Studying and Remembering Abraham Lincoln

Deanna HouseRidgeview Elementary School

Summer 2006

Library of Congress, Prints and Photographs Division LC-USZ62-13016 DLC (b & w film copy neg.)

Abraham Lincoln was a multi-faceted man. He was born into an impoverished family near Hodgenville, Kentucky, in 1809 . He moved to Indiana with his family in 1810, and fourteen years later, he settled in Illinois. Throughout this lesson, students will learn about the life of Abraham Lincoln via multiple mediums including, but not limited to, primary sources, trade books, coins and paper money, computers, and class discussions. The students will recall these facts as they write a paragraph about Abraham Lincoln and share their information in both a whole group setting and a one-to-one discussion with the teacher as a portfolio conference.

Overview/ Materials/LOC Resources/Standards/ Procedures/Evaluation/Rubric/Handouts/Extension

Overview Back to Navigation BarObjectives Students will:

view various primary sources from the Library of Congress.

learn and understand the importance and significance of the sixteenth President, Abraham Lincoln.

acquire knowledge and increase comprehension about Abraham Lincoln via primary resources, trade books, video clips, (via United Streaming for which an account, username, and password are required—see extension activities below) and class discussions.

compare and contrast life and living conditions during Abraham Lincoln’s time with that of their own.

complete a science activity on classification. complete a math lesson about the penny and the five

dollar bill. enhance their technology skills.

Recommended time frame 2 - 3 day cross-curricular theme lesson (depending upon

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time constraints for subject areas and how quickly students absorb material)

Grade level 2nd gradeCurriculum fit Social studies, language arts, math, science, technologyMaterials Trade Books:

Abe Lincoln’s Hat, by Martha Brenner ISBN: 0679849777 Symbols of Freedom: The Lincoln Memorial, by

Tristan Boyer Binns ISBN: 1588101207 A Picture Book of Abraham Lincoln (Picture Book

Biography) (Paperback), by David A. Adler ISBN: 0823408019 DK Readers: Abraham Lincoln: Lawyer, Leader,

Legend, by Justine   Korman , Ron   Fontes , Justine   Fontes

ISBN: 0789473755 Mr. Lincoln's Whiskers, by Karen B. Winnick ISBN: 1563978059 Just a Few Words, Mr. Lincoln: The Story of the

Gettysburg Address, by Jean Fritz, ISBN: 0448401703 Abraham Lincoln, by Amy L. Cohn, Suzy Schmidt ISBN: 0590935666

Printable content and activity books from Enchanted Learning: Abraham Lincoln printable activity book about

his life, career, and legacy from Enchanted Learning

http://www.enchantedlearning.com/history/us/pres/lincoln/books/tab/ Abraham Lincoln printable activity book

integrating social studies and mathematics from Enchanted Learning

http://www.enchantedlearning.com/history/us/pres/lincoln/books/round/

Other materials: graph paper sentence strips for recording vocabulary words pencils crayons small 3 oz. Dixie cups to hold pennies and $5

bill

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access to computers with the Internet and the Kidspiration software program

printed photographs of Abraham Lincoln from the Library of Congress

K-W-L graphic organizer sheet chart paper tape pencils at least twenty pennies and six five dollar bills brown paper lunch sack Lincoln Games PowerPoint

Illinois State Learning Standards Back to Navigation BarLanguage Arts:GOAL 1: Read with understanding and fluency. 1.C. Comprehend a broad range of reading

materials.GOAL 3: Write to communicate for a variety of purposes. 3.B. Use prewriting strategies to generate and

organize ideas.GOAL 5: Use the language arts to acquire, assess and communicate information. 5.A. Locate, organize, and use information from

various sources to answer questions, solve problems and communicate ideas.

5.C. Apply acquired information, concepts, and ideas to communicate in a variety of formats.

Mathematics:GOAL 7: Estimate, make, and use measurements of objects, quantities and relationships, and determine acceptable levels of accuracy. 7.A. Measure and compare quantities using

appropriate units, instruments, and methods.

Science:GOAL 12: Understand the fundamental concepts, principles, and interconnections of the life, physical, and earth/space sciences. 12.A. Know and apply concepts that explain how

living things function, adapt, and change. 12.C. Know and apply concepts that describe

properties of matter and energy and the interactions between them.

