Civil War from Different Perspectives
Students will view video of Lincoln's Second Inaugural Address focusing on the tone and language to determine point of view and perspective.
Discuss the following questions
How do the images, the music, and the setting create a mournful tone in this preview of Lincoln's Second Inaugural Address?
Why was it important for Lincoln to "choose his words carefully" in the address?
Why didn't he want to sound triumphant as the Confederacy was nearing surrender?
What was the importance of healing and reconciliation?
2 Direct Instruction
Teacher will explicitly model how to complete the Primary Source Analysis Tool from the Library of Congress focusing on the author's perspective.
3 Independent Practice
Students will work independently to use the LOC Primary Source Analysis Tool for the following primary sources
Students will revisit the video of Lincoln's Second Inaugural Address focusing on the tone and language to determine point of view and perspective to compare their thinking before and after the lesson.
Key Standards Supported
Reading Informational Text
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
(Begins in grade 3)
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
(Begins in grade 3)
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
(Begins in grade 4)
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.