Skip to main content
SHEG

User account menu

  • Register
  • Log in

Main navigation

  • Home
  • Reading Like a Historian History Lessons
  • Beyond the Bubble History Assessments
  • Civic Online Reasoning Curriculum

Secondary navigation

  • About
    • History of SHEG
    • People
    • Updates
    • In the News
    • Professional Development
    • Testimonials
    • Links
  • Events
  • Projects
  • Publications

Register today!

Our lessons and assessments are available for free download once you've created an account.
Create an Account

Breadcrumb

  1. History Assessments
  2. Sourcing
  3. Civil War and Reconstruction
  4. Pickett's Charge
Topic: U.S. History
Historical Skills: Sourcing
Time Period: Civil War and Reconstruction
  • Assessment
  • Rubric

Alternative Versions of Assessment

  • Napoleon's Retreat
  • John Brown
  • Washington Crosses the Delaware
  • The First Thanksgiving
  • Signing of the Mayflower Compact
  • Declaration of Independence
  • Siege of Golconda
  • Atahualpa and de Soto

Pickett's Charge

To answer the question correctly, students must notice both the date of the event and the date of the print, and understand that the gap in time between the two limits the usefulness of the source as evidence about the circumstances of Pickett’s Charge.

Level: Proficient

Student explains why the time gap limits the reliability of the source as evidence of what happened at Pickett’s Charge.

Level: Emergent

Student evaluates reliability of source, but does not fully understand the problems caused by the gap in time.

Example: Partial Recognition

The student recognizes some aspect of the time gap, but does not fully explain why the gap in time is problematic.  For example, the student might mention that the painting is not a "primary" source, but does not explain why this limits the usefulness of the source. 

Example: Consideration of Representativeness

The student discounts the source because a historian would need more than just this one source to determine what happened at Pickett’s Charge. This answer is laudable in that it recognizes the need to corroborate historical sources, but this answer does not directly evaluate the usefulness of this particular source. 

Example: Perspective of Artist

The student evaluates the usefulness of the source based on the perspective or biases of the artist. This response shows a sophisticated disposition toward historical sources; historians often consider the perspective of the artist when sourcing a painting. But little is known about the creator of this painting, and an evaluation based on the perspective of the artist would be largely guesswork. 

Example: Type of Source

The student evaluates usefulness based on the type of source.  For example, a student might reject the source because he or she believes that paintings are not reliable sources of information.

Level: Basic

Student does not recognize the gap in time and instead takes the painting at face value or provides an irrelevant response.

Example: Goodness of Fit

The student evaluates the usefulness of the source based on how well it matches his or her historical understanding of the event.

Example: Clarity of Source

The student evaluates the usefulness of the source based on its aesthetic qualities.

Download Materials

Download Teacher Materials in English Register or Log in to download
Pickett's Charge Assessment in Spanish Register or Log in to download
Pickett's Charge Rubric Register or Log in to download
"Gen. Pickett taking the order to charge" - Library of Congress Register or Log in to access

Alternative Versions of Assessment

  • Napoleon's Retreat

    View assessment
  • John Brown

    View assessment
  • Washington Crosses the Delaware

    View assessment
  • The First Thanksgiving

    View assessment
  • Signing of the Mayflower Compact

    View assessment
  • Declaration of Independence

    View assessment
  • Siege of Golconda

    View assessment
  • Atahualpa and de Soto

    View assessment
Home

Support us

We’re committed to providing educators accessible, high-quality teaching tools. That’s why all our lessons and assessments are free. Please consider donating to SHEG to support our creation of new materials. All gifts are made through Stanford University and are tax-deductible.

Contact usSupport us

© Stanford University     |     485 Lasuen Mall, Stanford, CA 94305     |    Privacy Policy

facebooktwitteryoutube