Mr Josh Cauhorn / English 11 Honors

Unit: Realism
Lesson: 3-Putting Abraham Lincoln in Context
Length: ~30 mins

IDOE Standards Covered

Standard 2: READING: Comprehension and Analysis of Nonfiction and
Informational Text
Students read and understand grade-level-appropriate text.
11.2.1 Analyze both the features and the rhetorical (persuasive) devices of different
types of public documents, such as policy statements, speeches, or debates, and the
way in which authors use those features and devices.
11.2.6 Critique the power, validity, and truthfulness of arguments set forth in public
documents, speeches, or essays; their appeal to both friendly and hostile audiences;
and the extent to which the arguments anticipate and address reader concerns and
counterclaims.

Objectives
At the end of this lesson, the student will be able to:
1. Analyze historical documents to discover the author’s intent and beliefs as
well as the means he uses to persuade others to adopt his beliefs. (11.2.1.,
11.2.6.)
1.1Interpret the Emancipation Proclamation and Gettysburg Address to
discover Abraham Lincoln’s beliefs on the Civil War.
1.2Analyze rhetorical devices employed by Lincoln.

Procedure

Preparation
Write the following on the board, in a place where the projector screen will not obstruct
view:
The Speaker of the text
1. The Occasion of the speech
2. The Audience (both present and after it was distributed)
3. The Purpose that the speaker had in delivering it
4. The Subject matter discussed
5. The Tone of the piece
6. (SOAPSTONE)

Write Key Questions on Board:

Why did Lincoln believe this war was necessary?
How do the events behind this speech set the stage for Realism?

0-2 min / Anticipatory Set and Lesson Introduction

“For today, I asked you to read two of Lincoln’s texts, his Emancipation Proclamation
and Gettysburg Address. In class today, we will delve into these texts, and figure out
why they are so important in our history. This will also give more background to the
forces that lead to the Realism movement. We will also compare the Gettysburg
Address to part of President Obama’s Inauguration speech, and see what they do to get
audience’s attention and get the American people on board with their political goals.”

2-10 min / Analyze Gettysburg Address using SOAPSTONE

“On the board and on the notes sheet I’ve given you, there is an acronym.
SOAPSTONE is a tool that we can use to break down the key parts of a public speech
to understand it better. Let’s apply this to Lincoln’s speech.”

Hand out Lincoln/Obama notes sheet.

Discuss the speech using the following notes:

pg. 562 – Lincoln was not an abolitionist, contrary to popular belief. He wanted to phase
them into society gradually.
pg. 564 – Stop at line six. Give perspective and historical context for the students. The
US was still very young at that point, and the US was at one time mocked that it
would not succeed, that the “Great Experiment” would fail
-What elements of Lincoln’s tone conveys the importance of this occasion
(Helper letter A)
-Look at his use of repetition. (Helper letter B)
-Ask key questions: Why did Lincoln believe this war was necessary?
How does the scene presented by the context of the Gettysburg Address set the
stage for Realism?
Put yourself in the shoes of a separatist. How would you have reacted to this
speech? (point to phrases like “gave their lives so that this nation might live”)
Name
Analyze and Discuss using SOAPSTONE. Write on board and have them copy onto
handouts.

10-25 mins / Compare Gettysburg Address to Obama’s Inaugural Speech

“Next, we are going to analyze President Obama’s Inaugural Speech, looking for similar
elements in rhetoric that he uses to speak to us today.”

Pass out handout of the text of the speech. Play the first eight minutes of the speech
from CNN.com:
http://www.cnn.com/2009/POLITICS/01/20/obama.politics/#cnnSTCText

Fill out SOAPSTONE for Obama’s speech. Ask key questions for discussion:
– What things today are Americans concerned about?
– How does Obama address those things, to try to comfort Americans?
– What details does Obama use to convey the importance of this time in America,
just as Lincoln used details to convey the importance of his time in America?

25-30 Introduce Journal Writing Topic/Closure

“In your journals, I’d like you to respond to the following question: “How valid is the
Emancipation Proclamation?” After all, it is freeing slaves in states that the Union
technically does not have control over. Consider also the tone this has towards the
Confederate States; Lincoln is asserting control that they have disuputed.”
 Mr Josh Cauhorn / English 11 Honors

Materials Needed

-Handouts of Obama’s Inauguration speech

-Projector to play Obama’s speech
(http://www.cnn.com/2009/POLITICS/01/20/obama.politics/#cnnSTCText)
-Lincoln/Obama Notes Sheet (documents/english 11 h/realism/lincoln obama notes
sheet.docx)

Formative Assessment

The Notes Sheets should show that the kids were paying attention. I will check for
understanding during the discussion, monitoring answers to questions.

Learning Styles

• visual/spatial (Graphic Organizer)

• verbal/linguistic (discussion)
• interpersonal (discussion)
• intrapersonal (journal writing)

Accommodations

None, as these are advanced students.

Resources

SOAPSTONE is an idea from the National Council of Teachers of English (NCTE)