A HOUSE DIVIDED AGAINST ITSELF CANNOT STAND

A HOUSE DIVIDED AGAINST ITSELF CANNOT STAND Grade Level or Special Area: 2 nd Grade American History Written by: Jan Polzin, Lincoln Academy, Arvada, Colorado Length of Unit: Eight lessons and a Culminating Test (45 minutes each) I. ABSTRACT This 2 nd Grade American History unit focuses on the Civil War and the events leading up to it as listed in the Core Knowledge Sequence. It incorporates the poems and the songs of the era as listed in the Sequence as well. Students will do a variety of activities including mapping, comparing and contrasting, being visited by a character, making a timeline, and writing a paragraph, culminating in a test over the material covered. II. OVERVIEW A. Concept Objectives 1. Students will understand that the ideas people profess affect their behavior. They will understand the connection between ideas and actions and between ideology and policy. 2. Students will understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained. (Jefferson County History Standard 5.1) 3. Students will know how political power has been acquired, maintained, lost, and/or used throughout history. (Jefferson County History Standard 5.3) B. Content from the Core Knowledge Sequence 1. History and Geography: Civil War (pg. 50) a. Controversy over slavery b. Harriet Tubman, the underground railroad c. Northern v. Southern states: Yankees and Rebels d. Ulysses S. Grant and Robert E. Lee e. Clara Barton, Angel of the Battlefield, founder of American Red Cross f. President Abraham Lincoln: keeping the Union together g. Emancipation Proclamation and the end of slavery 2. History and Geography: Symbols and Figures (pg. 51) a. Lincoln Memorial 3. Language Arts: Poetry (pg. 44) a. Harriet Tubman by Eloise Greenfield b. Lincoln by Nancy Byrd Turner 4. Music: Songs (pg. 55) a. Dixie b. Follow the Drinking Gourd c. Swing Low Sweet Chariot d. When Johnny Comes Marching Home C. Skill Objectives 1. Students will explain the opposing views of slavery on a worksheet. 2. Students will trace Harriet Tubman s route to freedom on a map. 3. As a group, students will summarize the important details of Harriet s life. 4. Students will tell what the Underground Railroad is. 5. Students will classify information about the North and South appropriately. 6. Student will compare and contrast Lee and Grant using a Venn diagram. 7. Students will explain why Clara Barton was called the Angel of the Battlefield. 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 1

8. Students will describe the purpose of the American Red Cross and give an example of what it does. 9. Students will order the events in Lincoln s life on a timeline. 10. Students will record the important events in Lincoln s life in a written paragraph. III. IV. BACKGROUND KNOWLEDGE A. For Teachers 1. Meet Abraham Lincoln, by Barbara Cary 2. Clara Barton and the American Red Cross, by Eve Marko 3. Civil War: Dorling Kindersley Eyewitness Books, by John Stanchack B. For Students 1. American government is based on the Constitution, the highest law of our land. 2. Government by the consent of the governed: We the people. RESOURCES A. A Picture Book of Robert E. Lee, by David A. Adler (Lesson Five) B. Abe Lincoln Remembers, by Anne Turner (Lesson Eight) C. Abraham Lincoln: Great Americans for Children, Schlessinger Media (Lesson Seven) D. American History for Children Video Series, by Schlessinger Video Productions (Lesson One) E. Escape North! The Story of Harriet Tubman, by Monica Kulling (Lesson Two) F. Follow the Drinking Gourd, Rabbit Ears (Lesson Three) G. Follow the Drinking Gourd, by Jeanette Winter (Lesson Three) H. Harriet Tubman: The Black Americans of Achievement Video Collection, Schlessinger Video Productions (Lesson Two) I. If You Lived at the Time of the Civil War, by Kay Moore (Lessons One and Four) J. If You Traveled on the Underground Railroad, by Ellen Levine (Lesson Three) K. Listen, My Children: Poems for Second Graders, Core Knowledge Foundation (Lessons Two and Eight) L. Nettie s Trip South, by Ann Turner (Lesson One) M. Ulysses S. Grant, by Susan R. Gregson (Lesson Five) N. What Your 2 nd Grader Needs to Know, by E.D. Hirsch, Jr. (Lessons One, Three, Four, and Eight) V. LESSONS Lesson One: The Controversy over Slavery (45 minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will understand that the ideas people profess affect their behavior. They will understand the connection between ideas and actions and between ideology and policy. b. Students will understand how democratic ideas and institutions in the United States have developed, changed, and or been maintained. (Jefferson County History Standard 5.1) 2. Lesson Content a. Civil War i. Controversy over slavery b. Songs i. Swing Low, Sweet Chariot 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 2

