Lesson 1: Introduction

Common Core Standards:

CCSS.ELA-LITERACY.RH.11-12.1

Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a
whole.
CCSS.ELA-LITERACY.RH.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in words) in order to address a question or
solve a problem.
Objective:
SWBAT analyze and apply a range of primary and secondary sources in order to
address the question: Did emancipation apply to women during Lincolns
presidency?
Agenda:
1. Do Now: Students will be asked to answer the following questions in their
notebook:
a. What does it mean to have citizenship?
b. Does citizenship mean something different based on your race or
gender?
c. What was the Emancipation Proclamation?
These questions should be used to both hook students into the topic and to
gauge what they already know, particularly about the Emancipation
Proclamation. After students have answered the questions on their own, they
should discuss their responses as a group while the teacher circulates the
room to monitor answers.
2. In groups, students will be directed to this website. After reading the home
page, each group should write out their hypothesis to the question: Did
emancipation apply to women during Lincolns presidency? Students should
include at least three pieces of evidence based on what they think they know
about this time period, emancipation, and Abraham Lincoln.
3. Individually students should read Remember the Ladies in the background
section. Students should be taking notes and writing down questions as they
read.
4. Groups will be asked the following questions:
a. According to these texts, what does it mean to be dependent? Why
does John Adams believe that dependents should not be able to vote?
b. According to these texts, why was it believed that women should be
excluded from citizenship? How does this connect to military service as
the ultimate form of citizenship?
c. Compare and contrast the female and male perspectives as presented
in these texts.

The teacher will call on a single student to respond to a question. Students

answers should use proper grammar and terminology, be historically
accurate, and cite evidence from the text. If a student is unable to do this,
students will return to their group to improve their answers and repeat the
process until correct.
5. Students will read and watch the section of the background page on the Civil
War and the Emancipation Proclamation.
6. Exit Slip: Students will modify their hypothesis as a group based on what they
have read thus far.
HOMEWORK:
Read: Women: A Burden on Lincolns Union. Close Reading- Draft of a
Communication to Stephen A. Hurlbut (August 15 th, 1863) and watch Women in
19th Century America (Crash Course). Write a brief response essay that includes the
following:
1. Summarize key arguments from the assigned reading and video.
2. Analyze how the assigned reading and video relate to the discussion in class.
3. Critically assess what of the assigned reading and video was most persuasive
and least persuasive. Which issues and questions need more explanation?
Lesson 2 and 3: Group Work Analyzing Primary and Secondary Sources
Common Core Standards:
CCSS.ELA-LITERACY.RH.11-12.1

Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a
whole.
CCSS.ELA-LITERACY.RH.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in words) in order to address a question or
solve a problem.
Objective:
SWBAT analyze and apply a range of primary and secondary sources in order to
address the question: Did emancipation apply to women during Lincolns
presidency?
Agenda:
1. Do Now: Students will share out and discuss their responses to the homework
the night before. This will lead to an all class discussion of these sources.
2. In their groups, students will begin to read and analyze each of the primary
and secondary sources found on the website. Students may work individually
and then compare answers with their group, or they can read out loud with
their group and answer the questions together depending on the needs of the
group. Students should not be allowed to split up the documents and only

read one or two and share back to their group. This will limit their actual
understanding of the material. During this time the teacher should be
circulating the room, only stepping in when necessary or calling the class
back together whole group to address common misconceptions or
misunderstandings.
-This process will take a minimum of two class periods, but may take
longer depending on the skill level and age of the class.
HOMEWORK:
-Read ahead in the primary and secondary sources, or watch one of the optional
secondary source videos to help guide your understanding.
Lesson 4 and 5: Creating a Podcast or Video
Common Core Standards:
CCSS.ELA-LITERACY.RH.11-12.1

Cite specific textual evidence to support analysis of primary and secondary sources,
connecting insights gained from specific details to an understanding of the text as a
whole.
CCSS.ELA-LITERACY.RH.11-12.7

