Understanding Lincoln

Alpine School DistrictGilder Lehrman Institute

of American HistoryFebruary 10 and 11, 2009

Julie Baergen, GLI Elementary SpecialistWichita, Ksjbaergen@usd259.net

Workshop Objectives

• Explore the GLI resources including– Lincoln History in a Box– Website– Other Resources

• Share strategies to incorporate literacy skills and critical thinking skills into American History Lessons

• Provide opportunities to analyze historical documents and artifacts to address Utah standards and indicators

Workshop Objectives

Quick Write - a motivating activity used to assess prior knowledge, or check for understanding. Quick Write—

What do you expect to get from our time together?

AlphaboxA B C D

E F G H

I J K L

M N O P

Q R S T

U V W X

Y Z

Activity

• Given an Alphabox recording sheet, participants will record words and phrases for each letter from the morning lecture.

• Using these words and phrases, participants will write a short summary of the lecture. Summaries are shared and compiled in a group summary on chart paper.

• These summaries are great discussion starters.

• starred boxes can be used for overflow, or other student notes.

•Summer Seminars for teachers and students•Teaching American History Grants (TAH)•Gilder Lehrman Network and Affiliate Schools•Gilder Lehrman website and History Now•Traveling exhibits•History Teacher of the Year•Publications and History in a Box

Targeted Standards, Benchmarks, Objectives, Indicators

5th Grade Social Studies Standard IV: 19th Century a Time of Change for the US

Objective 1: Investigate the significant events during America’s expansion and the roles people played.

Objective 2: Assess the geographic, cultural, political, and economic divisions between regions that contributed to the Civil War.

Objective 3: Evaluate the course of events of the Civil War and its impact both immediate and long-term.

Objective 4: Understand the impact of major economic forces at work in the post-Civil War.

Targeted Standards, Benchmarks, Objectives, Indicators

5th Grade Language Arts• Standard 1 (Oral Language): Students develop language

for the purpose of effectively communicating through listening, speaking, viewing, and presenting.

• Standard 6 (Vocabulary): Students learn and use grade level vocabulary to increase understanding and read fluently.

• Standard 7 (Comprehension): Students understand, interpret, and analyze narrative and informational grade level text.

• Standard 8 (Writing): Students write daily to communicate effectively for a variety of purposes and audiences.

The Power of Questions

• Teacher Generated – Used to plan unit of study– Activate prior knowledge– Establish a “mental set” before instruction

– Lead to a deeper understanding of content– Require students to restructure information (Marzano, Pickering, Pollack, 2001)

• Student Generated– Engage students in learning– Deepen understanding

The Power of QuestionsBig Ideas• Geography, culture, politics, and economics impact the events in a region.

• Differences may lead to tensions between regions.

• Individuals respond in different ways to events in their life. 

Essential Questions• How does geography, culture, politics, and economics impact events in a region?

• How do people resolve differences?• How do individuals respond to events in their lives? Why do they respond that way?

The Power of Questions

Big Ideas = Essential Understandings

• We have human rights and responsibilities

• We are globally connected• We create systems of power, authority, and governance

• Continuity and change over time are a part of life

The Power of Questions

• In your group, think about your summaries, the questions you have about Lincoln, and your state’s Essential Understandings.

• Develop Essential Questions for your students.

• Write these questions on chart paper to be shared with the group.

Teaching American History

• How does the morning lecture inform your thinking about our Essential Understandings and Questions?

• How will the lecture information be useful in teaching your American History standards?

The Power of Questions

• Teacher Think Alouds• Inquiry Notebooks• Thick and Thin Question• Open-Ended Questions for informational texts

• Questioning Before, During, and After Reading

The Power of Questions

Lincoln’s Autobiographical Sketch(Resource Book pp. 7-9)

The Power of Questions

Choose one, or two, documents from the Lincoln resource book that you could use with your students.

•Plan a Teacher Think Aloud•Identify some Thick and Thin questions•Find Open-Ended Questions that could be used with the text•Decide what questions could be asked before, during, and/or after reading.

