Unit Title ‖ Lesson Title
The Writings of Abraham Lincoln: Words That Changed the World
Goals & Objectives
The students will be able to explain the historical significance of the Emancipation Proclamation and the Gettysburg Address.
The students will compare and contrast the two documents and identify Lincoln's purpose in writing them.
The students will analyze the style and content of Lincoln's writing.
California State Content Standards
8.10.4. Discuss Abraham Lincoln’s presidency and his significant writings and speeches andtheir 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.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Driving Historical Question
What was the purpose of the Emancipation Proclamation and the Gettysburg Address and why have they assumed iconic stature in American history?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10 minutes
The students will watch and listen to a clip of Daniel Day-Lewis read the Gettysburg Address from the movie Saving Lincoln. This will allow the students the opportunity to hear the proper pronunciation and tone before reading the speech on their own. It will also serve to promote interest and place the speech in its historical context. The students will be given a couple of questions to think about as they listen to the speech, and this will help guide them as they read the Gettysburg Address and the Emancipation in their group. This will be followed by the instructor introducing and reading the Emancipation Proclamation for the same purpose (pronunciation tone, and pre-reading questions).
Vocabulary (Content Language Development) ‖ Time: 5 minutes
The students will be given a Graphic Organizer at the beginning of the lesson to accompany their reading of the two documents. Key words and phrases such as "emancipation" and "hallow" will be discussed before the students are divided into groups of two to read the documents.
Content Delivery (Method of Instruction) ‖ Time: 8 minutes
After hearing the documents read in the video and by the teacher, volunteers will read the selected passages and the instructor will follow up by answering questions. Background information on the two documents will be introduced and key vocabulary found in the documents will be covered.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 17 minutes
The students will pair off in two person groups. One will read aloud while the other listens and follows the text. This will allow half the class to be reading aloud at any given time and will aid in comprehension and help to develop their reading skills. After reading each document they will discuss its meaning and the definitions of key terms found in the text. After reading the Gettysburg Address and the Emancipation Proclamation, they will contrast and compare the differences in one (an official government document) and the other (brief remarks for the dedication of a cemetery).
Lesson Closure ‖ Time: 5 minutes
After the conclusion of group work, the students will be asked to make a journal entry comparing the two documents and commenting on their significance.
Assessments (Formative & Summative)
Formative assessment will be group and monitored class discussion.
Summative assessment will be journal entry on the merits and differences to be found in the two documents.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners will be paired with English proficient students. Reading aloud will be done in two person groups which will give them confidence and allow for maximum reading time. Illustrated key terms will be provided to aid in comprehension for Emglish Learners and Striving Readers.
Resources (Books, Websites, Handouts, Materials):
Graphic Organizer containing the Gettysburg Address and Emancipation Proclamation, Key Terms, and Guided Questions
Graphic Organizer:
The Writings of Abraham Lincoln: Words That Changed the World
Goals & Objectives
The students will be able to explain the historical significance of the Emancipation Proclamation and the Gettysburg Address.
The students will compare and contrast the two documents and identify Lincoln's purpose in writing them.
The students will analyze the style and content of Lincoln's writing.
California State Content Standards
8.10.4. Discuss Abraham Lincoln’s presidency and his significant writings and speeches andtheir 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.RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Driving Historical Question
What was the purpose of the Emancipation Proclamation and the Gettysburg Address and why have they assumed iconic stature in American history?
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10 minutes
The students will watch and listen to a clip of Daniel Day-Lewis read the Gettysburg Address from the movie Saving Lincoln. This will allow the students the opportunity to hear the proper pronunciation and tone before reading the speech on their own. It will also serve to promote interest and place the speech in its historical context. The students will be given a couple of questions to think about as they listen to the speech, and this will help guide them as they read the Gettysburg Address and the Emancipation in their group. This will be followed by the instructor introducing and reading the Emancipation Proclamation for the same purpose (pronunciation tone, and pre-reading questions).
Vocabulary (Content Language Development) ‖ Time: 5 minutes
The students will be given a Graphic Organizer at the beginning of the lesson to accompany their reading of the two documents. Key words and phrases such as "emancipation" and "hallow" will be discussed before the students are divided into groups of two to read the documents.
Content Delivery (Method of Instruction) ‖ Time: 8 minutes
After hearing the documents read in the video and by the teacher, volunteers will read the selected passages and the instructor will follow up by answering questions. Background information on the two documents will be introduced and key vocabulary found in the documents will be covered.
Student Engagement (Critical Thinking & Student Activities) ‖ Time: 17 minutes
The students will pair off in two person groups. One will read aloud while the other listens and follows the text. This will allow half the class to be reading aloud at any given time and will aid in comprehension and help to develop their reading skills. After reading each document they will discuss its meaning and the definitions of key terms found in the text. After reading the Gettysburg Address and the Emancipation Proclamation, they will contrast and compare the differences in one (an official government document) and the other (brief remarks for the dedication of a cemetery).
Lesson Closure ‖ Time: 5 minutes
After the conclusion of group work, the students will be asked to make a journal entry comparing the two documents and commenting on their significance.
Assessments (Formative & Summative)
Formative assessment will be group and monitored class discussion.
Summative assessment will be journal entry on the merits and differences to be found in the two documents.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners will be paired with English proficient students. Reading aloud will be done in two person groups which will give them confidence and allow for maximum reading time. Illustrated key terms will be provided to aid in comprehension for Emglish Learners and Striving Readers.
Resources (Books, Websites, Handouts, Materials):
Graphic Organizer containing the Gettysburg Address and Emancipation Proclamation, Key Terms, and Guided Questions
Graphic Organizer: