Accelerated Learners
Myth and Truth: The Gettysburg Address
A Cross-Curricular Lesson Plan
By ReadWriteThink
OVERVIEW
Behind every myth are many possible truths allowing us to discover who we were as peoples and who we are
today. By exploring myths surrounding the Gettysburg Address, this lesson asks students to think critically
about commonly believed “facts” about this important speech and the Civil War. Students first freewrite and
discuss questions about how to tell truth from fiction. They then read or listen to the Gettysburg Address
and analyze its audience, purpose, content, tone, structure, and delivery. Finally, students research to find
the truth behind common myths about the Gettysburg Address and present their findings to the class.
FROM THEORY TO PRACTICE
In his reflection on teaching reading in the social studies classroom, Richard H. Chant asserts: "As much as
content-area teachers need to enhance their students' reading proficiency, reading teachers can (and
should) enhance subject matter content through their selection of strategies and texts." This lesson
promotes just that by not only incorporating an historical document, but by encouraging critical thinking and
research to understand the historical context of the document.
Reports of historical events often seem like absolute truth to students; yet behind these events are many
possible myths and stories, allowing us to discover who we were as people and who we are today. Although
few students realize it, understanding these truths and myths illuminates the ways that their values and
beliefs have been shaped by the stories they have grown up knowing, by the education they have received,
and by the landscape within which they have lived. All these contexts have contributed to their world views
as individuals, as members of families, and as members of communities. These activities explore stories,
myths, and truths regarding the Gettysburg Address by considering its composition, its presentation, and
other stories related to the speech.
COMMON CORE STANDARDS
CA.CC.9-10.RL.
Reading Standards for Literature
Craft and Structure
9-10.RL.4.
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language evokes a sense of time and
place; how it sets a formal or informal tone). (See grades 9-10 Language standards 4-6
on page 32 for additional expectations.)
CA.CC.9-10.RI.
Reading Standards for Informational Text
Key Ideas and Details
9-10.RI.1.
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
9-10.RI.2.
Determine a central idea of a text and analyze its development over the course of the
text, including how it emerges and is shaped and refined by specific details; provide
an objective summary of the text.
9-10.RI.3.
Analyze how the author unfolds an analysis or series of ideas or events, including the
order in which the points are made, how they are introduced and developed, and the
connections that are drawn between them.
Craft and Structure
9-10.RI.4.
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the cumulative impact of
specific word choices on meaning and tone (e.g., how the language of a court opinion
differs from that of a newspaper). (See grades 9-10 Language standards 4-6 on page
32 for additional expectations.)
9-10.RI.6.
Determine an author’s point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.
Integration of Knowledge and Ideas
9-10.RI.8.
Delineate and evaluate the argument and specific claims in a text, assessing whether
the reasoning is valid and the evidence is relevant and sufficient; identify false
statements and fallacious reasoning.
CA.CC.9-10.W.
Writing Standards
Research to Build and Present Knowledge
9-10.W.7.
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
9-10.W.8.
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in answering
the research question; integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and following a standard format for citation
including footnotes and endnotes.
CA.CC.9-10.SL.
Speaking and Listening Standards
Comprehension and Collaboration
9-10.SL.1.
Initiate and participate effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and
issues, building on others ideas and expressing their own clearly and persuasively.
9-10.SL.1.a.
Come to discussions prepared, having read and researched material under study;
explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of
ideas.
9-10.SL.1.b.
Work with peers to set rules for collegial discussions and decision-making (e.g.,
informal consensus, taking votes on key issues, presentation of alternate views), clear
goals and deadlines, and individual roles as needed.
9-10.SL.1.c.
Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the
discussion; and clarify, verify, or challenge ideas and conclusions.
9-10.SL.1.d.
Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and
understanding and make new connections in light of the evidence and reasoning
presented.
CA.CC.9-10.L.
Language Standard
Vocabulary Acquisition and Use
9-10.L.4.
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grades 9–10 reading and content, choosing flexibly from a range of
strategies.
9-10.L.4.a.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
9-10.L.4.d.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
9-10.L.6.