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Social Studies:Goal 16: Understand events, trends, individuals, and movements shaping the history of Illinois, the United States, and other nations. 16.A. Apply the skills of historical analysis and

interpretation. 16.B. Understand the development of significant

political events. 16.D. Understand Illinois, United States, and world

social history

Technology:Nets-S Standard 1: Basic Operations and Concepts 1.A. Students demonstrate a sound understanding

of the nature and operation of technology systems. 1.B. Students are proficient in the use of

technology.

Nets-S Standard 3: Technology Productivity Tools 3.A. Students use technology tools to enhance

learning, increase productivity, and promote creativity.

3.B. Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.

Nets-S Standard 5: Technology Research Tools 5.A. Students use technology to locate, evaluate,

and collect information from a variety of sources.

Procedures Back to Navigation BarAnticipatory Set:Upon entering the classroom, the students will see a display of Abraham Lincoln trade books, pennies, a five dollar bill, and primary resource photographs, on the table. The students will be asked what the items are that they see before them. The students will then begin discussing ideas for those items. They will discuss/explain what the items are, why they believe those items are there, who they represent, and why this person is important. This will be done in cooperative groups. (Students will already be in cooperative groups as their seating chart for the classroom.) Allow approx.

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fifteen minutes for this activity.**See additional procedures at end of lesson

Evaluation Back to Navigation BarThis lesson will be evaluated via a paragraph students will write at the conclusion of the theme lesson. The paragraph will be graded based on the teacher-created rubric.

Extension Back to Navigation Bar*Abraham Lincoln Video from United Streaming(Discovery Education United Streaming is a product of Discovery Education. Copyright © 2006 Discovery Education. All rights reserved.Discovery Education is a Division of Discovery Communications, Inc.)http://www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=53997760-737F-48EA-8EA4-B50499766113*A paid United Streaming account, complete with username and password, is required to use the above link and all United Streaming materials .

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Primary Resources from the Library of CongressBack to Navigation Bar

Image/Resource Description Citation URLAbraham Lincoln Birthplace, Hodgenville, Larue County, KY

Library of Congress, Prints and Photographs Division, Historic American Buildings Survey or Historic American Engineering Record, Reproduction Number HABS KY,62-HODGV,1-1

http://memory.loc.gov/pnp/habshaer/ky/ky0000/ky0095/photos/071381pv.jpg

Washington, D.C. President Lincoln's box at Ford's Theater

Library of Congress, Prints & Photographs Division,LC-B8171-3403 DLC (b&w film copy neg.)

http://memory.loc.gov/cgi-bin/query/r?ammem/cwar:@field(NUMBER+@band(cwp+4a39899))

Abraham Lincoln, head-and-shoulders portrait, facing front

Library of Congress, Prints and Photographs DivisionLC-USZ62-13016 DLC (b & w film copy neg.)

http://memory.loc.gov/cgi-bin/query/r?ammem/presp:@field(NUMBER+@band(cph+3a53289))

Abraham Lincoln, full-length portrait

Library of Congress, Prints and Photographs Division,LC-D416-29028 DLC (b & w glass neg.)

http://memory.loc.gov/cgi-bin/query/r?ammem/detr:@field(NUMBER+@band(det+4a26470))

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Lincoln visits General McClellan at Antietam. [Stereograph]

Civil War Treasures from the New-York Historical Society, Digital ID: nhnycw/ad ad08005

http://memory.loc.gov/cgi-bin/query/r?ammem/cwnyhs:@field(DOCID+@lit(ad08005))

Abe Lincoln’s HatMartha Brenner

ISBN: 0679849777

Symbols of Freedom: The Lincoln MemorialTristan Boyer Binns

ISBN: 1588101207

A Picture Book of Abraham Lincoln (Picture Book Biography) (Paperback) David A. Adler

ISBN: 0823408019

DK Readers: Abraham Lincoln: Lawyer, Leader, LegendJustine   Korman , Ron   Fontes , Justine   Fontes

ISBN: 0789473755

Mr. Lincoln's WhiskersKaren B. Winnick

ISBN: 1563978059

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Just a Few Words, Mr. Lincoln: The Story of the Gettysburg AddressJean Fritz, Charles Robinson (illustrator)

