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The Gettysburg Campaign - Is Seeing Believing?

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The Gettysburg Campaign - Is Seeing Believing?

Grade Levels

10th Grade, 11th Grade, 12th Grade, 9th Grade

Course, Subject

History, Arts and Humanities
Related Academic Standards
8.1.12.A 8.1.12.A

Evaluate patterns of continuity and rates of change over time, applying context of events.
8.1.12.B 8.1.12.B

Evaluate the interpretation of historical events and sources, considering the use of fact versus opinion, multiple perspectives, and cause and effect relationships.
8.1.12.C 8.1.12.C
Analyze, synthesize, and integrate historical data, creating a product that supports and appropriately illustrates inferences and conclusions drawn from research. (Reference RWSL Standard 1.8.11 Research)
8.2.9.A 8.2.9.A

Contrast the role groups and individuals from Pennsylvania played in the social, political, cultural, and economic development of the U.S.
8.2.9.B 8.2.9.B

Compare the impact of historical documents, artifacts, and places in Pennsylvania which are critical to U.S. history.
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  • Big Ideas
    Comprehension requires and enhances critical thinking and is constructed through the intentional interaction between reader and text
    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
    Essential content, literary elements and devices inform meaning
    Focus, content, organization, style, and conventions work together to impact writing quality
    Persuasive writing attempts to influence the audience by presenting an issue and stating and supporting a position.
    Actors and directors depend on research skills to gain insights into a play’s themes and characters.
    Artists can influence change.
    Artists create works of art in response to significant events.
    Artists often address social issues or concerns in their artwork.
    Artists think differently when working through different media.
    Beliefs about acting and stage conventions have changed over time and throughout history.
    Biography is a historical construct used to reveal positive and/or negative influences an individual can have on Pennsylvania’s society.
    Biography is a historical construct used to reveal positive and/or negative influences an individual can have on the United States society.
    Comprehension of the experiences of individuals, society, and how past human experience has adapted builds aptitude to apply to civic participation.
    Contemporary technology allows people to share and collaborate on musical ideas.
    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 of events and actions.
    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.
    Learning about the past and its different contexts shaped by social, cultural, and political influences prepares one for participation as active, critical citizens in a democratic society.
    Modern technological advances have increased communication between cultures, allowing elements of dance from different cultures to be used by people all over the world.
    Multimedia artists employ sound, image, and text together to communicate ideas.
    State and local history can offer an individual judicious understanding about one’s self in the dimensions of time and space.
    State and local history can offer an individual, discerning judgment in public and personal life, supply examples for living, and thinking about one’s self in the dimensions of time and space.
    Textual evidence, material artifacts, the built environment, and historic sites are central to understanding the history of Pennsylvania.
    Textual evidence, material artifacts, the built environment, and historic sites are central to understanding United States history.
    United States history can offer an individual discerning judgment in public and personal life, supply examples for living, and thinking about one’s self in the dimensions of time and space.
    United States history can offer an individual judicious understanding about one’s self in the dimensions of time and space.
    Artists create works of art that communicate their personal vision, concerns and life experiences.
    Contemporary technology allows artists, dancers, musicians, and actors to collaborate and share ideas.
    The relationship between artists and news media can affect the way people perceive artists’ work.
  • Competencies
    Develop complete paragraphs that have details and information specific to the topic and relevant to a well-defined focus
    Evaluate the effects of inclusion and exclusion of information in persuasive text
    Evaluate the relevance and reliability of information, citing supportive evidence and acknowledging counter points of view in texts
    Informational Writing: Write with a sharp, distinct controlling point made about a single topic with evident awareness of task and audience (focus).
    Narrative Writing: Write with a sharp, distinct controlling point made about a single topic with evident awareness of task and audience (focus).
    Persuasive Writing: Develop substantial, relevant and illustrative content that demonstrates a clear understanding of the purpose (content).
    Persuasive Writing: Employ a thoroughly elaborated argument that includes a clear position consistently supported with precise and relevant evidence where rhetorical persuasive strategies are evident (content).
