Abraham Lincoln
Karrie Ruestman
Fox Creek
Summer 2009
Library of Congress Prints&Photographs Division
[Reproduction Number LC-B816-1321]
Students will research and complete activities to enhance their knowledge of Abraham
Lincoln. A final project will be presented to the class.
Overview/ Materials/Historical Background/LOC Resources/Standards/
Procedures/Evaluation/Rubric/Handouts/Extension
Overview
Objectives
Recommended time frame
Grade level
Curriculum fit
Materials
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Students will:
 participate in class lessons, discussions, and
activities about Abraham Lincoln and his life.
 organize facts for presentation
 complete one extension project to be presented to
the class.
Seven 45 minute lessons
4th
Social Studies, Language Arts, Technology
 blank booklets
 Bloom ball blacklines
 crayons, pencils, markers, scissors, stapler,
posterboard
 notecards for research
 handouts
 Book: Abe Lincoln’s Hat by Martha Brenner
 Copy of “O Captain!, My Captain!” by Walt
Whitman
Illinois State Learning Standards
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Language Arts:
GOAL 1: Read with understanding and fluency.
 1.C.2d Summarize and make generalizations from
content and relate to purpose of material.
Teaching with Primary Sources
Illinois State University
GOAL 3: Write to communicate for a variety of
purposes.
GOAL 5: Use the language arts to acquire, assess
and communicate information.
 5.C.2b Prepare and deliver oral presentations based
on inquiry or research
Social Science:
GOAL 16: Understand events, trends, individuals
and movements shaping the history of Illinois, the
United States and other nations.
 16.B.2d (US) Identify major political events and
leaders within the United States historical eras since
the adoption of the Constitution, including the
westward expansion, Louisiana Purchase, Civil War,
and 20th century wars as well as the roles of
Thomas Jefferson, Abraham Lincoln, Woodrow
Wilson, and Franklin D. Roosevelt.
Procedures
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Day One:
 Do a KWL chart with students to see what they
already know about Abraham Lincoln.
 Do a Reader’s Workshop mini-lesson using Abe
Lincoln’s Hat by Martha Brenner.
 Put students in pairs and give each pair a book from
attached booklist.
 Students are to read book together and write down
three facts to share when the class comes back
together.
 Write these facts on poster board to display in room.
Day Two:
http://www.lincolnbicentennial.gov/podcasts.aspx
 Pull up above website on Smartboard and have
students listen to podcasts of accounts of how
Lincoln’s life inspired others.
 Take class to computer lab and have them go to:
http://www.americaslibrary.gov/cgibin/page.cgi/aa/presidents/lincoln/youth_1
 Students will complete Handout #1 based on this
website.
 Go to http://www.americaslibrary.gov/cgibin/page.cgi/aa/presidents/lincoln/pocket_1 and use
Handout #2 to complete the activity
Teaching with Primary Sources
Illinois State University
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Describe each item that was found in
Lincoln’s pockets when he was assassinated
and explain why he would have each one.
Before leaving, students will be instructed to go to
http://www.lincolnbicentennial.gov/lincolnslife/words-andspeeches/default.aspx?ekmensel=c580fa7b_18_178_
btnlink
Print out one speech to summarize in their own
words for homework.
Day Three –part 1:
 Discuss Lincoln’s presidency and the Civil War,
with emphasis on how Lincoln ended slavery. Use
pictures from resource table to enhance lesson.
 Students are given some time to develop a campaign
poster for Abraham Lincoln to be displayed in the
hall.
Day Three – part 2:
 Discuss assassination of Lincoln using
http://www.americaslibrary.gov/cgibin/page.cgi/jb/civil/lincoln_1 and images from the
resource table
 Homework: Read “O Captain! My Captain!” by
Walt Whitman and write your interpretation on
paper.
Day Four:
 Play Lincoln Crossroads (interactive website) on
Smartboard for students to watch and discuss:
http://www.constitutioncenter.org/lincoln/#
Days Five and Six:
 Students work on their chosen extension projects to
be ready to present to the class on day seven.
Day Seven:
 Student presentations
Evaluation
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Lincoln speech will be summarized and given a
possible score of 10.
Campaign posters will be graded according to
inclusion of: facts about Lincoln, date/year, picture,
Teaching with Primary Sources
Illinois State University
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Extension
slogan
Interpretation of O Captain! My Captain! will be
given a 5 for completion.
Interview will be scored using the given rubric.
