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Lincoln 2.0

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Summary

Students will be able to identify and analyze the challenges that Abraham Lincoln faced during his presidency in relation to keeping the Union intact.

Coin Type(s)

  • Cent

Coin Program(s)

  • Lincoln Bicentennial Cents

Objectives

Students will be able to identify and analyze the challenges that Abraham Lincoln faced during his presidency in relation to keeping the Union intact.

Major Subject Area Connections

  • Language Arts
  • Social Studies
  • Technology

Grades

  • Fourth grade
  • Fifth grade
  • Sixth grade

Class Time

Sessions: Four
Session Length: 45-60 minutes
Total Length: 151-500 minutes

Groupings

  • Whole group
  • Small groups
  • Individual work

Background Knowledge

Students should have a basic knowledge of:

  • Symbolism
  • United States History
  • Presidents

Terms and Concepts

  • Penny or one-cent coin
  • Union
  • Civil War
  • Obverse (front)
  • Reverse (back)

Materials

  • 1 overhead projector (optional)
  • 1 overhead transparency (or photocopy) of the following:
    • "Lincoln Cent Images" page
    • "Project Facts and Research" worksheet
    • "Multimedia Project" plan and rubric
  • Copies of the following:
    • "Lincoln Cent Images" page
    • "Project Facts and Research" worksheet "Multimedia Project" plan and rubric
  • Computer access with multimedia software access
  • Bookmark age and school appropriate web sites with information about Abraham Lincoln and the Civil War.

Preparations

  • Make an overhead transparency (or photocopy) of each of the following:
    • "Lincoln Cent Images" page
    • "Project Facts and Research" worksheet
    • "Multimedia Project Plan w/Rubric" worksheet
  • Make copies of each of the following (one per student):
    • "Lincoln Cent Images" page
    • "Project Facts and Research" worksheet
    • "Multimedia Project" plan and rubric
  • Schedule computer lab time for research.
  • Prep multimedia software for student use.

Worksheets and Files

Lesson plan, worksheet(s), and rubric (if any) at www.usmint.gov/kids/teachers/lessonPlans/pdf/399.pdf.

Session 1

  1. Display the "Lincoln Cent Images" overhead transparency or photocopy, mentioning that an image must be special to be on a coin. Tell the student that the man on the front of our one-cent coins today is Abraham Lincoln, our 16th president. During the more than 100 years that the Lincoln design has appeared on the obverse (front) of this coin, several different designs have been used on the reverse (back): first a wheat design, then the Lincoln Memorial; four designs were used in 2009; the Union shield design first appeared in 2010.
  2. Explain that the image on the coin represents the Union shield and the efforts of 2. Abraham Lincoln to unite the country during a difficult time. Explain to the students that the shield symbol has different parts. The Union shield used in the design dates back to the 1780s. This symbol was used widely during the Civil War (1860s).
  3. Discuss with the students what each piece of the union shield represents. In the current coin design, a banner inscribed “one cent” is draped across the shield, showing the coin’s denomination (face value). The 13 vertical stripes on the shield represent the 13 original states joined in one union to support the federal government, represented by the horizontal bar above. The bar is inscribed with the national motto “E Pluribus Unum” (“out of many, one”).
  4. Ask the students what they know about Abraham Lincoln.
  5. On chart paper, create a graphic organizer with the word “Union” in the center. Conduct a class discussion about the political climate of the United States or “Union” in the years leading up to and through the Civil War. Ask the students to think about the challenges that Abraham Lincoln would have faced as the president. As a class, create a summary statement of these challenges. Record this statement and leave it up in the class for students to record and refer to.
  6. Distribute the “Project Plan and Rubric” worksheet to each student group. Review 6. the guidelines of the project. Have the students choose the type of presentation they will prepare and the area they will be covering. Explain that the students, in pairs or groups, will be given computer lab time to research their topics and that each of the groups will complete a presentation about the challenges that Abraham Lincoln faced as president.
  7. Collect the project plans and hold them for the next session.

Session 2

  1. Distribute one "Project Facts and Research" worksheet to each student. Divide the class into pairs or small groups and explain that the groups will be researching the challenges of Lincoln’s presidency in the years leading up to and through the Civil War. Have the groups refer to the class summary from the previous session and then generate their own summary as a group regarding the challenges Lincoln faced during his presidency.
  2. Review the worksheets from the previous session and answer any questions.
  3. Introduce the students to the research process and the difference between valid and questionable sources online. Explain the categories of web sites (.gov, government; .mil, military; .com, commercial; .org, organization; .edu, higher education; .net, Internet service provider). Review the proper way to cite Internet sources and to incorporate information into their work without plagiarizing or violating intellectual property laws.
  4. Have the students write their names on the worksheets. Collect the worksheets for use in the next sessions.

