Lincoln the Legacy Overview This unit was designed to help students better understand the Civil War era. The unit focuses on Abraham Lincoln and his influence on the time. To fully understand Lincoln, one must look further back than his presidency. Students will be given a chance to explore Lincoln as a person and what made him a great president. Students will compare Lincoln to other presidents and observe the characteristics that made him an American icon. This unit provides an opportunity for students to become familiar with important documents Lincoln wrote that are often overlooked. History often associates Lincoln with the Emancipation Proclamation, but forgets other influential moments in his presidency. Students will learn and read about the Thanksgiving Proclamation of 1863 and Lincoln’s Second Inaugural Address. Lincoln’s position on slavery has remained very controversial, and provides numerous opportunities for discussion. As educators it is important to teach children to look at both sides of a situation before passing judgment. Abraham Lincoln is often criticized for his beliefs and actions against slavery. Some historians disagree with the idea that Lincoln was as great a man as history records. Since Lincoln did not leave a diary or written statements, the world is left to speculate on his ideas based on speeches, letters, books, and videos. One of the goals in this unit is to help children sort through information and determine their own beliefs on Lincoln’s views on slavery. Finally, this unit uses technology as a unique way to explore history. The unit contains various resources so students are exposed to different types of writing.

Lincoln the Legacy The following is a list of activities designed to provide teachers with a comprehensive, standards-aligned, literacy & technology-driven curriculum for this unit. Feel free to add your own elements, delete activities, or modify the unit to work best for you and your students.

Intended Learning This unit is designed to introduce the influence of Abraham Lincoln on the Civil War era. Students will explore Lincoln’s characteristics and background that influenced his presidency. Additionally, students will look at documents that were written in the Oval Office and their influence on the nation. Finally, students will investigate and interrupt Lincoln’s actions from various view points.

Unit Activities • • • • • • • • • • • • • • •

Read So you Want to be President Compare and Contrast Lincoln to another US President Watch Abraham Lincoln movie-Abe Lincoln in Illinois Students will research Lincoln’s family and make a PowerPoint Students will create Lincoln’s family tree Students will make a KWL chart about slavery Students will research Lincoln’s belie’s on slavery using various resources Students will write a pervasive article defending their ideas Read Thank You Sarah; The Woman who Saved Thanksgiving Read the Thanksgiving Proclamation of 1863 Students will make a project based on what they learned and present it to the class. Students will research individual characters and time period Students will read the Second Inaugural address and interpret how their character would have felt hearing it Students will create and act out a play Students will create sculpted head based on historical figures of the time

All the lessons in this unit are designed to provide teachers with content and strategies to implement the activities. Please feel free to use your professional discretion as to sequence and content.

Lincoln the Legacy Activity #1 Standards Reading /Writing: Standard1 History: Standard 1 Intended Learning Students will understand why it is important to learn about our history’s presidents. Anticipatory Set: Students are asked what they know about presidents. Checking background knowledge, the teacher will write comments on the white board. Materials and Resources • So You Want to be President Activity Description • Read the book to the students in a group setting. Reading the book will take approximately 15 minutes. The purpose of the book is to introduce a brief biography of each president. • Discuss the reading. Ask appropriate questions such as: What do you think makes a good president? What qualities do all the presidents have in common? • At the end of the discussion share with the students that they will be writing an essay about what sort of qualities the students possess that would make them a good president. Closing: • Discuss the book So You Want to Be President. Add to prior comments. Can students add anything to the white board list?

Lincoln the Legacy Activity #2 Standards Reading /Writing: Standard1 History: Standard 1 Intended Learning Students will compare and contrast Lincoln to another U.S. President to understand how Presidents impact the world. Students will begin to research ten facts on Lincoln and ten facts on their selected President. Materials and Resources • Various books on US Presidents • Compare and Contrast worksheet Anticipatory: Using the prior knowledge of presidents, brainstorm former presidential names? Kennedy, John, Jackson, Jefferson, Madison, Washington. Write names of former presidents on board and ask students to make connections. Activity Description • Gather ten facts about Abraham Lincoln and ten facts about other student-selected chosen Presidents. • Make a Venn diagram that compares the two presidents. • Each student will share with a friend in the class. Closure: Students debrief and summarize the facts that they have learned and about their importance and personalconnection.

