Sample Pages from TCM PRIMARY SOURCES: ABRAHAM LINCOLN

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1 Sample Pages from TCM PRIMARY SOURCES: ABRAHAM LINCOLN The following sample pages are included in this download: Teacher s Guide table of contents, America s Most Famous Speech lesson plan, Crime and Punishment lesson plan, and a documentbased assessment Lincoln Delivering the Gettysburg Address photograph card Reward Poster primary source Find our sample audio links for this product at For correlations to Common Core and State Standards, please visit Oceanus Drive, Huntington Beach, CA 92649

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3 Table of Contents Introduction Introduction to Primary Sources... 4 Research Using Primary Sources in the Classroom... 9 How to Use This Product Introduction to Standards Correlations Correlations to Standards Photograph Cards Lincoln s Birthplace Photograph Card A Humble Beginning lesson Historical Background Information Lincoln and McClellan at Antietam Photograph Card Commander-in-Chief lesson Historical Background Information Lincoln Delivering the Gettysburg Address Photograph Card America s Most Famous Speech lesson. 31 Historical Background Information Lincoln and His Son Photograph Card Family Man lesson Historical Background Information Lincoln s Coat Photograph Card Man on a Mission lesson Historical Background Information Conspirators Hanged Photograph Card Assassination Plot lesson Historical Background Information Lincoln s Final Photograph Photograph Card Last Glimpse of Lincoln lesson Historical Background Information Civil Rights Leaders at the Lincoln Memorial Photograph Card Lincoln s Legacy lesson Historical Background Information Primary Sources Note from Lincoln Primary Source Lincoln-Douglas Debates lesson Historical Background Information Notable Men Note from Lincoln transcript Election Map Primary Source A House Divided lesson Historical Background Information A Crowded Election Election Map Letter from Lincoln to Halleck Primary Source Taking Liberties lesson Historical Background Information A Controversial Order Letter from Lincoln to Halleck transcript The Emancipation Proclamation Primary Source An Act of Justice lesson Historical Background Information Mixed Reaction The Emancipation Proclamation excerpt The President s Hymn Song Sheet Primary Source Giving Thanks lesson Historical Background Information Thoughts on Thanksgiving The President s Hymn Song Sheet Lincoln s Second Inaugural Address Primary Source Binding Up the Nation s Wounds lesson Historical Background Information A Sacred Effort Lincoln s Second Inaugural Address transcript #18275 Primary Sources: Abraham Lincoln 2 Teacher Created Materials

4 Table of Contents (cont.) Primary Sources (cont.) Reward Poster Primary Source Crime and Punishment lesson Historical Background Information Modernize the Manhunt Reward Poster We Mourn! Our Chief Has Fallen. Flag Primary Source Nation in Mourning lesson Historical Background Information Extra, Extra! We Mourn! Our Chief Has Fallen. Flag Appendix References Cited Student Glossary Suggested Young Adult Literature Suggested Websites Document-Based Assessment Rubric Example Answer Key Digital Resource CD Contents Document-Based Assessments Lincoln s Personal Effects New Beginnings Sad News Lincoln s Last Journey Fascinating Subject Moving Lincoln s Body American Icon The Lincoln Family The Wide Awakes Spymaster Two Different Futures Famous Face Document-Based Question Task Teacher Created Materials 3 #18275 Primary Sources: Abraham Lincoln

5 Activities Using Photographs Standard/Objective Lincoln Delivering the Gettysburg Address America s Most Famous Speech Students will understand the influence of Abraham Lincoln s ideas on the Civil War. (McREL) Students will demonstrate understanding by writing a modern-day version of the Gettysburg Address. Materials copies of both sides of the Lincoln Delivering the Gettysburg Address photograph card; copies of the historical background information (page 32); copies of the Gettysburg Address transcript (gettysburg.pdf) available on the CD; for optional use, copies of the student glossary (page 89) Discussion Questions Who is the man on the platform in the illustration? How is the crowd reacting to the man? What might be taking place in this illustration? Using the Primary Source Display the Lincoln Delivering the Gettysburg Address photograph card. Ask students the discussion questions above. Tell students that the illustration was created in 1905 and shows Lincoln delivering the Gettysburg Address in Distribute copies of the historical background information (page 32) to students. Have students read the text independently. For reference, there is a student glossary (page 89). Have them code the passage with an! for interesting or surprising details and a? for information they have more questions about. Distribute copies of the Gettysburg Address transcript (gettysburg.pdf) and read it aloud to the class. Have students code the Gettysburg Address in the same way that they did the historical background information. Divide the class into small groups to share and compare their text codes. Have each group make a list of facts to share and questions to ask. Then, bring the whole group together for a class discussion. Have students work in their groups to write modern-day versions of the Gettysburg Address. Allow time for groups to share their versions with the class. Finally, have students complete various activities from the back of the photograph card. Extension Idea Some Northerners did not agree with the Gettysburg Address. Have students find an article from the time period that was critical of the president s speech and write a summary of it. Teacher Created Materials 31 #18275 Primary Sources: Abraham Lincoln

