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School of Education, Health and Human Behavior
School of Education

Lesson Title:
Abraham Lincoln in Springfield, Illinois 1837-1861/Part II

Date: July 8, 2008

Southern Illinois University Edwardsville

Grade Level: 9-12 with mainstream

Subject: World History

Time Frame: 55 minutes

Number of Students: 26


Understanding the Goal of the Lesson:

  1. Students will develop an understanding about Abraham Lincoln moving from New Salem to Springfield and his experiences that challenged him.
  2. Students will understand about Abraham Lincoln and his personal life, who he married and the life of his children.
  3. Students will understand Lincoln, the Lawyer, and the Illinois Eighth Judicial Circuit he worked.
  4. Students will understand Lincoln, the State Legislator, and his accomplishments.

Primary Source Understanding Goal:

Primary source documents such as films, Internet, text books with photos and first hand accounts or stories might help to bring the events of Abraham Lincoln to life.

Illinois Learning Standards

Essential Knowledge and Skills:

Social Studies

State Goal 14: Understand political systems, with an emphasis on the United States.

As a result of their schooling students will be able to:

14.F.4a Determine the historical events and processes that brought about changes in United States political ideas and traditions.

State Goal 16: Understand events, trends, individual movements shaping the history of Illinois, the United States and other nations.

As a result of their schooling students will be able to:

16.A.4a Analyze and report historical events to determine cause-and-effect relationships.

16.A.4b Compare competing historical interpretations of an event.


Worksheets, Articles, Film, Internet access


· Textbook: World History The Human Experience, National Geographic Society, Mounir A. Farah, Andrea Berens Karls, Glencoe/McGraw-Hill 1997.

· Library of Congress web site.

· Lincoln Museum web site

· Lincoln's New Salem web site

· A Lincoln Attorney At Law, Callan Films, 2006

Background Information:

Prior knowledge: Abraham Lincoln and his youth 1809-1837/Part I

Preparation of Learning Environment:

· Abraham Lincoln pictures and posters will be displayed on classroom walls and bulletin boards.

· Handouts prepared to include web site addresses and articles.

Lesson Focus: Motivation and Prior Knowledge

Students are engaged in the topic by discussing sites, sounds, and feelings of traveling during Abraham Lincoln's departure from New Salem to Springfield.

Instructional Plan:

Instructional Detail

· Review today's topic to find the level of student knowledge of Lincoln.

· Add together the information given by the students (using the board to write down all points made by students so the students can compare information by seeing and hearing it.)

· Discussion to open the mind to new information and the discussion about the myths about Lincoln.

· Instructional detail is used at the start of each day to review the progression of knowledge gained each day. The idea is repetition to build and retain memory.

Explanation and Practice:

· Lecture and discussion

· Abraham Lincoln in Springfield, Illinois 1837-1861


· Review with students where in their book they can obtain information about Abraham Lincoln.

· Review with them the glossary, index, and maps.

· Review how to locate information on the Library of Congress and Lincoln Museum web sites.


1. Quiz over Part I.

2. Lecture to students following teachers outlined notes over Part II with the aide of an overhead.

3. Students will be actively engaged in taking notes.

4. Stop lectures periodically for open discussion.

5. Students will view a short film, A. Lincoln Attorney at Law.


· Special Education students will be given teacher prepared notes.

· Individual help will be arranged before school.

· Tests will be modified for students with IEP's.

Extension Activities:

Students can use computers to explore Lincoln web sites.

it to prepare for 7 th grade trip to Springfield, Illinois

3 weeks to complete

20-25 Students per class

Illinois State Learning Standards:

English Language Arts

State Goal 1: Read with understanding and fluency.

A. Apply word analysis and vocabulary to comprehend selections.

B. Apply reading strategies to improve understanding and fluency.

C. Comprehend a broad range of reading materials.

State Goal 2: Read and understand literature representative of various societies, eras and ideas.

A. Understand how literary elements and techniques are used to convey meaning.

B. Read and interpret a variety of literary works.

State Goal 3: Write to communicate for a variety of purposes.

A. Use correct grammar, spelling, punctuation, capitalization and structure.

B. Compose well-organized and coherent writing for specific purposes and audiences.

C. Communicate ideas in writing to accomplish a variety of purposes.

State Goal 4: Listen and speak effectively in a variety of situations.

