greatly outnumbered. Fighting began north of town with the Union on the defensive. The rebels repeatedly attacked the Union lines and pushed them back through the town. Union generals thought they could not win the battle. They made it their goal to hold the high ground on Cemetery Ridge, south of town. The hills and ridges around Gettysburg offered strategic advantages to the army that controlled them. The troops on high ground could set up their cannons and fire down into the valley. The opposing army would have to attack uphill. High ground is a strategic advantage in any battle. At the end of the first day of fighting, Union troops held the high ground. They set up their cannons and rifles along the top of Cemetery Ridge and waited for a rebel attack. Despite the strategic disadvantage, Lee ordered his troops to attack on the second day. Waves of Confederate troops charged the Union line on Cemetery Ridge. The Union troops pushed back the Confederate troops again and again. Both sides suffered heavy losses, but Union troops held their position at the end of the second day. Lee knew that the third day of the battle was the South s last chance for victory. He ordered a direct attack on the center of the Union line. That afternoon, 13,000 Confederate soldiers charged across an open field toward Cemetery Ridge. This bold move was later called Pickett s Charge. The Union s heavy artillery fired down into the Confederate ranks. Against all odds, the rebels nearly broke through the Union lines. In the end, the Union pushed the rebels back and won a clear victory in the Battle of Gettysburg. They had successfully used physical and human geography to their strategic advantage. #18272 Primary Sources: Gettysburg 48 Teacher Created Materials
9 Activities Using Primary Sources Gettysburg Battle Map Name Historical Background Information The Geography of War Date In the summer of 1863, the Union and Confederate armies met in Pennsylvania near the town of Gettysburg. Neither general chose Gettysburg as the site for a major battle. The open farm fields and rolling hills did not make an ideal battlefield. But in the end, the Union Army was better able to use the landscape s features to its advantage and win the battle. Activity Directions: Examine the Gettysburg Battle Map. Identify the battlefield s physical and human geographic features. Explain how each feature could be a military advantage or disadvantage. Geographic Feature Physical or human geography? How was this a military advantage? How was this a military disadvantage? Challenge What would the ideal Civil War battlefield look like? Draw a map of the perfect place for the North and South to fight. Label its physical and human geographic features. Teacher Created Materials 49 #18272 Primary Sources: Gettysburg
10 Activities Using Primary Sources Gettysburg Battle Map Gettysburg Battle Map Source: The Library of Congress #18272 Primary Sources: Gettysburg 50 Teacher Created Materials
11 Document-Based Assessments Name Feeding the Troops Date Source: The Library of Congress Directions: In this photograph, army cooks pose in the camp bakery at Gettysburg. Use the photograph to answer the following questions. 1. Write a job description for an army cook during the Civil War. 2. Besides soldiers and cooks, what other positions did armies need to fill during the Civil War? 3. What challenges did army cooks face during the Civil War? Teacher Created Materials 81 #18272 Primary Sources: Gettysburg
12 Source: National Park Service
13 Soldiers Game Pieces Historical Background Information In a letter to his wife, one Civil War soldier wrote, Soldiering is 99 percent boredom and 1 percent sheer terror. Regiments went weeks and even months without fighting. To pass the time, soldiers wrote letters, played music, and played games. Entertainment became vital to the troops morale. Analyzing History Remembering Make a list of items soldiers were issued at the start of the war. Understanding Why do you think boredom was such a serious issue for troops? Applying Make a schedule for a day in the life of a Civil War soldier. Analyzing Imagine you are a Civil War soldier. Write a letter home to a loved one explaining how it feels to be in camp. Historical Writing Fiction Imagine you have a father or brother fighting in the Battle of Gettysburg. Write a letter to him in the hopes of lifting his spirits. Nonfiction Write a fun song that the troops could have sung about camp life to lift their spirits. History Challenge Find out more about Civil War music. Collect song clips from the Union and the Confederacy as well as songs from every year of the war. Evaluating Make a top-10 list of the challenges faced by Civil War soldiers. Order the challenges from easiest to handle (10) to hardest to handle (1), in your opinion. Creating Create a survival manual for Civil War soldiers. Teacher Created Materials #18286 Primary Sources: Gettysburg
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