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Abraham Lincoln, a Case Study The Development of a Leader: Abraham Lincoln, a Case Study © 2013 The Henry Ford. Some Rights Reserved. This content is offered for personal and educational use through an “Attribution NonCommercial No-Derivs” Creative Commons License. If you have any questions or feedback regarding these materials, please Lincoln’s Legacy | thehenryford.org/education 60 contact [email protected]. See creativecommons.org for more information about Creative Commons. The Development of a Leader: Abraham Lincoln, a Case Study Contents Teacher Guide 86 Lesson 4 | Lincoln’s Journey to Eman- cipation — Silent Class Discussion 61 Connections to Michigan, Common Core, and other National Standards and Expectations 87 Student Activity Sheet 4: Reflection Essay 64 Bibliography/ Online Resources 88 65 Unit Plan Overview Lesson 5 | Lincoln Blogs 89 Student Activity Sheet 5A: Blog 1 66 Lesson 1 | Lincoln Document-Based Question (DBQ) 90 Student Activity Sheet 5B: Blog 2 67 Student Activity Sheet 1: Reading Passages — 91 Student Activity Sheet 5C: Blog 3 Lincoln Speech Excerpts 93 Student Activity Sheet 5D: Blog 4 73 Lesson 2 | Lincoln and the Slave 95 Student Activity Sheet 5E: Blog 5 Power Conspiracy 96 Student Activity Sheet 5F: Blog 6 74 Student Activity Sheet 2: Reflection Essay 98 Student Activity Sheet 5G: Blog 7 99 Student Activity Sheet 5H: Blog 8 75 Lesson 3 | Lincoln-Douglas Debates: Politics vs. Morality 100 Student Activity Sheet 5I: Blog 9 76 Student Activity Sheet 3A: Reading Passages — 102 Student Activity Sheet 5J: Blog 10 Lincoln-Douglas Debate Excerpts 85 Student Activity Sheet 3B: Lincoln-Douglas De- bate Location Activity © 2013 The Henry Ford. This content is offered for personal and educational use through an “Attribution Non-Commercial Share Alike” Creative Commons. If you have questions or feedback regarding these materials, please contact [email protected]. © 2013 The Henry Ford. Some Rights Reserved. This content is offered for personal and educational use through an “Attribution NonCommercial No-Derivs” Creative Commons License. If you have any questions or feedback regarding these materials, please Lincoln’s Legacy | thehenryford.org/education 60 contact [email protected]. See creativecommons.org for more information about Creative Commons. The Development of a Leader: Abraham Lincoln, a Case Study Teacher Guide © 2013 The Henry Ford. Some Rights Reserved. This content is offered for personal and educational use through an “Attribution NonCommercial No-Derivs” Creative Commons License. If you have any questions or feedback regarding these materials, please Lincoln’s Legacy | thehenryford.org/education 61 contact [email protected]. See creativecommons.org for more information about Creative Commons. Connections to Michigan, Common Core, and Other National Standards and Expectations Michigan High School Content Expectations United States History and Geography General Social Studies Knowledge, Processes, and F1.1 Identify the core ideals of American society as Skills reflected in the documents below and analyze the K1.4 Understand historical and geographical perspec- ways that American society moved toward and/or away tives. from its core ideals. • the Gettysburg Address K1.5 Understand the diversity of human beings and • 13th, 14th and 15th Amendments human cultures. F1.2 Using the American Revolution, the creation and K1.6 Analyze events and circumstances from the adoption of the Constitution, and the Civil War as vantage point of others. touchstones, develop an argument/narrative about the changing character of American political society and K1.7 Understand social problems, social structures, the roles of key individuals across cultures in prompt- institutions, class, groups, and interaction. ing/supporting the change by discussing. P1.1 Use close and critical reading strategies to F2.1 Describe the major trends and transformations in read and analyze complex texts pertaining to social American life prior to 1877. science; attend to nuance, make connections to prior knowledge, draw inferences, and determine main idea and supporting details. Common Core State Standards P1.2 Analyze point of view, context, and bias to inter- Literacy in History/Social Studies pret primary and secondary source documents. Grades 11-12 P1.3 Understand that diversity of interpretation arises RH.11-12.1 Cite specific textual evidence to support from frame of reference. analysis of primary and secondary sources, connect- ing insights gained from specific details to an under- P1.4 Communicate