Goals & Objectives
Goal: Students analyze Abraham Lincoln's, “House Divided” speech (1858), his first inaugural address (1861), and Emancipation Proclamation (1863), and discuss how it affected The Civil War. Students will research Lincoln's speeches using their textbooks and websites I have provided.
Objective: Students create a foldable that describes the speeches and writings of Abraham Lincoln. Students will create three flaps on the foldable. Each flap should be labeled in chronological order with date: House Divide (1858), inaugural address (1861), Emancipation Proclamation (1863). On the inside of the flaps students will describe the speeches answering the questions, “What was the speech about?” and “Why was it written?” Students use two (2) bullet points to describe the impact of the speeches or how they relate to Abraham Lincoln or The Civil War
Students will then draw a picture/symbol that describes the speeches and their significance to Abraham Lincoln and/or the Civil War in some way.
Objective: Students create a foldable that describes the speeches and writings of Abraham Lincoln. Students will create three flaps on the foldable. Each flap should be labeled in chronological order with date: House Divide (1858), inaugural address (1861), Emancipation Proclamation (1863). On the inside of the flaps students will describe the speeches answering the questions, “What was the speech about?” and “Why was it written?” Students use two (2) bullet points to describe the impact of the speeches or how they relate to Abraham Lincoln or The Civil War
Students will then draw a picture/symbol that describes the speeches and their significance to Abraham Lincoln and/or the Civil War in some way.
California State Content Standards
8.10.4 Discuss Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
Common Core Literacy Standards
CCSS.ELA-LITERACY.WHST.6-8.9
Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Draw evidence from informational texts to support analysis, reflection, and research.
CCSS.ELA-LITERACY.WHST.6-8.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Driving Historical Question
What was Abraham Lincoln’s influence on the institution of slavery; was The Civil War about freeing the slaves?
Lesson Introduction
Teacher will put up a picture of Abraham Lincoln on projector. Teacher will ask students to a quick Think-Write-Pair-Share. Students will be asked what they know about President Abraham Lincoln. Students will be asked, “Was the Civil War about freeing the slaves?” Students will write responses. Students are to then get up out of their seats find a partner and share responses. They will be given one-minute to find a partner and share responses with each other
Vocabulary
Teacher will define the following words to make sure all students understand. Teacher will have Students write down the word and see if they could come up with some synonyms.
Emancipation
Inaugural address
Restore
Accomodation
Isolate
Secede
Emancipation
Inaugural address
Restore
Accomodation
Isolate
Secede
Content Delivery
Collection Strategy (Jigsaw) – Students will be put into groups of 4. Each member of the group will be assigned to research one of the following speeches: A House Divided (1858), Lincoln’s first inaugural address (1861), and the Emancipation Proclamation (1863).
Students will use their textbooks to research and analyze the impact of Abraham Lincoln on the Civil War. Students will be given guided questions. Students will write down their responses and share their information with other group members. Students will be educating each other about the speeches they’ve researched. Each student will use their textbook to research a speech and its impact on The Civil War. Two (2) students will research the Emancipation Proclamation since the book has more information on this speech and its impact. Students will then use their findings to create a foldable.
Students will use their textbooks to research and analyze the impact of Abraham Lincoln on the Civil War. Students will be given guided questions. Students will write down their responses and share their information with other group members. Students will be educating each other about the speeches they’ve researched. Each student will use their textbook to research a speech and its impact on The Civil War. Two (2) students will research the Emancipation Proclamation since the book has more information on this speech and its impact. Students will then use their findings to create a foldable.
Student Engagement
Foldable – While students are reading they will create a study foldable that organizes all the speeches and their significance to Abraham Lincoln’s presidency and The Civil War. Students will then draw a picture or symbol that describes the event. Students will explain to their group why they’ve chosen the images that they’ve drawn. Students will include 2-3 bullet points describing the impact of events. Students will be given guided questions to help them select information that is most relevant in helping them complete.
Blow are links to samples of what student's will be creating in class.
Blow are links to samples of what student's will be creating in class.
Lesson Closure
Students will be asked about their Think-Write-Pair-Share from the beginning of class. Now knowing what they’ve researched, students will answer the questions again and compare their responses with another student (someone different from their group or from the beginning of class).
Students will discuss the differences between what they thought they knew and what they’ve learned after the lesson.
Students will discuss the differences between what they thought they knew and what they’ve learned after the lesson.
Assessments
Entry Level – “Think-Write-Pair-Share” to assess student knowledge and misconceptions.
Formative/Summative – Foldable created with groups. Teacher will go around and ask students if they have any questions and help scaffold students where needed.
Summative – Students refer to their think-write-pair-share earlier with another partner. Students discuss what they’ve learned or something they didn’t know but has changed since researching the foldable.
Formative/Summative – Foldable created with groups. Teacher will go around and ask students if they have any questions and help scaffold students where needed.
Summative – Students refer to their think-write-pair-share earlier with another partner. Students discuss what they’ve learned or something they didn’t know but has changed since researching the foldable.
Resources
Textbook: Davidson, James West. Stoff, Michael B. (2006). America : History of Our Nation. Upper Saddle River, New Jersey. Pearson Prentice Hall.