A. Listen effectively in formal and informal situations.

B. Speak effectively using language appropriate to the situation and audience.

State Goal 5: Use the language arts to acquire, assess and communicate information.

A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas.

B. Analyze and evaluate information acquired from various sources.

C. Apply acquired information, concepts and ideas to communicate in a variety of formats.

Social Science

State Goal 14: Understand political systems, with an emphasis on the United States

F. Understand the development of United States political ideas and traditions.

State Goal 15: Understand economic systems, with n epmphasis on the United States

A. Understand how different economic systems operate in the exchange, production, distribution

State Goal 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

A. Apply the skills of historical analysis and interpretation.

B. Understand the development of significant political events

C. Understand the development of economic systems.

D. Understand Illinois, United States and world social history

State Goal 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.

A. Understand relationships between geographic factors and society.

B. Understand the historical significance of geography.

State Goal 18: Understand social systems with an emphasis on the United States.

A. Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

B. Understand the roles and interactions of individuals and groups in society.

C. Understand how social systems form and develop over time.

Physical Development and Health

State Goal 24: Promote and enhance health and wellbeing through the use of effective communication and decision-making skills.

A. Demonstrate procedures for communicating in positive ways, resolving differences and preventing conflict.

Fine Arts

State Goal 27: Understand the role of the arts in civilizations, past and present.

A. Analyze how the arts function in history, society and everyday life.

B. Understand how the arts shape and reflect history, society, and everyday life.

Goal of the Lesson:

  • Students will learn basic information about Abraham Lincoln's life.
  • Students will use the Internet to gather information and facts about where Lincoln lived and to develop a better appreciation for his world.
  • Students will learn how to cite their references.
  • Students will learn how to prepare a simple PowerPoint presentation.


February 12, 2009 marks the 200 th anniversary of Abraham Lincoln's birth. There are many activities, programs, and celebrations planned to mark this historical event in our nation's history. President Lincoln is legendary for writing many important documents in his lifetime. Probably the most famous is his Gettysburg Address. His most controversial document is the Emancipation Proclamation. There is much controversy surrounding it. Many historians have differing views as to whether Abraham Lincoln really freed any slaves at all.

Instructional Procedures


In celebration of Abraham Lincoln's 200 th Anniversary, you are going to prepare a PowerPoint presentation about his life. You will open several website to gather your information. There are interactive sites, web quests, and research sites available. You will have two weeks to complete this project. Have fun learning about the most famous president from Illinois-Abraham Lincoln.


Computers, handouts, and Internet Access

Internet sites to help you gather your information:


We will brainstorm as a class and make a list of the facts that you know about President Lincoln.

We will be watching a video on United Streaming entitled "The Life and Times of Abraham Lincoln."

Objective/Expected Student Outcomes:

  • Students should be able to describe Lincoln's early life and early nineteenth century frontier life.
  • Relate some of Lincoln's personal life and events leading up to the Civil War.
  • Student should be able to describe Lincoln's acts as president during the Civil War.

Students will be introduced to primary and secondary source examples. We will complete the "Lesson 3: Source Identification Worksheet" together to help the students understand the difference between primary, (original records crated by people who participated in or witnessed events of the past-letters, documents), and secondary sources, (accounts of the past written or created sometime after an event happened).


Objective/Expected Student Outcomes:

  • Students will be able to distinguish between primary and secondary sources.
  • Students will be able to identify a variety of primary sources to better understand a historical period.

Students will open the Abraham Lincoln Presidential Library and Museum <>web site and access the different rooms to learn and gather information for their presentations. They will record their facts and cite their sources on the graphical organizer "Storyboard Template" provided.

Another great place to learn and gather information is to open up the Eastern Illinois University Teaching with Primary Sources Program

Objective/Expected Student Outcomes:

  • Students will have a basic understanding of the layout of the museum.
  • Students will understand that the papers and artifacts preserved in libraries and museums can tell us about the past.

Students will complete the handout: Lincoln Timeline Scavenger Hunt in pairs. They will need to go this internet site: Source

Objective/Expected Student Outcomes:

  • Students will be able to navigate an online interactive timeline of Lincoln's life.
  • Students will identify a variety of primary sources to better understand a historical period.

Open up the following website, as it is a timeline of Abraham Lincoln's life.