Bloomball will be given 2 points for every side
(there are 12 sides) one for fact and one for
illustration.
Points will be awarded for presentation.
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Go to the following link and choose 7 important
dates in Lincoln’s life. Complete a timeline with
event and picture to present to class.
http://www.lincolnbicentennial.gov/lincolnslife/timeline.aspx?ekmensel=c580fa7b_18_274_btnl
ink
Choose a friend to work with and develop an
interview, with one student being the interviewer
and the other being Lincoln, answering questions
about his life. This will be presented in class.
Create a bloom ball with facts about Abraham
Lincoln. This is to be colored and presented to the
class.
Make a children’s book about Abraham Lincoln.
This will be read to the class.
Teaching with Primary Sources
Illinois State University
Historical Background
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Abraham Lincoln, the 16th president of the United States, guided his country
through the most devastating experience in its national history--the CIVIL WAR. Many
historians consider him the greatest American president.
Lincoln became a lawyer in 1836 and moved to Springfield, IL in 1837. He met
and married Mary Todd in 1842 and they had four sons.
Lincoln became a Republican politician and was eventually elected President in
1860. During Lincoln's presidency, the Southern states left the Union because Lincoln
and the Northern states were against slavery. Six weeks after becoming President, the
Civil War began. In this war, the Northern states (which stayed in the Union) fought the
Southern states (called the Confederacy). The Civil War lasted from 1861 until 1865.
On Jan. 1, 1863, Lincoln issued the Emancipation Proclamation, which eventually
led to the freeing of all slaves. During the Civil War, Lincoln gave many speeches,
including the Gettysburg Address (Nov. 1863), a short speech in which he stated how a
country must be dedicated to human freedom in order to survive.
Lincoln was re-elected President in 1864. General Robert E. Lee (of the
Confederacy) surrendered to General Ulysses S. Grant (of the Union) on April 9, 1865,
ending the Civil War.
President Lincoln was shot on April 14, 1865, by John Wilkes Booth (an actor).
Lincoln had been attending a play at Ford's Theater in Washington, D.C. Lincoln died the
next morning. He was the first US president ever assassinated. Andrew Johnson
(Lincoln's Vice-President) became the next US President.
Taken from:
http://www.enchantedlearning.com/history/us/pres/lincoln/
http://sc94.ameslab.gov/TOUR/alincoln.html
Teaching with Primary Sources
Illinois State University
Primary Resources from the Library of Congress
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Image
Description
Citation
URL
[Washington, D.C.
President Lincoln's
funeral procession
on Pennsylvania
Avenue].
Library of Congress,
Prints &
Photographs
Division,
[reproduction
number LC-DIGcwpb-00593 DLC
http://memory.loc.go
v/cgibin/query/r?ammem/
cwar:@field(NUMB
ER+@band(cwp+4a
39661))
The National Archives'
reproduction of the
Emancipation Proclamation
Library of Congress, Rare
Book and Special Collections
Division, Alfred Whital Stern
Collection of Lincolniana
http://memory.loc.go
v/cgibin/query/r?ammem/
scsmbib:@field(DO
CID+@lit(scsm0002
55))
[Photograph of
Abraham Lincoln
lying on his
deathbed
surrounded by
various men].
DN-0007091,
Chicago Daily News
negatives collection,
Chicago Historical
Society
http://memory.loc.go
v/cgibin/query/r?ammem/
cdn:@field(NUMBE
R+@band(ichicdn+n
007091))
Battlefield of Antietam
Maryland, [Retouched
Gardner photograph
of Lincoln, Pinkerton &
McClernand].
Library of Congress, Rare
Book and Special Collections
Division, Alfred Whital Stern
Collection of Lincolniana
Gardner portrait of
Lincoln
Library of Congress, Rare
Book and Special Collections
Division, Alfred Whital Stern
Collection of Lincolniana
http://memory.loc.go
v/cgibin/query/r?ammem/
scsmbib:@field(DO
CID+@lit(scsm0006
71))
http://memory.loc.go
v/cgibin/query/r?ammem/
scsmbib:@field(DO
CID+@lit(scsm0007
93))
Teaching with Primary Sources
Illinois State University
Rubric
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Interview Rubric
4
3
2
1
Props/Costume
Student uses several
props (could include
costume) that
accurately fit the
period, show
considerable
work/creativity and
make the
presentation better.
Student uses 1-2
props that accurately
fit the period, and
make the
presentation better.
Student uses 1-2
props which make
the presentation
better.