3. Skill Objective(s) a. Students will explain the opposing views of slavery on a worksheet. B. Materials 1. If You Lived at the Time of the Civil War, by Kay Moore 2. African American Life, Schlessinger Video Productions 3. Nettie s Trip South, by Ann Turner 4. A House Divided worksheet (Appendix A) copy for each student 5. A House Divided overhead transparency (Appendix A) 6. Swing Low, Sweet Chariot What Your 2 nd Grader Needs to Know, by E.D. Hirsch (pg. 157) C. Key Vocabulary 1. Abolitionist: a person who wants to abolish or end slavery 2. Slave: someone who is owned by another person and forced to work for no pay 3. Plantation: large farm that grows cotton, rice, tobacco, sugar cane, or other crops D. Procedures/Activities 1. Read the introduction (pgs. 7 and 8) in If You Lived at the Time of the Civil War, by Kay Moore. 2. Tell the students that over the next two weeks we will be looking at some of the questions that divided the country and learning about people and events associated with the Civil War. 3. Show The Journey from Africa to Slavery portion of African American Life, Schlessinger Video Productions. 4. Review the definitions of slave and plantation from the video. Discuss why plantation owners felt they needed slaves: they could make more money if they had more people working the land, they felt that blacks were inferior to white, etc. Have students recall from the video what the life of a slave was like as you list them on the board: no rights, couldn t buy or own anything, couldn t do what they want, poor food and clothing, could be bought and sold, separated from their family, beaten or mistreated in other ways. Sing Swing Low, Sweet Chariot with the students. Talk about how they sang songs for encouragement and to communicate secret messages. 5. Read Nettie s Trip South, by Ann Turner. Discuss what they saw and add details from the book about slaves; no last name, animals had better places to live, not taught to read. Define the word abolitionist and talk about how what Nettie s family saw made them become abolitionists. Tell the students how abolitionists gave speeches, wrote newspapers, and even went to jail for what they believed. 6. Pass out The House Divided worksheet (Appendix A) to students. Tell them that the United States is kind of like a big family living in a house. Have them label the area under the roof, United States. Label one side South and one side North toward the top. On the side labeled South have them complete the sentence, We need slaves because.. On the side labeled North have them complete the sentence, Slavery should be abolished because. After students have finished, put up the overhead transparency and have them tell you how to fill it in. Keep the transparency and student worksheets for use on Day Four. E. Assessment/Evaluation 1. Evaluate each student s worksheet to determine if they know the correct answers. We will be reviewing the information on Day Four, but if you have students who are totally clueless, you might want to meet informally with them before that to review the different beliefs. 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 3

Lesson Two: Harriet Tubman: I had a right to freedom or death. (45 minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will understand that the ideas people profess affect their behavior. They will understand the connection between ideas and actions and between ideology and policy. 2. Lesson Content a. Civil War i. Harriet Tubman, the underground railroad b. Poems i. Harriet Tubman 3. Skill Objective(s) a. Students will trace Harriet Tubman s route to freedom on a map. b. As a group, students will summarize the important details of Harriet s life. B. Materials 1. Escape North! The Story of Harriet Tubman, by Monica Kulling 2. Harriet Tubman: The Black Americans of Achievement Video Collection, Schlessinger Video Productions 3. Harriet Tubman from What Your 2 nd Grader Needs to Know, by E.D. Hirsch, Jr. or Listen My Children: Poems for Second Graders, Core Knowledge Foundation 4. A copy of Harriet Goes North (Appendix B) for each student 5. Rubric for Harriet Goes North (Appendix C) for each student C. Key Vocabulary 1. Quaker: member of a religious group that believed all men were equal and no one should own slaves 2. Underground Railroad: a network of people and places where escaping slaves could go to find help D. Procedures/Activities 1. Read Escape North! The Story of Harriet Tubman, by Monica Kulling and/or show the video Harriet Tubman, Schlessinger Video Productions.. I would suggest you preview the video and decide if you want to show the whole thing. It is a bit above the level of 2 nd graders but has valuable information. A good stopping point might be when they start talking about John Brown. 2. As a group, summarize the important details of Harriet s life focusing on how her intense desire for freedom drove her to escape. Refer to her statement, I had a right to freedom or death. What did she mean? If necessary, explain to students that Harriet wanted to be free so badly that if she couldn t be she would rather be dead than be a slave. Would you feel that way about being free? 3. Briefly discuss Harriet s courage, which caused her to endanger her life by returning South many times to lead more people to freedom. Refer to her nickname Moses and ask students to explain that she got it because just like Moses in the Bible, she led her people to freedom. Depending on the background knowledge of your students, you may need to explain who Moses was. 4. Read the poem Harriet Tubman by Eloise Greenfield. 5. Tell the students they are going to pretend they are Harriet and have to find their way north. Pass out the Harriet Goes North worksheet (Appendix B) and have students complete individually. E. Assessment/Evaluation 1. Assess student worksheets using the Harriet Goes North Rubric (Appendix C). 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 4

