Team 4 Abraham Lincoln lesson plans!

I. Abraham Lincoln's Life and Childhood

Christina Tauber

Block II: Project WOW Week 1

January 31st, 2008

Dr. Barford

Grade Level: 3rd Grade

Subject: Social Studies

Concept: Learning about Abraham Lincolns Childhood.

Target Audience: A small group of 3rd graders.

Time Frame: 50 Minutes

  1. Title: What happen during Abraham Lincoln’s childhood?  How did Abraham Lincoln live his life?
  2. Broad Goals:
    1. Cognitive Goal: The cognitive goal for the children is learning knowledge about Abraham Lincoln’s childhood and life.  In addition the children will understand Abraham Lincoln’s place during this time and his contributions.
    2. Affective Goal: The affective goal for the children will be a growing appreciation for Abraham Lincoln’s childhood and life.  They will be able to have fun with worksheets, stories, and creating a book.
  3. Standards:
    1. Illinois Learning Standard: 16.A.2b Compare different stories about a historical figure or event and analyze differences in he portrayals and perspectives they present.
    2. National Learning Standard: NSS-USH.K-4.3 The history of the United States: Democratic principles and values and the people from many cultures who contributed to its cultural, economic, and political heritage.
  4. Lesson Objective: The third grade social studies class will demonstrate their grasp of the knowledge of Abraham Lincoln’s Childhood and life, so when given information about him they can clearly state the facts with in the worksheets given.
  5. Materials:
    1. Teacher: Worksheets, examples, answers, story of childhood, and “Honest Abe”
    2. Students: Pencils, Colored Pencils, and Brain J!
  6. Resources:    
    1. Abraham Lincoln for Kids: His Life and Times with 21 Activities By Janis Herbert.
    2. Lincoln: A Photobiography By Russell Freedman
    3. Portrait Life of Lincoln By Francis Trevelyn Miller
  7. Focusing Activity: Introduce ourselves, introduce our topic and what we learn and start out with our first story about Abraham Lincoln.
  8. Purpose of lesson: By starting out with this project the children will jump into the topic and start the learning right away.
  9. Instruction and Ideas:
    1. Read Abe childhood story.
    2. Have children draw picture in book of how Lincoln would look at their age.
    3. Have each child write 5 facts from the story on the back of the page.
    4. Start next page, a worksheet about Abe’s life.
    5. Each child will get a card to read about Abe’s life.  This also includes the “Honest Abe” story.
    6. As the children read, the worksheets will be filled out.
    7. Start next page. Find words in crossword puzzle.
    8. Discuss why these words are important.
    9. Start next page.  Geography Map. Here the children will locate…

                                                              i.      4 rivers that are important for our topic.

                                                            ii.      Abe’s birth place and where he grew up

                                                          iii.      We will also start talking about Native American tribes in the area.

    1. If there is time left the children can color the front cover of their booklets and I will ask them more questions about Abe.
  1. Modeling and Guided Practice:
    1. I will have examples of what I have created in my book, but may not show them till the end.  I want to see what they come up with first.
    2. We will be going through the stories and the worksheets together as a group, this way I can help guide them through all of the learning.
  2. Conclusion:
    1. “Now that you have finished all of your worksheet I would like you to color the front of your book.”  This is our cool down project.  If there is extra time left over we will look at book about Abe.


 II. Abraham Lincoln and Family

Kristi McGary

Block II-3rd Grade

Dr. Barford

February 7, 2008

 

Grade Level:  3rd Grade

Subject:  Social Studies

Concept:  Learn and understand Abraham Lincoln’s family members & his childhood

Target Audiences: A small group of 3rd Graders

Time Frame: 45 minutes

 

I.          Preparing to teach

            a. Goal:  Learn about Abe Lincoln’s family members and his childhood

i..  Illinois Leaning Standard:  16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present.

ii.  National Learning Standard:  NSS-USH.K-4.3  The history of the United States:  Democratic principals and values and the people from many cultures who contributed to its cultural, economic, and political heritage.

