Scope and Sequence


Lesson Plan 1:

Topic:  “How did Abraham Lincoln earn money growing up?”

Objective: 

Students will read and learn about how Abraham Lincoln earned money by working many different jobs growing up. Students will understand the relationship between amount of work and money he earned. Students will demonstrate an understanding by choosing which profession they would choose out of those jobs and then write a short paragraph about why they chose the job they did and illustrate it.

Purpose:

Students will learn about jobs Abraham Lincoln had growing up and how he earned money. Students will appreciate the hard work Abraham Lincoln did while trying to support himself and his family. 

Procedures:

  1. Read, as a group, sections of the Abraham Lincoln biography book (pages 7-26).  Discuss key points covered in book.
  2. Students will as a group fill strips of paper with job title and match it to the proper date on the timeline.  
  3. Students will choose one of jobs learned about and then write a short paragraph about why they chose the job they did by illustrating it.

    4.
Example of students work.


Lesson Plan 2:

Topic:  “Why is Abraham Lincoln on the Penny?”

Objective:

Students will read a short story and learn some of Abraham Lincoln’s accomplishments. Students will understand the relationship between amount of work and money he earned. Students will demonstrate an understanding the honor of Abraham Lincoln and create their own penny and decide what symbol they think should be on the back.

Purpose:

Students will demonstrate knowledge of Abraham Lincoln growing up and how he appreciates money. Students will understand the value of money now compared to Lincoln’s day.

Procedures:

  1. Group will listen and read to each other a short story of Lincoln’s accomplishments.
  2. Students will learn about U.S. mint designs and why Abraham Lincoln was chosen to be on the penny.
  3. Students will choose their own design that they think represents Abraham Lincoln and create an alternative back to the penny. 

Lesson Plan 3:

Topic:  What role did the economy play in Lincoln’s day??

Objective:

Students will learn by listening to facts about Lincoln’s journey westward from Kentucky, through Indiana, and eventually settling in Illinois until becoming president of the United States and moving to Washington D.C. Students will learn the term economy by reading its definition and writing the word out on a separate piece of paper and what the word means in their own words. The students will understand the role the economy played in the Lincoln’s decision in moving. The students then identify each location on their individual maps provided and trace the route of Abraham Lincoln’s travels in his early life.

Purpose: 

Students will learn about all the different locations Lincoln lived and the route he and his family took getting there. The students will appreciate the meaning of economy and how it affected these family moves and Lincoln’s life.

Procedures:

  1. Students will read about the Lincoln’s family travels and highlighted information about each location they moved to.
  2. Students will demonstrate knowledge of economy.
  3. Students will write definition of economy in their own words.
  4. Students will fill out map with necessary information.


Lesson Plan 4: 

Topic:  “How were new states made?”

Objective: 

Students will demonstrate knowledge of what made a state a state and how state lines were divided into counties, townships, and cities. Students will demonstrate an understanding of the purpose of taxes.

Purpose:

For students to understand the process states went through to enter the Union. Students will learn about state responsibilities (i.e. paying taxes). Students will also learn about state lines (why some states are big and some are small) and how the states are divided into counties, townships, and cities.

Procedures:

1.      Students will learn the difference between colonies, territories, and states.

2.      Students will demonstrate knowledge of how states are divided into counties, townships, and cities.

3.      Students will play “store” with M&M’s and demonstrate how taxes apply to sales, and how they circulate from consumer to the government.

4.      Students will discuss the expansion of the United States from1776 to 1959. 

5.      Students will color designated new areas of U.S. on map and cut out pieces to create a booklet with the map and caption.


Lesson Plan 5 

Topic:  “From Farms to Factories”

Objective: 

Students will demonstrate knowledge of what happened to industries during the civil war. Students will be able to see the changes that were happening in America, such as, the huge differences between factories in the Northeast (maps) and Thomas Lincoln’s farm here in Coles County.

Purpose:

For students to understand why factories were important during this time. What did they make and who could afford it? Students will learn about who ran the factories while men were at war. Students will learn about cotton mills, John Deer plow, and manufacturers of guns for the war to get a better idea of the economy during Lincoln’s time as president. 

Procedures:

  1. Students will complete a vocabulary crossword and a series of questions based on the conversation. 
  2. Students will participate in Readers’ Theatre about the Civil War and take on roles of the time.
  3. Students will find  Thomas Lincoln’s farm in Coles County and compare it life of factory workers.


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 think what it was like to find a job after the war (both white men/ women and newly freed slaves).

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. Students will discuss sharecropping and define key vocabulary words.
  4. Group will create a sharecroppers budget chart to discuss and prove how much money a sharecropper had to support his family.
    5. <>Students will compare the occupations of sharecroppers and Southern farmers.  They will compare sharecropping to slavery and draw conclusions.   

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