Students analyze Gettysburg and Vicksburg to understand why historians consider them turning points, examining how military outcomes shift momentum and shape interpretations of significance in war.
Students analyze Gettysburg and Vicksburg to understand why historians consider them turning points, examining how military outcomes shift momentum and shape interpretations of significance in war.
Students are introduced to the idea of historical turning points and read a short explanation of how historians use turning points to organize and explain conflicts over time. They view an image from the first day of the Battle of Gettysburg, then contribute one or two ideas to a shared table listing possible criteria historians might use to decide whether an event is a turning point. Finally, they read an overview of the experience and the lesson objectives, focusing on how the balance of power in the Civil War changed in 1863 and why Gettysburg and Vicksburg are seen as key moments.
Teacher MovesReview the lesson overview and objectives, clarifying key vocabulary as needed. When examining the class list of turning point criteria, highlight ideas that appear multiple times or are closely related, and use them to press students’ thinking about historical judgment. Ask questions such as which criteria recur, why historians might focus on those factors, and how they help explain what changed before and after a turning point. Emphasize that turning points help historians make sense of change over time, not just label events as important, and then transition students into the deeper exploration of the Civil War in 1863.
Students read The State of the Civil War in Early 1863 to compare the positions of the Union and the Confederacy in terms of leadership, resources, territory, and public support. Using a Venn diagram, they record similarities and differences between the two sides at this stage of the war. Drawing on their notes, students then post to a discussion wall explaining which side appears to have the advantage in early 1863, supporting their claim with evidence from the text and explaining how that evidence supports their reasoning.
Teacher MovesAs students share their Venn diagrams, call attention to common or overlapping details and prompt comparison-based reasoning by asking why certain similarities or shared pressures matter for understanding each side’s position. During the discussion wall review, highlight responses that clearly describe the Confederacy’s apparent advantages in early 1863, such as recent battlefield successes and fighting on familiar territory. Use guiding questions to solidify a shared understanding of the war’s uncertain state at this moment and to connect that context to why what happens next in the war will be especially significant.
Students read July 1863: A Turning Point in the American Civil War to learn about the battles of Gettysburg and Vicksburg and how their outcomes affected the war’s momentum. They answer a series of multiple-choice questions that focus on how Confederate losses at Gettysburg weakened the army, ended attempts to invade the North, and limited future strategy, and how the Union victory and siege at Vicksburg gave the Union control of the Mississippi River, disrupted Confederate supply and communication, and removed a large Confederate force from the war. Students then respond on a discussion wall explaining what made the July 1863 battles of Gettysburg and Vicksburg a turning point, using evidence from both battles. Next, they watch The Civil War in Color: Lincoln’s Gettysburg Address to consider how Lincoln’s speech shaped the memory and meaning of the Battle of Gettysburg, and they post to a second discussion wall about how the Gettysburg Address may have influenced how the battle is remembered.
Teacher MovesAfter students complete the questions, review their responses to ensure they understand how the outcomes at Gettysburg and Vicksburg reduced Confederate strength, limited Confederate strategy, and increased Union control of key territory and resources. Use targeted questions to help students articulate how retreat from Gettysburg and the surrender at Vicksburg changed what the Confederacy could realistically attempt. When discussing the first wall, highlight answers that connect both battles to the criteria for turning points and that explain how July 1863 marked a shift in the balance of power. For the second wall, emphasize responses that show how Lincoln’s Gettysburg Address reframed the battle’s significance by linking sacrifice to broader ideas about the nation and the war’s purpose. Guide students to see that historical significance is shaped both by events and by how those events are interpreted and remembered over time.
Students broaden their understanding of turning points by exploring events and developments beyond Gettysburg and Vicksburg. They choose one topic from a provided list (such as the blockade of New Orleans, changes in Union leadership, the use of railroads and telegraphs, the enlistment of African American soldiers, Sherman’s March to the Sea, or specific battles) and research its impact on the Civil War using at least four sources, including at least one primary and one secondary source. Using a graphic organizer, they record sourcing information and facts that show whether and how their chosen event or development might be considered a turning point. They then create a written or visual presentation using the drawing tool (or by uploading a slide or visual project) to argue whether their event should be considered a turning point and why. Finally, students respond to two discussion wall prompts about what factors historians consider when deciding if an event is a turning point and why different historians might disagree about the same event.
Teacher MovesSupport students in selecting topics and locating a mix of primary and secondary sources, clarifying expectations for citing and recording information in the organizer. As students share their presentations, intentionally feature a range of examples—military, technological, leadership, and social—to illustrate different kinds of turning points. Use questions to draw out how students are defining significance, which changes had immediate versus long-term effects, and how each event altered what was possible for one side in the war. When reviewing the discussion wall responses, highlight common factors students identify (such as changes in military strength, territory, resources, leadership, or long-term impact) and note where judgments are open to interpretation. Emphasize that identifying turning points involves evidence-based judgment and that historians’ choices about which events to emphasize shape the broader story of the Civil War.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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