Lesson Plan Lincolns Anger

Essential Question: How did Lincoln use his anger to achieve certain political ends?
Objective: SWBAT analyze primary and secondary sources to better comprehend Lincolns
political stances and his ability to utilize anger in his writing as a way to achieve
Republican objectives.
Duration: (4-5 class days)
Learning Activities:
1. DO NOW: (Turn and talk) Students will be asked to brainstorm and discuss with a
partner the following prompt: How can anger be used to achieve political goals?
2. Students will be instructed to look at the website on Lincolns Anger http://jimcoe.wixsite.com/angrylincoln. This can be done on the students individual
computers or tablets, if applicable, or the main SmartBoard, if there are enough
computers or tablets to go around.
3. The teacher will then guide the students through a close examination of one of the
secondary pages on the website. Teacher should scaffold a close examination of
either the Ray, Corwin, or Greeley letter by (a) breaking down the Wordle and
examining each of the key terms that appear to the students, (b) examining the
inciting letter (if there is one), (c) reading the transcription of the original Lincoln
letter, (d) examining the dates on the timeline, and (e) watching the close reading
video all with the intent of understanding the context surrounding Lincolns letter.
4. After scaffolding is fully complete, divide students into groups and encourage them
to explore the other two letters. Students should work in groups to think-pair-share
as they cover the second letter. After a class spent covering the second letter, this

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Lesson Plan Lincolns Anger

step should be repeated in the next class with the third letter so that students fully
understand the context for all three letters.
5. After all documents have been reviewed, students will be asked to write a scholarly
paper answering the essential question and utilizing at least three of the Sources for
Further Context listed on the bottom of each page.
6. After writing a first draft of their essays, students will peer edit each others papers
before final submission.

Assessment: Teacher observation, classroom discussion, peer editing, and final written
submission.
Modifications: Students will be allowed to use Chromebooks/tablets/appropriate technology to
augment and expand on any vocabulary, note taking, and clarification required. Peer editing will
also be utilized as a way to grant extra time for students to write and also as a way for students to
have their essays reviewed before final submission.

Career Ready Practices - http://www.state.nj.us/education/cccs/2014/career/CareerReadyPractices.pdf

CRP2. Apply appropriate academic and technical skills.
CRP4. Communicate clearly and effectively and with reason.
CRP6. Demonstrate creativity and innovation.
CRP7. Employ valid and reliable research strategies.
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
CRP9. Model integrity, ethical leadership and effective management.
CRP11. Use technology to enhance productivity.
CRP12. Work productively in teams while using cultural global competence.

Created July 2016 by Jim Coe JamesCoeJr@gmail.com

Lesson Plan Lincolns Anger

Strand
NJCCCS

Standard
6.2.12.A.4.a Analyze the ways in which prevailing attitudes, socioeconomic factors, and
government actions (i.e., the Fugitive Slave Act and Dred Scott Decision) in the North and
South (i.e., Secession) led to the Civil War.
6.1.12.A.4.b Analyze how ideas found in key documents (i.e., the Declaration of
Independence, the Seneca Falls Declaration of Sentiments and Resolution, the Emancipation
Proclamation, and the Gettysburg Address) contributed to demanding equality for all.
6.1.12.B.4.a Use maps and primary sources to assess the impact that geography, improved
military strategies, political and military decisions (e.g., leadership) and new modes of
transportation had on the outcome of the Civil War.
6.1.12.D.4.a Compare and contrast the roles of African Americans who lived in Union and
Confederate states during the Civil War.

CCSS

CCSS.ELA-LITERACY.RH.9-10.1 - Cite specific textual evidence to support analysis of

primary and secondary sources, attending to such features as the date and origin of the
information.

CCSS.ELA-LITERACY.RH.9-10.3 - Analyze in detail a series of events described in a

text; determine whether earlier events caused later ones or simply preceded them.

CCSS.ELA-LITERACY.RH.9-10.4 - Determine the meaning of words and phrases as

they are used in a text, including vocabulary describing political, social, or economic
aspects of history/social science.

CCSS.ELA-LITERACY.RH.9-10.5 - Analyze how a text uses structure to emphasize key

points or advance an explanation or analysis.

CCSS.ELA-LITERACY.RH.9-10.6 - Compare the point of view of two or more authors

for how they treat the same or similar topics, including which details they include and
emphasize in their respective accounts.

CCSS.ELA-LITERACY.RH.9-10.8 - Assess the extent to which the reasoning and

evidence in a text support the author's claims.

CCSS.ELA-LITERACY.RH.9-10.9 - Compare and contrast treatments of the same topic

in several primary and secondary sources.

CCSS.ELA-LITERACY.RH.9-10.10 - By the end of grade 10, read and comprehend

history/social studies texts in the grades 9-10 text complexity band independently and
proficiently.

Created July 2016 by Jim Coe JamesCoeJr@gmail.com

Lesson Plan Lincolns Anger

Lincolns Anger Paper Rubric

Level A Paper
Demonstrates a strong understanding of the task.
Completes all requirements of the question(s).
Response includes a well-written main idea/thesis statement, four or more detailed
supporting sentences, and a closing sentence that effectively summarizes the main idea.
Uses ample pieces of evidence from the reading to support their argument.
Response includes advanced grade level vocabulary.
Response includes compound and complex sentences, and transitions.
Level B Paper
Demonstrates an understanding of the task.
Completes all requirements of the question(s).
Provides some explanation/opinion that includes ideas from the text for support.
Response includes a well-written topic sentence, four or more detailed supporting
sentences, and a closing sentence that effectively summarizes the main idea.
Response includes an adequate vocabulary, transitions, compound and complex
sentences, and detailed historical references.
Level C Paper
May address all of the requirements, but demonstrates only a partial understanding of the

task.

Uses text incorrectly or with limited success.

Includes an inconsistent or confusing explanation.
Response includes a well-written topic sentence, three or more detailed supporting
sentences, and a closing sentence that effectively summarizes the main idea.
Response does not include adequate vocabulary, transitions, compound and complex
sentences, or detailed historical references.
Insufficient Paper
Demonstrates minimal understanding of the task.
Does not complete the requirements.
Provides only an unclear reference or no use of the text for support.
The response does not include a topic sentence, at least one supporting sentence, and a
closing sentence and does not include adequate ideas from the text for support
The response also does not include an adequate vocabulary, transitions, compound and/or
complex sentences, or subordinating conjunctions.

Created July 2016 by Jim Coe JamesCoeJr@gmail.com