The students will observe primary documents (photos), read/listen to a variety of books about Abraham Lincoln, they will write a paragraph stating why/why not they would vote for Abraham Lincoln supporting their answers utilizing the list of good citizenship character traits discussed in previous lessons.


RL.1.1 Ask and answer such questions about key details in a text.
RI.1.7 Use the illustrations and details in a text to describe its key ideas.
RF.1.4   a) Read on-level text with purpose and understanding. b) Read on-level text orally with accuracy, appropriate rate, and expression on successive readings (Working towards
RF.1.4: Read with sufficient accuracy and fluency to support comprehension.)

(Civic Values)
4) Describe the meaning of words associated with civic values such as fairness, responsibility and rules. 
1.3 Students identify the current president of the United States, describe what presidents do, and explain that they are elected by the people

WRITING: W.1.2: Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. 


Adler, David A. (1990). A Picture Book Of Abraham Lincoln. New York, New York: Holiday House Publisher
This biography follows the life of the popular president, from his childhood on the frontier to his assassination after the end of the Civil War.

Pingry, Patricia, A. (2001). The Story of Abraham Lincoln. Nashville, TN: Candy Cane Press. This story introduces the most memorable events of Lincoln's life: his childhood in Indiana, his leadership during the Civil War, and his writing of the Emancipation Proclamation

Primary Documents: [Abraham Lincoln, U.S. President, looking at a photo album with his son, Tad Lincoln, Feb. 9, 1864] (LOC)
Crowd at Lincoln's second inauguration, March 4, 1865 (LOC)
Original Caption: Photograph of a Drummer Boy with the United States Colored Infantry. U.S. National Archives’ Local Identifier: War and Conflict 139 Series Photographic Prints in John Taylor Album*, compiled ca. 1861 - ca. 1865

Field Trip: Ford’s Theater <http://www.fordstheatre.org/>
The Center is located at 514 10th Street, NW, across the street from the theatre and adjacent to the Petersen House, where Lincoln died. Leadership Gallery: View the latest temporary exhibit, which explores Lincoln’s leadership qualities and his focus on courage, integrity, empathy and tolerance, ideals of equality, creativity and innovation.

Warm Up

“I see.... I think.... I wonder”
Students will complete a class KWL Chart about Abraham Lincoln. Students will observe images of Abraham Lincoln and follow up with what they think might be going on or what they think this observation might be. Encourage students to back up their interpretation with reasons. Ask students to think about what this makes them wonder about the object or topic. The routine works best when a student responds by using the three stems together at the same time, i.e., "I see..., I think..., I wonder...." However, you may find that students begin by using one stem at a time, and that you need to scaffold each response with a follow up question for the next stem. Students can do this in a group discussion and record their responses on a class observation chart where the interpretations and wonderings are listed for all to see and return to during the course of study.

New Material

Students will...
-complete a multiple choice pre-test which requires them to match pictures of Abraham Lincoln and Fredrick Douglas to items and historical places/landscapes that each man was connected with
-complete a KWL chart about Abraham Lincoln
-observe and analyze primary source pictures of Lincoln
-listen to a story of President Lincoln’s life
-write, revise, and publish a paper stating why/why not they would vote for Abraham Lincoln supporting their answers utilizing the list of good citizenship character traits discussed in previous lessons.


1. Have students create a KWL Chart about Abraham Lincoln (Knowledge).

2. Tell the students that we are going to read a story about Abraham Lincoln. Read the students the book The Story of Abraham Lincoln. Nashville, TN: by Patricia A Pingry, (Verbal/Linguistic).

3. Ask students to turn & talk to a partner and discuss the characteristics of good citizenship that President Lincoln possessed (Interpersonal/Comprehension). Have students raise their hands to share with the class some of their ideas.

4. Ask students why these characteristics also made Lincoln a successful president. Do we want all of our presidents to have the characteristics of a good citizen? Why or why not? (Evaluation). 

5. Post and read these questions to the students and ask them to think about their answers before
they go to their seats. How was Lincoln's life different than ours and how was it alike? What qualities did he have? What problems did he have in his life? Why was he a great president? Do you think he would be a good president today? Why/Why not?

6. Have students return to their seats to read a passage about President Lincoln and write a paragraph stating why/why not they would vote for Abraham Lincoln supporting their answers utilizing the list of good citizenship character traits discussed in previous lessons (Evaluation).


The students will share their paragraphs, describe their ideas, and successfully defend their position as to why they would or would not  vote for President Lincoln (Apply/Analyze/Evaluation).

Closure and Reflection

Tell the students that we are going to visit the cottage where President Lincoln spent time during his presidency. We will also explore the ideas that influenced his ability to be a good citizen.

Did the students meet the objectives?
Was the reading passage to hard/easy for the students?
Did the students learn new information about President Lincoln?
What can I do to improve this lesson next time?