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Just in Time, Abraham Lincoln

September 11, 2013

Title:                                        Just in Time, Abraham Lincoln

Authors: Lisa Hicks and Donna Root

Grade Levels: 4th and 5th Grades

Resources:

Just in Time, Abraham Lincolnby Patricia Polacco. 

http://www.armyheritage.org/education-and-programs/educational-resources/photo-galleries - online photo galleries from the Army Heritage Center Foundation

www.soldierstories.net - soldier stories from the Army Heritage Center Foundation

http://www.scienceandsociety.co.uk/results.asp?image=10308848&screenwidth=1583 – photo of a camera Gardner and Brady used at Antietam

http://lcweb2.loc.gov/ammem/daghtml/dagdag.html - information about Daguerreotype

http://lcweb2.loc.gov/cgi-bin/query/r?ammem/dag:Brady+Mathew+B. – Library of Congress daguerreotype by Matthew Brady

http://www.civilwar.org/education/history/biographies/alexander-gardner.html - bio

http://www.nps.gov/anti/photosmultimedia/gardnerphotos.htm - Alexander Gardner

Antietam: A Guided Tour Through History by Cynthia Parzych – ISBN 978-0-7627-5328-4

(Optional)

http://ethemes.missouri.edu/  - search Civil War

http://www.cicerohistory.com/  – Unit 8 Civil War

The Civil War in Four Minutes(DVD) Abraham Lincoln Presidential Library and Museum

The Civil War: A Film by Ken Burns – PBS series

Lesson Summary:

In this lesson students will learn about the battle of Antietam.  They will also learn about early photography by Alexander Gardner and Matthew Brady, Abraham Lincoln, Harper’s Ferry, and the Emancipation Proclamation.  In October 1862 Brady opened an exhibition of photographs from the Battle of Antietam in his New York gallery titled "The Dead of Antietam." Many images in this presentation were graphic photographs of corpses, a presentation new to America. This was the first time that many Americans saw the realities of war in photographs as distinct from previous "artists' impressions".

Standards:

CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

CCSS.ELA-Literacy.RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

 SS4.3a. Knowledge of continuity and change in the history of Missouri and the United States - I.

Understanding the causes and consequences of the Civil War

Historical Background: Civil War Chronology (Cicero)

 Anticipatory Set:

Think about one of the videos that have been shown in class (Civil War in Four Minutes; Civil War by Ken Burns; Gettysburg).  Discuss with a partner what are some of the details about a certain battle you remember about one (or more) of these movies. 

Do Now Activity/Procedures:

What are some words that you would use to describe Abraham Lincoln?  Do you think his life was different after the Civil War began?  As some of you researched him for your Mystery Bag, you found out that answer.  Read Just in Time, Abraham Lincoln by Patricia Polacco (historical fiction).  Share some of the pictures that were taken during 1862 and the Civil War from the above websites (primary sources).  (Make sure to look at the pictures before sharing with class.)Some of the photos might include the Civil War trading cards from the various battlefields collected.  In October 1862 Brady opened an exhibition of photographs from the Battle of Antietam in his New York gallery titled "The Dead of Antietam." Many images in this presentation were graphic photographs of corpses, a presentation new to America. This was the first time that many Americans saw the realities of war in photographs as distinct from previous "artists' impressions". What do these pictures tell you of Antietam and the war in 1862?  What picture in your mind begins to form as you look at these photos?  Do they compare to the illustrations in the book? 

Homework/Extension:  

  1.  Share some firsthand accounts from the above websites.  Do these accounts help make a picture in your mind of what it was like during the Civil War?  How do you think it has changed or stayed the same in more recent wars? 

This war had many consequences.  From the pictures and the book, what were some of those consequences?  

  1. A couple of you did research on Abraham Lincoln for your Mystery Bag.  Each of you may choose to do some more research on Abraham Lincoln.  Compare his life before and during the Civil War.  Look at photographs taken of Lincoln.  What changes do you see?  Do you think the war had anything to do with the changes?  Why or why not?

This war had many consequences.  From the pictures and the book, what were some of those consequences? 

Assessment: 

PRETEST/POSTTEST:

  1. Who is known as “The Great Emancipator”?
  2. Abraham Lincoln
  3. JEB Stuart
  4. U.S. Grant
  5. David Farragut

 

  1. What battle was the single bloodiest day during the Civil War?
  2. Battle of Bull Run
  3. Vicksburg
  4. Antietam
  5. Wilson’s Creek

 

  1. What was the name of one of the two photographers we read about in Just in Time, Abraham Lincoln by Patricia Polacco. 

 

  1. Write three words that describe Abraham Lincoln – Give an example of why you chose that word.

Answer Key

  1. A
  2. C
  3. Matthew Brady or Alexander Gardner
  4. Kind, leader, sad, brilliant, courageous, superstitious, tall, honest, Republican, humble, (synonyms to these words), etc.  (many answers acceptable – these are just a few)

Kind – he helped free the slaves, he went to the camps to visit with the soldiers, etc.

Leader – he was President of the United States

Sad – he lost his son, he lost many lives during the war

Brilliant – the plans he had for the country to be whole; Emancipation Proclamation 

Courageous – Sent men out to fight; Emancipation Proclamation

Honest - nickname

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