Gettysburg Address/Social Conflict: Social Studies & Theatre for Grade 5

Session Design by Becka Frost, Stormy Knaak, Victoria Perkins, Emily Esparza

LEARNING OBJECTIVES
Content Standards
 Utah Theatre: Standard 1 Objective 2b
o Create dialogue and physical attributes in a character that reveal a specific attitude and/or motive.
 Utah Social Studies: Standard 4 Objective 3a
o Identify the key ideas, events, and leaders of the Civil War using primary sources (e.g. Gettysburg
Address).
 Utah Social Studies: Standard 4 Objective 3d
o Examine the difficulties of reconciliation within the nation.

Key Knowledges
 Students will know that the Battle of Gettysburg and the Gettysburg Address were two separate events.
 Students will know that Abraham Lincoln gave the Gettysburg address.

Enduring Understandings
 Students will understand that when in the midst of conflict, they have a right to express their opinion and will
understand that every decision made has a consequence, whether good or bad, that affects many people.

ASSESSMENT
Performance Tasks
 Students will create a dynamized tableaux in which they add movement and dialogue to a tableaux in order to
demonstrate their ability to create dialogue and physical attributes that reveal a specific attitude and/or motion.
Other Assessments
 Students respond out-of-role and individually through writings and drawing to “I Can Decide” worksheet and
answer the following questions:
a. What was the key idea of the Civil War? (What were the North and South fighting over?)
b. What was the major battle of the Civil War?
c. Draw a picture of the man who gave the Gettysburg Address.
d. What was the difference between the Battle of Gettysburg and the Gettysburg Address?
e. Why was it so difficult for the North and the South to reconcile (or resolve) their differences?
f. Think of a time you were a part of a group that made a decision. How did that decision affect you and
the other people around you?
in order to:
a. Identify key ideas, events and leaders of the Civil War using primary documents,
b. Demonstrate their knowledge that the Battle of Gettysburg and the Gettysburg Address were two
separate events,
c. Demonstrate their understanding that each person has their own freedom to express their opinion and
will understand that every decision made has a consequence, whether good or bad, that affects many
people,
d. Examine the difficulties of reconciliation within the nation,
e. Demonstrate their understanding that when in the midst of conflict, they have a right to express their
opinion and will understand that every decision made has a consequence, whether good or bad, that
affects many people.
 Students draw a picture of Abraham Lincoln on “My Own Gettysburg” sheet in order to demonstrate their
knowledge that President Abraham Lincoln gave the Gettysburg Address.
MATERIALS NEEDED
Teacher Materials
 Teacher-in-role, Jesse, will need superhero-like clothing
o A cape
o Laminated map of the US as it was in the 1860s
o Dry erase marker
o Hammer
o Corn cob (or other similar vegetable)
o Handkerchief
o Picture of Abraham Lincoln
o Book
o Play sword
o Tape
 Teacher-in-role, The Almighty Chief’s Messenger, will need native-like clothing and accessories
o Dead flowers
o Scroll of paper
 Gettysburg Text Meaning information (see attached)
 Tape or magnets

Student Materials
 “Circle of Life” worksheet (see attached)
 “I Can Decide” worksheet (see attached)
 Coloring utensils
 Two pieces of butcher paper with a river drawn down the middle that connects the two pieces like a puzzle