    Persuasive Writing: Employ effective organizational strategies and structures, such as logical order and transitions, which develop a controlling idea (organization).
    Persuasive Writing: Write with a sharp, distinct controlling point made about a single topic with evident awareness of task and audience (focus).
    Persuasive Writing: Write with precise control of language, stylistic techniques, and sentence structures that create a consistent and effective tone (style).
    Write to influence the audience by:• stating and supporting a position with detailed evidence, examples, and reasons. • using persuasive techniques (e.g.: emotional appeal, statistics, description, anecdote, example, expert opinion) to strengthen the argument. • employing a distinct structure to organize the argument and the opposing viewpoints. • acknowledging and refuting opposing arguments. • evaluating sources for validity, perspective, bias, and relationship to topic.• documenting sources of information responsibly and ethically. • using sources to achieve a balanced and authoritative argument. • supporting judgments with relevant evidence and detail.
    Write to influence the audience by:• stating and supporting a position with detailed evidence, examples, and reasons. • using persuasive techniques (e.g.: emotional appeal, statistics, description, anecdote, example, expert opinion, analogies and illustrations) to strengthen the argument. • employing a distinct structure to organize the argument and the opposing viewpoints. • acknowledging and refuting opposing arguments. • evaluating primary and secondary sources for validity, perspective, bias, and relationship to topic. • documenting sources of information responsibly and ethically. • using sources to achieve a balanced and authoritative argument. • supporting judgments with relevant evidence and detail. • presenting the position in either a deductive or an inductive framework.
    Write with a sharp, distinct controlling point made about a single topic with evident awareness of task and audience (focus).
    Write with a sharp, distinct focus (e.g. sharp controlling point), identifying topic, purpose and audience (focus)
    Write with sharp, distinct focus, identifying topic, purpose and audience (focus)
    Focus, content, organization, style, and conventions work together to impact writing quality
    Analyze a primary source for accuracy and bias and connect it to a time and place in Pennsylvania.
    Analyze a primary source for accuracy and bias and connect it to a time and place in United States history.
    Analyze and interpret the work of a contemporary artist who addresses social issues or concerns.
    Analyze the interaction of cultural, economic, geographic, political, and social relations for a specific time and place.
    Articulate the context of a historical event or action.
    Collaborate with others to create a musical work using contemporary technologies.
    Collaborate with others to create an artistic work using contemporary technologies.
    Compose a multimedia work that uses sound, image, and text to communicate an idea.
    Construct a biography of a Pennsylvanian and generate conclusions regarding his/her qualities and limitations.
    Construct a biography of an American and generate conclusions regarding his/her qualities and limitations.
    Contrast multiple perspectives of individuals and groups in interpreting other times, cultures, and place.
    Create a work of art in response to a historical event that has personal significance.
    Create a work of art that is intended to influence change.
    Describe how a contemporary artist’s current work is presented by news media and explain how the media coverage affects audience perception of the work.
    Develop and present a personal body of work that documents personal vision, concerns and life experiences.
    Evaluate cause-and-result relationships bearing in mind multiple causations.
    Experiment with different media to create a work of art and explain why they made choices to use each medium.
    Identify historical and cultural influences and distinct theatre conventions (acting styles) from historical time periods.
    Research plays and scenes in context and analyze the plays’ historical and cultural connections to determine the author’s intent.
    Synthesize a rationale for the study of individuals in Pennsylvania history.
    Synthesize a rationale for the study of individuals in United States history.
    Synthesize elements of different cultural dance forms to create new, original works in dance.

Description

America's recent war has featured an unprecedented amount of media coverage of the fighting and carnage associated with warfare. "Embedded" reporters, graphic images posted on the Internet, and the presence of 24-hour cable news coverage have brought the reality of war into American homes with intensity and immediacy never before experienced. However, the first extensive, realistic images of American warfare came during the Civil War using photography. Americans were shocked by the graphic images of death provided by photographers like Matthew Brady, Alexander Gardner, and Timothy O'Sullivan. Even with the technology in its infancy, however, photographers recognized the power of the camera to influence and persuade.

Web-based Resource

Access this lesson at:  The Gettysburg Campaign - Is Seeing Believing?

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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