The+Battle+of+Gettysburg

 The American Civil War (1861-1865) stands as one of the great moments in our nation’s history. It was, in a sense, the moment of truth: in a moment of national crisis, could the ideals on which this nation was formed still hold strong, even when it was literally being ripped in half?
 * INTRODUCTION **

While there were several key battles, perhaps the best known one is the one that occurred at Gettysburg, Pennsylvania, lasting from July 1 to July 3 of 1863. This, the bloodiest battle in the whole war (with 51,000 Union and Confederate casualties), is viewed as the turning point of the war in the Union’s favor. Therefore, it is a key point of the struggle that requires close historical inquiry in the classroom and media center.

The purpose of these projects, therefore, is to employ information-inquiry methods into the study of the Battle of Gettysburg, and how it relates back to the rest of the War. By using the battle as a backdrop, students (both children and young adults) will learn to utilize inquiry skill 1.1.8: “Demonstrate mastery of technology tools for accessing information and pursuing inquiry.” By having this skill be put in action in two different age groups, we can observe how students inquiry skills mature, enabling them to succeed in both their academic and daily lives.

 North River is a medium-sized town (population 92,000) located in north central Indiana. While the town itself has an economy based on industry, there is also a fair-sized farming community located around North River. There are two main schools that local children attend: North River Elementary (grades K-6) and North River High (grades 7-12). Both have received grants from the Indiana State Board of Education, which have led to further development of their media centers, including more electronic media and the addition of more computers for student access. The classes that we will be focusing on in this study are one fifth-grade and one twelfth-grade history class, each studying the Civil War.
 * ABOUT NORTH RIVER ELEMENTARY/HIGH SCHOOL **


 * PROJECT 1: GETTYSBURG NATIONAL MILITARY PARK DISCOVERY **

The students will navigate the National Park Service’s official Gettysburg National Military Park website ([]), finding answers to questions provided for them by the teacher/media specialist.
 * Summary **

5
 * Grade Level **

USH.1.4: “Describe causes and lasting effects of the Civil War and Reconstruction as well as the political controversies surrounding this time.”
 * Indiana Education Standard **

One-to-two class periods
 * Time **

-Computer with Internet access -Pen/pencil
 * Materials Required **

The Gettysburg National Battle Park website is developed and maintained by the US National Park Services. It serves to provide visitors with information about the park (directions, prices, etc.) and what events are occurring there. There is information on what visitors can expect or might want to see, such as the battlefields, museums, and soldier graveyards. It also provides information not directly related to the battle, such as local wildlife and natural features, as well as learning projects for teachers and students.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The Website **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Each student will be given a worksheet with five questions to answer pertaining to the Battle of Gettysburg and the Gettysburg National Battle Park. The answers to these questions will all be found on the official Gettysburg National Battle Park website. It will be the students’ responsibility to navigate the park’s website and find the answers to these questions. The media specialist will attempt to have enough computers available for the class, but an extra class period might be necessary to ensure that every student gets a chance to complete the project. Furthermore, the student (or students) that manage to get all of the answers first will receive a special prize (if the class extends over one class period, there will be another prize rewarded for the students who did not get a chance to participate on the first period).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Overview **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">While the objective of this project is to get all the answers correct, doing so will require the students to navigate an official US Government website and its contents. Students will demonstrate their ability to use technological tools (in this case, a computer with Internet access) to obtain the data they require. The ability to navigate a website will be important for them later, as they navigate academic databases or other online information sources.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Results **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">This being a fifth-grade class, the challenge was to make this project something for the students to work for, but not be too hard. Learning to navigate a website is something that fifth-graders are probably familiar with, but being told to look for specific information is something else. This project will therefore allow these students to look for specific information in the confines of one particular site or database. If this class was at junior high or high school level, the only real difference would be that the students would not be limited to just one website. They might have a selected list (created by the teacher and media specialist), or even just given //carte blanche// to search the Internet for their answers. In this case, then, there would also be an initiative for the students to learn how to determine what information is valid or not.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Grade Changes/Alterations **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">In this form of project, perhaps the best form of validation is to see if the students manage to answer the questions correctly. However, there is a chance of cheating, such as the students copying from each other. Students, therefore, will be prepared to show where on the website they received their answers. Also, there will be a brief discussion period with the students after the project to cover such questions as: -Did you feel that you learned anything about Gettysburg or the national park? -Did you have problems navigating the website? -Were the questions too hard, or too easy? -What changes would you make to this project? -Would you recommend this project, or should it be dropped?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Validation **


