Exploring the Changing Legacies of General Grant and
General Lee
A WebQuest for 11th Grade (American
History)
Designed by
Adam J. Carozza
mailto:acarozza@tampabay.rr.com
Clipart courtesy FCIT, http://etc.usf.edu/clipart
Introduction | Task | Process | Evaluation | Conclusion | Credits | Teacher Page
In this lesson, you will compare and contrast the
personal traits, leadership skills, life experiences and legacies of Generals
Grant and Lee and examine how interpretations of the two generals have changed
over time by reading about a Civil War exhibit, viewing slideshows, analyzing a
painting, and completing a Venn diagram.
What influence has art had on how these two
Generals have been remembered by history?
After viewing, gathering, discussing and
processing information, you should be able to answer the question:
Do you think an artistic work can be a persuasive
tool in shaping people’s opinions about people, issues or events? Why or why
not?
You will be using the Web to gather all
information needed.
1.
First you will view the painting “Let Us Have Peace, 1865,” found
online http://www.nytimes.com/slideshow/2008/10/17/arts/1017-HIST_4.html
2.
Make some notes for class discussion: What do you think is happening
in this painting?
How do you think the artist is depicting each of the two primary subjects?
What thoughts do you have about each man based on what you see? Which man do you think won the war based on what you see? Why do you think this?
3.
Continue through the slide show. Also, pay attention to the many links
provided for further study (jot down key information).
4. Read the article "Two Generals, Still Maneuvering," http://www.nytimes.com/learning/teachers/featured_articles/20081020monday.html
Be prepared to discuss the article with the class
focusing on the following questions:
What organization is hosting this exhibit and what is the function of this
organization?
How have General Lee and General Grant traditionally been remembered?
What influence has art had on how these two Generals have been remembered by
history?
How and why are historians’ interpretations of these Generals changing?
What connections are drawn between the Civil War and present day in the
exhibit? Why do you think the curators thought that these were interesting and
informative connections?
5. After
reading and discussing the article, you will work in pairs to complete a Venn
diagram, found online at http://graphics8.nytimes.com/learning/teachers/studentactivity/Venn_Diagram.pdf,
comparing the personal traits, leadership skills, life experiences and legacies
of General Grant and General Lee. To complete this diagram, you and your
partner should use the information that you gathered in the Times article as
well as any available classroom materials. Additional materials are available
at: http://www.nps.gov/arho/historyculture/robert-lee.htm
and http://www.pbs.org/wgbh/amex/grant/peopleevents/p_ugrant.html
to supplement your knowledge of the two generals.
Evaluation
Each category is scored on a four point scale.
One category will be for group work and four categories for individual work.
|
A=16-20 points. B=11-15 points. C=6-10 points. D=5
points. |
Beginning 1 |
Developing 2 |
Accomplished 3 |
Exemplary 4 |
Score |
|
Information Gathering |
Information is gathered from non-web sources only. |
Information is gathered
from limited web and non-web sources. |
Information is gathered
from multiple web and non-web sources. |
Information is gathered
from multiple web and non-web sources and sources are cited properly. |
|
|
Cooperative Group Work Discussions, Venn diagram. |
Cannot work with others in
most situations. Cannot share decisions or responsibilities. |
Works with others, but has
difficulty sharing decisions and responsibilities. |
Works well with others.
Takes part in most decisions and contributes fair share to group. |
Works well with others.
Assumes a clear role and related responsibilities. Motivates others to do
their best. |
|
|
Content Knowledge |
Student does not have grasp
of information. Student cannot answer questions about subject. |
Student is uncomfortable
with information and is able to answer only rudimentary questions. |
Student is at ease with
content, but fails to elaborate. |
Student demonstrates full
knowledge, more than required, with explanations and elaboration. |
|
|
Communication |
Expresses and organizes
ideas and information with limited effectiveness. |
Expresses and organizes
ideas and information with some effectiveness. |
Expresses and organizes
ideas and information with considerable effectiveness. |
Expresses and organizes
ideas and information with a high degree of effectiveness. |
|
|
Conclusions Reached |
A conclusion is made from
the evidence offered. |
Some detailed conclusions
are reached from the evidence offered. |
Several detailed
conclusions are reached from the evidence offered. |
Numerous detailed
conclusions are reached from the evidence offered. |
|
Additional links for further content:
Slideshow: Renovations at Gettysburg http://www.nytimes.com/slideshow/2008/09/24/arts/20080925_GETTYSBURG_SLIDESHOW_index.html
Slideshow: Civil War Museums http://www.nytimes.com/slideshow/2008/09/03/arts/design/20080903_CIVIL_SLIDESHOW_index.html
Historical N.Y. Times articles http://timesmachine.nytimes.com/browser
Robert E. Lee http://topics.nytimes.com/top/reference/timestopics/people/l/robert_e_lee/index.html
Ulysses S. Grant http://topics.nytimes.com/top/reference/timestopics/people/g/ulysses_s_grant/index.html
Civil War, 1861-1865 http://topics.nytimes.com/top/reference/timestopics/subjects/c/civil_war_us_/index.html
The Civil War, PBS
http://www.pbs.org/civilwar/
Civil War, Smithsonian http://www.civilwar.si.edu/home.html
Primary Sources http://www.eyewitnesstohistory.com/cwfrm.htm
After completing this lesson using multimedia
technology on the Web, you will have learned to evaluate sources and materials
in the interpretation of a historical event, discuss the information obtained,
and also form some of your own opinions.
Homework assignment, additional questions:
Compare the generals as they were viewed during
their time period to the way that we remember them today. How have
interpretations changed? What has stayed the same?
Additional links to help you think about and
answer these questions:
http://www.nytimes.com/learning/general/onthisday/big/1012.html#article
So, next time you open a history
book and view an artistic work, how will you analyze it?
Last updated on August 15, 1999. Based
on a template from The WebQuest Page
