The Lincoln Bicentennial Teacher Network

5th Grade: Lesson 2

Lesson Essential Question(s): Why has Lincoln remained a significant historical figure?

Estimated duration of lesson: 2 Days

Academic Expectations: 2.20 Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

Program of Studies: Understandings

Program of Studies: Skills and Concepts

Related Core Content for Assessment

SS-5-HP-U-3

Students will understand that the history of the United States has been impacted by significant individuals, groups and advances in technology.

SS-5-HP-S-2

Students will use information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):

a) examine factual and fictional accounts of significant historical events and people in United States history

b) explore change over time (e.g., transportation, communication, education, technology, lifestyles and conditions) in the United States

d) investigate the events surrounding patriotic symbols, songs, landmarks (e.g., American flag, Statue of Liberty, the Star-Spangled Banner), and selected readings (e.g., Dr. Martin Luther King’s speech: I Have a Dream), and explain their historical significance

SS-05-5.2.1

Students will identify historical documents, selected readings and speeches (e.g., Mayflower Compact, Emancipation Proclamation, Dr. Martin Luther King’s speech: I Have a Dream) and explain their historical significance.

DOK 3

Lesson Summary

Brief overview of the lesson

Abraham Lincoln remains an important historical figure. Lincoln’s actions as president; the preservation of the union and the emancipation of the slave; his biography as a boy from a poor family who worked hard and became President, his abilities as an orator and a communicator illustrated in his speeches and other writings combine to him the memorable historic figure he is today.

This lesson, which expands into three days, allows the students to understand Abraham Lincoln’s goal of preserving the Union through exploring historical documents and speeches, thus coming to an understanding of why he is remembered and revered today.

Students will review what they already know about Lincoln by viewing his life through portraits and art works that depict Lincoln and his life. They will also take a look at his assassination that brought an entire nation into mourning. They will also become familiar with Lincoln’s thoughts and ideas through various quotations and excerpts from his speeches and writings.

Day 1/2

Previous instruction

Students should have a basic understanding of some events during Lincoln’s Presidency such as: the Emancipation Proclamation, Gettysburg Address, and Lincoln’s 2nd Inaugural Address.

Students should also have a basic idea about race relations during the 1860’s.

Students need to able to list traits and characteristics of a person and be able to justify it with the actions the person.

Instructional Set/ Bell Ringer

Give each student a copy of Lincoln’s last portrait. Tell students to spend approximately 5 minutes looking at the picture and answering the questions at the bottom of the page. Set the background for the photo by explaining to the students that this is the last portrait of Lincoln before his assassination two weeks later. (Refer to Resource A.)

Sample questions;

Transition

After students have had an opportunity to think about Abraham Lincoln’s life, show the class a brief United Streaming video that describes the assassination of Lincoln. When the students have finished watching the video explain that although Lincoln was assassinated in 1865, he is still one of the most significant and remembered presidents in history. Explain to the class that the goal of our lesson is to begin thinking “WHY?” Why is Abraham Lincoln still a significant historical figure today?

United streaming Links to the Abraham Lincoln assassination video clips (4 minutes or less):

Lesson Assessment

The “Abraham Lincoln Actions as President” handouts can be used as a formative assessment. Students will be required to analyze the actions and words of Lincoln. They will form opinions about his leadership, and list the character traits and qualities to draw conclusions about why Lincoln has remained a significant Historical figure. Monitoring student’s discussions and written responses will help gauge that the content is being assimilated and all students are able to complete the task. Refer to Resources B.1-B.5 for handouts.

Learning Experience

Give students a copy of the “Abraham Lincoln Actions as President” handouts. Tell the students that Abraham Lincoln is considered one of the most successful presidents in U.S. History and that this lesson is designed to investigate why Lincoln has remained a significant historical figure. Model the experience with the students by reading about Lincoln and Stephen A. Douglas and completing handout (Resource B.1) together as a whole class. Make sure that students are able to successfully complete the task of analyzing a Lincoln quote, form opinions about it, and identify the characteristics his action portrays.

Explain to students they are going to read about more events and words by Lincoln that occurred during his Presidency. Tell them they need to begin thinking about their own personal opinions and ideas about statements and actions that Lincoln made. They also need to start brainstorming words they would use to describe Lincoln, the 16th president of the United States.

The students will continue completing this activity by using the think, pair, and share strategy. Students will work together to read four brief descriptions of quotes and actions made by Lincoln. The set of students will also discuss their responses to the reflection questions and record their responses. Refer to Resources B.2-B.5 for student handouts.

Lesson Wrap-Up

At the end of the lesson, allow students time to share some of their responses through a whole group discussion.
Suggested Follow-up Questions:

  1. What event did you find most interesting or significant?
  2. Do you think Lincoln is a significant historical figure based on one event or several? Why?
  3. What words did you use to describe Abraham Lincoln? Why?
  4. Why do you think Abraham Lincoln has remained a significant historical figure?

SUGGESTIONS for DIFFERENTIATION

The teacher may need to paraphrase some of the passages for students that find the reading difficult. They may also be placed with a suitable partner to work through the reading. Students with writing difficulties may only be required to record one handout and discuss the other three. The teacher may want to work with students individually who may have difficulty with the task.

Students than need higher level learning may do a research project on further events in Lincoln’s life that they believe may have kept him a prominent historical figure and present their findings to the class. They may also be given a picture of the Emancipation Proclamation Monument and write an essay on their thoughts on whether Lincoln would approve of it or not. They may also be given the assignment to write an essay on how Lincoln may have dealt with race relations after the Civil War if he had not been assassinated.

Day 2/2

Instructional Set/ Bell Ringer

Post the following challenge for students to complete:

  1. List five characteristics that you feel describe Abraham Lincoln.
  2. For each characteristic tell something he did or said that supports that characteristic. For example, a characteristic would be he was a listener and the example would be he asked Stephen Douglas what he thought about his Second Inaugural Address.

Give students approximately five minutes to brainstorm their answers. Allow students to report their responses to the class when they have finished checking for understanding.

Transition

In order to display just how much Abraham Lincoln is revered as a significant historical figure, begin showing the Martin Luther King “I have a dream” speech. Only view the beginning portion where 250,000 people march and stand in front of the Lincoln Memorial in Washington D.C. and Dr. King refers to the Emancipation Proclamation written by Lincoln. Explain to students that 150 years after the death of Lincoln people were still remembering the legacy of Abraham Lincoln.

Discuss why the protestors may have chosen to meet in front of the Lincoln Memorial.
Ask students if they can think of other ways that we know that Lincoln is considered a Significant Historical figure? (Mt. Rushmore, Penny, streets, schools, and towns are named after Lincoln, the Lincoln Monument…)

Teacher Note: a clip of this video can be found at:

Lesson Assessment

Formative: Students will cite evidence to support Lincoln’s characteristic as mentioned in the Bell Ringer above.
Summative: Students will write a eulogy for Abraham Lincoln within the Learning Experience below.

Learning Experience

Explain to students that a eulogy is a speech or writing usually after a person’s death that praises and highlights the events of their life. Tell students that in this activity we are going to write a eulogy for Abraham Lincoln’s 200th Birthday.

Guidelines for writing the eulogy:

Teacher Note: This writing assignment may be used in the students writing portfolio as a transactive piece.

Lesson Wrap Up

Allow students to draw a picture to go with their eulogy and any students that would like to read their eulogy to the class should be allowed to do so.

Resources