 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Example Worksheet

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 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">PROJECT 2: TRUTHS AND MYTHS ABOUT THE GETTYSBURG ADDRESS **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Students will use various online sources to determine whether certain stories concerning the history of the Gettysburg Address are truth or myth.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Summary **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">12
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Grade Level **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Three 50-minute class periods
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Time **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Computer with Internet access
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Materials Required **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">No study of the Battle of Gettysburg can be complete without a mention of that famous speech given by President Lincoln, the Gettysburg Address. Despite its shortness, it holds tremendous impact, and remains to this day as one of the greatest and most memorable pieces of rhetoric ever written. And, like any great moment in history, there are several myths and misconceptions surrounding it, many of which have made it into both common knowledge and the history books. In this project, the class will be divided up into several groups (about 3 or 4), and each group will be given a sheet of paper containing a well-known “fact” about the Gettysburg Address. It will be their job to use online sources to determine whether or not this fact is truth or myth. Each fact must be verified by at least three online sources. The groups will then give a brief presentation (five minutes maximum) explaining why their fact is true or not, and how the myths came about. Slide shows or other forms of media presentation are not required, but are recommended. Students will be graded on both their presentation and their online references.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Overview **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">By this point in their academic career, students are familiar with using online searches to obtain any information they might want. However, there is still a question over whether or not they possess any skill at determining whether or not that information is factual or not. Much like the myths surrounding the Gettysburg Address, not everything that we hear, read, or find on the Internet is either factual or credible. While some students might know about this, there are probably several who do not. By using more than one online reference, the student groups will help learn to validate and confirm what information they wish to find. It will be the job of the media specialist to overlook the sources used and help the students to determine which ones are credible or not. The use of multiple sources also helps in making sure that students do not just simply go to one site (such as Wikipedia) in order to get the information they want. This exercise in source finding will help expand student research horizons.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Results **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Compared to the fifth grade class project, the twelfth graders have had much more experience in the use of technology tools. Instead of just using one website to get their information, they are now able to search the Internet and use various search engines and databases to obtain what they want/need. Likewise, they are expected to use media programs such as Powerpoint on a more regular basis. Finally, students will be expected to be aware of potential bias or other unreliable sources of information online. This last point is probably the most important one, as it serves as a good measuring tool of the growth and development of a student’s research skills. Learning how to determine bias or unreliable information is the most useful skill any research should learn, making it imperative that it be taught in regards to information inquiry. In regards to changes and alterations, a project such as this would probably be limited in which sites would be available to students. While elementary students would probably only have a few websites available for them to use, high school students would have more breathing room. The role of the media specialist would also change: at elementary level, their role will be to help students navigate the chosen websites; in high school, they will help students determine whether their sites are credible or not. Likewise, the use of slideshows or other media presentations will not be as prevalent.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Grade Changes/Alterations **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">The best way to test this project’s success or failure would be to have actual history teachers use it in their classrooms. By observing the final results and student reactions, we can determine what works and what does not, and make the necessary changes. Some questions to ask include: -What are the advantages/disadvantages of this project? -What are the students' reactions to the project? -Is this program a good indicator of student information inquiry?
 * <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">Validation **

