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9-B Alexander Gardner, Abraham Lincoln, February 5, 1865
Guliya Shaykhutdinova

 

Theme: Leadership, Courage

Lesson Plan Title: Gardners Lincoln: With Malice toward None, With Charity for All
All men are created equal - Abraham Lincoln, The Gettysburg Address, Nov. 19, 1863

Subject areas: Visual Arts; American History - The Civil War; Social Studies; Language Arts; Literature; Photography.

Skills Covered:
Historical comprehension;
Analyzing and interpreting photographs;
Making inferences and drawing conclusions;
Internet research skills;
Creative writing.

General Goals:

  1. To help students understand the artwork - Alexander Gardners Abraham Lincoln, February 5, 1865 through the exploration of information and critical and comparative analyses.
  2. To help students develop their English language skills by encouraging them to express their opinions and ideas about Alexander Gardners photograph.

Specific Objectives:

  1. To help students understand the basic facts about Abraham Lincolns life and the meaning of some of his famous speeches.
  2. To teach students to describe Abraham Lincoln as shown in Alexander Gardners 1865 photograph.
  3. To allow students to productively use English through integrated skill activities.
  4. To develop students reading and listening abilities through textual analysis.
  5. To allow students to practice and produce grammatical structures (conditionals type 3) through analysis of the artwork.

Materials/ Visual Aids:
Picturing America Educators Resource Book
Artwork 9B Alexander Gardner Abraham Lincoln, February 5, 1865

http://4.bp.blogspot.com/_h0T6dovaapo/
S7J3nIvnKGI/AAAAAAAAArI/zVfrlejIoeA/s1600/pa_neh_18.jpg

Glossary (Appendix A), Activity worksheets (Appendices B, C, D, E, F), Answer worksheet (Appendix G).

Step-by step procedures:
Lead-In (3 min.)
Show two photograph portraits to class:
Alexander Gardners Abraham Lincoln, February 5, 1865
and Barak Osamas official photo
http://www.google.ru/images?client=opera&rls=ru&oe=utf-8&q=
barack+obama+images&um=1&ie=UTF-8&source=univ&ei=
TpM9TLrvNMySOKP6uKgP&sa=X&oi=image_
result_group&ct=title&resnum=1&ved=0CC8QsAQwAA

Start by asking students low level questions, such as

  1. Who are these men?, What is common between them? (Suggested answer: They are both American Presidents).
  2. Then encourage students to find the difference between these two photograph portraits (Suggested answers: a colored photo a black-and-white photo; president standing in front of the American flag president sitting in a chair; a happy smiling president a tired sad president; etc.).
  3. If you didnt know Abraham Lincolns appearance, could you ever guess that this is a presidents portrait? What his occupation could be? (Suggested answers: a doctor, a teacher, a scientist, an actor, etc.)

Activities:

Activity 1. Reading Lincolns biography (10 min.)

Students will read a short biography of Lincoln in order to become acquainted with his life and thoughts http://www.whitehouse.gov/about/presidents/abrahamlincoln
Assess their understanding of the subject matter with the help of a Listening Activity Worksheet (Appendix B ). After completing this activity encourage students to give an oral summary of what they read and heard.

Activity 2. Analyzing Alexander Gardners Photograph (20 min.)
Students will analyze Alexander Gardners photograph Abraham Lincoln, February 5, 1865. Remind them of the fact that this photograph was taken

  1. in the final year of the Civil War (1861-1865)
  2. a month before Lincolns second inauguration (March 4, 1865) where he delivered his famous second inaugural address.
  3. a little over two months before Lincolns death (April 14, 1865).

Step 1. Description activity.

Students are divided into four groups. Each group is responsible for brainstorming words for one part of speech - nouns, verbs, adjectives, and adverbs that they see in the photograph. When word lists are ready, have each group copy the words down in the appropriate section of a worksheet (Appendix C).
Using the words from different sections of the list, students compose descriptive sentences on the photograph.

Step 2. Matching activity
Assess students to complete worksheets Matching Activity (Appendix D). This activity will help students sum up the previous description activity and enhance their vocabulary.
Besides, it will be handy while doing their assessment task and homework. This activity is done in pairs.

