LESSON PLAN 2: Primary Source Analysis with HAPPY
Materials:
- Lesson Plan 2: Primary Source Analysis [with HAPPY]: click link
- Devices (computer lab or personal devices) to access the “Abraham Lincoln: Motivation and the Emancipation Proclamation” website: http://emancipationandlincoln.weebly.com
- The Primary Source Analysis with HAPPY graphic organizer: 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:
How and why did Abraham Lincoln’s views on emancipation evolve over the course of the Civil War?
How and why did Abraham Lincoln’s views on emancipation evolve over the course of the Civil War?
Objectives:
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Do Now/Motivation:
Review yesterday’s topic by discussing the ways different historians have described Lincoln’s motives for drafting the Emancipation Proclamation. |
Mini-Lesson/Modeling:
Abraham Lincoln made several statements about slavery before and during the Civil War with different audiences in mind. Students will examine five documents: one of the Lincoln-Douglas debates, an 1861 letter to a border-state Unionist, the first draft of the Emancipation Proclamation, a public letter to a Republican New York newspaper editor, and an 1864 letter to another border-state Unionist. Instructor models in-depth document analysis using the Seventh Lincoln-Douglas debate excerpt and the HAPPY graphic organizer. |
Guiding Questions: HAPPY
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Guided Practice/Learning:
As the instructor models the HAPP-Why analysis of the Seventh Lincoln-Douglas Debate, students will complete a graphic organizer with guiding questions to help them deeply analyze all five sources. Jigsaw Activity: Divide the class into four, heterogeneous groups of students. Assign each group one of the four remaining documents. Each group will research the context, the audience, purpose, point of view, and significance of their assigned source. Teams will share out their findings with the rest of the class to complete the graphic organizer. |
Multiple Access for ELLS and SWD:
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Share Out (Whole Group): After working in small groups to complete their analysis of the remaining primary sources, students will share their findings with the class. |
Grouping: Students should work with an assigned, heterogeneous group to complete the HAPPY graphic organizer for one of the primary sources. |
Questions to Assess Understanding:
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Summary-Exit:
Students will submit a blog entry on the Weebly site. In one paragraph (75 words), students should explain which of the five documents they found to be most reliable to discuss Lincoln’s motives for drafting the Emancipation Proclamation and why. After that, they should also respond to at least one other peer’s blog entry. |