Information about the Lincoln/Douglas Debates

Information about the Abraham Lincoln Funeral Train

They will spend 3-4 class periods gathering their information.

You can also use your search engines to find information for your project.

Criteria for your PowerPoint:

You must have 9 slides:

Slide 1: Title slide should have a picture (site the source you obtained it from) and a Lincoln quote on it, plus your name.

Slide 2: Tell at least three facts about Lincoln's early years from 1809-1830. Include two pictures (reminder to site the source).

Slide 3: Tell at least three jobs that Lincoln held before he started his political career in 1834. Include a picture.

Slide 4: Tell at least three facts about the Lincoln Douglas debates in 1958. Include a picture of Douglas and Lincoln on this page.

Slide 5: Tell at least three facts about Lincoln's personal family life from 1842-1865. Include a picture of their Springfield home and picture of his family.

Slide 6: Tell two facts about Lincoln's famous documents: House Divided Speech-1858, Emancipation Proclamation-1863, and the Gettysburg Address-1863. Include a picture of one of them and identify it.(reminder to site the source)

Slide 7: Give three facts about his years as president and include a final picture taken in 1865.

Slide 8: Give three final facts about Lincoln's assassination and funeral train.

Slide 9: Works Cited page.

Additional requirements for your PowerPoint presentation:

  • There must be a heading on each slide
  • You must use 24 point for the facts and 48 point for the headings.
  • There must be a transition between each slide.
  • At least 6 of your slides must be animated.
  • You will present your PowerPoint by using the Smartboard.

Differentiated Instruction: Students with IEP's, learning disabilities, etc. will not be expected to have three facts on each slide. Only two will be required and they will only have to do Slides 1,2,3,4,5,8,9.

The following rubric will be used to assess the assignment.



10 pts

8 pts

6 pts

4 pts




The combination of transitions on each slide and the animations with words and ideas takes communication to a very high level. At least 6 slides are animated

Design elements and content combine effectively to deliver a high-impact message with the animations and the words reinforcing each other.

There is a tendency toward random use of transitions and animations that give little evidence of reinforcement to the content.

Transitions and special effects weaken the message and interfere with the communication of content and ideas.


Background does not detract from text or other graphics. Choice of background is consistent from slide to slide and is appropriate for the topic

Background does not detract from text or other graphics. Choice of background is consistent from slide to slide.

Background does not detract from text or other graphics

Background makes it difficult to see text or competes with other graphics on the page.


Presentation shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way.

Presentation shows some originality and inventiveness. The content and ideas are presented in an interesting way.

Presentation shows an attempt at originality and inventiveness on 1-2 slides.

Presentation is a rehash of other people's ideas and/or graphics and shows very little attempt at original thought.

Content -


All content throughout the presentation is accurate. There are no factual errors, grammar, or spelling errors

Most of the content is accurate but there is one piece of information that might be inaccurate or 1 grammar or spelling error.

The content is generally accurate, but one piece of information is clearly flawed or inaccurate or 2-4 spelling, grammar errors.

Content is typically confusing or contains more than one error. There are more than 5 grammar, or spelling errors.

Sequence of


Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next slide.

Most information is organized in a clear, logical way. One slide or item seems out of place.

Some information is logically sequenced. An occasional slide or item of information seems out of place.

There is no clear plan for the organization of information.

Text - font

Choice &


Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content.

Font formats have been carefully planned to enhance readability.

Font formatting has been carefully planned to complement readability and content. It may be a little hard to read.

Font formatting makes it very difficult to read the material.

Use of


All graphics and pictures are attractive (size & colors) and support the theme/content of the presentation.

A few graphics and pictures are not attractive but all support the theme/content of the presentation.

All graphics and pictures are attractive but a few do not seem to support the theme/content of the presentation.

Several graphics and pictures are unattractive and detract from the content of the presentation.


Lincoln Timeline Scavenger Hunt Questions

Using the Interactive Timeline at answer the following questions.

1. On what date does Lincoln make his first public speech against slavery?

2. Which state was the first to secede from the Union in 1860?

3. Who appointed Lincoln as postmaster in New Salem?

4. Who did Thomas Lincoln, Abraham's father, marry in 1819?

5. When did Abraham Lincoln marry Mary Todd?

6. Where and on what date did Lee surrender to Grant?

7. How does Abraham Lincoln's sister Sarah die?

8. Lincoln won the nomination from the Whigs to run for the House of Representatives. He won the election and took his seat in Congress on what date?

