Mr.+Lincoln's+Whiskers+Reinforcing+Activity

· Poster of Presidents of the United States of America · //Mr. Lincoln’s Whiskers // book · Copies of the letters written between Lincoln and Bedell in 1860 obtained through internet searches · Classroom Textbooks · Paper and Pencils  · Given //Mr. Lincoln’s Whiskers// and a poster of the presidents, the students will be able to identify why Lincoln grew his beard by answering questions posed by the instructor. · Given both primary and secondary sources, the students will be able to identify each, noting their unique characteristics orally to the instructor. · Given the correspondence between Grace Bedell and President Lincoln and guidelines by the instructor, the students will draft a letter to a modern leader suggesting changes for a better future, which is at least seven lines in length.  **Note: **This lesson could be used to introduce a unit on the Civil War or on participation in the government. · Exploration/Introduction: · The instructor begins the class by reviewing with them the results of the election of 1860 and the Inaugural train of Abraham Lincoln. The students respond to questions posed by the instructor to check their understanding of this past knowledge · After all of the previous knowledge has been reviewed and checked, the instructor pulls out a poster of all of the presidents of the United States from Washington to Obama. He or she then points out the picture of Abraham Lincoln to the class and asks them what is different about Lincoln’s appearance from all of the presidents previous to them. · <span style="font-family: "Times New Roman","serif";">The instructor takes their suggestions and points out that Lincoln was the first president to have facial hair, or whiskers, but it soon became a trend for many of the presidents that followed, whether it was a beard, mustache, or sideburns. The instructor informs the class that they will discover why Abraham Lincoln was the first of the presidents in this long trend. · <span style="font-family: "Times New Roman","serif";">Development: · <span style="font-family: "Times New Roman","serif";"> The instructor selects a copy of //Mr. Lincoln’s Whiskers// and reads it to the class. He or she can pause to point out the Southern viewpoints in the Bedell family and how they contrast with the Pro-Lincoln members and their views on the country. · <span style="font-family: "Times New Roman","serif";">Expansion: · <span style="font-family: "Times New Roman","serif";"> The instructor finishes reading and informs the students that the book is based on a true story. He or she adds that there are fictional elements involved, but the letters written between Grace and the president are, in fact, real. · <span style="font-family: "Times New Roman","serif";">The instructor shows the students copies of the actual letters. The students are then asked what type of source a letter might be. Ex. Primary, Secondary, etc. They discuss how and why these letters are primary documents and how this accurately portrays the time period and attitudes of the characters. · <span style="font-family: "Times New Roman","serif";">The students are shown their textbooks and are asked if they are a primary source or a secondary source. After they have established that their textbooks are a secondary source, the students are asked for other examples of secondary sources. · <span style="font-family: "Times New Roman","serif";">The instructor asks the students if they think that they can make a difference in history, like Grace Bedell did in the story and asks if they have any ideas of what they would like to see changed in the government. He or she instructs them to pull out a piece of paper and to draft a letter to a current President, Senator, Mayor, Principal, etc. suggesting something that they might do to try to fix a problem about which they are concerned. They need to be polite, as Grace Bedell was, but they also need to envision in the letter how taking that suggestion will make the world a better place. The letter must be at least seven lines long and contain at least one suggestion. · <span style="font-family: "Times New Roman","serif";">The students work on these letters in the remainder of the class and can take them home as homework, if necessary. The letters can be displayed in class or, depending upon the situation, possibly mailed to the person in question to see if a response is returned. <span style="font-family: "Times New Roman","serif";"> · <span style="font-family: "Times New Roman","serif";">Students will receive a participation grade for responding to questions in class and staying on task · <span style="font-family: "Times New Roman","serif";">The letters that they submit will be graded as to whether they follow the format, have correct spelling and grammar, make a valid suggestion, and visualize how this suggestion could change the future. A rubric can be applied. <span style="font-family: "Times New Roman","serif";"> · <span style="font-family: "Times New Roman","serif";">Students can research the other stops that Lincoln made on his Inauguration journey to Washington and a short lesson can be taught about the assassination attempt made on him in Baltimore and how this affected Lincoln’s image. These events can be listed in a timeline. · <span style="font-family: "Times New Roman","serif";">They can also create a family tree for Lincoln, since he discusses his sons with Grace in his letter. · //<span style="font-family: "Times New Roman","serif";">The Mostly True Adventures of Homer P. Figg //<span style="font-family: "Times New Roman","serif";"> can be read as a whole class novel or read with the class during free-reading times, so that the atmosphere of the Civil War can be expressed. It also shows the Civil War from the viewpoint of another young person. <span style="font-family: "Times New Roman","serif";"> · <span style="font-family: "Times New Roman","serif";">http://www.gracebedellfoundation.org/ <span style="font-family: "Times New Roman","serif";"> Lesson Plan created by Christopher Barnes, Wright State University
 * Mr. Lincoln's Whiskers Reinforcing Activity**
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