Find Grace's Family

Learning Resource Type

Classroom Resource

Subject Area

English Language Arts
Social Studies

Grade(s)

3, 5

Overview

In this learning activity, students will analyze a famous letter written by Grace Badell to President Abraham Lincoln. Using hints about Grace's family from the letter, students will draw pictures of her family.

English Language Arts (2021) Grade(s): 3

ELA21.3.23

Identify and use text features in informational passages to locate information.

UP:ELA21.3.23

Vocabulary

  • Text features
  • Locate
  • Informational passage
  • Identify

Knowledge

Students know:
  • Informational passages often include text features that can be used to locate information within the text.

Skills

Students are able to:
  • Identify text features in informational passages, such as headings, photographs, illustrations, labels, charts, graphs, legends.
  • Use text features to locate information within an informational passage.

Understanding

Students understand that:
  • Informational passages have predictable features that can be used to locate important information within the text.
  • Text features that are often used in informational text include headings, photographs, illustrations, labels, charts, graphs, and legends.
  • Using text features helps support their overall comprehension.
English Language Arts (2021) Grade(s): 5

ELA21.5.18

Explain the relationships among events, people, or concepts in informational texts, supported by textual evidence.

UP:ELA21.5.18

Vocabulary

  • Relationships
  • Events
  • People
  • Concepts
  • Informational text
  • Textual evidence

Knowledge

Students know:
  • Informational text often explains the relationships among events, people, or concepts (ideas).
  • Comprehension can be demonstrated by referring to specific evidence in the text.

Skills

Students are able to:
  • Explain the relationships among events, people, or concepts in informational text by providing textual evidence.

Understanding

Students understand that:
  • They can show they understood informational text by using specific text evidence to support their explanations.
Social Studies (2010) Grade(s): 3

SS10.3.11

Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs.

UP:SS10.3.11

Vocabulary

  • interpret
  • legends
  • stories
  • songs
  • contributed
  • development
  • cultural history
  • tall tales
  • folk heroes

Knowledge

Students know:

  • The purpose and essential elements of legends, stories, and songs.
  • Examples of legends, stories, and songs that contributed to United States' cultural history including American Indian Legends, African American Stories, Tall Tales and stories of Folk Heroes.
  • Vocabulary: legends, stories, songs, cultural history.

Skills

Students are able to:

  • Interpret legends, stories, and songs.
  • Identify the purpose and essential elements of legends, stories, and songs.
  • Identify the contribution that specific legends, stories, and songs had on the development of cultural history of the United States.

Understanding

Students understand that:

  • There are legends, stories, and songs that have contributed to the development of the cultural history of the United States.
Social Studies (2010) Grade(s): 5

SS10.5.11

1Identify causes of the Civil War, including states’ rights and the issue of slavery.

UP:SS10.5.11

Vocabulary

  • Civil War
  • Missouri Compromise
  • insurrection
  • opposition
  • rebellion
  • personalities
  • political conditions
  • confederacy
  • secession

Knowledge

Students know:
  • Causes of the Civil War, including issues of states' rights and slavery.
  • The importance of the Missouri Compromise, Nat Turner's insurrection, the Compromise of 1850, the Dred Scott decision, John Brown's rebellion, and the election of 1860.
  • Key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, William Tecumseh Sherman, and Joseph Wheeler.
  • Social, economic, and political conditions that affected citizens during the Civil War.
  • Alabama's role in the Civil War (Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession).

Skills

Students are able to:
  • Locate key places and events on a physical and political map.
  • Identify and analyze the causes of political conflict Identify key people and explain their role throughout the Civil War.
  • Describe and draw conclusions about the war affected the citizens of the United States.
  • Interpret and define the role of Alabama in the Civil War.

Understanding

Students understand that:
  • There were many factors that led to the Civil War.
  • Key people and ordinary citizens contributed to and were impacted by the Civil War.
  • Alabama responded to, participated in, and was impacted by the Civil War.
ELA21.3.23
ELA21.5.18

CR Resource Type

Learning Activity

Resource Provider

Smithsonian

License Type

Custom
https://amhistory.si.edu/ourstory/pdf/lincoln/find_family.pdf

Custom License Type (URL)

https://www.si.edu/termsofuse/

Owner (Author)

mgsaboyd
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