Lesson Three: What was the Underground Railroad? (45 minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will understand that the ideas people profess affect their behavior. They will understand the connection between ideas and actions and between ideology and policy. 2. Lesson Content a. Civil War i. The Underground Railroad b. Songs i. Follow the Drinking Gourd 3. Skill Objective(s) a. Students will tell what the Underground Railroad is. B. Materials 1. If You Traveled on the Underground Railroad, by Ellen Levine 2. African American Life: American History for Children Video Series, Schlessinger Video Productions 3. Follow the Drinking Gourd, by Jeanette Winter 4. Follow the Drinking Gourd, Rabbit Ears Video 5. A piece of paper for each child. 6. Follow the Drinking Gourd What Your 2 nd Grader Needs to Know, by E.D. Hirsch, Jr. (pg. 159) C. Key Vocabulary 1. Underground Railroad: a network of people and places where escaping slaves could go to find help 2. Conductor: a person who led people on the underground railroad 3. Station: the houses slaves hid in along the way 4. Passengers: the escaping slaves who traveled D. Procedures/Activities 1. Watch the Resisting Slavery portion of African American Life, Schlessinger Video Productions. 2. Review with students what the Underground Railroad was. Define conductor, station and passengers as they apply to the railroad. 3. Read pages 8, 9, 23-25, 32-39, 42, and 49-51 in If You Traveled on the Underground Railroad, by Ellen Levine discussing the pages as you go. Focus on different ways of escaping, signals, and hardships. Talk about how they used songs as signals. 4. Show the video Follow the Drinking Gourd, Rabbit Ears or read the book. Discuss the signals that are in it. 5. Sing the song Follow the Drinking Gourd. (Note: At the beginning of the year, our music teacher receives a copy of our yearlong plan so she can coordinate her instruction of the Core Knowledge songs with our units.) E. Assessment/Evaluation 1. Have students quickly write what the Underground Railroad is and two things they learned about it. Collect these to monitor understanding. It is a rather difficult concept for literal thinkers to grasp. 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 5

Lesson Four: A House Divided Against Itself Cannot Stand (45 minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will understand that the ideas people profess affect their behavior. They will understand the connection between ideas and actions and between ideology and policy. b. Students will understand how democratic ideas and institutions in the United States have developed, changed, and or been maintained. (Jefferson County History Standard 5.1) c. Students will know how political power has been acquired, maintained, lost, and/or used throughout history. (Jefferson County History Standard 5.3) 2. Lesson Content a. Civil War i. Northern v. Southern states: Yankees and Rebels b. Songs i. Dixie 3. Skill Objective(s) a. Students will classify information about the North and the South appropriately. B. Materials 1. A House Divided worksheet (Appendix A) for each child (saved from Lesson One) 2. If You Lived at the Time of the Civil War, by Kay Moore 3. A piece of 12 x 18 white construction paper for each child 4. A copy of Civil War Terms and Pictures Part 1 (Appendix D) for each child 5. Dixie What Your 2 nd Grader Needs to Know, by E.D. Hirsch (pg. 161) C. Key Vocabulary 1. Union: the group of Northern States during the Civil War 2. Confederacy: group of states that seceded from the U.S. to form their own country 3. Yankees: a nickname for the Union soldiers during the Civil War 4. Rebels: a nickname for the Confederate soldiers during the Civil War 5. States rights: the belief that states have the rights to govern themselves as they see fit 6. Secede: to separate from D. Procedures/Activities 1. Using A House Divided Worksheets (Appendix A) review the Northern and Southern views on slavery. 2. Read page 11 in If You Lived at the Time of the Civil War, by Kay Moore. Discuss the Southern viewpoint that states had the right to do what they wanted without the federal government telling them what to do (states rights). The North believed that no state had a right to leave the union. Have students fill in this information on their houses in the appropriate places. We believe in states rights. We believe in keeping the country together. Set these aside. 3. Discuss with students the strengths and weaknesses of both sides. The North with 22,000,000 people had a larger base from which to draw soldiers. They had many more factories to produce guns, uniforms and military supplies. Their rail system was twice as long to move troops and supplies. In addition, most of the banks and money were in the North. The South had 9,000,000 people who were not slaves so they didn t have as many for soldiers. They were primarily farmers 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 6