LEARNING PLAN
Framing / Hook
 Brief Introduction
a. Facilitator Two introduces her/himself and what will be going on. Facilitator may say something like:
i. We study theatre and drama at Utah State University. Do any of you like theatre? Have any of
you been to a play or musical? When we go to see plays, musicals or even movies, we know that
the people that we’re watching aren’t really real. For example, we know Ironman isn’t real, but
when we watch the movie, we pretend he is, right? The same goes for us today. If you see
someone who you know isn’t real, we pretend that they are real. We have much more fun that
way.”
 Boring Lecture
a. Explain that “Before we get started with anything about drama, my colleague {facilitator one} will review
a few points of the Civil War with you.”
b. Facilitator one reads the following in a monotone voice:
i. “In the 1860 presidential election, Republicans led by Abraham Lincoln supported banning
slavery in all the US territories. Something the southern states viewed as a violation of their
constitutional rights. War was waged, lives were lost….
c. Teacher-in-role, Jesse, runs into the room exclaiming:
i. “Wait, wait, wait!!! That’s not how it went!”
ii. Facilitator and Jesse have the following conversation:
1. Facilitator: Who are you and why are you doing interrupting my class?!
2. Jesse: My name is Jesse and I am a Historian Superhero!
3. Facilitator: A Historian Superhero? What does that mean?
4. Jesse: It means that I rescue fifth grade students from boring history lectures and tell
them the way things really happened!
5. Facilitator: But how did you know we were talking about the Gettysburg Address?
6. Jesse: I have supersonic hearing!
 7. Facilitator: Oh really? Well then, what am I saying right now?
a. Facilitator mouths “I want a ham sandwich with pickles on rye.”
8. Jesse: I want a ham sandwich with pickles on rye.
9. Facilitator: Impossible! Wow, you really do have supersonic hearing!
10. Jesse: But enough about me. I’m here to rescue these fifth graders from your boring
lecture. Students, let me tell you how the Gettysburg Address really happened.
d. Jesse tells the history of the Civil War in an engaging manner, (by using expressive facials, big and grand
gestures, vocal inflections and props) as if Jesse were reliving the event.
1. NOTE: All included props are to be hidden on Jesse’s person and pulled out at the
indicated moment.
ii. “Now, way back when railroads were racing horses and when women worn poofy dresses
extends arms to indicate a poofy dress…………the United States was divided pulls out a laminated
map of the US as it was in the 1860s, and tapes it on the white board. We were split right down
the middle! Draws a line dividing the North and South with a dry erase marker. The North points
North against the South points South. Folks in the North manufactured things pulls out a
hammer that means they had factories, they engineered, had businesses, trade and industry
pantomimes working on an assembly line with hammer. Folks in the South had very large farms.
They grew many crops like cotton and corn pulls out a corn cob. But people in the South had
workers to grow certain crops, they were African Americans slaves. White men forced the
African Americans to work without any pay. What can you tell me about slavery? Slavery was
when someone was forced to do work with little to no pay. And the work was hard wipes the
sweat from brow with a handkerchief. They had little food, hardly any shelter or clothing for
their own families. Sometimes, families were torn apart thrown back as if being physically torn
apart as they got sold to different farms. How would you feel about that? You’re right – they
didn’t like that. Would you like being owned and sold willy nilly by another person? I certainly
wouldn’t! So the African Americans tried to escape pantomimes escaping by tiptoeing with
hands curled up to indicate sneaking to a free state in the North that didn’t allow slavery. This
was called the Underground Rail Road. Do you know what the Underground Rail Road is? It was
a secret organization led by Harriet Tubman who snuck slaves from the South into the free states
of the North references map.
iii. “Now, begins to pace with hands behind back and erect posture have any of you heard of a man
named ‘Abraham Lincoln?’ pulls out a picture of him. My friend Mr. Lincoln was a good man, he
loved to read pulls out book and begins to read was very honest raises right hand to a ninety
degree angle and had many different jobs. He grew up and became a lawyer and later became
the 16th President of the United States. Like the African Americans, he didn’t like Slavery and
wanted to abolish it pantomimes an explosion with arms and body. Do you know what abolish
means? It means to get rid of slavery forever. But the folks in the South liked Slavery and hated
President Lincoln, so they decided that they didn’t want to be a part of the United States
anymore. Hence the separation of the North and the South. Points out map again.
iv. “What comes next you may ask? Well the North and South started to fight bitterly in a war
