Scot Mortensen
Americana Intermediate School
4th/5th Modified Instruction Program

A. Lesson Plan Title: Understanding the Proclamation Through Visuals

B. Lesson Overview:

Pictures have a way of telling a story. Many questions about history have been understood through pictures from the past. Students who participate in the 4th/5th Grade Special Education Classroom known as the Modified Instruction Program (MIP) will gain an understanding of President Abraham Lincoln, the Emancipation Proclamation, and the social aspects of the country during the early 1860’s. Students will make a visual link to understanding history through analysis of photographs from the American Memory catalog, background knowledge from the book, Abe’s Honest Words: The Life of Abraham Lincoln, and learn how to effectively use primary sources using an interactive tutorial.

C: Goal of the Lesson:

The goal of this lesson is to allow students the opportunity to learn about primary sources and use them in a academic application in order to make connections to Abraham Lincoln, the Emancipation Proclamation, and the social aspects of the country during the early 1860’s by making and recording objective and subjective observations, and create a writing assignment using primary sources in an effective manner.

D. Objective:

oStudents will view a gallery of photos from the American Memory Collection and:
o Make and record objective observations
o Make and record subjective observations
o Read and understand background knowledge on Abraham Lincoln, the Emancipation Proclamation, and the social aspects of the country during the early 1860’s
o Use interactive technology to understand how to effectively use the Library of Congress website (http://loc.gov) and primary sources.
o Create written material (link book) of the Emancipation Proclamation using primary sources.

E. Investigative Question

• How do we use primary sources?
• Why do we use primary sources?
• What is the Emancipation Proclamation and its importance?

F. Primary Sources Learning Practices

• Analysis method: Guided question objective/subjective picture worksheet
• Inquiry-based learning: Students will work in groups and individually to gather information, interact with technology to gain a better understanding of primary sources, and create a visual presentation of their understanding.
• Use of Primary Sources
o Students will view primary sources and make objective/subjective observations on Abraham Lincoln, The Emancipation Proclamation, and the time period from 1860-1865.
o Students will interact with the Library of Congress Website to understand how one can find primary sources.
o Students will locate a primary source and cite it appropriately

G: Time: 6 days at 30 minute class sessions

H. Recommended Grades: K-5 Special Education

I. Social Studies

J. The American Memory Collection

o By Popular Demand: Portraits of the Presidents and First Ladies, 1789-Present
o Afro-American Small Picture Collection: Ohio Historical Center Archives Library
o Civil War Treasures from the New-York Historical Society
o History of the American West, 1860-1920: Photographs from the Collection of the Denver Public Library.
o Selected Civil War Photographs, 1861-1865
o African American Odyssey

K. Standards Addressed:

McRel Learning Standards:
Historical Understanding
Topic: Conducting Historical Research
Standard 2: Understands the historical perspective
Benchmark 6: Knows different types of primary and secondary sources and the motives, interests, and bias expressed in them (e.g., eyewitness accounts, letters, diaries, artifacts, photos; magazine articles, newspaper accounts, hearsay)
Knowledge/Skills Statement
1. Knows different types of primary sources
3. Understands the motives expressed in primary sources
5. Understands the interests expressed in primary sources
Grades K-4 History
Standard 4: Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
Topics: 1. Significant events for American democracy; 2. Historic documents, treaties, and agreements.
Level Two: (Grade 3 and 4)
Benchmark 9: Knows the history of events and the historic figures responsible for such historical documents as the Mayflower Compact, the Declaration of Independence, the U.S. Constitution, the Bill of Rights, and the Emancipation Proclamation.
Knowledge/Skills Statement
9. Knows the history of the events that led to the Emancipation Proclamation
10. Knows the historic figures responsible for the Emancipation Proclamation

Illinois Learning Standards:

History:
16.A.1b: Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
16.A.2c: Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.
Language Arts
3.C.1b: Create media compositions or pro¬duct¬ions which convey meaning visually for a variety of purposes.