6 Activities Using Photographs Lincoln Delivering the Gettysburg Address America s Most Famous Speech (cont.) Historical Background Information The Union and Confederate armies fought for the first time on Northern soil in the summer of Nearly 200,000 soldiers fought for three days just outside the small town of Gettysburg, Pennsylvania. Finally, Union forces pushed back the rebels one last time. The Union army had won. They had also suffered great losses. Four months later, the town s residents were still burying the dead. A new Soldiers National Cemetery had just been built on the battlefield. It would be the final resting place for the 3,500 Union soldiers who died in the Battle of Gettysburg. President Abraham Lincoln was invited to deliver a few words at the cemetery s dedication on November 19, The president wanted to honor the fallen Union soldiers. He also wanted to restate the Union s purpose in the Civil War after the very important battle. The war was a fight to preserve the Union. Lincoln wanted people to know that the soldiers buried in the new cemetery had died to save a great nation. The speech Lincoln wrote has become one of the most famous speeches in American history. The Gettysburg Address is just 268 words long. It took only two minutes for Lincoln to deliver the speech. But in that time, he redefined the Civil War. In the address, Lincoln quoted the Declaration of Independence. He reminded people of the country s founding principles of liberty and equality. He said the Civil War was a test. It was a test to see if a nation founded on such principles could survive. The final line of the Gettysburg Address was a call to action. Lincoln asked people to commit themselves to the cause for which the soldiers at Gettysburg had died. He urged them to finish the great task so that government of the people, by the people, for the people would not disappear or perish from the earth. The audience was silent during Lincoln s speech. Their silence made Lincoln wonder if the speech was a failure. But when Lincoln finished, the crowd of 22,000 people burst into applause. The famous orator Edward Everett, the event s main speaker, complimented Lincoln. He wrote, I should be glad if I could flatter myself that I came as near to the central idea of the occasion in two hours as you did in two minutes. The Battle of Gettysburg was a turning point in the Civil War. And the Gettysburg Address was a turning point in American history. The Union s goal in the war was clearer than ever before. Northerners were not simply fighting to keep the Union together. They were fighting for liberty, justice, and equality. They were fighting to save democracy. #18275 Primary Sources: Abraham Lincoln 32 Teacher Created Materials

7 Activities Using Primary Sources Crime and Punishment Reward Poster Standard/Objective Students will know the basic values and principles that Americans share. (McREL) Students will demonstrate an understanding by creating a wanted poster that updates the technology used, amounts of rewards offered, and other details of the manhunt for the conspirators in Lincoln s assassination. Materials copy of the facsimile Reward Poster; copies of the historical background information (page 68); copies of the Modernize the Manhunt activity sheet (page 69); copies of Reward Poster (page 70); poster boards for each student; art supplies; for optional use, copies of the student glossary (page 89) Discussion Questions What feature of this poster got your attention first? What deal is being offered on the poster? Who is offering the deal? How is this poster different from modern-day reward posters? Using the Primary Source Display the facsimile Reward Poster. Ask students the discussion questions above. Explain that U.S. Secretary of War Edwin M. Stanton had this wanted poster created soon after Lincoln s assassination. Stanton quickly organized a successful manhunt for the killers. Distribute copies of the historical background information (page 68) to students. Read the text aloud as students follow along. Make a three-column-by-ten-row chart on the board or chart paper. Label the columns Name, Crime, and Punishment. Have students work in small groups to reread the text. For reference, there is a student glossary (page 89). Distribute a sheet of paper to each group and ask students to copy the chart from the board. Ask each group to complete the chart with facts from the text. As a class, discuss each group s facts and record them on the board. Point out that there are inaccuracies in the poster, such as the misspelling of Herold s and Surratt s names. Next, distribute copies of the Modernize the Manhunt activity sheet (page 69) and copies of the Reward Poster (page 70) to students. Explain that students will work in their small groups to modernize the manhunt for the conspirators in Lincoln s assassination. They will create a wanted poster that updates the technology used, amounts of rewards offered, and other details of the manhunt. Give each group a poster board and art supplies. Display the completed posters around the room. Extension Idea Have students compare and contrast Lincoln s assassination with the assassinations of other U.S. presidents. Have students present their findings in the form of a podcast or blog. Teacher Created Materials 67 #18275 Primary Sources: Abraham Lincoln

