{"id":230,"date":"2008-12-22T09:38:14","date_gmt":"2008-12-22T14:38:14","guid":{"rendered":"https:\/\/www.pbs.org\/wnet\/lookingforlincoln\/?p=230"},"modified":"2011-09-30T14:17:48","modified_gmt":"2011-09-30T18:17:48","slug":"looking-for-lincoln-through-his-words-lesson-overview","status":"publish","type":"post","link":"https:\/\/www.pbs.org\/wnet\/lookingforlincoln\/for-educators\/looking-for-lincoln-through-his-words-lesson-overview\/230\/","title":{"rendered":"Lesson Overview"},"content":{"rendered":"

(Click here<\/a> for a printer-friendly version of this lesson plan.)<\/p>\n

GRADE LEVEL:<\/strong> 4-5<\/p>\n

TIME ALLOTMENT:<\/strong> Two to three 45-minute class periods<\/p>\n

OVERVIEW:<\/strong>
\nIn this lesson, students will explore how Abraham Lincoln used the power of words in speeches, letters and other documents. In the Introductory Activity, students will watch a segment from the PBS film Looking for Lincoln featuring Lincoln quotes and try to identify the origin of each quotation. In the first Learning Activity, students will closely examine Lincoln\u2019s use of words in the Gettysburg Address and learn that a short speech can be powerful. In the second Learning Activity, students will discuss different reasons for writing letters and review some of Abraham Lincoln\u2019s letters. In the Culminating Activity, students will write their own speeches or letters and then present them to the class.<\/p>\n

SUBJECT MATTER:<\/strong>
\nSocial Studies; U.S. History; Language Arts<\/p>\n

LEARNING OBJECTIVES<\/strong>
\nStudents will be able to:
\n\u2022\tQuote famous Lincoln phrases and state the speeches or documents from which they come;
\n\u2022\tCite examples of how and by whom Lincoln has been quoted in recent times;
\n\u2022\tDiscuss why people still quote Lincoln today;
\n\u2022\tExpress a point of view in a speech or letter;
\n\u2022\tDescribe different types of letters and reasons why people write letters.<\/p>\n

STANDARDS<\/strong><\/p>\n

History Standards for Grades K-4<\/a><\/strong>
\nHistorical Thinking Standards<\/strong>
\nStandard 2: Historical Comprehension<\/p>\n

A.\tIdentify the author or source of the historical document or narrative.<\/p>\n

Content Standards<\/strong>
\nStandard 4: How democratic values came to be, and how they have been exemplified by people, events, and symbols<\/p>\n

C. The student understands historic figures who have exemplified values and principles of American democracy.<\/p>\n

History Standards for Grades 5-12<\/a>
\nHistorical Thinking Standards<\/strong>
\nStandard 2: Historical Comprehension<\/p>\n

A. Identify the author or source of the historical document or narrative and assess its credibility.<\/p>\n

Language Arts Standards for grades 3-5<\/a>
\nWriting Standards<\/strong>
\nStandard 1. Uses the general skills and strategies of the writing process.<\/p>\n

Level II (Grades 3-5)
\n10. Writes expressive compositions (e.g., expresses ideas, reflections, and observations; uses an individual, authentic voice; uses narrative strategies, relevant details, and ideas that enable the reader to imagine the world of the event or experience)<\/p>\n

12. Writes personal letters (e.g., includes the date, address, greeting, body, and closing; addresses envelopes; includes signature)<\/p>\n

Reading Standards<\/strong>
\nStandard 7. Uses reading skills and strategies to understand and interpret a variety of informational texts<\/p>\n

Level II (Grades 3-5)
\n1.\tUses reading skills and strategies to understand a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines)<\/p>\n

Listening and Speaking Standards<\/strong>
\nStandard 8. Uses listening and speaking strategies for different purposes<\/p>\n

Level II (Grades 3-5)
\n5. Uses strategies to convey a clear main point when speaking (e.g., expresses ideas in a logical manner, uses specific vocabulary to establish tone and present information)<\/p>\n

7. Makes basic oral presentations to class (e.g., uses subject-related information and vocabulary; includes content appropriate to the audience; relates ideas and observations; incorporates visual aids or props; incorporates several sources of information)<\/p>\n