L. Materials Used

1. Background Knowledge: Who is Abe Lincoln?
o Objects: Abe’s Honest Words: The Life of Abraham Lincoln, by Doreen Rappaport and illustrated by Kadir Nelson.
o Rationale: Develop Background knowledge of the President Abraham Lincoln, the Emancipation Proclamation, and the social aspects of the country during the early 1860’s.
2. Using Primary Sources
o Objects: Teacher Created Power Point Presentation, and the Library of Congress website: http://loc.gov.
o Rationale: Develop an understanding of primary sources, as well as how to use primary sources correctly.
3. Examples of Primary Sources:
o Pictures of the time period from the American Memory Collection
• Angelina Lester, An Ex-Slave. 1937. Afro-Americans Small Picture Collection. 1937. Ohio Historical Center Archives Library. Library of Congress. Jan. 17, 2009. http://dbs.ohiohistory.org/africanam/page.cfm?ID=4437.
• Barnard, George N. Sumner, Near Susan Clark’s House, Fair Oaks. June 1862. Civil War Treasures from the New-York Historical Society. June 1862. American Memory. Library of Congress. Jan. 17, 2009. http://memory.loc.gov/cgi-bin/query/r?ammem/cwnyhs:@field(DOCID+@lit(ad36009)).
• Brady, Matthew B. President Lincoln the last week of his life / Brady's National Photographic Portrait Galleries No 352 Pennsylvania Avenue Washington, D. C. and Broadway & Tenth St. N. Y. 1865. History of the American West, 1860-1920: Photographs from the Collection of the Denver Public Library. American Memory. Library of Congress. February 9, 2009. http://memory.loc.gov/cgi-bin/query/r?ammem/hawp:@field(NUMBER+@band(codhawp+10022175)).
• Bradley, R.D. A. Lincoln showing Sojourner Truth the Bible presented by colored people of Baltimore, Executive Mansion, Washington, D.C., Oct. 29, 1864. 1893. By Popular Demand: Portraits of the Presidents and First Ladies, 1789-Present. American Memory. Library of Congress. February 9, 2009. http://memory.loc.gov/cgi-bin/query/r?ammem/presp:@field(NUMBER+@band(cph+3a18453)).
• Gardner, Alexander. Virginia. Newspaper vendor and cart in camp. November, 1863. Selected Civil War Photographs, 1861-1865. American Memory. Library of Congress. February 9, 2009. http://memory.loc.gov/cgi-bin/query/r?ammem/cwar:@field(NUMBER+@band(cwp+4a39543)).
• Gardner, James, B. Fredericksburg, Va. Nurses and officers of the U.S. Sanitary Commission. 1864. Selected Civil War Photographs, 1861-1865. American Memory. Library of Congress. February 9, 2009. http://memory.loc.gov/cgi-bin/query/r?ammem/cwar:@field(NUMBER+@band(cwp+4a39585)).
• Gustrine, Chas. True Sons of Freedom. 1918. African American Odyssey. American Memory. Library of Congress. February 9, 2009. http://memory.loc.gov/cgi-bin/query/r?ammem/aaodyssey:@field(NUMBER+@band(cph+3c17094)).
• Moore, Henry P. James Hopkinson’s Plantation, Planting Sweet Potatoes. ca. 1862-1863. Civil War Treasures from the New-York Historical Society. American Memory. Library of Congress. Jan. 17, 2009. http://memory.loc.gov/cgi-bin/query/r?ammem/cwnyhs:@field(DOCID+@lit(aa02037)).
• O'Sullivan, Timothy H. Beaufort, S.C. Gen. Isaac I. Stevens on same porch. March, 1862. Selected Civil War Photographs, 1861-1865. American Memory. Library of Congress. February 9, 2009. http://memory.loc.gov/cgi-bin/query/r?ammem/cwar:@field(NUMBER+@band(cwp+4a39416)).
• Ritchie, Alexander Hay. Picture of the First Reading of the Emancipation Proclamation. c1866. By Popular Demand: Portraits of the Presidents and First Ladies, 1789-Present. American Memory. Library of Congress. Jan 17, 2009. http://memory.loc.gov/cgi-bin/query/r?ammem/presp:@field(NUMBER+@band(cph+3a05802))
• Savannah, Ga., vicinity. Sherman's troops removing ammunition from Fort McAllister in wheelbarrows. 1864. Selected Civil War Photographs, 1861-1865. American Memory. Library of Congress. February 9, 2009. http://memory.loc.gov/cgi-bin/query/r?ammem/cwar:@field(NUMBER+@band(cwp+4a39938))
o Rationale: Develop an understanding by using primary sources through objective and subjective observations to investigate the past.
4. Analysis Tools: Link books