Workshop Objectives

• Explore the GLI resources including– Lincoln History in a Box– Website– Other Resources

• Share strategies to incorporate literacy skills and critical thinking skills into American History Lessons

• Provide opportunities to analyze historical documents and artifacts to address Utah standards and indicators

Simultaneous Round Table(at the same time, small group, writing)

•Each person in the group has their own recording sheet. •Read the prompt to the class and give an appropriate amount of think time.•Each person writes one response to the prompt and passes their paper to the right.•Read the response(s) from the paper you received from your left and add your response. Continue around the table adding thoughts until time is called.•Individually read through responses you received and write a short summary and any additional thoughts. •Discuss your summaries and responses with your group.

Thinking about this morning’s lecture, how might you respond to our Big Ideas and Essential Questions?

Abraham LincolnPeople, Places, Politics:

History in a Box

• Resource book and CD• Posters of documents and illustrations• An interactive CD-ROM• Portrait cards of key figures from the era• A timeline of Lincoln’s life• DVD of eight lectures by leading scholars on Abraham Lincoln

Take some time to explore the contents of the box. What initial thoughts do you have for using these with your students?

History in a Box Cards

Summarizing and Note Taking

• The importance of Summarizing and Notetaking

• Collapsing the Gettysburg Address– Identify key vocabulary for students– Outline each paragraph and number them

•Visually marks paragraphs for students•Helps with referencing supporting documentation

– Summarize each paragraph

Abraham Lincoln, The Gettysburg Address November 19, 1863

Four score and seven years ago our fathers brought forth, on this

continent, a new nation, conceived in L iberty, and dedicated to the proposition

that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or

any natio n so conceived, and so dedicated, can long endure. We are met on a

great battle -field of that war. We have come to dedicate a portion of that field,

as a final resting -place for those who here gave their lives, that that nation

might live. It is altogether fitting and proper that we should do this.

B ut, in a larger sense, we can not dedicate — we can not consecrate —

we can not hallow — this ground. T he brave men, living and dead, who

struggled here, have consecrated it far above our poor power to add or de tract.

T he world will little note, nor long remember what we say here, but it can

never forget what they did here. It is for us the living, rather, to be dedicated

here to the unfinished work which they who fought here have thus far so nobly

advanced. It i s rather for us to be here dedicated to the great task remaining

before us — that from these honored dead we take increased devotion to that

cause for which they here gave the last full measure of devotion — that we

here highly resolve that these dead shal l not have died in vain — that this

nation, under God, shall have a new birth of freedom — and that government

of the people, by the people, for the people, shall not perish from the earth.

1

2

3

Collapsing the Gettysburg Address

1.Identify vocabulary words that may hinder comprehension.2.Outline and number each paragraph3.Summarize each paragraph in your own words

•Divide the paper into three sections•Document each page

James Madison University, http://coe.jmu.edu/learningtoolbox/cornellnotes1.html, June 12, 2008

•Write notes in the large box on the right•Review and clarify

•SummarizeThis is the most important part, yet the part that most people tend to skip. It’s the reflection piece that helps students cement their learning and can be used as a formative assessment to check for understanding of content (and writing skills) and drive your instruction.

Building Vocabulary

•Word Sorts

•Word Splash

Compromise

slaveryheritage

history

Union

secession

economics

freedom

Independence

North republicrebellion

proclamation

liberty

amendment

Emancipation

South

American war

democracy

Document Analysis

• Using the Document Analysis pages to examine primary sources about slavery and emancipation. – Section 6 of Lincoln Resource book, pp. 109 -119.

– Diary entries, CD– Battle Hymn of the Republic, CD

Discussion Web

No Yes

The Lincoln/Obama Connection

• Read the background and Lincoln documents on slavery and Emancipation, Lincoln Resource Book, pp. 109-119.

• Read the transcript of Pres. Obama’s January 2009 Inaugural Address.

• What are similarities and differences between these two presidents and the times in which they lived?

The Lincoln/Obama Connection

• Thinking about the documents you just read, take the perspective of one of these presidents and write a letter to the other (Obama to Lincoln, or Lincoln to Obama) commenting on the historical event of our country electing to the presidency a person of African American descent.

Reflection, Sharing, Evaluation

• What will you use tomorrow?• What will you plan for later?• What will you share with others?

• Please complete the GLI evaluation for the Dr. Pinskar’s lectures, and the pedagogy sessions.

Thank you!!!Happy Birthday Abe Lincoln

February 12, 1809

Julie Baergen, GLI Elementary SpecialistWichita, Ksjbaergen@usd259.net