Download Sample Pages from TCM 18274 PRIMARY SOURCES

 Sample Pages from
TCM 18274 PRIMARY SOURCES:
ABRAHAM LINCOLN
The following sample pages are included in this download:
•
Teacher’s Guide table of contents, America’s Most Famous
Speech lesson plan, Crime and Punishment lesson plan, and a documentbased assessment
•
Lincoln Delivering the Gettysburg Address photograph card
•
Reward Poster primary source
Find our sample audio links for this product at
http://www.teachercreatedmaterials.com
For correlations to Common Core and State Standards, please visit
http://www.teachercreatedmaterials.com/correlations.
www.tcmpub.com . 800.858.7339 . 5301 Oceanus Drive, Huntington Beach, CA 92649
Introduction
Table of Contents
Primary Sources
Introduction to Primary Sources . . . . . . . . . . . 4
Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Using Primary Sources in the Classroom . . . . 9
How to Use This Product . . . . . . . . . . . . . . . 20
Introduction to Standards Correlations . . . . . 22
Correlations to Standards . . . . . . . . . . . . . . . 23
Photograph Cards
Lincoln’s Birthplace Photograph Card
A Humble Beginning lesson . . . . . . . . . . . 27
Historical Background Information . . . . . 28
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1860 Election Map Primary Source
A House Divided lesson . . . . . . . . . . . . . .
Historical Background Information . . . . .
A Crowded Election . . . . . . . . . . . . . . . . .
1860 Election Map . . . . . . . . . . . . . . . . . .
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Letter from Lincoln to Halleck Primary Source
Taking Liberties lesson . . . . . . . . . . . . . . . 51
Historical Background Information . . . . . 52
A Controversial Order . . . . . . . . . . . . . . . 53
Letter from Lincoln to
Halleck transcript . . . . . . . . . . . . . . . . . . 54
Lincoln and McClellan at Antietam Photograph
Card
Commander-in-Chief lesson . . . . . . . . . . . 29
Historical Background Information . . . . . 30
Lincoln Delivering the Gettysburg Address
Photograph Card
America’s Most Famous Speech lesson . . 31
Historical Background Information . . . . . 32
The Emancipation Proclamation
Primary Source
An Act of Justice lesson . . . . . . . . . . . . . .
Historical Background Information . . . . .
Mixed Reaction . . . . . . . . . . . . . . . . . . . . .
The Emancipation
Proclamation excerpt . . . . . . . . . . . . . . .
Lincoln and His Son Photograph Card
Family Man lesson . . . . . . . . . . . . . . . . . . 33
Historical Background Information . . . . . 34
Lincoln’s Coat Photograph Card
Man on a Mission lesson . . . . . . . . . . . . . 35
Historical Background Information . . . . . 36
“The President’s Hymn” Song Sheet
Primary Source
Giving Thanks lesson . . . . . . . . . . . . . . . .
Historical Background Information . . . . .
Thoughts on Thanksgiving . . . . . . . . . . . .
“The President’s Hymn” Song Sheet . . . .
Conspirators Hanged Photograph Card
Assassination Plot lesson . . . . . . . . . . . . . 37
Historical Background Information . . . . . 38
Lincoln’s Second Inaugural Address
Primary Source
Binding Up the Nation’s
Wounds lesson . . . . . . . . . . . . . . . . . . . .
Historical Background Information . . . . .
A Sacred Effort . . . . . . . . . . . . . . . . . . . . .
Lincoln’s Second Inaugural
Address transcript . . . . . . . . . . . . . . . . .
Lincoln’s Final Photograph Photograph Card
Last Glimpse of Lincoln lesson . . . . . . . . 39
Historical Background Information . . . . . 40
Civil Rights Leaders at the Lincoln Memorial
Photograph Card
Lincoln’s Legacy lesson . . . . . . . . . . . . . . 41
Historical Background Information . . . . . 42
#18275—Primary Sources: Abraham Lincoln
Note from Lincoln Primary Source
Lincoln-Douglas Debates lesson . . . . . . .
Historical Background Information . . . . .
Notable Men . . . . . . . . . . . . . . . . . . . . . . .
Note from Lincoln transcript . . . . . . . . . .
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© Teacher Created Materials
Table of Contents (cont.)
Primary Sources (cont.)
Reward Poster Primary Source
Crime and Punishment lesson . . . . . . . . . .
Historical Background Information . . . . .
Modernize the Manhunt . . . . . . . . . . . . . .
Reward Poster . . . . . . . . . . . . . . . . . . . . . .
“We Mourn! Our Chief Has Fallen.” Flag
Primary Source
Nation in Mourning lesson . . . . . . . . . . . .
Historical Background Information . . . . .