 

b.  Objective:  The third grade social studies class will demonstrate their grasp the knowledge of Abraham Lincoln’s childhood and family members, so when given information about him they can clearly state the facts with in the materials given.

            c.  Materials: 

                        i.  Teacher

                                    1.  Worksheets

                                    2.  Photos of the Lincoln family

                                    3.  Photos of life in a log cabin

                                    4.  Story about Abe Lincoln

                                    5.  Posters of each family member

                                    6.  Dry erase marker

                                    7.  Tape

                        ii. Students

                                    1.  Pencils

                                    2.  Abe booklets

                                    3.  Glue

            d.  Resources

i.  “Abraham Lincoln Research Site” http://home.att.net/~rjnorton/Lincoln81.html

ii.  “Abraham Lincoln’s family”  http://www.rickwalton.com/lincoln/line572.html

iii.  “Life in a log home”  http:// www.campsilos.org/mod2/teachers/r3.shtml

II. Instructional Sequence

a. Focusing Activity:  Greet the students, introduce the topic of family, have children view pictures of the Lincolns

b. Purpose:  By starting out with this project the children will jump into the topic and start learning right away.

            c. Instructional Input:

                        1.  Introduce pictures of the family members of Abe Lincoln

                        2.  Have children paste a picture of each family member on the given pages of their booklets while hearing facts about that given
                             family member

3.  Get the children involved by having them volunteer to write a fact about that given family member on the poster

4.  Discuss many interesting facts that we learned about the members of the Lincoln family

                        5.  Discuss log cabins

                        6.  Talk about how life was different then and now

                        7.  Distribute log cabin worksheets (look for something more authentic)

                        8.  Distribute a given object to each child

                        9.  Have the children go around the room and discuss if that given object   would exist in a log cabin

                        10.  Close with a story about Abe Lincoln

            d. Modeling

i. I will have examples of the family member worksheets that I have completed.  I will also have an example of the activity concerning log cabins.

            e. Checking for understanding

i. I will be asking the children questions through the lesson, and asking them for their point of view on the topics.

            f. Guided practice

i. We will be going through the worksheets together as a group, this way I can help guide them through all of the learning material.

            g. Independent practice

i. At the end of the lesson I will ask them about a few facts about the family of Abraham Lincoln to see if they remember what they have learned.

 

III. Closure

a. “Now that you have finished your worksheets, I would like to read you a story about the life of Abraham Lincoln.”  This is time to relax and reflect what we have learned.

 

IV. Evaluation

            a. Student Objectives:

i. I will evaluate the students based on how they worked in their group and how well they completed the worksheets given.  Also participation will be valued.

            b. Teacher Objectives:

i. While the children are completing the worksheets, I will evaluate the clarity of my instruction of the lesson by seeing how well the students grasp the given material.

 
III. Abraham Lincoln's Life and Native Americans

Christina Tauber

Block II: Project WOW

February 14th, 2008

Lesson Plan Week 3

Grade Level: 3rd Grade

Subject: Social Studies

Concept: Reviewing Abraham Lincoln’s life and learning about rivers and Native Americans during that time. 

Target Audience: A small group of 3rd Graders

Time Frame: 50 Minutes

  1. Title: Who is Abraham Lincoln?
  2. Broad Goals: The major goal for week 3 is to review material already learned about Abraham Lincoln’s life, contributions, family, and hobbies.  Also, this week I will introduce new water areas during that time and Native Americans.
    1. Cognitive Goal: The cognitive goal for the children is thinking back on the past lessons and remembering things about Abe’s life and introducing new knowledge about rivers and Native Americans during that time. 
    2. Affective Goal: The affective goal for the children will be growing appreciation for Abe’s life while playing a game.  They will be able to have fun and learn at the same time.                                                                                                                                       
  3. Standards:
    1. Illinois Learning Standard: 16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present. 
    2. National Learning Standard: NSS-USH.K-4.3 The history of United States: Democratic principles and values and the people from many cultures who contributed to its cultural, economic, and political heritage.
  4. Lesson Objective: The third grade social studies class will demonstrate their grasp of the knowledge about Abraham Lincoln’s life, so when given questions throughout a game they can clearly state facts and answer with prior knowledge. 
  5. Materials:
    1. Teacher

                                                              i.      Abraham Lincoln Game: Who is Abraham Lincoln?

