Teacher Page

This page contains a lesson plan for the Gettysburg Diary WebQuest. It provides teachers with an overview of the purpose and objectives of the WebQuest, along with other helpful information.

Purpose

The Gettysburg Diary WebQuest was designed to engage students in an examination of the significance of the Battle of Gettysburg from the perspectives of both the Union and the Confederacy, as well as the differing experiences of each side in the battle. The battle is regarded by many as the turning point in the Civil War; it is often referred to as “the high water mark of the Confederacy.” The South made a bold move to bring the war to the north, with hopes of invading Washington, D.C. and forcing an end to the conflict. Despite some early success, they suffered terrible losses and were forced to retreat to Virginia, and never again threatened Northern territory. Students explore this through an engaging task: creating historical fiction diary entries for a Union soldier and a Confederate soldier.

Rationale

Many students’ understanding of war and its impact is limited to what they have seen in movies and video games, which often reduce it to simplistic and unrealistic battles between good and evil. The reality is often far more complex. In addition, students seldom think about the personal consequences of war for individuals and families. This WebQuest will help to deepen students’ understanding of the complexities of war and its impact on average people.

Learner Description

This WebQuest is designed for students in grades 8 and up who are studying American history, particularly the Civil War and the Battle of Gettysburg. It may also be appropriate for language arts or creative writing students.

Prerequisites

Before starting the WebQuest, students should:

• know how to use Web browsers, navigate the Internet, and use word processing software
• have some knowledge of the history of the Civil War

Instructional Objectives

After completing this WebQuest, learners should be able to:

• describe key events in the Battle of Gettysburg;
• describe the differing Union and Confederate experiences in the battle;
• explain the significance of the Battle of Gettysburg for each side;
• explain the importance of diaries as primary source documents.

Standards Assessed

This WebQuest addresses the following United States History Content Standards from the National Center for History in the Schools:

• Era 5, Standard 2A-3: Identify the turning points of the war and evaluate how political, military, and diplomatic leadership affected the outcome of the conflict.
• Era 5, Standard 2B-1: Compare the motives for fighting and the daily life experiences of Confederate with those of white and African American Union soldiers.

Activity Description

This WebQuest contains the following sections for learners:

• Introduction: This page provides a brief overview of the Battle of Gettysburg to help learners become familiar with the topic. It also provides a brief introduction to the role of diaries as primary source documents.
• Task: The task is described on this page. Learners will write historical fiction diary entries from before and after the Battle of Gettysburg for both a Union soldier and a Confederate soldier. Students will use the diary entries to present both Northern and Southern views of the battle and its consequences.
• Process: Learners are provided with a list of steps to follow. First, students read about writing historical fiction. Next, students use supplied links to study background information about the battle and the life of Civil War soldiers. They also read transcriptions of actual Civil War diaries. Students then follow guidelines to create a brief biography for each of their fictitious soldiers. They write drafts of their diary entries and perform peer reviews of their drafts. After revising their drafts, students use the evaluation rubric to perform a self-assessment.
• Evaluation: A rubric is provided for students to use in peer reviews and self-assessments. The instructor uses the same rubric to grade the completed assignment.
• Conclusion: The conclusion uses questions to prompt students to reflect on what they have learned through the WebQuest, and suggests that students may wish to consider starting their own diaries.

Assessment

Learners will produce a series of historical fiction diary entries. These entries will be assessed using the rubric located on the Evaluation page of the WebQuest.