Step 3. If-activity
Students will match two parts of conditional sentences type 3 (Appendix E). Making inferences and drawing conclusions independently is rather difficult for students learning ESL. So have them use ready-made inferences, making necessary changes in grammar. The students can use this activity as a springboard for creating their own 2-3 sentences.
Closure (2 min.)

  1. Have students return to their initial Lead-in activity. Ask them why they were to compare Abraham Lincolns photo portrait with that of Barak Obamas, not any other American president.
  2. In 2009 President-elect Barak Obama took the oath of office using the same Bible upon which President Lincoln was sworn in at his first inauguration in 1861. Why? What is the connection between the 16th American President and the 1st Afro-American President? Encourage students to use the new knowledge about Abraham Lincoln they gained at the lesson.

Assessment: Look and compare (15 min.)
Assess students to work individually and compare two Lincoln images (Appendix F):

  1. Alexander Gardner Abraham Lincoln, February 5, 1865, 1865 http://4.bp.blogspot.com/_h0T6dovaapo/S7J3nIvnKGI/
    AAAAAAAAArI/zVfrlejIoeA/s1600/pa_neh_18.jpg
  2. Alexander Gardner Abraham Lincoln, August 9, 1863, 1863

http://farm4.static.flickr.com/3054/3253743680_006d5dfd2d_o.jpg

Encourage students to find differences in Lincolns appearance, clothing, mood, facial expression, posture, etc. Have them write down their descriptions in spaces provided near the portraits.
Extensions:

  1. Have students create a photo poster presenting places where Lincolns name and image appear (Lincoln Memorial in Washington, D.C.; Lincolns sculpture on Mount Rushmore, Fords theater, the U.S. Lincoln $5 bill, the Lincoln cent, the Lincoln automobile brand, etc.).
  2. Assign students to search the Internet and learn about other American Presidents assassinated while in office (James Garfield, William McKinley, and John F. Kennedy). Have students report their findings to the class in the next lesson.

Meeting special needs (verbal/linguistic):

  1. Have students read and analyze Lincolns Second Inaugural Address, delivered on March 4, 1865.

http://bartleby.net/124/pres32.html
It is the shortest inaugural speech delivered by an American president (703 words). Why is it considered a rhetorical masterpiece? Try to find at least five reasons of its success.

  1. Many writers dedicated their works to Abraham Lincoln after his sudden death (James Russell Lowell, Edward Arlington Robinson, Carl Sandburg). But the most important

poem caused by Lincolns assassination was composed by Walt Whitman When Lilacs Last in the Dooryard Bloomd (1865). http://theotherpages.org/poems/whitm01.html
Have students read all its 208 lines, feel its subdued mood of loving grief and make a translation of one of its 16 parts.
Homework: Creative Writing (two options)

  • Family photo album. Assign students to explore their family photo albums and find two photo portraits of a family member (parents, grandparents, aunts, uncles, etc.). Have students analyze these portraits to reveal how that persons image changed over time and write an essay (200-250 words).
  • A museum guides story. You are a museum guide at the Library of Congress, Washington, D.C. Besides a good speaking voice and an engaging personality, you will need good knowledge of your subject matter Alexander Gardners photograph Abraham Lincoln, February 5, 1865. Write down a short story about this artwork as if you are conducting an excursion for the museum visitors. Be sure to include biographical information about the author.

List of References:

  1. Devlin, Joseph. Dictionary of Synonyms and Antonyms. : , 2002.
  2. Inge, M.Thomas. A nineteenth Century American Reader. Washington, D.C. 20547: United States Information Agency, 1995.
  3. Muller, V.K. Modern English-Russian Dictionary. Moscow: Russky Yazyk Publishers, 2001.
  4. Oxford Advanced Learners Dictionary of Current English (Chief Editor Sally Wehmeier). Oxford: University Press, 7th Edition, 2005.
  5. White Jr., Ronald C. Lincolns Greatest Speech. The Second Inaugural. New York-London-Toronto-Sydney: Simon&Schuster Paperbacks, 2002.

