Will the Real Abraham Lincoln Please Stand Up?
Only one student claiming to be the "real" Mr. Lincoln is telling the truth. After questioning the three would-be Lincolns, the class will decide who the real Lincoln is and who are the imposters. Join us as we play "To Tell the Truth."
The Civil War: The Real Mr. Lincoln
Goals & Objectives
The students will understand the political, military, and literary significance of Abraham Lincoln.
California State Content Standards
8.10. 5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E.
Lee) and soldiers on both sides of the war, including those of black soldiers and
regiments.
Common Core Literacy Standards
CCSS.ELA.LITERACY.RH. 6-8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 mins.
The daily bell work question will ask the students to list three things they know about Abraham Lincoln. After discussing their answers with their partner, they will be asked to share with the class.
Vocabulary (Content Language Development) ‖ Time:
Vocabulary will be discussed before, during, and after the presentation as determined by the instructor. Most of the key words in the transcript are from previous units (eg. Kansas-Nebraska Act) and will be briefly mentioned for review purposes.
Whig Party
Kansas Nebraska Act
William Lloyd Garrison
Emancipation Proclamation
Gettysburg Address
Appomattox Courthouse
Content Delivery (Direct Instruction) ‖ Time:
After the bell work question, the teacher will select three students to play the part of Abraham Lincoln in a quiz show setting modeled after the old television show "To Tell the Truth." In addition to the three "Lincolns," twelve students will also be chosen to read the questions that will be asked of the Lincolns. The teacher will assume the role of Master of Ceremonies, and will read a brief biographical introduction of the sixteenth president. This lesson is mainly a student-centered activity and the instructor's role is mainly for the purpose of keeping things moving along.
Student Engagement (Critical Thinking & Student Activities) ‖ Time:
Fifteen students will be involved in the reading, and the whole class will be following along with the text. No one, including the three Lincolns, will know who the real Lincoln and who is the impostor. This will require the students to tap their prior knowledge of Lincoln's life and the Civil War in order to ascertain which one is telling the truth. The two impostors will give truthful or plausible answers, but only Lincoln will always tell the truth. At the end of the lesson, the students will be asked to vote for who they think is the "real deal." After the conclusion of the presentation, the students will pair up and answer a series of T/F questions in which the answers can be found in the responses of the real Lincoln. The groups will be required to re-read the script in order to find the correct answers.
Lesson Closure ‖ Time:
The students will be asked to write in their personal Civil War Journal which of the three Lincolns they selected and why.
Assessments (Formative & Summative)
At the end of the student presentation, the students will work with their partners answering the T/F questions based on the answers given by the real Abraham Lincoln. Their worksheet will be collected for class participation points.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Fifteen people will be reading the script out loud, with selected passages ranging from a single sentence to a long paragraph. English Learners and Striving readers can volunteer to participate in this activity to whatever level they feel comfortable with. All students will be expected to read along silently as the script is read. At the conclusion, they will be paired in groups, and will have to re-read the text in a comfortable setting in order to find the correct answers. They will begin and end the lesson with an informal writing assessment. This lesson involves listening, speaking, reading, and writing. This lesson promises to be beneficial to these students and should engage them through the high entertainment factor involved.
Resources (Books, Websites, Handouts, Materials)
To Tell the Truth Handout
Worksheet
Goals & Objectives
The students will understand the political, military, and literary significance of Abraham Lincoln.
California State Content Standards
8.10. 5. Study the views and lives of leaders (e.g., Ulysses S. Grant, Jefferson Davis, Robert E.
Lee) and soldiers on both sides of the war, including those of black soldiers and
regiments.
Common Core Literacy Standards
CCSS.ELA.LITERACY.RH. 6-8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 5 mins.
The daily bell work question will ask the students to list three things they know about Abraham Lincoln. After discussing their answers with their partner, they will be asked to share with the class.
Vocabulary (Content Language Development) ‖ Time:
Vocabulary will be discussed before, during, and after the presentation as determined by the instructor. Most of the key words in the transcript are from previous units (eg. Kansas-Nebraska Act) and will be briefly mentioned for review purposes.
Whig Party
Kansas Nebraska Act
William Lloyd Garrison
Emancipation Proclamation
Gettysburg Address
Appomattox Courthouse
Content Delivery (Direct Instruction) ‖ Time:
After the bell work question, the teacher will select three students to play the part of Abraham Lincoln in a quiz show setting modeled after the old television show "To Tell the Truth." In addition to the three "Lincolns," twelve students will also be chosen to read the questions that will be asked of the Lincolns. The teacher will assume the role of Master of Ceremonies, and will read a brief biographical introduction of the sixteenth president. This lesson is mainly a student-centered activity and the instructor's role is mainly for the purpose of keeping things moving along.
Student Engagement (Critical Thinking & Student Activities) ‖ Time:
Fifteen students will be involved in the reading, and the whole class will be following along with the text. No one, including the three Lincolns, will know who the real Lincoln and who is the impostor. This will require the students to tap their prior knowledge of Lincoln's life and the Civil War in order to ascertain which one is telling the truth. The two impostors will give truthful or plausible answers, but only Lincoln will always tell the truth. At the end of the lesson, the students will be asked to vote for who they think is the "real deal." After the conclusion of the presentation, the students will pair up and answer a series of T/F questions in which the answers can be found in the responses of the real Lincoln. The groups will be required to re-read the script in order to find the correct answers.
Lesson Closure ‖ Time:
The students will be asked to write in their personal Civil War Journal which of the three Lincolns they selected and why.
Assessments (Formative & Summative)
At the end of the student presentation, the students will work with their partners answering the T/F questions based on the answers given by the real Abraham Lincoln. Their worksheet will be collected for class participation points.
Accommodations for English Learners, Striving Readers and Students with Special Needs
Fifteen people will be reading the script out loud, with selected passages ranging from a single sentence to a long paragraph. English Learners and Striving readers can volunteer to participate in this activity to whatever level they feel comfortable with. All students will be expected to read along silently as the script is read. At the conclusion, they will be paired in groups, and will have to re-read the text in a comfortable setting in order to find the correct answers. They will begin and end the lesson with an informal writing assessment. This lesson involves listening, speaking, reading, and writing. This lesson promises to be beneficial to these students and should engage them through the high entertainment factor involved.
Resources (Books, Websites, Handouts, Materials)
To Tell the Truth Handout
Worksheet
Handout and worksheet: (courtesy of Social Studies School Service)