Lincoln the Legacy Activity #3 Standards Writing: Standard 5 History: Standard 3 Intended Learning Students will understand how Lincoln’s history affected his ruling as a President. Materials and Resources Movie Abe Lincoln in Illinois Anticipatory: Students revisit prior day’s activities and they are informed that they will watch a video Abe Lincoln in Time and think about what they learned yesterday and if it can be validated today. Activity Description • Watch the movie with the students. • At the end of the movie ask the students appropriate questions about Abraham Lincoln: What qualities did Abraham Lincoln possess? Who was an influential person in Abraham Lincoln’s life? • Students will make a computer generated timeline of important events in Abraham Lincoln’s life using TimeLiner software (contact your ET/DoTS representative for information). • At the end of the class, share with the students that they will be writing an essay about an influential person in their own life. Closure: Have students think of an influential person in their life and what traits they may have. Students will write done five traits that they posses.

Lincoln the Legacy Activity #4 Standards Reading/writing: Standards1, 2, and 5 History: Standard 7 Intended Learning Students will begin independent research. They will learn to apply the research that they have learned into short paragraphs to help develop writing skills. Materials and Resources • Students will use books to gather information about Lincoln’s family. • Students will use computer templates to create a family tree of Abraham Lincoln’s family. Anticipatory: Discuss the definition of a family tree. Use a teacher-made example to demonstrate how a family is connected. Then introduce Abraham’s family. Activity Description • • • •

Students find at least five family members of Abraham Lincoln to research. As a class, students will discuss the importance and influence of family. The students will write a short paragraph on each person. The students will create a family tree for Lincoln using: o http://tribalpages.com/ (this website offers a free download of the template to use.)

Closure: Students will ask their parents about their family tree and about their heritage.

Lincoln the Legacy Activity #5 Standards Reading/Writing: Standard 5 History: Standard 1 Intended Learning Students will be able to self assess their learning by using the KWL chart through the activity. Students will develop subjective opinions on sensitive issues. Materials and Resources KWHL worksheet Anticipatory: Have students define the concept of slavery. Teachers should discuss the sensitivity of the topic. Activity Description • Students will write down as much as they know about slavery in the K (knowledge column) • As a class, students share collection information they know • The students will then write down a few things they would like to know more about in the W (want to know column) • The students will then write down in the “H” column a few ideas on how to learn the “W” in their chart (how to learn column) • As a class the students will share the things they want to know by the end of the slavery lessons. • On the last day of studying slavery the students will answer the questions that they wanted to learn, in the learn column. Closure: Encourage students to think of the sensitivity of today’s topic with parents.

Lincoln the Legacy Activity #6 Standards Reading/Writing: Standard 5 History: Standard 1 Intended Learning Students will research Lincoln’s family in small groups using the Internet and books. Materials and Resources • Internet access • Various books Anticipatory: Teacher will discuss how a school works: administration, teacher, parents and students. How does each individual play an important role in the educational process? Introduce today’s activity the important role of each member. Activity Description • Students will identify individual roles (i.e. task manager, presenter, organizer and creator). • Each group will be assigned a period in Lincoln’s life that they will research. • Students will make a PowerPoint on Lincoln’s early childhood and family. • The students will present their information to the class. Websites to use: • •

http://home.att.net/~rjnorton/Lincoln77.html

http://712educators.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=712educators&zu =http%3A%2F%2Fgi.grolier.com%2Fpresidents%2Fea%2Fbios%2F16plinc.html http://www.cybernation.com/lincoln/bio.php • http://www.nps.gov/archive/libo/home.htm • http://library.marist.edu/diglib/polisci/americanpresidency/alincoln.html Closure: Students are reminded of the importance of each member in a school as well as in this project.

Lincoln the Legacy Activity #7 Standards Reading/Writing: Standard #5 History: Standard 1 Intended Learning Students will research Lincoln’s views on slavery using the websites and biographies provided. Materials and Resources Internet access, overhead and overhead markers Anticipatory: Students will have a whole group discussion about how a leader might view the current slavery of today and what they think they will find regarding Lincolns views. Activity Description • Students will sort through the information in their small groups to find six main ideas on his views on slavery. • The students will create an overhead to present their main ideas. • Students will gather into groups based on their beliefs. They will brainstorm ideas of how they could argue their strongest point to persuade others. Available resources: o Various books on Abraham Lincoln’s political views and Abraham Lincoln biographies. o Lincoln, Slavery, and the Emancipation Proclamation (Civil War Library)by Carin T. Ford o http://www.ala.org/ala/ppo/testab/SSNBooksforyoungerreaders.doc- A list of children’s books about Lincoln o Abraham Lincoln Great Speeches o Research websites-video clips-articles and quotes o http://query.nytimes.com/gst/fullpage.html?res=940DE5DD1F3BF937A15752C 0A96E948260 – New York Times article o http://lincoln.lib.niu.edu/aboutbiovideo.html - Video Clips o http://712educators.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=712educat ors&zu=http%3A%2F%2Fgi.grolier.com%2Fpresidents%2Fea%2Fbios%2F16p linc.html- Biography o http://www.cybernation.com/lincoln/bio.php - Biography o http://library.marist.edu/diglib/polisci/americanpresidency/alincoln.html websites o http://showcase.netins.net/web/creative/lincoln/speeches/quotes.htm - quotes by Abraham Lincoln o http://video.google.com/videoplay?docid=4197177119272430209&q=Lincoln%27s+Second+Inaugural+Address&total=1

Lincoln the Legacy &start=0&num=10&so=0&type=search&plindex=0 – Interview with Doris Goodwin about her book: Team of Rivals Closure: Students are asked to discuss “hot topics” with their families. Some “hot topics” may include water rights of their community or land development.

Lincoln the Legacy Activity #8 Standards Reading/writing: Standard 5 History: Standard 1 Intended Learning Students will write a persuasive article on Lincoln’s true views of slavery. Materials and Resources • Notes taken from the previous class • computer access Anticipatory: Students are asked if they prefer day or night. They have to pick one. They are randomly chosen to explain why. Teacher explains the importance of being persuasive and recognizing passionate points of view. Activity Description • Students will write a newspaper article (typed in article format) presenting and defending their ideas on Lincoln’s view on slavery. • The class will use this as a writers workshop. • The students will peer-read in groups that share the same views. Closure: Students are to go into the community and listen for words that are commonly used that imply persuasion.

Lincoln the Legacy Activity #9 Standards Reading/writing: Standard 5 History: Standard 3 Intended Learning Students appreciate the development of the holiday, Thanksgiving. Materials and Resources Thank You Sarah; The Woman who Saved Thanksgiving Computer with Internet access Dry erase board and markers Anticipatory: Students are to think, pair and share what Thanksgiving is like in their home. Comments can be written randomly on a dry erase board. Activity Description • Ask the students to share their ideas about Thanksgiving. • Read the book to the class. • Ask questions following the book and engage in discussion with the class: o Why did Lincoln approve the holiday when other presidents didn’t? o Why was it important for the U.S. to have such a holiday? o Why is Thanksgiving focused on the pilgrims and not other historical figures that made Thanksgiving? o What are some ways to teach others about the development of Thanksgiving as a national holiday? • Each student will send an email to a e-pal in Europe about the reasons we celebrate Thanksgiving as a nation. Closure: Students are encouraged to have a conversation with a neighbor, friend or adult in the community about what Thanksgiving is like for them.

Lincoln the Legacy Activity #10 Standards Reading/writing: Standard 5 History: Standard 6 Intended Learning Students understand the concepts in the Thanksgiving Proclamation of 1863. Materials and Resources The Thanksgiving Proclamation of 1863 Anticipatory: Students are asked what they know of the Thanksgiving Proclamation and a group discussion is lead by the teacher. Activity Description • The students will need a copy of the Proclamation to follow along, as it is read slowly to the class. • The teacher will help the students to interpret the message Abraham Lincoln sent in the Proclamation, • The students will find ten words that they did not know and look them up. • The students will create a picture dictionary to help others to interpret the message. Closure: Students are to think about Abraham Lincoln’s message and how it impacts them today.