Selected Websites:

  1. Picturing America: http://picturingamerica.neh.gov/
  2. EDSITEment: http://edsitement.neh.gov
  3. American Experience: http://www.pbs.org/wgbh/amex
  4. Civil War Photographers: http://www.pbs.org/wgbh/amex/lincolns/atwar/gal_camera.html
  5. American Memory: http://memory.loc.gov/
  6. National Park Service: http://www.nps.gov/
  7. The Lincoln Institute: http://www.abrahamlincoln.org
  8. The National Archives: http://archives.gov
  9. Photo Analysis Worksheet:

http://www.archives.gov/education/lessons/worksheets/photo.html

http://theotherpages.org/poems/whitm01.html

Glossary


#

Word, phrase

Translation

Definition

1.

Circulate v

, ,

To spread or pass sth from one person, place to another
~ a story, news, rumors, information

2.

Immediacy n

,

Lack of delay, speed
~ of response

3.

(the) populace n

,

Ordinary people, grassroots
Local ~

4.

Burden n

, ,

Hard work, difficulty, responsibility, duty
To carry ( share, reduce) the ~

5.

Distinguished adj

,

Famous, renowned, celebrated, very successful; ant. unknown, obscure
A ~ career, ~ guest

6.

Candid adj

,

Sincere, open, honest
A ~ interview
~ camera

7.

Enduring adj

, ,

Lasting for a long time
~ memory

8.

Sturdy adj

, ,

Strong, not easily damaged
a ~ table
Physically strong and healthy
A ~ child

9.

Exalted adj

,

Possessing high rank ~position/circles

10.

Humble adj

, ,

Modest, shy
~ house, ~ birth, ~ apology
Ant. Proud, arrogant, haughty Idm. Eat ~ pie
,

11.

Askew adv

, ;

Crooked, not straight
To hang a painting ~ , to look ~

12.

Fiddle v

;

To keep moving sth with your hands, fingers when youre nervous or bored
To ~ with a pen, keys
Phr. To ~ away ,
To ~ about/ around

13.

Latent adj

Existing, but not noticeable, invisible, concealed, hidden
~ talent, ~ disease
Ant. Apparent, evident

14.

Weather sth v

(, , )

To endure, to come safely through difficulties
To ~ out/ through hard times
Idm. To ~ the storm

15.

Haggard adj

,

Looking exhausted, lean, tired because of illness, hard work, lack of sleep

16.

Careworn adj

See # 15 haggard

 

17.

Cadaverous adj

-

Extremely pale, looking sick/ill

 

 

 

 

18.

Assassination n

Murder of a famous person , especially for political reason
The ~ of Abraham Lincoln, Martin Luther King

19.

Aura n

,

A particular quality surroundinga person/place
An ~ of confidence

20.

Martyrdom n

,

The suffering or death because of political or religious belief

21.

Weary adj

,

Very tired/bored
Im weary of it
Phr. towearyforsth -

22.

Countenance n

,

Face, facial expression
Phr. To keep ones~
Phr. To lose ~
Phr. To put sb. out of ~ -
Phr. to give ones ~

Proper Names: Geographical Names:
Abraham Lincoln Washington D.C.
Alexander Gardner Boston
Mathew Brady Appomattox

Walt Whitman

Appendix B

Student name ____________ Date _____
Listening Activity Worksheet Abraham Lincolns Biography
Overview: The purpose of this activity is to practice listening.
Directions:
1. Listen to your teachers reading and underline the correct choice in each group of three italicized words in bold.
2. Give an oral summary of what you heard.

  • The son of a Kentucky/California/Oregon/ frontiersman, Lincoln had to struggle for a living and for learning.
  • Lincoln was born February 12, 1812/1809/1810.
  • His mother died when he was 9/10/11.
  • Lincoln made extraordinary efforts to attain knowledge while working at a plant/ on a farm/ at a railway station.
  • Lincoln married Mary Todd and they had 4 boys, only one/two/three of whom lived to maturity.
  • In 1858 Lincoln ran against Stephen A. Douglas for Senator/Governor/President.
  • On January 1, 1863/1866/1867 he issued the Emancipation Proclamation that declared forever free those slaves within the Confederacy.
  • In his Gettysburg address Lincoln said that this nation, under God, shall have a new birth of freedom and that government of the people, by the people, for the people, shall not disappear/perish/vanish from earth.
  • His Second Inaugural Address is now inscribed on one wall of the Lincoln Monument/ Museum/Memorial in Washington, D.C.
  • On April 14, 1865, Lincoln was accompanied/associated/assassinated at Ford's Theatre in Washington by John Wilkes Booth, an actor,