called “The Civil War.” Pulls out a play sword and pantomimes fighting. Now, there was one
battle in Pennsylvania that was particularly horrible: The Battle of Gettysburg. This battle lasted
3 very long days during the hot month of July pantomimes walking in hot weather. Men fought
and fought day and night. Eventually, the North won the battle which was a turning point for the
whole war. The North won the Civil War and Slavery was abolished pantomimes an explosion
with arms. But that Battle of Gettysburg was a terrible one, with nearly 50,000 people were
killed or severely wounded writes 50,000 on the board. President Lincoln was sad for how many
great lives were lost during that battle. So later in the year, he gave a speech at the site of the
Gettysburg Battle. This speech was called the Gettysburg Address in honor of the Battle of
Gettysburg and dedicated that special place were so many lives were lost.
v. “Today, we remember this speech as one of the greatest speeches ever given. It reminds us of
the sacrifice so many people made so that we can be a free nation.”
vi. Once finished, Jesse says to the facilitator: “That’s how it’s done!”
 vii. Jesse freezes and puts her hand to her ear, she exclaims “Oh no! I hear another boring history
lecture next door. Goodbye fifth grade students.”
Process
 Gettysburg Address
a. Facilitator stops Jesse from leaving the room by asking Jesse the following:
i. “Jesse, wait! The Battle of Gettysburg and the Gettysburg Address are two different events?”
ii. Jesse reiterates that during the Civil War, there was a Battle of Gettysburg that was a 3 day long
battle and because so many brave men died there, President Lincoln gave a speech in honor of
the Battle of Gettysburg and called it the Gettysburg Address since it was a speech (or talk) about
the Battle that took place there in Gettysburg, Pennsylvania.
b. Facilitator asks Jesse “Can you help us learn more about the Gettysburg Address?”
c. Jesse is thrilled to help the students with such a great moment in history.
i. Jesse becomes so excited and proclaims “In fact, I will recite the Gettysburg Address for you right
now.”
d. Jesse begins to recite the Gettysburg Address very dramatically.
e. Facilitator stops Jesse after the phrase “Fourscore and seven years ago” and exclaims: “I don’t know
what that means.”
i. Jesse asks students if they know what “fourscore and seven years ago” means.
ii. Jesse explains that a score is 20. So four scores of 20 equals 80 years plus the left over seven
years. For a total of 87 years ago.
f. Jesse sympathizes with the facilitator, explaining that there are lots of difficult phrases in the Gettysburg
Address.
g. Jesse suggests projecting the Address on the board so the fifth grade students can help the facilitator
understand what all of the phrases mean.
 Tricky Phrases into Tableaux
a. Facilitator projects the Gettysburg Address on the board.
b. Facilitator and Jesse go through the address with the students, asking them what they don’t understand.
i. According to the level of student understanding, explain each significant phrase (see attached for
Gettysburg text meanings) as needed for clarification.
ii. Talk with the students to generate a discussion on these phrases.
1. NOTE: Write on the board the definition/explanations and/or any pictures that will help
students to remember the meanings.
c. Facilitator and Jesse choose six vocabulary phrases that seem the trickiest for the students to understand
and write them on the board. For example:
i. Fourscore and seven years ago
ii. Conceived in liberty
iii. Dedicated to the proposition that all men are created equal
iv. We cannot dedicate, we cannot consecrate, we cannot hallow this ground
v. It is far above our poor power to add or detract
vi. It is rather for us to be here dedicated to the great task remaining before us
 Group Work
a. Jesse explains that when Jesse has a difficult time remembering a sentence or phrase, that Jesse will add
a gesture, or movement that symbolizes or encompasses that sentence.
b. Facilitator splits the students into 6 groups.
i. Each group gets a phrase from the Gettysburg Address.
ii. Each group comes up with an action/movement/gesture/dance move that conveys the meaning
of the phrase so the movement can help them to remember the phrase.
1. NOTE: Facilitator and Jesse circulate around the room to help when needed.
 Share Gesture
a. Each group shares their phrase and gesture/movement.
b. Lead by the facilitator, the class repeats the phrase and gesture with the entire group several times to
help solidify memorization and understanding.
 Discuss the Gestures
 a. Facilitator and Jesse ask and discuss the following questions:
i. Did the gesture convey the meaning of the phrases?
ii. Did the gesture clarify the meaning of the phrase?
Reflection
 Jesse’s Address
a. Facilitator asks Jesse if Jesse will recite the entire Address with the students.
i. Jesse recites the Address while adding all of the actions/movements that the groups created for
the Tableaux Phrases.
ii. Students join in on the recitation and action/movement.