Extra, Extra! . . . . . . . . . . . . . . . . . . . . . . .
“We Mourn! Our Chief
Has Fallen.” Flag . . . . . . . . . . . . . . . . . .
Appendix
References Cited . . . . . . . . . . . . . . . . . . . . 88
Student Glossary . . . . . . . . . . . . . . . . . . . . 89
Suggested Young Adult Literature . . . . . . 91
Suggested Websites . . . . . . . . . . . . . . . . . . 92
Document-Based Assessment
Rubric Example . . . . . . . . . . . . . . . . . . . 93
Answer Key . . . . . . . . . . . . . . . . . . . . . . . 94
Digital Resource CD Contents . . . . . . . . 102
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Document-Based Assessments
Lincoln’s Personal Effects . . . . . . . . . . . .
New Beginnings . . . . . . . . . . . . . . . . . . . .
Sad News . . . . . . . . . . . . . . . . . . . . . . . . .
Lincoln’s Last Journey . . . . . . . . . . . . . . .
Fascinating Subject . . . . . . . . . . . . . . . . . .
Moving Lincoln’s Body . . . . . . . . . . . . . .
American Icon . . . . . . . . . . . . . . . . . . . . . .
The Lincoln Family . . . . . . . . . . . . . . . . .
The Wide Awakes . . . . . . . . . . . . . . . . . . .
Spymaster . . . . . . . . . . . . . . . . . . . . . . . . .
Two Different Futures . . . . . . . . . . . . . . . .
Famous Face . . . . . . . . . . . . . . . . . . . . . . .
Document-Based Question Task . . . . . . . .
© Teacher Created Materials
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#18275—Primary Sources: Abraham Lincoln
Activities Using Photographs
Lincoln Delivering the Gettysburg Address
America’s Most Famous Speech
Standard/Objective
• Students will understand the influence of Abraham Lincoln’s ideas on the Civil War. (McREL)
• Students will demonstrate understanding by writing a modern-day version of the
Gettysburg Address.
Materials
copies of both sides of the Lincoln Delivering the Gettysburg Address photograph card; copies
of the historical background information (page 32); copies of the Gettysburg Address transcript
(gettysburg.pdf) available on the CD; for optional use, copies of the student glossary (page 89)
Discussion Questions
• Who is the man on the platform in the illustration? • How is the crowd reacting to the man?
• What might be taking place in this illustration?
Using the Primary Source
Display the Lincoln Delivering the Gettysburg Address photograph card. Ask students the discussion
questions above. Tell students that the illustration was created in 1905 and shows Lincoln delivering
the Gettysburg Address in 1863.
Distribute copies of the historical background information (page 32) to students. Have students read the
text independently. For reference, there is a student glossary (page 89). Have them code the passage
with an ! for interesting or surprising details and a ? for information they have more questions about.
Distribute copies of the Gettysburg Address transcript (gettysburg.pdf) and read it aloud to the
class. Have students code the Gettysburg Address in the same way that they did the historical
background information.
Divide the class into small groups to share and compare their text codes. Have each group make a list
of facts to share and questions to ask. Then, bring the whole group together for a class discussion.
Have students work in their groups to write modern-day versions of the Gettysburg Address. Allow
time for groups to share their versions with the class.
Finally, have students complete various activities from the back of the photograph card.
Extension Idea
Some Northerners did not agree with the Gettysburg Address. Have students find an article from the
time period that was critical of the president’s speech and write a summary of it.
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#18275—Primary Sources: Abraham Lincoln
Activities Using Photographs
Lincoln Delivering the Gettysburg Address
America’s Most Famous Speech (cont.)
Historical Background Information
The Union and Confederate armies fought for the first time on Northern soil in the
summer of 1863 . Nearly 200,000 soldiers fought for three days just outside the small
town of Gettysburg, Pennsylvania . Finally, Union forces pushed back the rebels one
last time . The Union army had won . They had also suffered great losses .
Four months later, the town’s residents were still burying the dead . A new Soldiers’
National Cemetery had just been built on the battlefield . It would be the final resting
place for the 3,500 Union soldiers who died in the Battle of Gettysburg .
President Abraham Lincoln was invited to deliver a few words at the cemetery’s
dedication on November 19, 1863 . The president wanted to honor the fallen Union
soldiers . He also wanted to restate the Union’s purpose in the Civil War after the very
important battle . The war was a fight to preserve the Union . Lincoln wanted people
to know that the soldiers buried in the new cemetery had died to save a great nation .
The speech Lincoln wrote has become one of the most famous speeches in American
history . The Gettysburg Address is just 268 words long . It took only two minutes for
Lincoln to deliver the speech . But in that time, he redefined the Civil War .