and had few factories for producing war materials. However the South had better military leaders. Their men were better at shooting guns and riding horses than men in the North, many of whom lived in cities and had done neither. Read pages 18 and 19 in If You Lived in the Time of the Civil War and discuss the terms Union, Confederacy, Yankees, Rebels, Civil War, War Between the States, Stars and Strips and Confederate Battle Flag. Tell them the president for the Union was Abraham Lincoln and for the Confederacy, Jefferson Davis. 4. Refer back to the houses that were set aside. Tell them that President Abraham Lincoln said, A house divided against itself cannot stand. Explain that he meant the country was like a house and it had to stay together or it couldn t last. But in spite of his desire, 11 states decided to secede from or separate from the U.S. and start their own country. Have students cut out their houses and then cut them down the middle. 5. Pass out a piece of construction paper to each child. Have them fold it in half (hamburger style) and draw a line down the middle. Glue one side of the house on either side of the paper. Pass out Appendix D. Have students cut out the words and pictures and glue them on the appropriate sides. Collect the papers for use in Lesson Five. 6. Tell students that during the war, certain songs became favorites with the soldiers. Read the first paragraph on page 59 of If You Lived at the Time of the Civil War to explain the origins of the word Dixie then sing the song. E. Assessment/Evaluation 1. Assess student papers to see if they have put the words and pictures in the appropriate place. Lesson Five: Lee and Grant (45 minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will understand that the ideas people profess affect their behavior. They will understand the connection between ideas and actions and between ideology and policy. b. Students will know how political power has been acquired, maintained, lost, and/or used throughout history. (Jefferson County History Standard 5.3) 2. Lesson Content a. Civil War i. Ulysses S. Grant and Robert E. Lee 3. Skill Objective(s) a. Students will compare and contrast Lee and Grant using a Venn diagram. b. Students will classify information about the North and South appropriately. B. Materials 1. Ulysses S. Grant, by Susan R. Gregson 2. A Picture Book of Robert E. Lee, by David A. Adler 3. Transparency of Lee and Grant Venn Diagram (Appendix E) 4. A copy of Appendix E for each group of four students 5. Student worksheets from Lesson Four 6. Civil War Pictures Part Two (Appendix F) C. Key Vocabulary 1. West Point: a college where men go to learn to be officers in the army 2. Mexican War: a war between the U.S. and Mexico in the 1840s 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 7

3. Surrender: to give up fighting a war D. Procedures/Activities 1. Read A Picture Book of Robert E Lee, by David A. Adler. On the board record important facts as students come up with them: a. born in Virginia b. went to West Point c. good student d. fought in Mexican War e. felt slavery was evil f. didn t want to secede g. became general for South because couldn t fight against family h. loved by his soldiers i. surrendered when South lost the war j. president of college 2. Read pages 8-27 in Ulysses S. Grant, by Susan R. Gregson. On the board record important facts as students come up with them: a. born in Ohio b. went to West Point c. good horseman d. fought in Mexican War e. general for the North f. loved by his soldiers g. received Lee s surrender when North won the war h. President of the United States 3. Give each group of four students a copy of the Lee and Grant Venn Diagram (Appendix E) and have them record the information in the appropriate spots. Put up the overhead transparency of Appendix E and as a class fill it in. 4. Optional: You may choose to make copies of the Venn diagram (Appendix E) for each student and have them fill out part or all of it on their own. 5. Pass out student papers from Lesson Four and have students put pictures (Appendix F) in the appropriate places. E. Assessment/Evaluation 1. Informally assess students responses as you fill out the Venn diagram, particularly from the small groups. If you want to have the students list their reasons you can look over them. 2. Assess and grade student papers assigning pictures and words of the North and South to the appropriate sides. Lesson Six: Clara Barton: The Woman with Two Hats (45 minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will understand that the ideas people profess affect their behavior. They will understand the connection between ideas and actions and between ideology and policy. 2. Lesson Content a. Civil War i. Clara Barton, Angle of the Battlefield, founder of the American Red Cross. 3. Skill Objective(s) a. Students will explain why Clara Barton was called the Angel of the Battlefield. 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 8