1.      timeline poster, timeline stickers, timeline model,  game pieces for floor (36 all together), River map, river stickers, Worksheets, answer sheets, model sheets, and dice

                                                            ii.      Lesson Plan

                                                          iii.      Answer sheet

    1. Students

                                                              i.      Pencil

                                                            ii.      Brain

  1. Resources: (NOT READY YET!!!  Lots of Material, included game I invented and Worksheets to go with it. )
  2. Focusing Activity:  My focusing activity will be a discussion with the class, while my partner sets up the game.  We will be discussing and reviewing all that we have learned in the last two weeks.  This will lead us into the game.  Questions during this part will be about his family, childhood, and occupations. 
  3. Purpose of lesson: My purpose of the lesson is to help the children understand and refocus on Abraham Lincoln’s life in a fun and exciting way.  The children will be re-learning information to really help them understand the material.  Also, the children will be introduced to water areas during that time and Native Americans. 
  4. Instruction and Ideas:
    1. My lesson will be a game that will last almost all of the class.  This game will involve the children getting up out of their chairs to participate.  I feel this will help them energy wise, because sometimes I feel this is a problem with our group.  Half the group has energy and the other half does not.  I also feel this will help the students talk more and feel more comfortable with us (teachers) and others in the group.
    2. In a nutshell my game is set up kind of like monopoly or life where the kids have to get to each square.  But set up all over the hall in real life.  The children must skip to each box after they roll the dice.  Each box will be a different color, 6 colors in all. Each color stands for a different topic.

                                                              i.      Red – Questions about Abe’s Childhood.

                                                            ii.      Blue – Questions about Abe’s Family.

                                                          iii.      Green – Questions about Abe’s Hobbies.

                                                          iv.      Yellow – Introduction to water, here kids will add a river to the geography map. 

                                                            v.      Black – Abe’s Worksheets, here kids will do a short worksheet to add into their books.

                                                          vi.      White – Introduction to Native Americans. 

    1. If the children get an answer to the questions right they put up one part of the time line until the time line is finished.  This child will then put up his or her initials next to the time line.  That shows how many points they have. 
    2. After the children will get a time line to put into their books.
  1. Modeling and Guided Practice:
    1. Modeling: The teachers doing the game with the children and answering questions will be the modeling part, As well as filling out the worksheets with the children. I will have examples with me for the worksheets. 
    2. Guided Practice: The guided practice will be listening to the children during the game and focusing on their answers. 
  2. Conclusion: For my conclusion we will finish up by discussing the newly introduced topic of rivers and Native Americans and get their thoughts, while we work on the time line. 

 

 IV. Abraham Lincoln and the Black Hawk War

Christina Tauber

Block II: Project WOW

February 21st, 2008

Lesson Plan Week 4

Grade Level: 3rd Grade

Subject: Social Studies

Concept: Learning about Native American groups during Abraham Lincoln’s time, and a focus on the Sauk tribe and Black Hawk War. 

Target Audience: A small group of 3rd Graders

Time Frame: 50 Minutes

  1. Title: What happened during the Black Hawk War?  How was Abraham Lincoln involved? 
  2. Broad Goals: The major goal for week 4 is to learn about the Sauk Indian tribe, Chief  Black Hawk, and the Black Hawk War.  During this lesson we will read stories about this time, work on worksheets to discuss Abraham Lincoln’s involvement in this war, and study a map of where this tribe was located.
    1. Cognitive Goal: The cognitive goal for the children is learning new knowledge about the Sauk Indian tribe, Chief Black Hawk, and the Black Hawk War.  In addition, the children will understand Abraham Lincoln’s place during this war and his contributions.
    2. Affective Goal: The affective goal for the children will be growing appreciation for Abe’s life and contribution in the Black Hawk War, the Sauk tribe and its history.   They will be able to have fun with worksheets and stories and learn at the same time.                                                                                                                                       
  3. Standards:
    1. Illinois Learning Standard: 16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present. 
    2. National Learning Standard: NSS-USH.K-4.3 The history of United States: Democratic principles and values and the people from many cultures who contributed to its cultural, economic, and political heritage.
  4. Lesson Objective: The third grade social studies class will demonstrate their grasp of the knowledge about Abraham Lincoln’s life and the Sauk tribe, so when given questions in worksheets throughout the story they can clearly state facts and answer.
  5. Materials:
    1. Teacher

                                                              i.      Geography Map

                                                            ii.      Story of Sauk Tribe, Chief Black Hawk, and the Black Hawk War.  Written By Christina Tauber.  