Day 2
 Intro to Process Drama
a. Facilitator One informs students that they are to take on roles and participate in creating a new world.
i. What are roles? It is a character that we pretend to be.
1. NOTE: Remind students that they shouldn’t break character, even though they know
they are pretending to be someone else.
 Setting the Story
a. Facilitator explains that today a special guest will be joining them.
b. Teacher-In-Role as the Almighty Chief’s Messenger enters.
i. Messenger dressed in native clothing and accessories.
c. Facilitator instructs students to gather around the chief’s messenger.
d. The Messenger tells the story of their people. Tell the following story with facial expressions and
gestures:
i. “Once upon a time, there was a great island that floated in the sea. The natives called it “The
Island of Harmony.” This island was ruled by one Almighty Chief. The Almighty Chief lived high
in the mountains where the Chief could gaze on the beauty of the Island of Harmony where
coconuts and bananas grew on every tree. The birds sang and flew through the glorious mango
trees. Animals lived in peace and harmony with one another. And the natives who lived in the
valley, gathered berries and nuts for food. Two separate villages lived on the island and were
separated by a roaring river. Each village had very different cultures from each other and liked to
do different things. One side of the village were farmers, they cared about the land and
harvested many crops such as wheat, corn and barley. The other side of the village were crafts
people, they created buildings, fences, and boats with their handmade tools. When they had
left over materials or garbage, they threw them into the river, long forgotten and washed away.
Neither side particularly cared about the river because the farmers had all the water they
needed for their crops from their water hole. The craftspeople and farmers traded with each
other every day so all could benefit from the work of the crafts people and delicious crops from
the farmers.
Process
 Create the Space
a. Messenger leads the students across the ocean to the “Island of Harmony” by pantomiming the action
of rowing a canoe where they stand.
b. Chief’s messenger takes the students and facilitator on a tour of the island and asking the following
questions:
i. Are there any trees? What do they look like?
ii. What kinds of animals do you see?
iii. Are there fruit trees and flowers?
 Create the Map
a. Facilitator explains that it is time to create the map of this beautiful island.
b. Facilitator splits students into the two sides of the island.
i. Divide students by counting off into two groups.
ii. Assign one group to be the farmers and the other group to be the crafts people.
c. Facilitator tells the students that they will create only their side of the island.
 i. Give students a long piece of butcher paper and coloring utensils.
1. NOTE: The two pieces fit together and have a river running down the middle that
connects them like a puzzle piece.
ii. Facilitator tells students to work together to draw a map of their village.
iii. Facilitator and Messenger work with each village and prompt with the following questions:
1. What do your houses look like?
2. Do you have pets or other wild life?
3. What is in the center of your village?
4. Where does your food come from?
5. Where is your water hole? (farmers only)
6. What other buildings are in your village?
7. What is the name of your village?
d. One student is assigned to be spokesperson from each village and shares their village in detail.
e. Messenger tapes the maps up on the board.
 Circle of Life
a. Facilitator explains that each student will individually create their own character that lives on the island.
b. Facilitator explains that a circle of life is a roadmap to create a character.
i. In each box, students respond to:
1. Things that you say.
2. What do you look like?
3. What is your daily life?
4. What do you want from life?
a. Each student receives a “Circle of Life” worksheet (see attached).
i. Students share their Circle of Life with their village.
1. NOTE: Facilitator and Messenger work with each village.
b. Tableaux
a. Facilitator explains to students that a tableaux is a still image – a frozen picture that you make with your
body.
b. Facilitator demonstrates a tableaux.
i. Tell students to create a tableaux of their character doing a daily task in their village.
ii. Tell students to create a small group tableaux of a snapshot of a day-in-the-life on their side of
the island by merging their individual daily tasks together.
1. NOTE: Group consists of 3-4 students.
iii. Facilitator and Messenger instruct students to add movement and dialogue to their small group
tableaux for 30 seconds.
1. Students add the movement/dialogue and then end in a new tableaux.
2. Ask students to give a title to their group tableaux.
a. If time allows, give students an opportunity to provide feedback, revise and re-
share their group tableaux.
b. NOTE: Collect the students’ “Circle of Life” worksheets.
c. Village Motto
a. Facilitator directs each side of the island to come up with a village motto: something that they value
and/or is important to them.
b. Each village picks a spokesperson to share their motto.
i. Facilitator writes each motto on the board.
d. The Devastating News
a. The messenger has just received a message and exclaims that he has some devastating news: the
farmers’ water hole has suddenly dried up. They need that water hole for their crops because the river
has been polluted by the crafts people and now they can’t water their crops….which means that the
crops will dry up and neither side will have any food!