M. Additional Resources Used

o Abe’s Honest Words: The Life of Abraham Lincoln, by Doreen Rappaport and illustrated by Kadir Nelson.
o Computers with internet access and Microsoft Power Point installed
o Headphones for computers or speakers
o Power Point presentation
o Crayons, Markers Pencils 11X17 Construction Paper

N. Description of Procedure

Day One and Two: Students will be separated into two pods based on ability level to best service the students in the least restrictive environment. In the first pod, students will listen to the book: Abe’s Honest Words: The Life of Abraham Lincoln, by Doreen Rappaport and illustrated by Kadir Nelson, while following along with the text. In the second pod, students will work with the classroom teacher. Students will be given pictures from the American Memory Era collection that pertains to The Emancipation Proclamation. Students will make objective and subjective observations in a group discussion and then write down these observations on an Understanding the Proclamation Through Visuals worksheet. Pods will then switch roles on the second day.

Day 3 and 4: Students will go to the computer lab. On the third day, Students will be assigned a computer and will use an interactive power point presentation which details what primary sources are, how to use them, how to find them on the LOC website, and some background information on Lincoln and the Emancipation Proclamation. The presentation uses visual and audio cues to assist with lower level readers and students with processing deficits. On the fourth day, students will go to the computer lab and be assigned a computer. They will be given instructions to use the LOC website (http://loc.gov). They will be asked to research in the American Memory Era collection Abraham Lincoln and the Emancipation Proclamation. They will find their own picture pertaining to the Emancipation Proclamation and print it out along with the source information, title, collection, year, and if applicable creator of the source.

Day 5: Students will use their picture and source information they found on the previous day to create a link book of the Emancipation Proclamation. There are directions posted on this site with visuals to assist as well. The link book should be separated as follows:
o Page One: The words, Emancipation Proclamation, and have the students either draw a picture or have a teacher created picture that pertains to the subject manner, in this class we used Abraham Lincoln Silhouettes.
o Page Two: The definition as follows: Issued on January 1, 1863 by Abraham Lincoln, it declared that all persons held as slaves were to be free.
o Page Three: Paste the picture and have the students use colors to brighten up the photo by coloring on the page but not the picture.
o Page Four: Write Works Cited on the top and cite the source appropriately. You may need to assist your students with the writing portion based on their disability.

Day 6: Students will on an individual basis stand up and tell the class about their link book. Allowing them to elaborate orally what they found, how they found it, how it pertains to the Emancipation Proclamation and Abraham Lincoln, and show how they cited the work.

O. Extensions

• Other activities that may assist with background knowledge and information pertaining to Abraham Lincoln and the Emancipation Proclamation
o Reading A-z.com: Abraham Lincoln: From Log Cabin to the White House
o Discoveryeducation.com: United Streaming film: American Heroes and Heroines: Abraham Lincoln
o With Malice Toward None: Abraham Lincoln Bicentennial Exhibition: Abraham Lincoln’s Cooper Union Portrait http://myloc.gov/Exhibitions/lincoln/rise/TheRunforPresident/RoadtotheNomination/ExhibitObjects/MathewBradyphotographofLincoln.aspx

P. Evaluation/Assessment

oCompletion of Link Book
o Student engagement within groups
o Presentation of Link book to class