ISBN: 0448401703

Abraham LincolnAmy L. Cohn, Suzy Schmidt, David A. Johnson (Illustrator)

ISBN: 0590935666

Abraham Lincoln book integrating social studies and mathematics from Enchanted Learning

From Enchanted Learning

http://www.enchantedlearning.com/history/us/pres/lincoln/books/round/

Abraham Lincoln book about his life, career, and legacy from Enchanted Learning

From Enchanted Learning

http://www.enchantedlearning.com/history/us/pres/lincoln/books/tab/

Kidspiration software program from Sunburst Technology, Inc., copyright 2006.

From Sunburst Technology, Inc.

http://store.sunburst.com/ProductInfo.aspx?itemid=169854

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Rubric for Abraham Lincoln ParagraphBack to Navigation Bar

Grade 4 3 2 1Grammar The paragraph

is exceptionally well done with no errors.

The paragraph shows above average work with minimal errors.

The paragraph shows average work with several errors.

The paragraph shows poor quality work, little to no understanding of material studied, and has numerous errors.

Mechanics The paragraph is exceptionally well done with no errors.

The paragraph shows above average work with minimal errors.

The paragraph shows average work with several errors.

The paragraph shows poor quality work has numerous errors.

Comprehension of material

The paragraph shows a great understanding of the material studied as well as additional information. All paragraph elements are included.

The paragraph shows above average work and a solid understanding of the material studied. All required paragraph elements are included.

The paragraph shows average work with somewhat of an understanding of the material covered. All but one required paragraph element is included.

The paragraph shows no understanding of the material covered, and numerous required paragraph elements are missing.

Neatness The project is exceptionally well done and very neatly written.

The project is well done and neatly written.

The project is somewhat messy.

The project is considerably messy and poorly done.

Grading: ( out of a total of 16 possible points)

Points Earned Grade15-16 A

14 B12-13 C

11 D0-10 F

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HandoutsBack to Navigation Bar

Essential Questions for Primary Resource Photos Following Anticipatory Set

1. Who is this?

2. Was he a real person or a make believe person? How do you know?

3. Is it the same person in each photograph?

4. Was he important? Why or why not?

5. Describe the photographs.

6. Do photographs look like this now? Compare/Contrast.

7. Do you prefer this type of photograph or some other type? Why?

1. What is this?

2. Is it real? How do you know?

3. Does it have any importance for us today?

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Essential Questions Handout – page 2

4. Is it related in any way to the two pictures of the man/men above?5. Describe the photograph.

6. Has this, or something like it, affected our lives today? Explain.

1. What is this?

2. Is it real? How do you know?

3. Describe the photograph. (colors, people, surroundings)

4. What is happening in this photograph?

5. Does it look familiar to you or similar to anything you have seen before? Explain.

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Abraham Lincoln KWL Graphic OrganizerK W L

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ProceduresBack to Navigation Bar

Anticipatory Set Follow Up – Essential QuestionsAfter having gone through the anticipatory set items, the students will first answer some essential questions about the primary sources photos.

Language Arts – Part OneFollowing then essential questions discussion, the students will have confirmed for them that the theme will in fact be about Abraham Lincoln. At that time, students will complete the K and W portions of a K-W-L graphic organizer chart, what they Know and what they Want to know about the topic. Following the graphic organizer, the students will have a story about Abraham Lincoln read to them. After hearing the story once as the teacher reads it, the students will then read it with the teacher the second time. The story will be discussed as it is read. Then, the story will be read a third time with the teacher without the pauses for discussion. The students will then read other Abraham Lincoln stories, already selected by the teacher, with their cooperative group members. These trade books will give the students more information regarding Abraham Lincoln and his life thus integrating the language arts lesson with the social studies curriculum and giving the students a knowledge base for the duration of the cross-curricular theme lesson. Each cooperative group will choose a minimum of five words from the readings (related to Abraham Lincoln) that its members feel are important and will write on sentence strips, cut out, and place on the classroom word wall. The students will continue to read pre-selected Abraham Lincoln trade books. After time is called, the students will share the words they chose for the word wall and explain why they chose those words. They will also use prior knowledge to connect the words to things in their own lives and things that they know. The students will then discuss the books that were read, and as the discussion proceeds, the teacher will write the shared items on the board. At the conclusion of the discussion, the students will be given some time to think about what is on the board and will begin to formulate a language experience story. The teacher will get chart paper and tape it to the board. The students will then, as a whole class, take turns contributing to a story. The teacher will write the sentences as the students dictate. When the story is finished, the teacher will read it to the students. Then, the teacher and the students will read the story together. This story will be put on display and will be referred to later in the day when the students write their own paragraph as the assessment portion of the theme lesson.

Social StudiesAt this time, students will continue integration of the language arts (trade books and vocabulary) with the social studies theme via the use of a printable theme booklet from Enchanted Learning. Students will read and complete the booklet within their cooperative groups. The information will then be shared with the entire class group.

Mathematics (integrated with social studies)Then, the students will integrate the mathematics curriculum with the Lincoln theme as they create a graph of pennies and five dollar bills via a probability activity and a mathematics and social studies shape booklet from Enchanted Learning. The materials person for each cooperative group will gather a piece of graph paper and two crayons for each person within the group. After each group has the necessary materials, probability will

be reviewed (from previous math lesson) and instructions will be given. There will be twenty trials where the teacher reaches in a brown lunch sack and pulls out an item (penny or five dollar bill), and students will color in their graph based on four conditions: penny heads side, penny tails side, five dollar bill heads side, or five dollar bill tails side. Prior to the first trial, the students will make a prediction as to which column on the graph will have the most squares colored in. After twenty trials, the graphs will be discussed. Then, a second prediction will take place. The students will be asked if graphed again, would the same results come to fruition, or would they be different. When the graphing portion of the lesson is complete, the students will participate in a discussion about the graph and about the value of the penny and the five dollar bill. The students will then each receive the Enchanted Learning shape booklet and will be given time to work on that. Those will be put into the students’ mailboxes when they are completed so they can be taken home to be shared.

ScienceThe students will receive a small cup of pennies and one five dollar bill at their desks to examine. First, a cooperative group discussion of the attributes of the penny and the five dollar bill will take place. Then, those thoughts will be shared with the class and compared to see if others had the same or different findings. Students will also sort and classify their pennies. No hints or suggestions will be given so as not to distort or bias the activity. The students will just be told to sort and classify the pennies. Allow approximately ten minutes to sort and classify. (Students already would know these terms from a previous sorting/classifying activity related to a different topic.) They will then get out their science texts and refer to the sections on metals and paper. A discussion will ensue about the differences and similarities. The students will be encouraged to manipulate the pennies and the five dollar bill as needed during the lesson.

Language Arts – Part TwoNext, the students will retrieve their KWL sheets from earlier and complete the L portion of the sheet, what they Learned from the lesson and activities. The teacher and the students will then discuss the KWL sheets and refer to the language experience story they wrote earlier. Students will then go to the computers and, in groups, will create a story/topic web on the computer with the words Abraham Lincoln in the center and spokes out from the center including information about him that they have learned. They will do so utilizing the Kidspiration software program for which the school district has a site license (Sunburst Technology, Inc., 2006). After the story web has been created and shared and the experience story from earlier has been reviewed, the students will return to their desks to begin to write their own paragraphs about Abraham Lincoln including information that they learned from the theme lesson and the experiences they had while participating in it.

TechnologyStudents will take their completed paragraphs to the computer lab and type them on the computer. After completing the typing, students will add a picture of Abraham Lincoln that they will retrieve from the Internet. (Students will have previous experience retrieving photos from the Internet prior to going to the computer lab.) Students’ typewritten papers will be displayed in the hallway.

ConclusionAt the close of the Abraham Lincoln theme lesson, as with all subject area lessons in this teacher’s classroom, the students will summarize what they have just completed. They will share their paragraphs with the whole class (voluntarily) as well as in a one-to-one portfolio

conference (required) with the teacher. A brief question and answer period will follow, and each student will be allowed to share his or her success from the day if he or she desires. The students will also be asked to tell the class what their favorite part was. If time permits, the teacher will draw a graph on the board displaying the favorite portion of the day of each student and discuss as the graph progresses. The teacher will then preview the next lesson, and the students will begin to clean up their areas.