Lincoln the Legacy Activity #11 Standards Reading/writing: Standard 1 History: Standard 6 Intended Learning Students will present the information that they learned about Thanksgiving. Materials and Resources • Thanksgiving books both about Lincoln’s involvement and the pilgrims. • Art materials • Various types of papers Anticipatory: Students have a discussion about what it means to demonstrate what they have learned in a variety of ways. Teacher will include a brief discussion of Gardner’s multiple intelligences theory. Activity Description • Students will use this activity to display what they have learned in the lesson about the Thanksgiving Proclamation. • Students can choose what they want to do from a list provided, as well as if they want to work alone or in a group.  Write a play  Write a story/ children’s book  Write a song  Make an informative poster • Students will then present their project to the class. The rubric can be used to help assess student learning. Closure: Students are to think about ways to demonstrate knowledge attained in other courses.

Lincoln the Legacy Activity #12 Standards Reading/writing: Standard 1 History: Standard 3 Anticipatory: Students will have a discussion about the era of time in which Lincoln was alive. What do the students think a day might be like? Weather? Home life? Food? School? Intended Learning Students will research a character from the time period. Materials and Resources • An Internet accessible computer • Computer with Internet accesses • The resource links are provided http://www.emints.org/ethemes/resources/S00001102.shtml • Books on famous Civil War characters • Diaries of common people/famous people during the Civil War. Activity Description • Each student will be given a character from the time period. Please see attached list for characters. • Students will research their character paying special attention to economic status, attitude during the Civil War and Lincoln. • Students will gather as much information as possible, taking notes on important events that may have affected the character, life style, and family. Closure: Students share a few things they found and how they are different than today or similar.

Lincoln the Legacy Activity #13 Standards Reading/writing: Standard 1 History: Standard 3 Intended Learning Students will read and interpret Lincoln’s Second Inaugural Address Materials and Resources Lincoln’s Second Inaugural Address Anticipatory: Students will discuss forms of communication in current media today. How do they get information about the world? They will discuss how one might have received information during Lincoln’s time. Activity Description • Students will each receive a copy of Lincoln’s Second Inaugural Address. • As a class, students will listen to the Address being read. • As a class, students will interrupt the address, breaking it down sentence by sentence. • The students will write a reflection as if they are their character journaling after hearing the address. o How would they have felt? o How would it change the outlook of the next 4 years? Closure: Students are encouraged to ask a parent or guardian about a time they heard “big” news and what they remember about that date, time, and location and how it made them feel.

Lincoln the Legacy Activity #14 Standards Reading/writing: Standard 5 History: Standard 3 Intended Learning Students will create and act out a class play to demonstrate their understanding. Materials and Resources Computer access Anticipatory: Students are asked about their favorite movie. What do they think needed to happen to create such a great movie? If they were to write a great movie of this era what might it be? Activity Description • • • •

Students will research their person and write information down that could be used in the class play. Students will join groups that would have common interest and response to the address. They should work in groups of twos or threes. They will write dialogue that will fit a question-and-answer format and would involve everyone. As a class the students will develop a script from the small group work. The students will get up and act out their characters; this will be presented in front of the other 5th grade classes.

Closure: Students discuss what it means to be a good actor (eye contact, voice) and a good audience member.

Lincoln the Legacy Activity #15 Standards Visual Arts: Standard 4 Intended Learning Have students recreate a piece of sculpture to represent a head piece of a president (Lincoln) or any other president. Materials and Resources Use non-firing clay (DPS warehouse) Tools to use tongue depressors sticks, plastic forks and spoons to create texture for face and hair. Wax paper or plastic Anticipatory: Students discuss another form of Multiple Intelligences and are encouraged to explore this new one being presented. Activity Description 1. Each student is given a block of clay to create head 2. Place clay on a non-stick surface, use wax paper or plastic for each student 3. Roll clay into ball and form by pushing center head and leave to create a ball for head and long part for the neck of the president 4. Create head and dry for one day 5. Pass out watercolors or tempera paint (two sets of paint per 4 students at a table 6. Let paint dry and spray with a fixative At this point, teacher should use digital camera to take a photo of the projects. Each project will be posted on a class wiki site for parents to comment on. Wiki can be easily created at www.pbwiki.com Closure: Students discuss who enjoys this form of activity compared to writing, acting or singing.