                                                          iii.      Worksheets to go with story. 

1.      Chief Black Hawk coloring page

2.      Last Quiz Sheet

    1. Students

                                                              i.      Pencil

                                                            ii.      Brain

  1. Resources:
    1. Efflandt, Lloyd H.  Lincoln And The Black Hawk War.  Illinois: Rock Island Arsenal Historical Society, 1992. 
    2. Chief Black Hawk Worksheet from Social Studies Packet.
    3. Information from
  2. Focusing Activity:  My focusing activity will be a discussion or a review with the class over some geography last week.  We will be reviewing were Indian groups were located on our geography map.   This will lead us into our book activity, the main activity for the day.   By questions the students during this first portion I will learn how much the children already know about the topic and lead them into the main theme for the day. 
  3. Purpose of lesson: My purpose of the lesson is to help the children understand how the Indians were treated during the 1800’s.  The children will gain knowledge about the Sauk tribe as well as its history.  Since the main focus of our project WOW group’s is Abraham Lincoln, the children should have a good grasp of Abraham Lincoln’s contribution to the Black Hawk War. 
  4. Instruction and Ideas:
    1. The students will be arranged to sit in a circle and put all books and papers under their chair.
    2. The students will each take turns reading the pages out of the Black Hawk Book.
    3. At each page we will discuss what was understood from the page and what could happen next. 
    4. When the group has finished reading the book, worksheets about the book will be complete with teacher guidance.
    5. Last the group will take a short quiz and color a picture. 
    6. If there is any time left over the children will finish coloring the front page of their Lincoln books.
  5. Modeling and Guided Practice:
    1. Modeling:  The Teacher will be filling out the worksheets while the children answer the questions.  
    2. Guided Practice: The teachers guiding the children through the worksheets as well as filling out the worksheets.  
  6. Conclusion: The teacher and students will finish up by working on a quiz and coloring in their picture of Chief Black Hawk. 

V. Abraham Lincoln and the Westward Expansion

Lauren Gatto

Block II.: Project WOW

March 6, 2008

Lesson Plan: Team 4

Grade Level: 3rd Grade

Subject: Social Studies

Concept: Learning about the westward expansion during Abraham Lincoln’s time from the 1803- onward, and looking closely at where we were as a country at this very important time in American History,

Target Audience: Small group of third graders

Time Frame: 40-50 minutes

  1. Title:  The Westward Expansion during Abraham Lincoln’s life, and how it affected Native Americans.

 

  1. Broad Goals: The main goal for this lesson is to learn about the Westward Expansion and understand how it affected our country as a whole.

 

a)      Cognitive Goal: The cognitive goal for this lesson is; for students to know how our country expanded and how it came to be during this important time in U.S history.

 

b)      Affective Goal: The affective goal for this lesson will be that the students will understand what our ancestors did to expand our great country, and they will be more aware and compassionate for the Native Americans at this time.

 

3.   Standards:

1.      National Learning Standard: (NSS-III-i) People Places and Environment. Describe the ways that historical events have been influenced by, and have influenced, physical and human geographic factors in local, regional, national and global settings.

2.      Illinois Learning Standard: (17.C.2b) Describe the relationships among location of resources, population distribution and economic activities (e.g., transportation, trade, communications).

 

4.   Lesson Objective: When given information on the westward expansion, third grade students will demonstrate their knowledge of the subject by completing required worksheets, and be able to explain what they had just learned.

 

5. List Materials:

a)      Teacher

                                                         i.            Indians of North America Map (National Geographic)

                                                       ii.            Xerox copies of various maps

                                                      iii.            Copies of photographs

                                                     iv.            Information sheet

                                                       v.            Worksheets

 

      b)   Students

                                                         i.            Pencil boxes

                                                       ii.            Folders

 

6.  Resources:

a) Baicker, Karen. (2002). Primary Sources for Teaching Kit: The Westward Movement. USA: Scholastic.

