Goals & Objects
Students will learn about the battle of Gettysburg by the involvement and leadership from Abraham Lincoln. Students will understand
how the Gettysburg Address impacted the history and today’s society.
California State Content and Common Core Standards
State Standards
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
4. Discuss Abraham Lincoln's presidency and his significant writings and speeches and their 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).
6. Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee's surrender at Appomattox.
7. Explain how the war affected combatants, civilians, the physical environment, and future warfare.
Common Core:
Reading-
1. Cite specific textual evidence to support analysis of primary and secondary sources.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
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.
5. Describe how a text presents information (e.g., sequentially, comparatively, causally). Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts
7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
8. Distinguish among fact, opinion, and reasoned judgment in a text.
9. Analyze the relationship between a primary and secondary source on the same topic.
Writing-
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
4. Discuss Abraham Lincoln's presidency and his significant writings and speeches and their 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).
6. Describe critical developments and events in the war, including the major battles, geographical advantages and obstacles, technological advances, and General Lee's surrender at Appomattox.
7. Explain how the war affected combatants, civilians, the physical environment, and future warfare.
Common Core:
Reading-
1. Cite specific textual evidence to support analysis of primary and secondary sources.
2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
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.
5. Describe how a text presents information (e.g., sequentially, comparatively, causally). Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts
7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
8. Distinguish among fact, opinion, and reasoned judgment in a text.
9. Analyze the relationship between a primary and secondary source on the same topic.
Writing-
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
Lesson Introduction
Teacher will
play Gettysburg Address video for students.
After watching the short video the teacher will ask students to discuss
with their focus teams what they heard in the speech. After giving students a couple of minutes to
work with team the teacher will ask different teams at random what stuck out to
them from the speech.
Vocabulary
The key terms and people in this lesson will be:
- Battle of Gettysburg
- Gettysburg Address
- Abraham Lincoln
- Pickett’s Charge
- Total War
Content Delivery
This lesson will focus on the reading of a primary source. The teacher will pass out a copy of Abraham Lincoln’s famous speech at Gettysburg to every student. The teacher will provide students with more background knowledge about the battle of Gettysburg and Pickett’s Charge. After providing the class with background knowledge on Gettysburg the teacher will ask key questions to the class to insure that students understand the battle. Once the teacher has checked for understanding they will instruct the class to think about the meaning of the speech and how Pickett’s charge impacted the battle at Gettysburg with their “elbow partner”.
Student Engagement
The teacher will instruct students to work in pairs as students work on their own individual “Gettysburg Address Worksheet”. Students will reread the speech. After rereading Lincolns address students will write a summary of the speech in their own words. After writing their summary of the speech, students will write down three questions that they would like to ask President Lincoln about writing the speech or what his thoughts were on “The Three Days of Carnage”.
Lesson Closure
The teacher will ask students participate in a “where are we going exercise”. The teacher will select students to make educated guesses as to where and what the class learn about next.
Assessment
Entry Level- Having students work in groups and then asking groups that they came up with after watching the video clip.
Formative- Teacher will ask student about their feeling on the speech after reading it.
Summative- Students will turn in a written summery of the Gettysburg Address and three questions they’d like to ask President Lincoln about this thoughts on the battle and his speech.
Formative- Teacher will ask student about their feeling on the speech after reading it.
Summative- Students will turn in a written summery of the Gettysburg Address and three questions they’d like to ask President Lincoln about this thoughts on the battle and his speech.
Accommodations for English Learner, Striving Readers, and Students with Special Needs
Students with special needs, striving readers, and English learners may be provided with a rewriting of the Gettysburg Address. A version of the speech that has been translated into my modern language will be given to these students. Some students will also be allowed to submit a shorter summary based on need.