Understanding the Proclamation Through Visuals

A. Lesson Plan Title: Lincoln Who? Separating Myth from History using Primary Sources

B. Lesson Overview: During this lesson, students will examine their own knowledge of Lincoln, myths and facts about Lincoln, and will draw conclusions about Lincoln based on their examination of primary and secondary source materials. Prior to this lesson, students have been studying critical source evaluation and the research process through the Big 6™ method.

C. Goal of the Lesson: Students will develop a better understanding of Abraham Lincoln by using primary and secondary sources to think about the accuracy of myths about Lincoln.

D. Objectives:

Students will become aware of myth and truth surrounding Lincoln.
Students will evaluate sources critically and draw conclusions.
Students will work with primary sources to increase their understanding of Lincoln
Students will make connections between their own experiences and individuals and events important in Illinois/U.S. History.

E. Investigative Questions:

Who was Lincoln? What do we already know/assume?
How can we separate our assumptions from reality?

F. Primary Sources Learning Practices:

1. Analysis method: Worksheet and librarian to guide inquiry

2. Inquiry-based learning: Students will work together to gather information, examine the primary sources, and demonstrate their understanding in discussion
.
3. Use of primary sources: Students will view, contemplate and manipulate primary sources to better understand the Lincoln of myth and history.

G. Time: 2-4 half-hour class periods

H. Recommended Grade Range: Grades 4-6

I. Subject: Library Information Literacy Instruction, Social Studies

J. American Memory Era:

National Expansion and Reform, 1815-1860 and Civil War and Reconstruction, 1861-1877

K. Standards Addressed:

American Association of School Librarans Standards
1.1.6 Read, view, and listen for information presented in any format (textual, visual, media, digital) in order to make inferences and gather meaning.
2.2.3 Employ a critical stance in drawing conclusions by demonstrating that the pattern of evidence leads to a decision or conclusion.
1.1.9 Collaborate with others to broaden and deepen understanding.
Illinois State Social Studies Standards
16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.
16.D.2c Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States.
14.F.2 Identify consistencies and inconsistencies between expressed United States political traditions and ideas and actual practices (e.g., freedom of speech, right to bear arms, slavery, voting rights).

L. Materials Used:

1. Primary Source Set Theme: Abraham Lincoln

2. Objects and Rationale:

The primary sources, including images and documents about Lincoln, were chosen to illustrate Lincoln’s life and to help students differentiate myth from reality and judge truth about Lincoln.

3. Analysis Tools:
Worksheets attached to this plan are used to guide student analysis. Oral guidance is also provided by the librarian.

M. Additional Resources Used:

Aylesworth, Jim. Old Abe Lincoln. New York: Scholastic, 2009.
Cohn, Amy L. and Suzy Schmidt. Abraham Lincoln. New York: Scholastic, 2002.
Fleming, Candace. The Lincolns. New York: Schwartz & Wade, 2008.
Harness, Cheryl. Abe Lincoln Goes to Washington. Washington, D.C.: National Geographic Society, 1997.
Available copies of the works of Robert Burns, Shakespeare, and the Bible.

N. Description of Procedure:

Before the lesson: Students will have discussed the difference between primary and secondary sources and the limitations of each.

Day One/Two: activate prior knowledge: What do we know about Abraham Lincoln?

Brief discussion of myth and history
Students have time to brainstorm about A.L. in groups. They may draw pictures of Lincoln, or list things that they connect with Lincoln. These are shared with the larger group and listed on the board/screen.
Librarian reads a Lincoln book (a secondary source) to remind students of further knowledge (book choice depends on the prior knowledge and abilities of the class). More information about Lincoln is added to the board.
Class discusses myths and history, and how what we "know" can sometimes be limited or even wrong.
Students may select books about Lincoln to check out.

Day Two/Three/Four: Primary Sources

Librarian recaps secondary and primary sources, and invites students to draw conclusions about Lincoln based upon sources.
Students circulate among tables that contain reproductions of primary sources (some with transcripts) to think more about Lincoln and how myth and history coincide or differ, guided by worksheets.
Table 1: The Lincoln of Myth
Table 2: Lincoln’s Writing
Table 3: Lincolns Education
Table 4: Lincoln in Pictures
Table 5: Emancipation
Students will return to the large group and share what they have learned. This information will be added to (or used to correct) the Day One information.
How has our understanding changed?
Students may select books about Lincoln to check out.

O. Extensions:

To address the needs of varied learners, the librarian will vary the choice of the book on day one, will guide the discussion of prior knowledge, and carefully group students at the tables on subsequent days. The lesson may also be adjusted by allowing students to visit single or multiple tables, adjusting the materials available on those tables, and assigning groups; the final discussion may be done in groups of students rather than as a large group.

P. Evaluation:

Class chart of prior knowledge, secondary source knowledge, and primary source knowledge.
Student-created notes, pictures, and worksheets.
Student engagement and response to librarian questions during lesson.

Kate Wolicki, Librarian
Americana Intermediate School
Glendale Heights, IL