In the address, Lincoln quoted the Declaration of Independence . He reminded people
of the country’s founding principles of liberty and equality . He said the Civil War was
a test . It was a test to see if a nation founded on such principles could survive .
The final line of the Gettysburg Address was a call to action . Lincoln asked people
to commit themselves to the cause for which the soldiers at Gettysburg had died . He
urged them to finish the great task so that “government of the people, by the people,
for the people” would not disappear or “perish from the earth .”
The audience was silent during Lincoln’s speech . Their silence made Lincoln
wonder if the speech was a failure . But when Lincoln finished, the crowd of 22,000
people burst into applause . The famous orator Edward Everett, the event’s main
speaker, complimented Lincoln . He wrote, “I should be glad if I could flatter myself
that I came as near to the central idea of the occasion in two hours as you did in
two minutes .”
The Battle of Gettysburg was a turning point in the Civil War . And the Gettysburg
Address was a turning point in American history . The Union’s goal in the war was
clearer than ever before . Northerners were not simply fighting to keep the Union
together . They were fighting for liberty, justice, and equality . They were fighting to
save democracy .
#18275—Primary Sources: Abraham Lincoln
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© Teacher Created Materials
Activities Using Primary Sources
Reward Poster
Crime and Punishment
Standard/Objective
• Students will know the basic values and principles that Americans share. (McREL)
• Students will demonstrate an understanding by creating a wanted poster that updates the
technology used, amounts of rewards offered, and other details of the manhunt for the conspirators
in Lincoln’s assassination.
Materials
copy of the facsimile Reward Poster; copies of the historical background information (page 68); copies
of the Modernize the Manhunt activity sheet (page 69); copies of Reward Poster (page 70); poster
boards for each student; art supplies; for optional use, copies of the student glossary (page 89)
Discussion Questions
• What feature of this poster got your attention first?
• What deal is being offered on the poster? Who is offering the deal?
• How is this poster different from modern-day reward posters?
Using the Primary Source
Display the facsimile Reward Poster. Ask students the discussion questions above. Explain that U.S.
Secretary of War Edwin M. Stanton had this wanted poster created soon after Lincoln’s assassination.
Stanton quickly organized a successful manhunt for the killers.
Distribute copies of the historical background information (page 68) to students. Read the text aloud
as students follow along. Make a three-column-by-ten-row chart on the board or chart paper. Label
the columns Name, Crime, and Punishment. Have students work in small groups to reread the text.
For reference, there is a student glossary (page 89). Distribute a sheet of paper to each group and
ask students to copy the chart from the board. Ask each group to complete the chart with facts from
the text. As a class, discuss each group’s facts and record them on the board. Point out that there are
inaccuracies in the poster, such as the misspelling of Herold’s and Surratt’s names.
Next, distribute copies of the Modernize the Manhunt activity sheet (page 69) and copies of the Reward
Poster (page 70) to students. Explain that students will work in their small groups to modernize the
manhunt for the conspirators in Lincoln’s assassination. They will create a wanted poster that updates
the technology used, amounts of rewards offered, and other details of the manhunt. Give each group a
poster board and art supplies. Display the completed posters around the room.
Extension Idea
Have students compare and contrast Lincoln’s assassination with the assassinations of other
U.S. presidents. Have students present their findings in the form of a podcast or blog.
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#18275—Primary Sources: Abraham Lincoln
Activities Using Primary Sources
Reward Poster
Crime and Punishment (cont.)
Historical Background Information
President Abraham Lincoln was assassinated on April 14, 1865 . He and his wife
were watching a play at Ford’s Theatre in Washington, DC . A man snuck up behind
Lincoln and shot him in the head . Lincoln died the next morning .
U .S . Secretary of War Edwin M . Stanton immediately brought order to the chaos . He
set up an office in the house where Lincoln lay dying . He sent and received official
telegrams, took statements from witnesses, and ordered soldiers to find the assassin .
The assassin was John Wilkes Booth, a well-known actor and Confederate supporter .
But Booth did not act alone . He was part of a group of Southerners plotting against
the Union . David Herold, Lewis Powell, Samuel Arnold, George Atzerodt, Edmund
Spangler, Michael O’Laughlen, Dr . Samuel Mudd, Mary Surratt, and her son, John
Surratt Jr ., were all part of the conspiracy .
The group initially planned to kidnap Lincoln . They wanted to hold him as ransom
for the release of Confederate prisoners of war . But when it became clear that the
South would lose the war, they changed their plans . In his diary, Booth wrote,
“Our cause being almost lost, something decisive and great must be done .” The
conspirators decided to assassinate President Lincoln, Vice President Andrew Johnson,
and Secretary of State William Seward . These were the top three officials in the U .S .
government . But the events of April 14 did not go as planned .