 

b) Collins, James L. (1993). Settling the American West. New York/Chicago/London/Sydney: Franklin Watts

 

c)   Lobb, Nancy. (1997). 16 Extraordinary Native Americans.  Sacagawea Shone Interpreter and Guide (18-22). Chief Joeseph Nez Perce Chief (29-33). Portland, Maine: J. Weston Walch.

 

d) Martin, Hayley. (2008). The National Road

Website: http://www.nationalroad.org/History.htm

 

e)   McNesse, Tim. (1993). Western Wagon Trails. New York: Crestwood House

 

f)    McAlpine, Jim; Weincek, Betty; Jeweler, Sue; Finkbinder and Marion, (1999). Westward Expansion-American History-. Hawthorne, New Jersey: Educational Impressions, Inc.

 

g)   Trinklein, Mike and Boettcher, Steve. Oregon Trail, Gold Rush, Trial Blazers.

Website: http://www.isu.edu/~trinmich/Oregontrail.html

 

            h)   (2001). -Primary Sources- Westward Expansion. Teacher Created Materials. Primary Sources: Exploring History 


7. Focusing Activity:

      Good Morning third graders, (response) “I know it has been a long time since we have meet for out Lincoln Lessons, but can anyone tell me what we learned about when Miss. Tauber taught?

We learned about

·       The Sauk Indian Tribe

·       Chief Black Hawk

·       Black Hawk War

(Wait time for students to remember and discuss)

 

“Today, we are going to look at these photographs from the 1800’s. I want you to look at them and think of one question you have about this picture.”

 

Once this is completed, “today we are going to be talking about the Westward Expansion” (probably they already figured that out!) Then ask the students if they know what this is or anything about it.

 

 8.  Purpose for the Lesson:

Ask the students “Why this is such an important time in U.S history?”

 

We are going to learn about many different things today, first we will look at the National Road, the Louisiana Purchase, Explorers of the New West, the Oregon Trail, then Important Indians of this time.

 

We have lots of interesting materials to explore today so let’s get started!

 

9. Instruction:

A rating worksheet will be passed out prior to beginning the core of the lesson, in order for students to decide which path they would take and why and the end of the lesson.

 

The National Road

a) The teacher will provide the students with background knowledge of the National Road

 

b) Then, we will look at map of where the national road is located

 

The Louisiana Purchase

a) Together we will be looking at a map of the Louisiana Purchase Territory. We will discuss things like when did Illinois become a state (1818), what states are in this territory and not established yet.

 

b) We will look at the Louisiana Purchase Document and the teacher will give background knowledge. The students will then complete a worksheet to evaluate the document provided.

 

Explorers of the West

a) Can anyone tell us a great explorer during this time? (It is ok if they don’t know) Lewis and Clark are the most common/ well known explorers. Give Background information.

 

b) Let them look at the photographs of both Lewis and Clark to familiarize themselves with who these men were. As well as the map of the route they took to find new land for trading.

 

Oregon Trail

a) The students will be asked if they have ever played Oregon Trial on the computer. Do they know what it is? Then the students will be given background information on the Oregon Trail.

 

b). A map will then be provided to show how these pioneers made it West

Important Indians

Sacagawea

·       Background information: Helped Lewis and Clark on their journey

·       Was part of the Indian tribe the Shoshones

 

Chief Joseph

·       Background information: Wallowa Valley Indian Tribe

·       Famous Speech: “We will fight no more forever”

 

10. Modeling and Guided Practice

            In order to ensure that all of the material was absorbed into the students’ minds, I will be passing out a short multiple choice/ fill in the blank worksheet to reiterate the material covered that day. When they are finished I would like them to fill out their rating worksheets if they haven’t already done so.

 

11. Conclude the lesson

            We will now go over the worksheet to ensure that all students’s have the correct answers, and completely understand what we learned.  As well as discuss the students’ choice of path on the rating worksheet. To conclude, I would like the students to tell me what the purpose of today’s lesson was… they may say things like “to learn about the West,” “to learn about Indians” etc. 

 


VI. Abraham Lincoln and Immigration

Christina Tauber

Block II: Project WOW

April 17h, 2008

Lesson Plan Week 6

Grade Level: 3rd Grade

Subject: Social Studies

Concept: Diversity, Immigration, and Abraham Lincoln. 