8 Activities Using Primary Sources Reward Poster Crime and Punishment (cont.) Historical Background Information President Abraham Lincoln was assassinated on April 14, He and his wife were watching a play at Ford s Theatre in Washington, DC. A man snuck up behind Lincoln and shot him in the head. Lincoln died the next morning. U.S. Secretary of War Edwin M. Stanton immediately brought order to the chaos. He set up an office in the house where Lincoln lay dying. He sent and received official telegrams, took statements from witnesses, and ordered soldiers to find the assassin. The assassin was John Wilkes Booth, a well-known actor and Confederate supporter. But Booth did not act alone. He was part of a group of Southerners plotting against the Union. David Herold, Lewis Powell, Samuel Arnold, George Atzerodt, Edmund Spangler, Michael O Laughlen, Dr. Samuel Mudd, Mary Surratt, and her son, John Surratt Jr., were all part of the conspiracy. The group initially planned to kidnap Lincoln. They wanted to hold him as ransom for the release of Confederate prisoners of war. But when it became clear that the South would lose the war, they changed their plans. In his diary, Booth wrote, Our cause being almost lost, something decisive and great must be done. The conspirators decided to assassinate President Lincoln, Vice President Andrew Johnson, and Secretary of State William Seward. These were the top three officials in the U.S. government. But the events of April 14 did not go as planned. While Booth was at Ford s Theatre, conspirators Lewis Powell and David Herold went to the home of William Seward. Powell stabbed Seward twice. Seward was injured, but survived the attack. George Atzerodt was supposed to assassinate Vice President Andrew Johnson. He went to a bar to muster his courage. He never carried out his plan. Police quickly uncovered the plot and identified the conspirators. On April 17, they arrested Mary Surratt, Powell, Arnold, O Laughlen, and Spangler. On April 20, they arrested Atzerodt. Four days later, police arrested Mudd. He had given Booth medical care while Booth was in hiding. Union soldiers tracked Booth and Herold to a barn in Virginia on April 26. Herold surrendered, but Booth refused. The soldiers set fire to the barn. When Booth tried to escape, a Union officer shot him in the neck. Booth died the next day. O Laughlen, Mudd, and Arnold were sentenced to life in prison. Spangler was sentenced to six years in prison. Mary Surratt, Powell, Herold, and Atzerodt were hanged in Washington, DC, on July 7, John Surratt Jr. was arrested more than a year after the crime. His trial resulted in a hung jury, and he went free. #18275 Primary Sources: Abraham Lincoln 68 Teacher Created Materials

9 Activities Using Primary Sources Reward Poster Name Date Modernize the Manhunt Historical Background Information President Abraham Lincoln was assassinated on April 14, Immediately after the shooting, U.S. Secretary of War Edwin M. Stanton brought order to the chaos. He sent and received official telegrams, took statements from witnesses, and ordered soldiers to find the assassin. Police quickly uncovered the assassination plot and identified 10 conspirators. Most of the conspirators were quickly captured. Activity Directions: Answer the questions below. Use your answers to help you design a modern-day wanted poster. 1. What modern technology is available to help people report information? _ 2. How much money will be offered as a reward for each conspirator? _ 3. What other details or pictures will you include on your wanted poster? Challenge Write and perform a skit that shows how Lincoln s manhunt would be different if it happened today. Teacher Created Materials 69 #18275 Primary Sources: Abraham Lincoln

10 Activities Using Primary Sources Reward Poster Reward Poster Source: The Library of Congress #18275 Primary Sources: Abraham Lincoln 70 Teacher Created Materials

11 Document-Based Assessments Name Date Two Different Futures Source: The Library of Congress Directions: This 1864 political cartoon shows what would happen if Lincoln won the presidency and what would happen if General George McClellan won the presidency. Study the cartoon, and then answer the questions below. 1. What does the artist see as the fate of the nation if McClellan wins the election? If Lincoln wins? 2. Which candidate does the artist support? How do you know? 3. What is the message of this political cartoon? Teacher Created Materials 85 #18275 Primary Sources: Abraham Lincoln

12 Source: The Library of Congress

13 Lincoln Delivering the Gettysburg Address Historical Background Information On November 19, 1863, President Abraham Lincoln was asked to speak at the dedication of the new Soldiers National Cemetery in Gettysburg, Pennsylvania. The speech he gave is one of the most famous speeches in American history. The Gettysburg Address was short but powerful. Lincoln quoted the Declaration of Independence. He reminded people of the country s founding principles of liberty and equality. He redefined the war. He made it clear that the Northerners were not fighting to force the rebel states back into the Union. They were fighting to save democracy itself. Analyzing History Remembering Write about the Who?, What?, Where?, When?, and Why? of the Gettysburg Address. Understanding How did Lincoln redefine the Civil War in the Gettysburg Address? Applying Imagine you are a publisher who plans to sell copies of the Gettysburg Address. Create a cover for the published pamphlet. Analyzing Write three adjectives that describe the mood the artist was trying to portray in the illustration. Evaluating How do you think the 1905 illustration of Lincoln giving the Gettysburg Address might differ from a photograph taken that day in 1863? Explain your ideas. Historical Writing Fiction Imagine that you were in the audience for the Gettysburg Address. Write a first-person account of the event. Nonfiction Why is the Gettysburg Address one of the most famous speeches in American history? Write an essay to explain its importance. History Challenge Find other illustrations of Lincoln giving the Gettysburg Address. Compare and contrast the illustrations with the 1863 photograph of the event. Creating Design one symbol to show the Union s purpose before the Gettysburg Address. Design another symbol to show the Union s purpose after the Gettysburg Address. Teacher Created Materials #18274 Primary Sources: Abraham Lincoln

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