While Booth was at Ford’s Theatre, conspirators Lewis Powell and David Herold went
to the home of William Seward . Powell stabbed Seward twice . Seward was injured,
but survived the attack . George Atzerodt was supposed to assassinate Vice President
Andrew Johnson . He went to a bar to muster his courage . He never carried out
his plan .
Police quickly uncovered the plot and identified the conspirators . On April 17, they
arrested Mary Surratt, Powell, Arnold, O’Laughlen, and Spangler . On April 20,
they arrested Atzerodt . Four days later, police arrested Mudd . He had given Booth
medical care while Booth was in hiding .
Union soldiers tracked Booth and Herold to a barn in Virginia on April 26 . Herold
surrendered, but Booth refused . The soldiers set fire to the barn . When Booth tried to
escape, a Union officer shot him in the neck . Booth died the next day .
O’Laughlen, Mudd, and Arnold were sentenced to life in prison . Spangler was
sentenced to six years in prison . Mary Surratt, Powell, Herold, and Atzerodt were
hanged in Washington, DC, on July 7, 1865 . John Surratt Jr . was arrested more than a
year after the crime . His trial resulted in a hung jury, and he went free .
#18275—Primary Sources: Abraham Lincoln
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© Teacher Created Materials
Activities Using Primary Sources
Reward Poster
Name__________________________________________________Date
______________________
Modernize the Manhunt
Historical Background Information
President Abraham Lincoln was assassinated on April 14, 1865. Immediately after the shooting, U.S.
Secretary of War Edwin M. Stanton brought order to the chaos. He sent and received official telegrams,
took statements from witnesses, and ordered soldiers to find the assassin. Police quickly uncovered the
assassination plot and identified 10 conspirators. Most of the conspirators were quickly captured.
Activity
Directions: Answer the questions below. Use your answers to help you design a modern-day
wanted poster.
1. What modern technology is available to help people report information?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. How much money will be offered as a reward for each conspirator?
________________________________________________________________________________
3. What other details or pictures will you include on your wanted poster?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Challenge
Write and perform a skit that shows how Lincoln’s manhunt would be different if it
happened today.
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#18275—Primary Sources: Abraham Lincoln
Activities Using Primary Sources
Reward Poster
Source: The Library of Congress
Reward Poster
#18275—Primary Sources: Abraham Lincoln
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© Teacher Created Materials
Document-Based Assessments
Name _________________________________________________
Date _____________________
Source: The Library of Congress
Two Different Futures
Directions: This 1864 political cartoon shows what would happen if Lincoln won the presidency and
what would happen if General George McClellan won the presidency . Study the cartoon, and then
answer the questions below .
1. WhatdoestheartistseeasthefateofthenationifMcClellanwinstheelection?IfLincolnwins?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. Whichcandidatedoestheartistsupport?Howdoyouknow?
_______________________________________________________________________________
_______________________________________________________________________________
3. Whatisthemessageofthispoliticalcartoon?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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#18275—Primary Sources: Abraham Lincoln
Source: The Library of Congress
Lincoln Delivering
the Gettysburg Address
Historical Background Information
On November 19, 1863, President Abraham Lincoln was asked to speak at the dedication of the new
Soldiers’ National Cemetery in Gettysburg, Pennsylvania. The speech he gave is one of the most famous
speeches in American history. The Gettysburg Address was short but powerful. Lincoln quoted the
Declaration of Independence. He reminded people of the country’s founding principles of liberty and
equality. He redefined the war. He made it clear that the Northerners were not fighting to force the rebel
states back into the Union. They were fighting to save democracy itself.
Analyzing History
Historical Writing
Remembering
Write about the Who?, What?, Where?, When?,
and Why? of the Gettysburg Address.
Fiction
Imagine that you were in the audience for
the Gettysburg Address. Write a first-person
account of the event.
Understanding
How did Lincoln redefine the Civil War in the
Gettysburg Address?
Applying
Imagine you are a publisher who plans to sell
copies of the Gettysburg Address. Create a cover
for the published pamphlet.
Analyzing
Write three adjectives that describe the mood the
artist was trying to portray in the illustration.
Evaluating
How do you think the 1905 illustration of Lincoln
giving the Gettysburg Address might differ from
a photograph taken that day in 1863? Explain
your ideas.
Nonfiction
Why is the Gettysburg Address one of the most
famous speeches in American history? Write an
essay to explain its importance.
History Challenge
Find other illustrations of Lincoln giving the
Gettysburg Address. Compare and contrast
the illustrations with the 1863 photograph of
the event.
Creating
Design one symbol to show the Union’s purpose
before the Gettysburg Address. Design another
symbol to show the Union’s purpose after the
Gettysburg Address.
© Teacher Created Materials
#18274—Primary Sources: Abraham Lincoln
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