Lincoln the Legacy Resources Copy of the following books So You Want to be President Various books- As many Lincoln/ President books assessable- use this website to find a list: http://www.ala.org/ala/ppo/testab/SSNBooksforyoungerreaders.doc Books for young readers on Abraham Lincoln  Lincoln, Slavery, and the Emancipation Proclamation (Civil War Library)by Carin T. Ford  Abraham Lincoln Great Speeches  Thank You Sarah; The Woman who Saved Thanksgiving  Various Books- about Thanksgiving  Biographies/autobiographies on famous Civil War characters   

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Templates Newspaper article template

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Direction sheets and worksheets Compare and Contrast worksheet KWL worksheet Rubric List of characters to select from

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Teacher Materials lesson plans assorted crayons, markers, construction paper, glue, scissors, rulers The movie Abe Lincoln in Illinois Overhead markers Transparency sheets The Thanksgiving Proclamation of 1863 Lincoln’s Second Inaugural address

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Technology Needs Internet lab classroom computer availability of printer Overhead Television VCR or DVD (depending on the form the movie is in)

LINCOLN the LEGACY KWHL K - Stands for helping students recall what they KNOW about the subject. W - Stands for helping students determine what they WANT to learn. H - Stands for HOW we can learn more (other sources where additional information on the topic can be found). L - Stands for helping students identify what they LEARN. KWHL Chart Before you begin your research, list details in the first three columns. Fill in the last column after completing your research. 











KNOW

WANT

HOW

LEARN
































































The Truth about Abraham _________________________________ Lincoln Date:

_________________________________ _________________________________

By:

_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________

_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________

Compare and Contrast with Abraham Lincoln and ____________________

Abe Lincoln

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Rubrics for Assessment 1

2

3

4 Score

Project

The project was not complete.

The project was complete but not well organized and lacked evidence of understanding the new information on Thanksgiving Proclamation of 1863 and the history of Thanksgiving.

The project was well done and showed some understanding of the history of Thanksgiving, but showed little understanding of the Thanksgiving Proclamation of 1863.

The project was well done, insightful and showed a clear understanding of the Thanksgiving Proclamation of 1863, and the history of Thanksgiving.

Discussion and KWL chart

The student did not show interest or participate.

The student showed some interest but did not participate.

The student showed some interest and participated very little.

The student was activity involved and interested throughout the discussion.

The students will be assigned a person to research (there are enough characters for 20 people, more may need to be added depending on the size of the class). • • • • • • • • • • • • • • • • • • • •

Lincoln Frederic Douglas Seward Chase Bates Mary Lincoln Senator Clay Slave women General Ulysses Grant General Robert Lee Southern women Solider in the Union army Solider in the Confederate army Mill girl Quaker women Slave owner Senator Benton General McClellan Reporter Francis Seward

Lincoln the Legacy Credits and Supporting Websites Books:  So You Want to be President  Lincoln, Slavery, and the Emancipation Proclamation (Civil War Library)by Carin T. Ford  Abraham Lincoln Great Speeches  Thank You Sarah; The Woman who Saved Thanksgiving Reference Material:  Team of Rivals by Doris Goodwin Websites:  http://tribalpages.com/  

