Brotherhood & the Civil War Jessica Aragon & Amanda Edwards

DAY 5 - “Empancipation, the Battle of Gettysburg & Analysis of Pickett’s Charge”

Subjects: Social Studies & Visual Arts

History/Social Science Standards: 5.6.7 Understand how the ideals set forth in the Declaration of Independence changed the way people viewed slavery

Analysis Skills – Historical Interpretation 1 – Students summarize the key events of the era they are studying and explain the historical contexts of those events.

Visual Arts Standards: 3.0 Historical and Cultural Context

3.2 Identify and describe various fine, traditional, and folk arts from historical periods worldwide.

Objectives: Students will be able to describe and analyze paintings of Pickett’s Charge

Lesson Procedure: The lesson will begin by displaying a historic painting of the battle, which became known as Pickett’s Charge. This will grab the students’ attention and introduce them to the topic of the day, which is the turning point of the war – Emancipation & the Battles at Gettysburg & Vicksburg. We will review the timeline of the major events leading up to the Civil War, as we have done the past few days. I will introduce the vocabulary from the lesson & add it to the vocabulary word wall. We will then read from the textbook about the Emancipation and the Battles at Gettysburg and Vicksburg (Chapter 13, lesson 1). After the conclusion of the reading, the class will have a discussion about the main points of the lesson including the turning points of the war. Students will evaluate the battles of Vicksburg and Gettysburg based on the point of view of the soldiers.

Student Activity: Laptops will be set up around the room. Each computer will have a different painting of Pickett’s Charge (previously set up by me using Google.com/images – see below). The students will break up into their table groups and evaluate each painting, comparing and contrasting the images. They will then choose one image to analyze. Each student will reflect on the painting based on the point of view of a soldier in the war. The student will have to write a short reflection (at least 6 sentences) on the emotions, thoughts, and feelings of a soldier on either side of the battle. In working in small table groups, the students are able to share their thoughts and ideas.

Conclusion: We will come together as a class and discuss the results. The students will have a chance to share their reflections with the class.

Images of Pickett’s Charge