b. Students will describe the purpose of the American Red Cross and give an example of what it does. B. Materials 1. Clara Barton and the American Red Cross, Eve Marko 2. A costume for role-playing Barton such as a long dress with an apron to go over it and an armband with the Red Cross symbol on it 3. Paper for each child that is blank for a picture at the top and has lines for writing on the bottom half 4. An armband for each child (a 16 x 4 piece of white sheeting, etc.) 5. Clara Barton Checklist (Appendix G) C. Key Vocabulary 1. American Red Cross: an organization that helps those in need due to a war or natural disasters such as floods, fires, earthquakes, etc. by giving supplies or money D. Procedures/Activities 1. Ahead of time read Clara Barton and the American Red Cross, by Eve Marko for you to become familiar enough to role-play her. Dress in the long dress and apron and pretend you are telling her story. Focus on the lessons that were helpful from her childhood such as horseback riding, carrying for her invalid brother, and doing physical activities. Then jump to her efforts during the Civil War. This is a great time to tell about her bravery with stories like the bullet through the skirt and the race for the train. Emphasize her compassion and her bulldog determination to help the soldiers. Briefly touch on her introduction to the International Red Cross while in Europe, then cover her start up of the American Red Cross and some of the highlights such as the flood on the Ohio River. Still in your role ask questions like Why was I called the Angel of the Battlefield? and What is the American Red Cross? and What are some of the ways that the Red Cross helps people? 2. Give students a piece of paper. On the board write, Tell why Clara Barton was called the Angel of the Battlefield and give an example of something she did. Have students write an answer and draw a picture to show what she did during the Civil War. 3. As students finish, give them a piece of cloth and a copy of the Red Cross pattern. (To make an easy Red Cross, draw a 3 by 1 rectangle and intersect it with another of the identical size.) Have them trace around the cross and color it with a red marker. (Depending on the abilities of your students, you may want to do all or part of this yourself.) They may put on the armband. Tell them to pretend they are members of the Red Cross. What would they do to help? 4. On the board write, What is the Red Cross? Tell one way that the Red Cross helps people. Have them draw a picture of someone in the Red Cross helping. E. Assessment/Evaluation 1. Assess students papers using the Clara Barton Checklist (Appendix G). Lesson Seven: Abraham Lincoln, His Life and Times (45 minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will understand that the ideas people profess affect their behavior. They will understand the connection between ideas and actions and between ideology and policy. 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 9

b. Students will understand how democratic ideas and institutions in the United States have developed, changed, and or been maintained. (Jefferson County History Standard 5.1) c. Students will know how political power has been acquired, maintained, lost, and /or used throughout history. (Jefferson County History Standard 5.3) 2. Lesson Content a. Civil War i. President Abraham Lincoln: keeping the Union together ii. Emancipation Proclamation and the end of slavery 3. Skill Objective(s) a. Students will order the events in Lincoln s life on a timeline. B. Materials 1. Abraham Lincoln: Great Americans for Children, Schlessinger Media 2. 10 pieces of white construction paper (9 x 12 ) 3. 12 piece of white mural paper C. Key Vocabulary 1. Assassinate: to murder 2. Emancipate: to set free 3. Proclaim: to announce 4. Amendment: an addition to the Constitution D. Procedures/Activities 1. Prior to the lesson, you will need to make a timeline on the 12 piece of paper. Draw a long black line horizontally across the paper about 6 inches from the bottom. Record each of the events listed in step five on the timeline in the appropriate spot, spreading them out to use the whole piece. You might want to lay the ten pieces of paper out on it first to make sure you are leaving enough space. (Adapted from Literature Notes, a Frank Schaffer Publication, A Picture Book of Abraham Lincoln.) 2. Before watching the video, put the list of focus questions on the board and go over them. a. What kind of schooling did Lincoln have? b. What happened on his trip to New Orleans? c. What were some of the jobs Lincoln had? d. Who were his family? e. How did he feel about slavery? f. What was the Emancipation Proclamation? g. What happened to him after the war was over? 3. Watch the video, Abraham Lincoln: Great Americans for Children, Schlessinger Media. Discuss the questions on the board, supplying any information students do not. 4. Divide the students into ten groups and tell them that each group will be responsible for drawing a picture to go on a timeline of Lincoln s life. 5. Write each of the events on a piece of paper and put them in a hat. Have students draw from the hat to determine which event they will be doing. a. 1809 born in Kentucky b. 1816 family leaves Kentucky because they don t like slavery c. 1828 took flatboat to New Orleans, hated seeing slavery d. 1842 married Mary Todd e. 1860 elected president f. 1861 Civil War begins 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 10