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Build your own family tree. http://home.att.net/~rjnorton/Lincoln77.html An easy-to-read overview of Lincoln’s life http://712educators.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=712edu cators&zu=http%3A%2F%2Fgi.grolier.com%2Fpresidents%2Fea%2Fbios%2F1 6plinc.html From Scholastic Magazine, get access to all the top presidential speeches http://www.cybernation.com/lincoln/bio.php Another great biography (age appropriate) http://www.nps.gov/archive/libo/home.htm From the National Park Service, a well-written, easy to follow site on Lincoln http://library.marist.edu/diglib/polisci/americanpresidency/alincoln.html A comprehensive and well organized listing of websites on Lincoln http://query.nytimes.com/gst/fullpage.html?res=940DE5DD1F3BF937A15752 C0A96E948260 Book review on Lincoln: A Photobiography http://lincoln.lib.niu.edu/aboutbiovideo.html Short videos on Lincoln (Real Player required) http://showcase.netins.net/web/creative/lincoln/speeches/quotes.htm Famous quotes from Lincoln (and their sources)

Lincoln the Legacy READING AND WRITING •

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Standard 1: Students read and understand a variety of materials. In order to meet this Standard, students will o use comprehension strategies; o make connections between prior knowledge and what they need to know about a topic before reading about it; o use information from their reading to increase vocabulary and language usage. Standard 2: Students write and speak for a variety of purposes and audiences. In order to meet this Standard, students will o expand vocabulary development using a variety of methods; o write and speak for a variety of purposes; o write and speak to peers, teachers, and the community; o plan, draft, revise, proofread, edit, and publish written communications; o prepare written and oral presentations using strategies; and o use the most appropriate method, handwriting or word processing, to produce a product that is legible. Standard 3: Students write and speak using formal grammar, usage, sentence structure, punctuation, capitalization, and spelling. In order to meet this Standard, students will o recognize, understand, and use formal grammar in speaking and writing; o apply formal usage in speaking and writing; o use correct sentence structure in writing; o demonstrate correct punctuation, capitalization, and spelling; and Standard 5: Students read to locate, select, evaluate, and make use of relevant information from a variety of media, reference, and technological sources. In order to meet this Standard, students will o select relevant material for reading, writing, and speaking purposes; o understand the structure, organization, and use of various media, reference, and technological sources as they select information for their reading, writing, and speaking purposes; o paraphrase, summarize, organize, evaluate, and synthesize information; o cite others’ ideas, images, or information from primary, print, and electronic resources; and o use information to produce a quality product in an appropriate format.

HISTORY •

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Standard 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. o Students know the general chronological order of events and people in history. o Students use chronology to organize historical events and people. o Students use chronology to examine and explain historical relationships. o Students use chronology to present historical events and people. Standard 3: Students understand that societies are diverse and have changed over time.

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o Students know how various societies have been affected by contacts and exchanges among diverse peoples. o Students understand the history of social organization in various societies. Standard 6: Students know that religious and philosophical ideas have been powerful forces throughout history. o Students know the historical development of religions and philosophies. o Students know how societies have been affected by religions and philosophies. o Students know how various forms of expression reflect religious beliefs and philosophical ideas. Standard 7: Students use appropriate technologies to obtain historical information; to study and/or model historical information and concepts; and to access, process, and communicate information related to the study of history. o Students use appropriate traditional and electronic technologies in a variety of formats (for example, textual, graphic, audio, video, multimedia) to extend and enhance learning of historical facts and concepts. o Students use appropriate technologies to access, process, and communicate information relevant to history. o Students use appropriate technologies to enable historical inquiry.

VISUAL ARTS •

Standard 4: Students relate the visual arts to various historical and cultural traditions. In order to meet this Standard, students will o research and create art inspired by historical ideas of diverse peoples. o identify works of art as belonging to various places. o evaluate, analyze, and interpret works of art contexts of history, culture, and piece.

INFORMATION LITERACY AND TECHNOLOGY •

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An Efficient Information & Technology User o Computer Operations, Electronic Tools, Terminology o Location Skills - Library and Internet o Online, Electronic, Print and AV Research Tools o Library Catalog (LION) & Dewey Decimal System o Keyboarding A Responsible Citizen Copyright and Plagiarism o Bibliographic Information o Care of Books & Technology o Safety Issues in a Digital World A Knowledge Constructor Research Process o Evaluation of Information A Quality Producer Sharing of Information o Document Production – Word Processing

Lincoln the Legacy o Document Production – Spreadsheets o Document Production – Presentation Tools o Evaluation of Process and Product