Formative Assessment: Close Reading of a Lincoln Source
Materials:
- Lesson Plan 3: Formative Assessment: Close Reading of Primary Source, click link
- Devices (computer lab or personal devices) to access the “Abraham Lincoln: Motivation and the Emancipation Proclamation” website: http://emancipationandlincoln.weebly.com
- Access to the Lincoln’s Writings: Multi-Media Edition “Top 150 Lincoln Documents” at http://housedivided.dickinson.edu/sites/lincoln/top-150-lincoln-documents/
- The Close Reading Assignment and rubric: click link
- The Lincoln Document Research Notes: click link
APUSH (Period/Concept/Theme/Skills):
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Common Core Standards:
CCSS ELA Literacy W 11-12.1, CCSS ELA Literacy RI 11-12.1, CCSS ELA Literacy SL 11-12.1 |
Aim:
What motivated President Abraham Lincoln to create the Emancipation Proclamation (January 1, 1863)?
What motivated President Abraham Lincoln to create the Emancipation Proclamation (January 1, 1863)?
Objectives:
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Do Now/Motivation:
Share findings of extension reading of James Oakes’ “Forever Free” article and the video by Allen Guelzo “Lincoln’s Emancipation Proclamation.” How do these two historians explain Lincoln’s motivations? In what ways do their explanations compare? |
Mini-Lesson/Modeling:
Since the document was originally produced, many have debated Lincoln’s motivation to write and the extent that the Emancipation Proclamation actually “freed” slaves. Frustrating to modern scholars, Lincoln had made several, sometimes contradictory statements on the subject of slavery and emancipation. Using the House Divided research engine at Dickinson College, research an additional Lincoln source on slavery and/or emancipation and perform a careful, close reading of that document that incorporates at least one secondary source perspective. For samples, see the two model close readings: the Emancipation Proclamation (January 1, 1863) and the Address on Colonization to a Committee of Colored Men (August 14, 1862)--located at the http://emancipationandlincoln.weebly.com site. Also, examine the rubric carefully to understand project expectations. |
Guiding Questions:
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Guided Practice/Learning: Students will explore the House Divided research engine to locate a document for further analysis. At minimum, students should have two days for the project: one for research and analysis and one for crafting their response. |
Multiple Access for ELLS and SWD:
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Share Out (Whole Group):
Before submitting their finished work for a grade, students will share their close reading with a small group of peers, who will provide initial feedback using the rubric. The instructor will select the best 2 close reading submissions from each class to share with students on the instructor’s Google Classroom website. |
Grouping:
Students will individually research the document and provide their own close reading analysis. As an option, however, students may opt to work with a partner on this project, per instructor approval. |
Questions to Assess Understanding:
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Summary-Exit:
Students will share out which document they will be researching for the close reading. Students should finish their research for homework. As a wrap up, students will discuss whether or not they believe Lincoln’s motives changed over time or if they remained the same. If they believe that his motives changed, then they will share explanations of why and how his motives appeared to have evolved over time. |