Beruflich Dokumente
Kultur Dokumente
I. Objectives
How does this lesson connect to the unit plan?
This will connect to the lesson as it is a turning point in the war, and representative of America’s ideals.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional
Review the historical context of the battle and how the fighting had progressed previously
R, U
Overview of Lincoln’s life and presidency R, U
Reflection on whether or not the Civil War led to fulfillment of American ideals U, Ap, An, E
Common Core standards (or GLCEs if not available in Common Core) addressed: actually write out the standard, not just the
number
- APUSH Key Concept 5.3.I: Lincoln sought to reunify the country and used speeches such as the Gettysburg Address to portray the struggle against slavery
as the fulfillment of America’s founding democratic ideals.
- F1.1: Identify the core ideals of American society as reflected in the documents below and analyze the ways that American society moved toward and/or
away from its core ideals
- 8.3.2: Compare and contrast the ideas in Martin Luther King’s March on Washington speech to the ideas expressed in the Declaration of Independence, the
Seneca Falls Resolution, and the Gettysburg Address.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create = taxonomy levels*
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Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats - They’ll all have a copy - Debate will be a new way
- Relevant because the of the Address for them to interact with
larger idea is about the - I’ll go over any their classmates
foundations of this context
country itself
- Video prepared from Lincoln
Materials-what
- Print-outs of the Gettysburg Address
materials (books,
- Pens/highlighters
handouts, etc) do
- Teacher, students
you need for this
- Laptops or other individual pieces of technology
lesson and are they
- Lined paper for paragraphs
ready to use?
- https://www.google.com/maps/@39.8075543,-77.2353113,2a,75y,48.56h,119.58t/data=!3m6!1e1!
3m4!1sSnBEKGO5gllAVjB2oj65qQ!2e0!7i13312!8i6656
How will your Left the chairs and desks as normal, later divided into two groups for the debate
classroom be set up
for this lesson?
III. The Plan
Describe teacher activities AND student activities
Tim Components for each component of the lesson. Include important higher order thinking questions and/or prompts.
10 - Play recording of the Address aloud while - Students walk along Hancock Ave. while
min students virtually explore the battlefield listening to the reading of the Address
memorial - Highlight American principles
- Ask students to highlight American
principles
Developmen
10 t - Assign writing piece: using the Gettysburg
min (the largest address, write a paragraph arguing whether - Write a paragraph arguing whether or not the
component or not the Civil War is a fulfillment of Civil War is a fulfillment of American ideals
or main body American ideals (did the South have a right (did the South have a right to secede?
of the lesson) to secede? Slavery written in the Slavery written in the Constitution?) using
Constitution?) the Gettysburg Address
20 - Split classroom into two groups, have them - Debate among the group which is right and
min argue why, try to come to a consensus
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Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
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