Digital Connections Newsletter
LIFE OF A PRESIDENT — FROM CHILDHOOD TO THE WHITE HOUSE This Benchmark “DigiPencil” Project Organizer focuses on the life of President Lincoln, however, the process of digging deeper to understand the events and times which shape a president’s beliefs, goals, and agendas are relevant for understanding any individual who seeks political office. As they engage in this project, students will follow Lincoln from his childhood through his presidency using a Benchmark eBook, a timeline, primary source documents, and additional resources you may wish to share. On the following pages, we’ll take you on a brief tour of the project organizer. We’ve included teacher resources to support this learning journey . WHAT’S THE BIG IDEA Historical context — social, cultural, technological — sets the stage for and impacts a president’s tenure. Enjoy, The Benchmark Team
PRIMARY SOURCE DOCUMENTS Yale University provides a definition of primary source documents which best describes the breadth of these valuable learning resources. “Primary sources provide first-hand testimony or direct evidence concerning a topic under investigation. They are created by witnesses or recorders who experienced the events or conditions being documented. Often these sources are created at the time when the events or conditions are occurring, but primary sources can also include autobiographies, memoirs, and oral histories recorded later. Primary sources are characterized by their content, regardless of whether they are available in original format, in microfilm/microfiche, in digital format, or in published format.“ ( Source: Yale University )
EMPATHY AND PERSPECTIVE “The classroom teacher and the school librarian both have a prominent stake in creating educational experiences that foster the development of perspective, empathy, and understanding.” In her research, Dr. Stripling … “found that primary sources have a strong impact on the development of historical empathy if their use is mediated by a teacher or librarian and that cognitive empathy must be developed before emotive empathy.” (Dr. Barbara Stripling, http://surface.syr.edu/it_etd/66/ )
1824-26 Lincoln, Abraham. Abraham Lincoln’s Student Sum Book. Manuscript. 18241826. From Library of Congress, American Treasures Exhibition. 1846 Lincoln, Abraham. Poem, My Childhood Home I See Again. Manuscript. 1846. From the Library of Congress, The Abraham Lincoln Papers. 1860 Lincoln, Abraham. Abraham Lincoln to Mary Todd Lincoln. Letter. March 4, 1860. From the Library of Congress, The Abraham Lincoln Papers. 1860 Howard, H.C. For president, Abra[ha]m Lincoln. For vice president, Hannibal Hamlin. Print. Philadelphia, 1860. Library of Congress Prints and Photographs Online Catalog. 1898 Lincoln, Abraham, author, and W.F. Hooley, performer.Lincoln’s speech at Gettysburg. Sound recording. NY: E. Berliner’s Gramophone, September 21, 1898. From the Library of Congress, Emile Berliner and the Birth of the Recording Industry. Primary Sources Document Sites. Abraham Lincoln Institute This institute promotes the development and dissemination of printed … more...
BENCHMARK’S eBOOK SHELF George Washington, Abraham Lincoln Included in this President Project Organizer!
How did George Washington become the Father of Our Country." Why is Abraham Lincoln considered one of the greatest presidents? Read this book to find out."
Nonfiction and Biography Abraham Lincoln - Amy Cohn, Suzy Schmidt, David Johnson Abe Lincoln Goes to Washington, 18371863 - Cheryl Harness Abe Lincoln Remembers - Ann Turner, Wendell Minor The Lincoln Memorial – Hal Marcovitz
John Adams, Abigail Adams Delegate to the Continental Congress, and vice president and president of the United States, John Adams is a hero in American history. His wife, Abigail, an independent, strong, and capable woman, is as well. What was life like for these two patriots? How did they remain true to each other and to their convictions?
Pink and Say - Patricia Polacco When Abraham Talked to the Trees Elizabeth Van Steenwyk Young Abe Lincoln – Cheryl Harness Historical Fiction and Fiction After the Rain: Virginia’s Diary, Book Two, Washington D.C., 1864 – Mary Pope
Michelle Obama, Barack Obama What did Michelle Obama do before she became First Lady? What is important to her? How did Barack Obama make history? What path did he take to become president? Read this book to find out.
Osborne Forty Acres and Maybe a Mule - Harriette Gillem Robinet More….
MAKING SENSE OF A LIFE—HISTORICAL PERSPECTIVE First, students will read the eBook George Washington, Abraham Lincoln How did George Washington become the Father of Our Country." Why is Abraham Lincoln considered one of the greatest presidents? Read this book to find out." This eBook is included with the Project Organizer — just click and read.
Then, students will learn more about Lincoln’s life by visiting a timeline for depicting three timeframes: 1811-31, 1832-59, and 1860-65. Using the information on the timeline and in the eBook, they will respond to three writing prompts, one for each timeframe. Finally, students will write a reflective essay described on the next page...
ESSAY REFLECTION—PULLING IT ALL TOGETHER Analyze Lincoln's relationships with the American people and Congress. Was he a mirror to the age in which he lived? Explain. What was his imprint on U.S. and world history? Evaluate why and how Lincoln did or did not change the power of the presidency. Explain.
INFORMATIONAL WRITING RUBRIC 1-Beginning — 2-Developing — 3-Accomplished —4-Exemplary Traits The writer introduces his / her topic with a strong main idea statement. The writer uses facts, details, quotations or definitions to develop his or her points The writer provides a concluding statement or section. The writer demonstrates command of grade-appropriate conventions of standard English grammar and usage. The write demonstrates command of grade-appropriate conventions of standard English capitalization, punctuation, and spelling.
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BIG IDEA Historical context — social, cultural, technological — sets the stage for and impacts a president’s tenure.
ESSENTIAL QUESTIONS How do social and economic times affect the political beliefs and actions of those in power? What responsibilities do people in power have to those who have less power? COMMON CORE STANDARDS LANGUAGE ARTS & SOCIAL STUDIES College & Career Readiness Anchor Standards Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Writing Standards Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. b. Develop the topic with facts, definitions, and details. c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. d. Provide a concluding statement or section.
Abraham Lincoln Teacher's Guide Link to NYS ELA Common Core