g. 1863 Emancipation Proclamation frees slaves in South h. 1865 April 9, Lee surrenders to Grant ending war i. 1865 April 15, Lincoln is assassinated j. 1865 December 6, 13 th Amendment is passed freeing slaves 6. Have each group of students draw a picture to represent their event from Lincoln s life and put it on the appropriate place on the timeline. E. Assessment/Evaluation 1. The content of this lesson will be assessed in Lesson Eight, when students will use the timeline to write a paragraph about the events of Lincoln s life. Lesson Eight: Writing about Lincoln (45 minutes) A. Daily Objectives 1. Concept Objective(s) a. Students will understand that the ideas people profess affect their behavior. They will understand the connection between ideas and actions and between ideology and policy. b. Students will understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained. (Jefferson County History Standard 5.1) c. Students will know how political power has been acquired, maintained, lost and/or used throughout history. (Jefferson County History Standard 5.3) 2. Lesson Content a. Civil War i. President Abraham Lincoln: keeping the Union together ii. Emancipation Proclamation and the end of slavery b. Poems i. Lincoln, by Nancy Byrd Turner c. Songs i. When Johnny Comes Marching Home Again 3. Skill Objective(s) a. Students will record the important events in Lincoln s life in a written paragraph. B. Materials 1. A copy of Lincoln from Listen My Children: Poems for Second Graders, Core Knowledge Foundation or What Your 2 nd Grader Needs to Know, by E.D. Hirsch, Jr. 2. Abe Lincoln Remembers, by Ann Turner 3. The completed timeline from Lesson Seven 4. Lincoln Writing Paper (Appendix H) for each child (you might want to have extras for your more prolific writers) 5. Lincoln Paragraph Checklist (Appendix I) for each child C. Key Vocabulary 1. Emancipate: to set free 2. Proclaim: to announce 3. Amendment: an addition to the Constitution D. Procedures/Activities 1. Without reading the title, read the poem Lincoln, by Nancy Byrd Turner. Ask the students who the poem is about. Ask them to tell you what clues helped them to figure out. Read it again with the title this time. 2. Read the book Abe Lincoln Remembers, by Ann Turner. 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 11

3. Display the timeline in a prominent place and review it with the students. Emphasize and discuss the Emancipation Proclamation, the end of the Civil War and the 13 th Amendment, which banned slavery in the United States forever. 4. To celebrate the end of the war, sing When Johnny Comes Marching Home Again, a popular Northern song. 5. Pass out a copy of the Lincoln Writing Paper (Appendix H) to each student. Have them write a paragraph about Lincoln, referring to the timeline for the details. They need to include every event on the timeline in their paragraph. Discuss the importance of using good word choice and not just making a list. E. Assessment/Evaluation 1. Assess the students using the Lincoln Paragraph Checklist (Appendix I). VI. VII. CULMINATING ACTIVITY A. As a culminating assessment, students will complete the Civil War Test (Appendix J). Teachers can use Appendix K to grade the test. HANDOUTS/WORKSHEETS A. Appendix A: A House Divided B. Appendix B: Harriet Goes North C. Appendix C: Harriet Goes North Rubric D. Appendix D: Civil War Terms and Pictures Part 1 E. Appendix E: Lee and Grant Venn Diagram F. Appendix F: Civil War Terms and Pictures Part 2 G. Appendix G: Clara Barton Checklist H. Appendix H: Lincoln Writing Paper I. Appendix I: Lincoln Paragraph Checklist J. Appendix J: Civil War Test K. Appendix K: Civil War Test Answer Key VIII. BIBLIOGRAPHY A. Adler, D.A. A Picture Book of Robert E. Lee. New York: Holiday House, 1994. 0-8234-1111-7 B. Abraham Lincoln: Great Americans for Children. Wynnewood, PA: Schlessinger Media, 2003. 1-57225-541-2 C. American History for Children Video Series. Bala Cynwyd, PA: Schlessinger Video Productions, 1996. 1-57225-062-3 D. Cary, Barbara. Meet Abraham Lincoln. New York: Random House, 1989. 0-394- 81966-7 E. Follow the Drinking Gourd: A Rabbit Ears Video. Quebec: Madacy Entertainment Group, Inc., 2000. F. Gregson, S.R. Ulysses S. Grant. Mankato, Minnesota: Bridgestone Books, 2002.0-7368- 1091-9 G. Harriet Tubman: The Black Americans of Achievement Video Collection. Bala Cynwyd, PA: Schlessinger Video Productions, 1992. 1-879151-20-0 H. Hirsch, Jr. E.D. What Your 2 nd Grader Needs to Know. New York: Doubleday, 1998. 0-385-48120-9 I. Hitchcock, S.T. Listen My Children: Poems for Second Graders. Charlottesville, VA: Core Knowledge Foundation, 2001. 1-890517-30-5 J. Kurth, M. Literature Notes for A Picture Book of Abraham Lincoln. Torrance, CA: Frank Schaffer Publications, Inc., 1994. 0-86734-345-1 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 12

