This is the Scope and Sequence of what we covered during the Spring 2008 semester. 

 

Lesson Plan 1:

Topic:  “Do You Know a Boy Named Abe?”

Objective: 

When given facts about Abe Lincoln’s early life, third grade students will be able to fill in the blanks with correct answers and fill out the Lincoln family tree. 

Purpose:

To introduce students to the Abraham Lincoln by providing them meaningful background information about his life and family.

Procedures:

  1. Read, as a group, sections of the Abraham Lincoln biography book (pages 1-4, 25).  Discuss key points covered in book.
  2. Group will fill out fact sheets and discuss the answers
  3. Students will each fill out the Lincoln family tree, as discussed in class, individually but as a group.
  4. Students will be given a blank grid sheet which they will use to create their own word search puzzle using the answers from their fact sheet.

 

Lesson Plan 2:

Topic:  “Lincoln’s Path to Presidency”

Objective:

When given key events and dates of Lincoln’s history, third grade students will demonstrate their ability to sequence historical events through a pictorial and written timeline.

Purpose:

For students to understand how much hard work and dedication goes into one becoming president, especially an informally educated boy from the “wilderness”.  Also for students to understand the personal characteristics that Lincoln possessed which helped him become such an honorable president. 

Procedures:

  1. Group will listen to a story of Lincoln’s achievement that led him to his election as president.
  2. When each major point is covered, each student will take a strip of paper with the event printed on it and glue it to their personal, written timeline in correct order.
  3. When the timeline and story are completed, the group will assemble a visual timeline using pictures that correspond to the event and date.
  4. To conclude, students will write down what they felt was the most important thing Abe Lincoln accomplished before becoming president and three qualities which he possessed that helped him be a successful president.

 

Lesson Plan 3:

Topic:  Lincoln Helped Free the Slaves:  Guess What Else?

Objective:

When given letters about Lincoln, third grade students will be able to point out the important things that Lincoln did during his presidency so they will be able to make a mobile of the important achievements during Lincoln’s presidency.

Purpose: 

To help students understand and be able to relate his accomplishments during his presidency to present day.  Students will be able to see how they have helped shaped our country.

Procedures:

  1. Each student will receive a copy of a letter written for the third-graders by “Abe’s biggest fan”. 
  2. Teacher will read the letter aloud and students will highlight the important pieces of information contained in the letter.
  3. Group will discuss each piece of information that was highlighted.
  4. Students will be given five small pieces of paper with the important accomplishments already written on them.
  5. Students will create a mobile using the paper pieces, a plastic hanger and yarn.  The mobile will illustrate his important accomplishments. 

 

Lesson Plan 4: 

Topic:  “From Farms to Factories”

Objective: 

When given correct statistics, students will create an equation chart illustrating the changes of the American work force after the civil war.  Students will also participate in a social class game to further their comprehension of the differences in lifestyle and wage-earnings between people in low, middle and upper classes of this time. 

Purpose:
For students to understand  how people made a living around the time of the Industrial Revolution, and what exactly was required for this shift in the American workforce. 

Procedures:

  1. Lesson will begin with a discussion comparing the populations of Charleston, IL, Chicago, IL and the State of Illinois of the years 1860, 1960 and 2008.  Students will be shown a graph which shows the differences of population of these places during these years.
  2. Students will be given an “equation sheet” which they will use to discover that the strong increases of population in urban communities require a shift of work force. 
  3. Students will then be separated into pairs and each pair will be handed a “social class baggie” at random.  Each baggie contains a description of the life and wages of a typical person in the lower, middle or upper class during the industrial revolution.  They will also contain Monopoly money adding up to the wages listed in the baggie and a picture of their working conditions.
  4. Students will study the contents of their baggies then share their “social class” with their peers.
  5. Students will have a discussion and compare the differences between the social classes. 

 

Lesson Plan 5

Topic:  “History of Money”

Objective:

Students will read the “History of Money” conversation to learn about how currency was used after and during the civil war to be able to complete a money worksheet and a money definition worksheet. 

Purpose:

For students to understand that while money has changed very much over the years, it has always been around and is important to our lives. 

Procedures:

  1. Each student will have a copy of a fictional conversation based accurately on the history of money in the US.
  2. Students will be assigned to read parts of the conversation.
  3. Group will read the conversation while highlighting and discussing vocabulary words and key ideas. 
  4. After conversation, group will look at pictures of different currency throughout time and actual currency used today, while discussing each piece.
  5. Students will complete a vocabulary worksheets and a series of questions based on the conversation. 

 

Lesson Plan 6

Topic:  “Economy of Reconstruction”

Objective: 

When presented with facts and data about the economic situation facing Southern farmers and freed slaves after the Civil War (Reconstruction period), students will demonstrate their ability to use facts and data to create a graph and draw comparisons. 

Purpose:

For students to differentiate between the states of Southern Farms before and after the Civil War, especially in terms of reconstruction.  Students will understand that while conditions for freed slaves and southern farmers after the Civil War were not especially great in terms of finances, they were a better option to slavery. 

Procedures:

  1. Students will look at pictures of Charleston, SC before and after the civil war to make predictions on the ramifications of the war on the economy.  They will also look at a picture of refugee slaves to make the same prediction.
  2. Students will discuss the success and downfall of the Southern US farming economy throughout the civil war and define key vocabulary words. 
  3. Group will create a line graph showing the value of Southern farms from 1850-1900.
  4. Students will discuss sharecropping and define key vocabulary words.
  5. Group will create a sharecroppers budget chart to discuss and prove how much money a sharecropper had to support his family.
  6. Students will compare the occupations of sharecroppers and Southern farmers.  They will compare sharecropping to slavery and draw conclusions.    

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