Integrate and evaluate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, as well as in words) in order to address a question or
solve a problem.
Objective:
SWBAT analyze and apply a range of primary and secondary sources in order to
address the question: Did emancipation apply to women during Lincolns
presidency?
Agenda:
1. Do Now: Each group should return to their original hypothesis in response to
the question: Did emancipation apply to women during Lincolns presidency.
Groups will now have time to revise their responses and create their final
thesis statement. Students should be encouraged to use this time to begin to
outline their arguments, determining the main claims which support their
thesis and which claim each piece of evidence best supports.
2. Students will be introduced to the final step in the process: creating a podcast
of video in response to the essential question: Did emancipation apply to
women during Lincolns presidency? Students can use Youtube or Audacity.
Podcasts/videos will be graded using the following rubric:
Thesis: 0-1 points,
0

States a thesis that does not address all parts of the

question, or does not indicate specific arguments.
Simply restates the question.

Presents a thesis that makes a historically

defensible claim and responds to all parts of the
question. The thesis must consist of one or more
sentences located in one place, either in the
introduction or the conclusion.

POINT 1:
__ A) Responds to ALL parts of the prompt
__ B) Is found in the first and/or last paragraph
__ C) Indicates a specific position that the paper will argue
__ D) Is historically accurate
Argument Development: 0-1 point
0
1
Essay does not tie related evidence
Essay relates and links multiple and
pieces together, and/or also does not
varied evidence pieces to one another;
recognize dissimilar or contradictory
this relating or linking can be
evidence pieces. Essay fails to apply a
conformational and/or oppositional
skill of comparison, causation,
and/or qualification as part of applying
continuity or change over time patterns a specific historical thinking skill in
or periodization
order to make a case.
__ A) College level sophistication throughout the entire essay
__ B) Cohesive essay that accounts for historical complexity
__ C) Corroborates varied forms of evidence to support thesis, OR addresses contradictory arguments,
OR qualifies the argument using a specific historical thinking skill
Analysis of outside examples to support thesis/argument: 0-1 point
0
1
Offers no analysis of historical examples
Offers plausible analysis of historical examples
beyond/outside the documents to support the stated beyond/outside the documents to support the stated
thesis or a relevant argument.
thesis or a relevant argument. *Requires a full
explanation for credit*
Outside Examples:
__ A) Provides AT LEAST 3 historical examples from this time period that are NOT included in the
documents
__ B) Summarizes historical examples
__ C) Explains how the outside example supports the stated thesis
__ D) Is historically accurate

Contextualization: 0-1 point

0
Offers no connection of historical phenomena
relevant to the argument to broader historical
events, processes, or trends.

1
Accurately and explicitly connects historical
phenomena relevant to the argument to broader
historical events, processes, or trends. *Requires a
full explanation for credit*

Contextualization:
__ A) Describes a historical phenomenon (broader historical event, process, or trend- think isms) in detail
__ B) Explains how this contextualization impacts the stated thesis
__ C) Is historically accurate

Synthesis: 0-1 point

0

Extends the argument by

Extends the argument by connecting to
No connections;
connecting to a development in a
a course theme and/or approach to
OR
No introduction of different historical period,
history that is not the focus of the
secondary essays
situation, era, or geographical
essay (i.e. political, economic, social,
area
cultural, intellectual)
Synthesis- should be a separate synthesis paragraph:
__ A) Connects to a different time period, situation, or place OR connects to another theme not focused
on in this prompt.
__ B) Used to strengthen argument
__ C) Connection to thesis is made clear
Use and Extended Analysis of Documents: A + B = 0-2 points
(A) Uses ALL of the documents to support the thesis = +1
__A) Accurately summarizes documents main idea in own words
__ B) Explains how the evidence supports the thesis
(B) Extended Analysis: 4-5 docs extended = +1
__A) Explains what the HAP-P is and explains the significance of HAP-P
__ B) Is historically accurate
3. Students will be given the remaining time in class on day 4 and all of day 5 to script out their
podcast or video and to record it. (If students need more time based on skill level or
understanding of creating a podcast or video this time can be extended).
HOMEWORK: Complete podcast or video.