K. Levine, E. If You Traveled on the Underground Railroad. New York: Scholastic Inc., 1988. 0-590-45156-1 L. Marko, E. Clara Barton and the American Red Cross. New York: Baronet Books, 1996. 0-86611-916-7 M. Moore, K. If You Lived at the Time of the Civil War. New York: Scholastic Inc., 1994. 0-590-45422-6 N. Stanchack, John. Civil War: Eyewitness Books. New York: Dorling Kindersley Publishing, Inc., 2000. 0-7894-8646-6 O. Turner, A. Abe Lincoln Remembers. Harper Collins Publishers, 2001. 0-06-027577-4 P. Turner, A. Nettie s Trip South. New York: Aladdin Paperbacks, 1987. 0-02-789240-9 Q. Winter, J. Follow the Drinking Gourd. New York: Dragonfly Books, 1988. 0-679- 81997 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 13

Appendix A We need slaves because We believe in Slavery should be abolished because We believe 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 14

Appendix B 1. Leave John Tubman s house. 6. There will be a man there saying, I 2. Go to the Quaker lady s house. have a ticket for a railroad. He will 3. She tells you to follow the Choptank give you men s clothes so you can River until it ends. (If you wade in walk to Mr. Garrett s shoe factory. the water the dogs can t smell you.) 7. Mr. Garrett will give you a piece of 4. Take the road into Camden, Delaware, paper that says Pennsylvania on it. and look for the Hunn s house. It will 8. When you see the same word have a quilt hanging on the clothesline. Pennsylvania on a sign as you see 5. Mr. Hunn will hide you in his wagon on your paper you will know you are and take you through town. Follow FREE!! the road north to the cemetery near Wilmington, Delaware. 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 15

Appendix C Rubric for Harriet Goes North Items 3 Found in Correct Order 2 Found, but out of order 1 Skipped completely John Tubman s cabin Quaker lady s house Follow Choptank River to end Hunn house in Camden, Delaware North on road to cemetery To Mr. Garrett s shoe factory North on road out of Wilmington Pennsylvania Total /24 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 16

Appendix D Civil War Terms and Pictures Part 1 President Abraham Lincoln President Jefferson Davis Farming Factories 22,000,000 people 9,000,000 people Yankees Rebels Union Confederacy 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 17

Appendix E Lee and Grant Venn Diagram 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 18

General Robert E. Lee General Ulysses S. Grant Appendix F Civil War Terms and Pictures Part 2 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 19

Appendix G Clara Barton Checklist /3 tells reason for nickname /3 tells something she did /3 quality picture /3 tells what Red Cross is /3 tells something they do /3 quality picture /2 pictures contains Red Cross emblem /20 Total Grade Clara Barton Checklist /3 tells reason for nickname /3 tells something she did /3 quality picture /3 tells what Red Cross is /3 tells something they do /3 quality picture /2 pictures contains Red Cross emblem /20 Total Grade 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 20

Appendix H Lincoln Writing Paper 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 21