Acquire and use accurately general academic domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression
MATERIALS AND TECHNOLOGY
-General classroom supplies (paper, pens or pencils, chart paper or board, and so forth)
-Gettysburg Address Books and other related reference material found at:
http://www.readwritethink.org/files/resources/lesson_images/lesson885/gettysburg-books.pdf
-Access to technology
STUDENT INTERACTIVES
Grades K – 12 | Student Interactive | Writing & Publishing Prose
Printing Press
The interactive Printing Press is designed to assist students in creating newspapers, brochures, and flyers.
Found at: http://www.readwritethink.org/classroom-resources/student-interactives/printing-press30036.html
PRINTOUTS
The Gettysburg Address
http://myloc.gov/Exhibitions/gettysburgaddress/Pages/default.aspx
Speech Analysis Questions
http://www.readwritethink.org/files/resources/lesson_images/lesson885/speech-analysis.pdf
Common Myths about the Gettysburg Address
http://www.readwritethink.org/lesson_images/lesson885/Gettysburg-Myths.pdf
Gettysburg Address Web Resources
http://www.readwritethink.org/files/resources/lesson_images/lesson885/gettysburg-webresources.html
Myths and Truths Presentation Rubric
http://www.readwritethink.org/files/resources/lesson_images/lesson885/gettysburg-rubric.pdf
WEBSITES
The Gettysburg Address @ http://myloc.gov/Exhibitions/gettysburgaddress/Pages/default.aspx
Gettysburg Address Web Resources @
http://www.readwritethink.org/files/resources/lesson_images/lesson885/gettysburg-webresources.html
C-SPAN video resources on Lincoln and the Gettysburg Address @
http://www.americanwriters.org/classroom/videolesson/clips14_lincoln.asp
The articles below are found on the website above:
-Newspaper reactions on Nov 20
-Did Lincoln realize the power of what he was saying?
-What is Lincoln saying in opening of the address and how do his words express this?
-Where did Lincoln deliver his speech? Was the cemetery complete?
-Description of actual environment around the time of the speech
PREPARATION
Arrange for Internet access to the speech, or prepare print copies. Links to the speech are included
in the Gettysburg Address Web Resources. The piece is also available in most American literature
anthologies and history books as well as in the encyclopedia.
Gather reference material for the lesson. Choose fewer resources if time is limited, or more to
allow students more time for research and exploration.

Gather library resources such as reference books, encyclopedias, and specific texts,
examples of which appear in the Gettysburg Address Booklist. Provide a copy of books for each group if
resources allow. Groups may have slightly different reference resources (for instance, encyclopedias
from different publishers), but all groups should have relatively the same collection of materials on
hand. Naturally, you can encourage sharing among groups in the case of scarcer resources.

If Internet access is limited, provide Internet printouts of relevant sites from the Gettysburg
Address Web Resources. Because students will work in small groups, create a copy of the printouts for
each group if computer access is not available.
Make copies of the Common Myths about the Gettysburg Address and the Myths and Truths
Presentation Rubric for all students or prepare overheads or chart paper with the information.
Choose an introduction to the Gettysburg Address from one of the Web Resources or one of the
books you have collected. You might also use the introduction in your class textbook.
If students will use the tools to prepare their presentations, test the ReadWriteThink Printing Press
on your computers to familiarize yourself with the tool and ensure that you have the Flash plug-in
installed. You can download the plug-in from the technical support page.
STUDENT OBJECTIVES
Students will
-develop strategies for critically examining the origin and characteristics of myth.
-develop an awareness of the diversities, similarities, and values in various cultural and story
traditions related to the Gettysburg Address.
-develop strategies for examining messages for bias and missing information.
SESSION ONE
1. Students can complete the following pre-reading questions as homework, as an in-class freewrite
before the reading, or in oral class discussion.
2. What difference does it make who writes a story as long as they tell the truth?
3. How can you tell when a story is true? What would indicate a story was fictional?
4. Have you ever read something that was presented as nonfiction but that you knew was fiction?
5. Spend ten to fifteen minutes going over students' responses to the pre-reading prompt. Write their
answers on chart paper or an overhead. (You'll return to these answers later in this lesson, so save
their responses.)
6. Read the introduction to the Gettysburg Address that you have chosen. As students read along or
read silently to themselves, ask them to pay particular attention to the historical details that the
introduction includes.
