Download 1 “Gettysburg Address” by Abraham Lincoln HS / ELA and Social

“Gettysburg Address” by Abraham Lincoln
HS / ELA and Social Studies
Citizenship, Democracy, Sacrifice, Social Contract
Ask students to consider how to comfort someone who has just lost a loved one? Make
a list of things someone can say or do to try to bring peace to a grieving person.
Distribute copies of the text and share some background information about the text:
The “Gettysburg Address” was delivered by President Abraham Lincoln at the
dedication of the Soldiers’ National Cemetery in Gettysburg, PA a few months after the
Union army defeated the Confederate Army at the Battle of Gettysburg. Lincoln was
originally slated as a secondary speaker at the event, since he was uncertain he could
attend, so he was only allotted a short amount of time to speak.
Ask students: Based on the background information, what do you anticipate this speech
to be about?
Ask students to number the sentences, and read the text aloud while underlining any
unfamiliar words or phrases.
1
The Gettysburg Address is a speech by U.S. President Abraham Lincoln, one of the
best-known in American history. It was delivered by Lincoln during the American Civil
War, on the afternoon of Thursday, November 19, 1863, at the dedication of the
Soldiers' National Cemetery in Gettysburg, Pennsylvania, four and a half months after
the Union armies defeated those of the Confederacy at the Battle of Gettysburg.
Determine the definition of score together. For example, ask students to look at the first
line, “Four score and seven years ago...” and compare this to the year of the signing of
the Declaration of Independence, 1776. If the Gettysburg Address was delivered in
1863, a score must be 20 years.
Encourage students to ask their classmates to help them determine the meanings of
any additional unfamiliar words. Provide support as needed. Ask all students to write
definitions on their copy of the text.
While reading, ask participants to circle what they believe to be the most significant
word in the text.
2
 Of the 266 words contained in this version of the “Gettysburg Address,”
which one do you think is most significant? (round-robin response)
 Why did you choose that word? What could be significant about a
classmate’s word choice? (spontaneous discussion)
❖ Lincoln opens the address by saying (sentence 1) that America is a nation
“conceived in liberty and dedicated to the proposition that all men are
created equal.” In sentence 2, he describes the Civil War as “testing
whether ... any nation so conceived and so dedicated can long endure.”
What forces could prevent a nation dedicated to equality from surviving?
❖ Why does Lincoln say in sentence 6 that they, “cannot dedicate ... cannot
consecrate ... cannot hallow this ground,” when that is precisely the
purpose of the ceremony?
❖ In the aftermath of such a terrible battle, what does Lincoln encourage
people to do?
❖ Lincoln begins the speech by alluding to the Declaration of Independence
and concludes it by saying, “this nation under God shall have a new birth
of freedom; government of the people, by the people, and for the people
shall not perish from the earth.” Is his speech invoking a return to the
original, old principles of the United States, or creating new principles for
future generations?
❖ Lincoln knew that if his speech were to become popular, it would be
reprinted in countless newspapers across America, in both the North and
South. Beyond those who were physically present at Gettysburg on
November 19, 1863, to whom do you think he was speaking?
❖ Lincoln closes the “Gettysburg Address” by challenging his audience,
saying, “…it is rather for us to be here dedicated to the great task
remaining before us.” If he were alive today, what “great task” do you think
Lincoln would challenge us to do? In what ways could we rise to the
challenge?
3
Have students revisit their Launch writing about comforting a grieving person. Ask them
to list things they heard, said, or thought during the seminar about how Lincoln
addressed those who were grieving the loss of loved ones and their countrymen.
Imagining you were present at Lincoln’s speech, assume one of the roles below and
write a letter to a friend in which you describe Lincoln’s speech and how it made you
feel. Support your writing with evidence from the text.
● Wounded veteran of Union army
● Wounded veteran of Confederate army
● Escaped slave living in the North
● Mother of son killed in battle
● Congressman who is Lincoln’s political enemy
(LDC Task#: 12
)
4
Students may work in pairs to figure out what the writing task is asking them to do and
to analyze the options for perspectives in the writing task. How would each person feel
about the Battle of Gettysburg? How would each feel about Lincoln’s speech? Which
line from the speech might have impacted each person the most?
Discuss with students the purpose and structure of a letter. Ask students to list elements
of a letter, including formal elements such as addresses and salutations and the order in
which they would include them.
Challenge all to create a first draft of their letters.
Have students work in pairs to read and edit each other’s first drafts, with emphasis on
reader as creator and editor. Switch roles. Provide time for full revisions resulting in a
second draft.
Students should work in groups of three/four to edit one another’s writing for spelling,
grammar and technical/organizational elements. Include a checklist for students who
need extra guidance. Give time for writers to make corrections resulting in a third and
final draft.
Class’ letters can be compiled into a collection of letters from a variety of perspectives.
Consider trading the collection of letters with another high school history class or
sharing them with a local group of Civil War re-enactors who may travel to Gettysburg
or another battle site.
Emily Satterfield
R. J. Reynolds High School
5
“The Gettysburg Address”
Abraham Lincoln, 1863
Four score and seven years ago our fathers brought forth on this continent a new
nation, conceived in Liberty, 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 nation so
conceived and so dedicated can long endure. We are met on a great battlefield 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.
But, in a larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow this
ground. The brave men, living and dead who struggled here have consecrated it far
above our poor power to add or detract. The 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 is 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 gave the last full measure of devotion -- that we here highly
resolve that these dead shall 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.
6