9. When and where was Abraham Lincoln born?

10. What happened on April 26, 1865?

11. On what date did Lincoln first announce his candidacy for State Legislator?

12. When did Thomas Lincoln move his family to Illinois?

13. Name a happy event in Lincoln's life that happened in 1850. Name a sad event.

14. Why is the date September 9, 1836 important?

15. In what year do Lincoln and Douglas debate each other for a Senate seat? Who won?

16. Why does Lincoln leave Springfield on February 11, 1861?

17. When did Lincoln first win his bid for the State Legislature? How many terms did he serve?

18. What party nominated Lincoln for president? Name the three candidates he defeated.

19. What personal tragedy did Abraham and Mary face in the White House in 1862?

20. After Lincoln died, who said "He now belongs to the ages"?

21. What is important about the years 1843 and 1853?

22. Who does Lincoln start a law partnership with in 1844?

23. When does Lincoln issue the Emancipation Proclamation?

24. John Wilkes Booth assassinated President Lincoln at Ford's Theater. What was the name of the play the Lincoln's went to see?

25. In what town is Abraham Lincoln buried? What is the name of the cemetery?


Lincoln Storyboard Template

______________________ ________________________ _____________________

______________________ ________________________ _____________________

______________________ ________________________ _____________________

______________________ ________________________ _____________________

______________________ ________________________ _____________________

______________________ ________________________ _____________________

______________________ ________________________ _____________________

______________________ ________________________ _____________________

______________________ ________________________ _____________________

Source Identification Worksheet


Scenario: You are a historian writing a book on Marilyn Montrose, a famous actress.

Marilyn was married to Oscar winner Chance Wilson. On March 5, 1995, Marilyn and

Chance were injured in a car crash involving a Central High school bus and a Channel

5 news van. Chance Wilson went to prison for reckless driving.

1. Analyze the sources listed below to determine whether they are primary or secondary.

List them in the appropriate columns.

A. Book by Henry Sleeze, Marilyn Montrose: The Unauthorized Biography, published 2004

B. New York Times article "Montrose and Wilson recuperate in hospital," March 6, 1995

C. Marilyn Montrose's Diary

D. Channel 5 news footage taken moments after the wreck

E. Transcript of Chance Wilson's trial

F. Letter from Marilyn to Chance in prison, November 1, 1996

G. Book entitled A History of Central High, 1800-2000, published 2003

H. Photographs taken of the accident scene by Billy Jones a student on the school bus

I. The damaged hub cap from Chance Wilson's car

J. The police report from the accident

K. A letter from Sally Smith, a student on the Central High bus, to her grandma describing the accident, January 23, 2004

L. Enquirer Magazine article, "Aliens caused the accident," March 9, 1995

M. Autobiography of Chance Wilson published in 2000

N. Celebrity Magazine article, "Ten years later," published March 5, 2005

O. The bloody and torn sweater Marilyn Montrose was wearing the night of the accident

P. Chance and Marilyn: A Romance to Remember. NBC television documentary, 1992

Q. Marilyn Montrose interview on Gerry King Live


2. Using the questions below, discuss as a class the credibility of each source and how it

might be used in trying to reconstruct the story of the accident. Rate each source on a

scale of 1 to 5 (5 being the best).

Is Your Source Reliable?

Use these questions to help you decide.

Who created the source and why? Was it created through a spur-of-the-moment act, a routine transaction, or a thoughtful, deliberate process?

Did the author have firsthand knowledge of the event? Or, did she report what others saw and heard?

Was the creator of the source a neutral party, or did he have opinions or interests that might influence his account?

Did the recorder produce the source for personal use, for one or more individuals, or for a large audience?

Was the source meant to be public or private?

Was the author's motive to inform or persuade others? Did the recorder have reasons to be honest or dishonest?

Was the information recorded during the event, immediately after the event, or after some lapse of time? How large a lapse of time?

3. Whose voice is missing from the sources listed? Brainstorm other sources that might add to your understanding of the events of March 5, 1995.

Other sources I could use are:






These sources would help me because:


Secondary Source Primary Source

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