clearly and coherently in writing, standing of the text as a whole. speaking, and visually expressing ideas pertaining to social science topics, acknowledging audience and RH.11-12.2 Determine the central ideas or informa- purpose. tion of a primary or secondary source; provide an accurate summary that makes clear the relationships P1.5 Present a coherent thesis when making an argu- among the key details and ideas. ment, support with evidence, articulate and answer possible objections, and present a concise, clear RH.11-12.3 Evaluate various explanations for actions closing. or events and determine which explanation best ac- cords with textual evidence, acknowledging where the P2.4 Use multiple perspectives and resources to text leaves matters uncertain. identify and analyze issues appropriate to the social studies discipline being studied. RH.11-12.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the P2.5 Use deductive and inductive problem-solving authors’ claims, reasoning, and evidence. skills as appropriate to the problem being studied. © 2013 The Henry Ford. Some Rights Reserved. This content is offered for personal and educational use through an “Attribution NonCommercial No-Derivs” Creative Commons License. If you have any questions or feedback regarding these materials, please Lincoln’s Legacy | thehenryford.org/education 61 contact [email protected]. See creativecommons.org for more information about Creative Commons. RH.11-12.8 Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with RI.11-12.3 Analyze a complex set of ideas or sequence other information. of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RH.11-12.10 By the end of grade 12, read and compre- hend history/social studies texts in the grades 11–CCR RI.11-12.8 Delineate and evaluate the reasoning in text complexity band independently and proficiently. seminal U.S. texts, including the application of constitu- tional principles and use of legal reasoning (e.g., in U.S. WHST.11-12.1 Write arguments focused on discipline- Supreme Court majority opinions and dissents) and the specific content. premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific RI.11-12.9 Analyze seventeenth-, eighteenth-, and nine- procedures/ experiments, or technical processes. teenth-century foundational U.S. documents of historical and literary significance (including The Declaration of WHST.11-12.4 Produce clear and coherent writing in Independence, the Preamble to the Constitution, the Bill which the development, organization, and style are ap- of Rights, and Lincoln’s Second Inaugural Address) for propriate to task, purpose, and audience. their themes, purposes, and rhetorical features. WHST.11-12.6 Use technology, including the Internet, to RI.11-12.10 By the end of grade 11, read and compre- produce, publish, and update individual or shared writ- hend literary nonfiction in the grades 11–CCR text com- ing products in response to ongoing feedback, including plexity band proficiently, with scaffolding as needed at new arguments or information. the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of WHST.11-12.7 Conduct short as well as more sustained the grades 11–CCR text complexity band independently research projects to answer a question (including a and proficiently. self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize mul- W.11-12.1 Write arguments to support claims in an tiple sources on the subject, demonstrating understand- analysis of substantive topics or texts, using valid rea- ing of the subject under investigation. soning and relevant and sufficient evidence. WHST.11-12.10 Write routinely over extended time W.11-12.2 Write informative/explanatory texts to exam- frames (time for reflection and revision) and shorter time ine and convey complex ideas, concepts, and informa- frames (a single sitting or a day or two) for a range of tion clearly and accurately through the effective selec- discipline-specific tasks, purposes, and audiences. tion, organization, and analysis of content. English/Language Arts W.11-12.4 Produce clear and coherent writing in which Grades 11-12 the development, organization, and style are appropriate to task, purpose, and audience. RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well W.11-12.6 Use technology, including the Internet, to as inferences drawn from the text, including determining produce, publish, and update individual or shared writ- where the text leaves matters uncertain. ing products in response to ongoing feedback, including new arguments or information.
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