Target Audience: A small group of 3rd Graders

Time Frame: 50 Minutes

  1. Title: What id diversity?  What does diversity have to do with Abraham Lincoln and immigration?
  2. Broad Goals: The major goal for week 6 is to understand what diversity is and what that has to do with Abraham Lincoln and Immigration. 
    1. Cognitive Goal: The cognitive goal for the children is thinking back on things we have learned in school and during past wow project and discuss diversity. They should also be thinking about how diversity links to Abraham Lincoln and Immigration. 
    2. Affective Goal: The affective goal for the children will be growing appreciation diversity in our world, because it is everywhere.                                                                                                                                 
  3. Standards:
    1. Illinois Learning Standard: 18.B.2a Describe interactions of individuals, groups and institutions in situations drawn from the local community.
    2. National Learning Standard: NSS-USH.K-4.3 The history of United States: Democratic principles and values and the people from many cultures who contributed to its cultural, economic, and political heritage.
  4. Lesson Objective: The third grade social studies class will demonstrate their grasp of the knowledge about diversity, so when given a question about Abraham Lincoln or immigration that can correctly link the topics together. 
  5. Materials:
    1. Teacher

                                                               i.      6 different excerpts from the 1850’s about immigration for each child

                                                             ii.      Paper for each child to write their quote on

                                                            iii.      A short story about immigration for the focusing activity

    1. Students

                                                               i.      Pencil

                                                             ii.      Brain

  1. Resources:
    1. http://a614.g.akamai.net/7/614/2201/v001/aetn.download.akamai.com/2201/thc/classroom/learning_lincoln/Lincoln_Study_Guide_8th.pdf
  2. Focusing Activity: A short story about Immigration.  I will have them listen and try to figure out what the lesson is about.
  3. Purpose of lesson: My purpose of the lesson is to help the children make the connection between diversity, Lincoln, and immigration so they can better understand why exactly what diversity is and more about Lincoln. 
  4. Instruction and Ideas:
    1. Provide each student with a copy of the following excerpt from the 1850s and have a student read it aloud to the class. 

                                                               i.      “When the Know-Nothings [a political party] get control, [The Declaration of Independence] will read ‘all men are created equal except negroes and foreigners and Catholics.’  When it comes to this, I shall prefer immigrating to some country where they make no pretence of loving liberty.” --Abraham Lincoln, 1850s

                                                             ii.      6 more good quotes!!!

    1. Have the students suggest their interpretations.

                                                               i.       How do the Know-Nothings feel about diversity? (Background note: The Know-Nothing Party was formed out of fear of the new and increased immigration in the U.S. and was founded on racism and religious bias.  Many members of this party feared job competition, and they expressed their fears by resorting to stereotypes and hatred in their efforts to maintain financial security.)

                                                             ii.      How does Lincoln feel about the Know-Nothings and their political stance?  

                                                            iii.      Why does Lincoln oppose their stance on immigration and the role of African-Americans and Catholics in American society?

                                                           iv.       What does Lincoln’s message say about his view of diversity?

    1. Talk about Emanciplation proclimation

1.       Ask students to write an editorial in which they take a stance either for or against Lincoln’s proclamation. Be sure to have them remember the historical context in which Lincoln lived. They will want to identify the location of the paper their editorial would be published in, and how that would affect their position. After they have completed their editorials, as students to present their stance in an oral presentation of 3 minutes or less. Then, lead the larger class or group in a discussion of how the Emancipation Proclamation relates to diversity in American society.

    1.  Diversity is a life value that can relate to many aspects of social life. There are many kinds of diversity – racial diversity, age diversity, and gender diversity. The effort to achieve women’s rights often went hand in hand with efforts to achieve racial diversity. At times, these two goals were at odds as in the passage of the 14th Amendment which defined the right to vote as a male right. In 1864, the former slave and activist Sojourner Truth went to visit Abraham Lincoln at the White House. At the library, using the Internet, or using the background reading you have provided, have students research the 1864 visit. Ask your students to answer the following questions:
    2. Last the children will write their own quotes about diversity. 
  1. Modeling and Guided Practice:
    1. Modeling: I will have my own quote ready for them to see. 
    2. Guided Practice: Guiding them through the discussion. 
  2. Conclusion: Each child will write their own quote about diversity.  Then we will review old Lincoln Lessons.