7. After reading, ask students to write two questions of their own for the class to consider: one
question that is answered in the introduction text and an "I wonder why" question. Use a writer's
notebook or response journal for this writing.
8. In small groups, have students share their questions and discuss answers. Monitor student discussion
by circulating among the groups.
9. Pass out copies of "The Gettysburg Address" to students, and read the address as a class.
Alternatively, several of the sites listed on the Gettysburg Address Web Resources include audio
versions of the speech. Play one of these versions for students.
10.Once you've read the address, go back through the text defining unfamiliar words for students. If
desired, use the demo from Lexiteria to explore the meanings of the words in the speech. See the
instructions about the speech for how to use the demo, which requires Internet Explorer or Mozilla
Firefox.
11.Explain that the evaluation of historical speeches requires the reader to research the context. To
understand the points, readers need to know more about the situation of the speech.
12.If students need a review on purpose and audience, point to information from Define the Purpose,
Consider the Audience, and Develop the Thesis.
13.Emphasize the significance of purpose and audience in the Lincoln's speech. Explore how his
awareness of the interests and needs of his audience (both listening and reading) influenced the
address.
14.For homework, ask students to complete the Speech Analysis Questions for the Gettysburg Address.
SESSION TWO AND ADDITIONAL SESSIONS AS REQUIRED
1. As a warm-up activity, ask students to think about their answers to the Speech Analysis Questions
and the introduction to the speech that they discussed in the last session.
2. Ask them to spend a few minutes freewriting in response to these questions:
o
What do you notice about the introduction that fits with your ideas about the Gettysburg
Address now that you have explored it in detail?
o
What seems unusual or seems to have been left out?
In full-class discussion, have students share their thoughts on the Gettysburg Address from their
freewriting as well as the homework questions. Write their ideas on the board or on chart paper.
The idea is simply to brainstorm a list for now.
3. Pass out the Common Myths about the Gettysburg Address Handout, or show the list on an overhead
projector. As you read through the list, encourage students to connect items from their
brainstorming list with the myths on the sheet.
4. Go over the activity that students will complete:
i.
Explain your myth answering these three questions:
i.
What is a truth in this myth?
ii.
What are other truths behind this myth that might contradict it?
iii.
ii.
What does the myth reveal about those who believe it?
As a group, you may use any of the materials available to help you understand and explain the
myth.
iii.
Prepare a five-minute presentation to the class that explains your understanding of the myth,
using creative drama, visual aids such as posters, music, illustrations, or an oral presentation. If
desired, you can use the ReadWriteThink Printing Press to create posters and other displays for
their presentations.
5. Divide students into four to five groups, assigning each group a myth from the sheet or a topic from
their own list of "I wonder why" questions from the first class session. More than one group can
work on the same myth if class size requires.
6. Give groups a variety of resources (books, reference materials, Internet sites, and so forth) that
they can use to uncover truths about the Gettysburg Address.
7. If resources allow, share the C-SPAN video resources on Lincoln as materials for students' research.
Individual video clips are listed in the Web Resources (below).
8. Pass out the Presentation Rubric for the activity, or show the list on an overhead projector, and
discuss the requirements for the activity.
9. As students work in their groups, circulate and monitor student progress. Let them know a few
minutes before the work period will conclude so that they have time to wrap up their thoughts.
10.Allow additional sessions for research as necessary for students to complete their research.
SESSION THREE
1. Give students five to ten minutes to make last-minute preparations and to practice their
presentations.
2. Have groups present their myth to the entire class, sticking closely to the five-minutes-per-group
guideline that you've established.
3. Once all of the groups have presented, return to the original pre-reading questions:
i.
What difference does it make who writes a story as long as they tell the "truth"?
ii.
How can you tell when a story is true? What would indicate a story wasn't true?
4. Read through the student responses, and conclude the lesson with a discussion of their original
perceptions of "truth." Which observations do they still agree with? Which would they change? What
would they add?
STUDENT ASSESSMENT/REFLECTIONS
Monitor student interaction and progress during group work to assess social skills and assist any
students having problems with the project.
Use the Myths and Truths Presentation Rubric to assess group presentation found @
http://www.readwritethink.org/files/resources/lesson_images/lesson885/gettysburg-rubric.pdf