The student uses no
props OR the props
chosen detract from
the presentation.
Knowledge
Gained
Can clearly explain
several ways in
which his character
"saw" things
differently than other
characters and can
clearly explain why.
Can clearly explain
several ways in
which his character
"saw" things
differently than other
characters.
Can clearly explain
one way in which his
character "saw"
things differently
than other
characters.
Cannot explain one
way in which his
character "saw"
things differently
than other
characters.
Role
Point-of-view,
arguments, and
solutions proposed
were consistently in
character.
Point-of-view,
arguments, and
solutions proposed
were often in
character.
Point-of-view,
arguments, and
solutions proposed
were sometimes in
character.
Point-of-view,
arguments, and
solutions proposed
were rarely in
character.
CATEGORY
Teaching with Primary Sources
Illinois State University
Handouts -1
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Lincoln’s Youth
Name ____________________________
Go to http://www.americaslibrary.gov/cgibin/page.cgi/aa/presidents/lincoln/youth_1
Read pages 1-3 and answer the following questions.
1. How long did Abraham Lincoln attend school? ______________
2. What were two of Lincoln’s favorite books when he was growing
up? ______________________________
3. What job Lincoln do when he got to Illinois?
_______________________________
4. What was the Black Hawk War? ________________________
____________________________________
5. List two things Lincoln was unsuccessful at?
___________________________________________________
6. What year was Lincoln elected President? __________________
Teaching with Primary Sources
Illinois State University
Handout -2
What Was In Lincoln’s Pocket?
Name__________________________
Go to http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/presidents/lincoln/pocket_1
Give an explanation telling why Abraham Lincoln had these
items in his pocket when he was assassinated.
1. Lens polisher ____________________________________
2. Wallet __________________________________________
3. $5 Confederate money
_________________________________________________
4. Pocketknife ______________________________________
5. 2 pairs of eyeglasses
__________________________________________________
6. Handkerchief _____________________________________
7. Newspaper clippings
__________________________________________________
Teaching with Primary Sources
Illinois State University
Booklist for reader’s workshop
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Anderson, Laurie Halse. Thank You, Sarah: The Woman Who Saved Thanksgiving. Illus. by Matt
Faulkner. Simon & Schuster, 2002.
Gr. K-5.
Sarah Hale campaigned for 38 years, writing letters to every president asking for Thanksgiving to be declared
a national holiday. It was only when Lincoln became president that her letters succeeded and “LINCOLN
SAID YES!”
Armstrong, Jennifer. A Three-Minute Speech: Lincoln’s Remarks at Gettysburg. Aladdin, 2003.
Gr. 2-5.
Lincoln’s rise in politics and the Civil War’s significance are related with historical accuracy in an easy-toread fashion. The Gettysburg Address’ exact text is included, and its impact on the United States is covered.
A bibliography of sources and Web sites is appended.
Bial, Raymond. Where Lincoln Walked. Walker, 1997.
Gr. 3-5.
This photo-essay includes a brief biography of President Lincoln, a list of locations where he walked, and
photographs of places, buildings, and objects significant in his life.
Clinton, Catherine. Hold the Flag High. Illus. by Shane W. Evans. HarperCollins, 2005.
Gr. 3-5.
This picture book relates an incident during the Civil War involving Sergeant William H. Carney, the first
African American to be awarded the Congressional Medal of Honor. His Union Army regiment, the
Massachusetts Fifty-fourth regiment, was an African-American unit formed in 1863 after President Lincoln
issued the Emancipation Proclamation.
Davis, Kenneth C. Don't Know Much About Abraham Lincoln. HarperTrophy, paper, 2004.
Gr. 3-6.
Using a question and answer format, this book explores Lincoln’s childhood and youth, education, family life,
and presidency.
Deutsch, Stacia, and Rhody Cohon. Lincoln's Legacy. Illus by David Wenzel. Aladdin, paper, 2005.
Gr. 3-6.
When Abigail and her friends travel back in time, they find themselves in the time of Abraham Lincoln’s
presidency. Instead of finding the man they had read about, they find a man who is feeling defeated and is
about the quit.
Herbert, Janis. The Civil War for Kids: A History with 21 Activities. Chicago Review, 1999.
Gr. 3-8.
This comprehensive book offers hands-on activities and readable information about the Civil War from the
secession debates to Appomattox.
Herbert, Janis. Abraham Lincoln for Kids: His Life and Times with 21 Activities. Chicago Review Press,
2007.