12. Understands the main ideas and supporting details in spoken texts (e.g., presentations by peers or quest speakers, a current affairs report on the radio)<\/p>\n

MEDIA COMPONENTS<\/strong><\/p>\n

Video: <\/strong><\/p>\n

LOOKING FOR LINCOLN<\/strong>, selected segments<\/p>\n

Clip 1:<\/p>\n

Abraham Lincoln\u2019s Words<\/p>\n

Clip 2:<\/p>\n

Quoting Abraham Lincoln<\/p>\n

Clip 3:<\/p>\n

The Gettysburg Address<\/p>\n

Access the streaming and downloadable video segments for this lesson at the Video Segments Page<\/a>.<\/p>\n

Web sites:
\nAnalyzing the Evidence<\/a><\/strong>
\nThis primary source document activity helps students examine key Lincoln documents and photographs through a series of questions. In this lesson, students will be exploring the Gettysburg Address and the Letter to Grace Bedell.<\/p>\n

Abraham Lincoln Online: Speeches and Writings<\/a><\/strong>
\nThis Web site features speeches, letters and other documents by Abraham Lincoln, as well as background information about the documents. During this lesson, students will be reviewing the following letters:<\/p>\n

\u2022\t Letter to Fanny McCullough<\/a> (1862)<\/p>\n

Abraham Lincoln Thank You Letter<\/p>\n

\u2022 Letter of Thanks for White Rabbits<\/a> (1862)<\/p>\n

MATERIALS<\/strong><\/p>\n

For the class:<\/p>\n

\u2022\tComputers with internet access (If you do not have internet access in the classroom, you can make printouts of Lincoln\u2019s letters and speeches featured in this lesson and distribute them to your students. See the \u201cPrep for Teachers\u201d section below for details.)
\n\u2022\tComputer and projection screen (for class viewing of online\/downloaded video segments and \u201cAnalyzing the Evidence\u201d)
\n\u2022\tCopies of \u201cFamous Quotes Handout 1\u201d and \u201cFamous Quotes Handout 2\u201d (download here<\/a>) (See the \u201cPrep for Teachers\u201d section below for details.)
\n\u2022\t\u201cLetter from Abraham Lincoln\u201d Answer Key (download here<\/a>)<\/p>\n

For each pair of students:<\/p>\n

\u2022\t1 copy of the \u201cLetter from Abraham Lincoln\u201d Student Organizer (download here<\/a>)<\/p>\n

For each student:<\/p>\n

\u2022\t2-3 blank sheets of paper on which to write their speeches and letters
\n\u2022\tPencils, pens and crayons<\/p>\n

PREP FOR TEACHERS<\/strong><\/p>\n

Prior to teaching this lesson, you will need to:<\/p>\n

Preview all of the video segments and Web sites used in the lesson.<\/p>\n

Download the video clips used in the lesson to your classroom computer, or prepare to watch them using your classroom\u2019s Internet connection.<\/p>\n

Bookmark the Web site used in the lesson on each computer in your classroom. Using a social bookmarking tool such as del.icio.us<\/a> or diigo<\/a> (or an online bookmarking utility such as portaportal<\/a>) will allow you to organize all the links in a central location.<\/p>\n

Print out and make one copy of the \u201cFamous Quotes Handout 1\u201d for each student.<\/p>\n

Print out and make copies of the \u201cFamous Quotes Handout 2.\u201d Cut out the excerpts along the dotted lines. Make enough copies so that each pair of students gets one excerpt. It is fine for multiple groups to have the same excerpt.<\/p>\n

Familiarize yourself with the Gettysburg Address document featured in the Analyzing the Evidence<\/a> interactive. Note: If you do not have internet access in your classroom, print out one copy of the Gettysburg Address for each student.<\/p>\n

Familiarize yourself with the Letter to Fanny McCullough, the Letter to Grace Bedell and the Letter of Thanks for White Rabbits (listed in the Web sites section above). Note: If you do not have internet access in your classroom, print out copies of each letter, so that each group of 2-3 students has one letter to review. The same letter can be distributed to multiple groups.<\/p>\n

Next: Proceed to Activities<\/a><\/strong><\/p>\n

Lesson plans for LOOKING FOR LINCOLN were created by the LAB@Thirteen, Thirteen\u2019s Community and Educational Outreach Department.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

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