Sessions 3 and 4

  1. Provide students access to the computer lab. Redistribute the "Project Facts and Research" worksheets and allow time to complete the worksheet.
  2. Have the groups lay out how they will be using their researched information in their projects.
  3. Allow time for the groups to complete their projects.

Session 5

Have the groups present their completed projects to the class.

Differentiated Learning Options

  • Provide assembled facts about Abraham Lincoln and the Civil War for students to work from.
  • Allow students extra time to complete the project.
  • Have students work in smaller groups for individual assistance

Enrichments/Extensions

  • Assemble a binder with each student’s CD in it and cover art. Allow students to check out the album and bring it home to show their families.
  • Invite other classes to come and take an interactive tour of the presidency of Abraham Lincoln.
  • Have the students create a viewing guide and quiz for other students to complete after viewing the project.
  • Take anecdotal notes about the students’ participation in class discussions.
  • Evaluate the students’ worksheets for understanding of the lesson objectives.
There are no related resources for this lesson plan.

Discipline: Language Arts
Domain: RL.6 Reading: Informational Text
Grade(s): Grade 6
Cluster: Key Ideas and Details
Standards:

  • RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
  • RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
  • RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Discipline: Language Arts
Domain: RL.6 Reading: Informational Text
Grade(s): Grade 6
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
  • RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
  • RI.6.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Discipline: Language Arts
Domain: W.6 Writing
Grade(s): Grade 6
Cluster: Research to Build and Present Knowledge
Standards:

  • W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
  • W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
  • W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    • Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
    • Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

Discipline: Language Arts
Domain: L.4 Language
Grade(s): Grade 6
Cluster: Conventions of Standard English
Standards:

  • L.4.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).
    • Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
    • Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
    • Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
    • Form and use prepositional phrases.
    • Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
    • Correctly use frequently confused words (e.g., to, too, two; there, their).
  • L.4.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use correct capitalization.
    • Use commas and quotation marks to mark direct speech and quotations from a text.
    • Use a comma before a coordinating conjunction in a compound sentence.
    • Spell grade-appropriate words correctly, consulting references as needed.

Discipline: Language Arts
Domain: L.5 Language
Grade(s): Grade 6
Cluster: Conventions of Standard English
Standards:

  • L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
    • Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.
    • Use verb tense to convey various times, sequences, states, and conditions.
    • Recognize and correct inappropriate shifts in verb tense.
    • Use correlative conjunctions (e.g., either/or, neither/nor).
  • L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use punctuation to separate items in a series.
    • Use a comma to separate an introductory element from the rest of the sentence.
    • Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).
    • Use underlining, quotation marks, or italics to indicate titles of works.
    • Spell grade-appropriate words correctly, consulting references as needed.

Discipline: Language Arts
Domain: L.6 Language
Grade(s): Grade 6
Cluster: Conventions of Standard English
Standards:

  • L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
    • Ensure that pronouns are in the proper case (subjective, objective, possessive).
    • Use intensive pronouns (e.g., myself, ourselves).
    • Recognize and correct inappropriate shifts in pronoun number and person.
    • Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
    • Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
  • L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
    • Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
    • Spell correctly.

Discipline: Language Arts
Domain: RL.4 Reading: Informational Text
Grade(s): Grade 6
Cluster: Craft and Structure
Standards:

  • RI.4.4. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
  • RI.4.5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
  • RI.4.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

Discipline: Language Arts
Domain: RL.4 Reading: Informational Text
Grade(s): Grade 6
Cluster: Integration of Knowledge and Ideas
Standards:

  • RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
  • RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.
  • RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Discipline: Language Arts
Domain: SL.2 Speaking and Listening
Grade(s): Grade 6
Cluster: Comprehension and Collaboration
Standards:

  • SL.2.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
    • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).
    • Build on others’ talk in conversations by linking their comments to the remarks of others.
    • Ask for clarification and further explanation as needed about the topics and texts under discussion.
  • SL.2.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
  • SL.2.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. 

Discipline: Language Arts
Domain: SL.2 Speaking and Listening
Grade(s): Grade 6
Cluster: Presentation of Knowledge and Ideas
Standards:

  • SL.2.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
  • SL.2.5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
  • SL.2.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 for specific expectations.

Discipline: Language Arts
Domain: RL.5 Reading: Informational Text
Grade(s): Grade 6
Cluster: Craft and Structure
Standards:

  • RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
  • RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
  • RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Discipline: Language Arts
Domain: RL.5 Reading: Informational Text
Grade(s): Grade 6
Cluster: Key Ideas and Details
Standards:

  • RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  • RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
  • RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Discipline: Language Arts
Domain: RL.6 Reading: Informational Text
Grade(s): Grade 6
Cluster: Craft and Structure
Standards:

  • RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
  • RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
  • RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Discipline: Language Arts
Domain: W.2 Writing
Grade(s): Grade 6
Cluster: Production and Distribution of Writing
Standards:

  • W.2.4. begins in grade 3.
  • W.2.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  • W.2.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

This lesson plan is not associated with any National Standards.