Gr. 3-8.
Kerley, Barbara. Walt Whitman: Words for America. Illus. by Brian Selznick. Scholastic, 2004.
Gr. 3-5
This picture-book biography focuses on Whitman’s formative years and his Civil War experience when he
worked as a volunteer nursing wounded soldiers. His compassion led him to give voice to the nation's grief at
Lincoln's assassination.
Marcovitz, Hal. The Lincoln Memorial. Mason Crest, 2003.
Gr. 3-8.
This book gives a short history of the Lincoln Memorial from 1911 when President Taft called the first
meeting of the “Lincoln Memorial Commission” to A. Philip Randolph’s march on Washington on August 28,
1963, when Dr. Martin Luther King, Jr. made his most famous speech.
Polacco, Patricia. Pink and Say. Philomel, 1994.
Gr. 3-5.
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A young African American boy named Pink rescues Say, an injured white soldier, and their unexpected
friendship resonates against the tragedy of wartime. Say’s pride in the fact that he once shook hands with
Lincoln symbolizes the emotional power of this picture book for older readers.
Rappaport, Doreen. Free At Last! Stories and Songs of Emancipation. Illus. by Shane W. Evans. Candlewick,
2004.
Gr. 3-5.
Using historical vignettes, spirituals, work songs, blues lyrics, and poems, this collection portrays the
experiences of African Americans in the South, from the Emancipation Proclamation in 1863 to the 1954
Brown v. Board of Education Supreme Court decision that declared school segregation illegal.
Rockwell, Anne. Only Passing Through : The Story of Sojourner Truth. Illus. by R. Gregory Christie. Alfred
A. Knopf, 2000.
Gr. 2-4.
A compelling biographical look at the former slave who traveled the country speaking of what it meant to be a
slave.
Roop, Connie. Grace’s Letter to Lincoln. Hyperion, paper, 1998.
Gr. 3-5.
This early chapter book relates the story of 11-year-old Grace Bedell and her letter to Lincoln during his
campaign in 1860, advising him that growing a beard might encourage more men to vote for him.
Sullivan, George. Abraham Lincoln. Scholastic, 2000.
Gr. 3-5.
This very readable biography is just right for students in upper elementary grades. Plenty of quotes from
Lincoln himself help to convey the engaging personality of the president, and complement the facts and events
of his life.
Tanaka, Shelley. A Day That Changed America : Gettysburg : The Legendary Battle and the Address That
Inspired a Nation. Illus. by David Craig. Hyperion, 2003.
Gr. 3-6.
The Battle of Gettysburg was the definitive battle in the Civil War. In a very brief address to the nation,
Lincoln focused on putting the war behind and reuniting the country.
Van Steenwyk, Elizabeth. When Abraham Talked to the Trees. Illus. by Bill Farnsworth. Eerdmans, 2000.
Gr. 3-6.
Focusing on Lincoln’s youth, this picture-book biography portrays a young boy who struggled against the
odds to find time to read and perfect his oration skills.
O Captain! My Captain!
1
O CAPTAIN! my Captain! our fearful trip is done;
The ship has weather’d every rack, the prize we sought is won;
The port is near, the bells I hear, the people all exulting,
While follow eyes the steady keel, the vessel grim and daring:
But O heart! heart! heart!
O the bleeding drops of red,
Where on the deck my Captain lies,
Fallen cold and dead.
5
2
O Captain! my Captain! rise up and hear the bells;
Rise up—for you the flag is flung—for you the bugle trills;
For you bouquets and ribbon’d wreaths—for you the shores a-crowding;
For you they call, the swaying mass, their eager faces turning;
Here Captain! dear father!
This arm beneath your head;
It is some dream that on the deck,
You’ve fallen cold and dead.
10
15
3
My Captain does not answer, his lips are pale and still;
My father does not feel my arm, he has no pulse nor will;
The ship is anchor’d safe and sound, its voyage closed and done;
From fearful trip, the victor ship, comes in with object won;
Exult, O shores, and ring, O bells!
But I, with mournful tread,
Walk the deck my Captain lies,
Fallen cold and dead.
20
Bloom Ball Directions:
1.
2.
3.
4.
5.
6.
12 circles are needed for each ball.
Write or draw desired information within the solid, straight lines on each circle.
Cut out each shape along the circle.
Fold each circle along the five straight lines toward the written information.
Staple all twelve circles together above the folds to form a sphere.
Attach a string and hang it up.