Appendix H Lincoln Paragraph Checklist /3 born in Kentucky /3 left Kentucky because family didn t like slavery /3 took flatboat to New Orleans, hated seeing slavery /3 married Mary Todd /3 elected president /3 Civil War begins /3 Emancipation Proclamation frees slaves in South /3 Lee surrenders to Grant /3 Lincoln is assassinated /3 13 th Amendment frees slaves /30 Total / Grade Lincoln Paragraph Checklist /3 born in Kentucky /3 left Kentucky because family didn t like slavery /3 took flatboat to New Orleans, hated seeing slavery /3 married Mary Todd /3 elected president /3 Civil War begins /3 Emancipation Proclamation frees slaves in South /3 Lee surrenders to Grant /3 Lincoln is assassinated /3 13 th Amendment frees slaves /30 Total / Grade 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 22

Appendix J, page 1 CIVIL WAR TEST Rebels George Washington slavery Yankees Grant Emancipation Proclamation Lee impressments Abraham Lincoln Declaration of Independence Harriet Tubman Clara Barton Fill in the blanks from the words in the box. 1. was the president during the Civil War. 2. General was the general for the Confederate Army. 3. General was the general for the Union Army. 4. started the American Red Cross to help people in wars and disasters. 5. President Lincoln made the to free the the slaves in the South. 6. The nickname for the Union Army was the. 7. The nickname for the Confederate Army was the. Answer each question in a complete sentence. Who was Harriet Tubman and what did she do? What was an abolitionist? What happened to President Lincoln a few days after the war was over? What was the Underground Railroad? 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 23

Appendix J, page 2 Draw a line to match the name of each person with the sentences that tell about them. Harriet Tubman Abraham Lincoln Robert E. Lee Ulysses S. Grant Clara Barton I was a nurse in the war. My nickname was Angel of the Battlefield. I started the Red Cross in America. I was born in Ohio. I was a great horseman and the general for the North. I was born in Virginia. I loved my state so much that I couldn t fight against it, so I became the general for the South. My nickname was Moses. I escaped from slavery on the Underground Railroad and made 19 trips back south to lead over 300 other slaves to freedom. I was president during the war. I wanted to keep the country together. I wrote the Emancipation Proclamation. True or False Abraham Lincoln signed the Emancipation Proclamation to free slaves in the North. The South had more money and people to help fight the war. The Underground Railroad was a train that people rode to get to the North. When people followed the Drinking Gourd, they were really following the North Star. Abraham Lincoln did not want the country to be divided. Clara Barton was a nurse during the Civil War. The Yankees wore blue uniforms. General Grant was killed during the war. The South believed that states had the right to do what they wanted. Abolitionists were people who owned slaves. 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 24

Appendix K Fill in the blank. 1. Abraham Lincoln 2. Lee 3. Grant 4. Clara Barton 5. Emancipation Proclamation 6. Yankees 7. Rebels Civil War Test Key Short answer. (Answers will vary somewhat. A possible answer is given for each question, but you need to make the final call.) Who was Harriet Tubman and what did she do? Harriet Tubman was a slave who escaped to freedom on the Underground Railroad. She went back many times and led other people to freedom. What was an abolitionist? An abolitionist was someone who was against slavery. What happened to President Lincoln a few days after the war was over? He was killed by a man who was angry that the South lost the war. What was the Underground Railroad? The Underground Railroad was a system of people and places to help slaves escape to freedom. Matching Harriet Tubman: My nickname was Moses. I escaped from slavery on the Underground Railroad and made 19 trips back south to lead over 300 other slaves to freedom. Abraham Lincoln: I was president during the war. I wanted to keep the country together. I wrote the Emancipation Proclamation. Robert E. Lee: I was born in Virginia. I loved my state so much that I couldn t fight against it, so I became the general for the South. Ulysses S. Grant: I was born in Ohio. I was a great horseman and the general for the North. Clara Barton: I was a nurse in the war. My nickname was Angel of the Battlefield. I started the Red Cross in America. True or False F F F T T T T F T F Abraham Lincoln signed the Emancipation Proclamation to free slaves in the North. The South had more money and people to fight the war. The Underground Railroad was a train that people rode to get to the North. When people followed the Drinking Gourd, they were really following the North Star. Abraham Lincoln did not want the country to be divided. Clara Barton was a nurse during the Civil War. The Yankees wore blue uniforms. General Grant was killed during the war. The South believed that states had the right to do what they wanted. Abolitionists were people who owned slaves. 2 nd Grade, A House Divided Against Itself Cannot Stand 2003 Colorado Summer Writing Institute 25