<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;">
 * Example Project**

I think this lesson would be interesting to try on an age group right in the middle, 8th grade, where the students have been exposed quite a bit to technology, but perhaps they are still learning how to use it appropriately for school rather than for leisure. Since they are getting ready to go into high school, you could use the Gettysburg Address to springboard ideas for speeches they could give on their own relating to their past years in middle school. They could do research on the Gettysburg Address to find out exactly what it is that it stated and basic facts about who wrote it, who it was presented to, and what message it was meant to convey. By having these specific questions but allowing them to delve deeper into any of them, they will be able to freely search the internet to discover the answers to these questions. One great resource I found that would be great for the teacher to present in class came from [|Thinkfinity], and this resource reads the speech aloud, which would let the kids have time to soak in the meaning and feeling of the speech before they embark on their own. (Students could also use this thinkfinity resource because it lets them click on certain passages in the speech and learn more about them.) Once they have found out the background on the Gettysburg Address and have a better understanding of it, they can write their own speeches that provide encouragement to their peers, appreciating their past and recognizing that they still have to press on to the future. They could them present them either in class just to each other and then possibly vote on a person's speech that they liked the best. The chosen individual could then present the speech at the 8th grade graduation, a true silver-tongued prodigy! Another useful resource for this project would be this activity from readwritethink.org. Although I didn't find it until after I came up with my lesson plan, I found that it covers many of the same ideas in exploring the Gettysburg Address. With their SOAPST strategy, I would only recommend leaving out looking at the tone. Tone seems like it might distract from this particular lesson, I would prefer to leave the focus on the basic facts, just in case some of the students aren't familiar with identify and analyzing tone. This activity also lists a couple of websites that the students could use in their research of the Gettysburg Address, although it would be up to the teacher if she wanted to provide them with these sites or just leave them to explore the internet for the answers on their own. Although the students may be reluctant to do their own speeches at first, it's a great way for them to relate to put their new knowledge of speeches to use, and perfect for practicing for that high school speech class!
 * Substantial Addition Requirement--Shea Eckert

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<span style="font-family: Arial,Helvetica,sans-serif; line-height: 14px;">Substantial Addition Requirement Part 2: Christina Kelley

I think that the ideal grade level for Civil War projects is 8th grade as it fits into their existing curriculum. This project could be formated to meet 8th grade requirements of "Describe[ing] the importance of key events and individuals in the Civil War." Each student or group of students could choose a battle or person of significance to research and do a project on. Since your focus was the battle at Gettysburg, the students could pick out key people from the battle on either side to explore. In case they are not sure of all their options you could pass out cards like you suggested with the 12th graders fact/myth cards each containing the name of a significant person. I would let the students come with their own three questions but you could give one or two example questions and allow them to use only one of your suggestions. They might want to know when the person was born, whether or not the person died during this battle, etc. As 8th graders they may not be quite ready to head out on the web alone without guidance. Having the students work in small groups of 3-4 may aid in their exploration as they can discuss with each other whether or not the website seems to be valid. The media specialist should be available to answer questions and aid students in finding reliable websites and other reference materials. <span style="color: #206a20; font-family: Georgia,serif; font-size: 13.2pt; line-height: 14px;"> <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 115%;"> >
 * <span style="color: #206a20; font-family: Georgia,serif; font-size: 110%; line-height: 14px;">8.1.21: <span style="color: #000000; font-family: arial,helvetica,sans-serif; font-size: 13px; line-height: 20px;"><span style="color: #206a20; font-family: Georgia,serif; font-size: 110%; line-height: 14px;">The Civil War and Reconstruction Period: 1850 to 1877. Describe the importance of key events and individuals in the Civil War. <span style="color: #206a20; font-family: Georgia,serif; font-size: 110%; font-weight: normal; line-height: 14px; padding-bottom: 0px; padding-left: 3px; padding-right: 3px; padding-top: 0px;">(Core Standard)
 * <span style="border-top-color: #999999; border-top-style: dotted; border-top-width: 1px; clear: both; color: #206a20; float: left; font-family: Georgia,serif; font-size: 110%; line-height: 14px; margin-top: 5px; padding-bottom: 1px;">Example: Events: The battles of Manassas, Antietam, Vicksburg and Gettysburg; and the Emancipation Proclamation and Gettysburg Address (1861-1865); People: Jefferson Davis, Stephen A. Douglas, Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, William T. Sherman and Thaddeus Stevens