Classroom Resource

Remembering Lincoln

Subject Area

English Language Arts
Social Studies

Grade(s)

5, 10

Overview

This website contains 5 primary resources students can use to help write an essay on Abraham Lincoln's assassination. 

Social Studies (2010) Grade(s): 5

SS10.5.11

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

Unpacked Content

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.
Social Studies (2010) Grade(s): 10 - United States History I

SS10.US1.14

Describe how the Civil War influenced the United States, including the Anaconda Plan and the major battles of Bull Run, Antietam, Vicksburg, and Gettysburg and Sherman’s March to the Sea. [A.1.a., A.1.b., A.1.c., A.1.d., A.1.e., A.1.i., A.1.k.]

Unpacked Content

UP:SS10.US1.14

Vocabulary

  • division
  • distribution
  • trace
  • impact

Knowledge

Students know:
  • Major military and political events of the Civil War, including the Anaconda Plan and the major battles of Bull Run, Antietam, Vicksburg, and Gettysburg and Sherman's March to the Sea.
  • Key Northern and Southern Civil War personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, and William Tecumseh Sherman.
  • Divisions of resources, population distribution, and transportation in the nation during the Civil War.
  • Reasons border states remained in the Union during the Civil War.
  • Major nonmilitary social and political events during the Civil War, including the Homestead Act, the Morrill Act, Northern draft riots, the Emancipation Proclamation, and the Gettysburg Address.
  • The role of women in American society during the Civil War, including efforts made by Elizabeth Blackwell and Clara Barton. Major aspects of Alabama's involvement in the Civil War.

Skills

Students are able to:
  • Describe major military and political events of the Civil War.
  • Trace important Civil War battles in a map.
  • Identify key Northern and Southern Civil War personalities, and analyze the role and influence of each.
  • Analyze the division of resources, population distribution and transportation in the United States during the Civil War.
  • Analyze primary source documents pertinent to Civil-War era issues.
  • Explain the reason border states remained in the Union during the Civil War.
  • Describe major non-military social and political events during the Civil War.
  • Describe the role of women in American society during the Civil War.
  • Trace Alabama's involvement in the Civil War.

Understanding

Students understand that:
  • The was a significant impact of the Civil War, its significant battles and influential leaders, nonmilitary events of the time period, abolition, reform efforts by women, and Alabama's involvement in the war.
English Language Arts (2021) Grade(s): 5

ELA21.5.37

Write about research findings independently over short and/or extended periods of time.

Unpacked Content

UP:ELA21.5.37

Vocabulary

  • Research findings
  • Independently
  • Short periods of time
  • Extended periods of time

Knowledge

Students know:
  • Researching a topic begins by finding information from multiple sources.
  • Independent writing skills.

Skills

Students are able to:
  • Find information on a particular topic from a variety of research sources.
  • Independently write about research findings over short and extended periods of time.

Understanding

Students understand that:
  • They can share information they have learned about a topic through writing.
  • Some writing projects will last a short time, while others may take longer to complete.
English Language Arts (2021) Grade(s): 10

ELA21.10.24

Utilize responsible and ethical research practices to write clear, coherent products with a command of language suitable for a particular target audience and purpose.

Unpacked Content

UP:ELA21.10.24

Vocabulary

  • Responsible research practices
  • Ethical research practices
  • Command of language
  • Target audience
  • Purpose

Knowledge

Students know:
  • Responsible and ethical research practices.
  • Writing skills.
  • The conventions of standard, formal English.
  • Strategies to modify writing for a particular audience and purpose.

Skills

Students are able to:
  • Write clear, coherent documents using responsible and ethical research practices.
  • Incorporate conventions of formal, standard English into clear, coherent writing products.
  • Modify writing to be suitable for a particular audience and purpose.

Understanding

Students understand that:
  • Ethical and responsible research practices are necessary when writing academic and workplace documents.
  • The conventions of standard, formal English are necessary for effective academic and workplace communication.
  • Written language should be adapted, depending on the audience and purpose.
Link to Resource
https://www.fords.org/blog/post/how-to-write-an-essay-on-lincolns-assassination…

CR Resource Type

Informational Material

Resource Provider

Ford's Theatre
Accessibility

Accessibility

Text Resources: Content is organized under headings and subheadings
License

License Type

Custom

Custom License Type (URL)

https://www.fords.org/terms-of-use/

Approved Date

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