Appendix C

Student name ___________ Date _____
Description Activity
Overview: The purpose of this activity is to practice collaborative work and to expand your knowledge of different parts of speech related to a persons appearance
Directions: 1. Divide into four groups 2. Brainstorm words for one part of speech that you see in the photograph and write them down in the appropriate section. 3. Copy the words down from your partners lists.


Nouns

Verbs

Adjectives

Adverbs

4. Using words from all sections above make up 7-10 descriptive sentences on Abraham Lincolns portrait 5. Present your sentences to the class. 6. Have fun and enjoy yourself!

Appendix D

Student name ______________ Date _____

Matching Activity

Overview: The purpose of this activity is to enhance your vocabulary.
Directions: 1.In pairs match the words in the list; make up 2-3 sentences using these collocations and write down below the table. 3. Each pair shares the sentences with class.


1

presidential

a

studio

2

 

special

b

doctor

3

 

visual

c

impatiently

4

 

unfashionable

d

portrait

5

 

cadaverous

e

session

6

 

own

f

campaign

7

 

careworn

g

countenance

8

 

uniformed

h

cheek

9

 

unsupported

i

sadness

10

 

studio

j

aura

11

 

latent

k

record

12

 

bust-length

l

clothing

13

 

humble country

m

features

14

 

fiddle

n

claim

15

 

weary

o

soldiers

 

 

 

 

 

 

 

 

 

Appendix E

Student name __________ Date _____

If- Activity

Overview: The purpose of this activity is 1. To help students make inferences and draw conclusions 2. To practice grammar (Conditionals Type 3) 3. To enhance students vocabulary
Directions: 1. Match the columns to make up sentences.


1

 

Lincoln (not look) so sad

a

they wouldnt have been blurred.

2

 

If Lincolns hair (not stick) out

b

if he hadnt received good news from the battlefront

3

 

If Lincoln .(not move) his fingers

c

if his son Willie hadnt died

4

 

Lincoln (not look) so haggard and cadaverous

d

he wouldnt have looked like a country doctor

5

 

Lincoln (not smile)

e

if he had been sleeping and feeling well

6

 

He (not seem) like a regular person

f

Lincoln would have looked younger in his 55

7

 

If the stress of the Civil War (not age) him

g

If his bowtie hadnt been slightly askew

2. Make up your own 2-3 sentences using Conditional Type 3.

Appendix F

Student name _______ Date _____

Two Portraits (writing task)
Overview: The purpose of this activity is to assess student ability to analyze photo images of a person taken at different periods of his life, make observations and inferences.
Directions: 1. Describe each image in the spaces provided; be sure to use new words and phrases you learned at the lesson; try to use adjectives of comparison as much as possible.

  1. Alexander Gardner Abraham Lincoln, February 5, 1865, 1865 http://4.bp.blogspot.com/_h0T6dovaapo/S7J3nIvnKGI/
    AAAAAAAAArI/zVfrlejIoeA/s1600/pa_neh_18.jpg
  2. Alexander Gardner Abraham Lincoln, August 9, 1863, 1863

http://farm4.static.flickr.com/3054/3253743680_006d5dfd2d_o.jpg

Appendix G
Answer Sheet

  1. Listening Activity Abraham Lincolns Biography (Appendix B)
  1. Kentucky
  2. 1809
  3. ten
  4. on a farm
  5. one
  6. senator
  7. 1863
  8. perish
  9. Memorial
  10. Assassinated
  1. Matching Activity (Appendix D)

1f, 2j, 3k, 4l, 5h, 6a, 7m, 80, 9n, 10e, 11i, 12d, 13b, 14c, 15g

  1. If-activity (Appendix E)

1c, 2d, 3a, 4e, 5b, 6g, 7f

 
         
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