Abraham+Lincoln+Defender+of+the+Union+Reinforcing+Activity


 * **Materials:** |||| **// Abraham Lincoln: Defender of the Union //**

Paper/Notebook Large Blank Time Line Pens and Pencils Sticky Notes || 2. Students, as a class, will create a time line of at least 15 important events in Abraham Lincoln’s life after participating in a read aloud and discussion. 3. Students will write a one paragraph essay, containing ten sentences, on what the United States would be like had the Union lost the war. ||
 * ** Objectives: ** |||| 1. While listening to //Abraham Lincoln: Defender of the Union,// each student will write down at least five important events, on separate sticky notes, from Abraham Lincoln’s life.
 * ** Procedures: **

// Exploration/ Introduction: //

// Development: //

// Expansion: // |||| ** Note: ** This lesson could be used in preparation for a unit on the civil war or Abraham Lincoln.

1. Students will be seated at their desks, and the teacher will begin the read aloud of // Abraham Lincoln: Defender of the Union. // 2. During the read aloud, students will record five important events on sticky notes they get from listening to the read aloud. 3. At the conclusion of the read aloud, the teacher will lead a discussion on which events are most important. Each student will get the chance to share the events they recorded and why they think they are important. 4. The teacher will pose questions like the following to aide in the discussion. What do you think were important events? Are there any events that you are not sure of? Were there any parts of the story that the booked explained in detail? What did the book talk about the most? 5. The students will be given the opportunity to write down more events they may have thought of during the discussion. 6. After the class discussion, the students will attach their sticky notes on to the blank time line, which is attached to the white board in front of the room, in a logical order. 7. If there are students who have the same events, have those students attach their sticky note over the top of the sticky note already on the time line. 8. Once the time line is complete, the teacher will ask the students to return to their desks. 9. The teacher will now begin a discussion on the events of Civil War covered in the book. The teacher can pose the following questions to guide the discussion. What happened to the Union before the war? What happened to the Union and its’ states? Why did the states secede? Who won the war? What were some causes of the war? 10. After this discussion, students will be asked to write a one paragraph, ten sentence essay of what they think the United States would be like had the Union lost the Civil War. The students should support their idea with details. 11. Students may refer to the time line to aide in the writing of their essay. They may not use help from partners. ||  || Students will receive credit for their essay if they can accurately describe what they think would have happened to the Union had they lost the war. They should include at least ten sentences and details to defend their answer. Students will receive a participation grade if they can present the teacher with the five events they wrote down from the story, // Abraham Lincoln: Defender of the Union //. ||  || Students could create their own time line of another historical person during the civil war. Students could come up with stories about what they would have done if they were in Abraham Lincoln’s place. ||  ||  ** Additional **
 * ** Assessment: ** |||| Students will receive a participation grade for actively participating in the classroom discussion
 * ** Suggested **
 * Extension **
 * Activities: ** |||| Students could write short stories about how life would be today had the Union lost the war.

** References & Web Links **

|||| // Lincoln: A Photobiography // by Russel Freedman // Voting in Elections // by Terri DeGezelle [|**http://www.whitehouse.gov/about/presidents/abrahamlincoln/**] [|**http://www.alincoln-library.com/facts-about-abraham-lincoln.shtml**] Lesson Plan Author: Jonathan Crusie Wright State University
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