Day 3
Hook
 e. Dead Flowers
a. The Chief’s messenger brings forth some dead flowers. The messenger solemnly proclaims that:
i. “This is what happens when plants and crops don’t get enough water when…..”
b. The messenger pointedly whips their head in the direction of the crafts people and says:
i. “Some people pollute the river.”
Process
a. Narration
a. Messenger tells students the following:
i. As the weeks went by, the villagers began to become frustrated. All of the villagers started to
grow hungry as the crops dried up and food became scarce because a horrible draught plagued
the land.
b. The Stakes Heighten
a. Facilitator assigns students to groups of 3-4 people from the same village.
i. Each group will come up with a short 30 second scene that depicts how the hot weather and
lack of water is affecting their daily life/jobs/etc. as the villagers.
b. Each group shares their scene.
c. Facilitator and Messenger discuss how each scene effectively portrays the heat and conflict that is taking
place on the island.
i. OPTIONAL: If time permits, allow students to provide feedback, revise their scenes and then
perform them again.
c. Inner circle and Outer Circle
a. Messenger explains that the Almighty Chief has required each village to hold a special meeting to discuss
who should be punished for their horrible situation.
i. The farmers form the inner circle and the crafts people form the outer circle, listening to the
discussion of the farmers.
ii. The Messenger stands in the middle.
iii. Facilitator on the outside of both circles.
1. NOTE: Farmers should come to the conclusion that they did nothing wrong and that it is
the crafts people’s fault.
2. If necessary, Messenger should instigate the conversation by saying things such as:
a. “But you farmers didn’t really do anything wrong!”
b. “You were just trying to grow your crops.”
c. “It’s not your fault that the river was polluted.”
iv. Once farmers have come to the conclusion that the crafts people are to blame, switch positions
of the inner and outer circles.
1. Crafts people on the inside.
2. Farmers on the outside, listening to the conversation of the crafts people.
v. Messenger remains standing in the middle.
vi. Facilitator remains on the outside of both circles
1. The crafts people should feel some annoyance and resentment towards the farmers.
2. If necessary, the Messenger should instigate the conversation by saying things such as:
a. “How does it make you feel knowing that the farmers blame you for what’s
happened to the crops?”
b. “The farmers could have cleaned out the river if they needed it so bad.”
i. NOTE: If crafts people agree with the farmers, remind them that they
were only doing their job and it is the farmers’ faults for not knowing
that their water hole could dry up.
b. The messenger thanks the villagers for expressing their opinions of who they think is at fault and races
out of the room to take the messages to the Almighty Chief.
d. Rumors
a. Facilitator explains to students that the villagers from both villages have become angry with each other.
i. Direct students to stand in a line with their village, facing the other village.
b. Facilitator tells the students that every person in their village has heard a rumor about the other village.
 i. Rumors start with, “I’ve heard that…” or “Someone told me…”
ii. Rumors can only be one sentence long.
c. Each student shares their rumors.
i. NOTE: Facilitator can provide an example such as:
1. “Someone told me that crafts people yell at each other day and night.” Or,
2. “I’ve heard that none of the farmers take a bath.”
e. A Decision is Made
a. The Almighty Chief’s Messenger returns with a proclamation from the Almighty Chief.
b. Messenger instructs the villagers to gather around in front of the Messenger.
c. Messenger reads the following from a scroll of paper:
i. “One month and eleven days ago, our village was plagued with a horrible draught. We are
preoccupied with a great problem that is testing men and women in ways that no villagers have
ever been tested before. But this problem of crops pales in comparison to that of our water
source. We cannot forget the once never-ending water hole that our beloved farmers used to
water their crops and from such crops, all of our food was grown. It is now for us, the villagers to
finish the work and bring our island back to its former glory. We must restore the river. Now,
the farmers never dreamed to pollute such a precious water source, but because of the
thoughtlessness and laziness of the crafts people, we all suffer. It was the decision of the crafts
people to pollute the river and therefore, it is their consequence that they must clean out and
purify the water of the river. The crafts people have only one day to do so or face dire
consequences.”
d. Messenger rolls up the scroll.
e. Messenger tells the crafts people:
i. “You have only one day.”
f. Messenger leaves.
f. Improvisation
a. Facilitator says:
i. “Those were some powerful words with a powerful consequence to our crafts people.”
b. Facilitator instructs villagers to quickly spread out and to show, simultaneously, how they feel about the
Almighty Chief’s proclamation.
i. Instruct villagerss to show their feelings by creating an individual tableaux.
ii. Instruct villagers to remain frozen, but to use their eyes to look around at the other villagers.
iii. Ask one crafts person to unfreeze, walk among the farmers and describe what is seen.
iv. Ask one farmer to unfreeze, walk among the crafts people and describe what is seen.
g. Back in the Classroom
a. Facilitator instructs students to take their seats.
i. NOTE: Students are now out-of-role.
b. Jesse returns to the classroom.
c. Jesse asks: “What happened while I was gone?
d. Encourage students to tell Jesse what they were doing on the island and the outcome of their conflict.
i. The crafts people were told to clean out the river.
e. Jesse exclaims: “Wow! That actually sounds a little like the Civil War.”
i. Jesse pulls out the map of the US and compares it to the map of the Island of Harmony on the
white board – paralleling the divisions.
ii. Jesse prompts with the following questions:
1. Did your villages on the Island of Harmony feel divided like the North and South in the
Civil War? In what way?
2. How did the crafts people’s decision affect the entire island?
3. What was the consequence of the decision to end slavery? African Americans became
free.
4. Were the North and the South able to resolve their differences?
5. Why can it sometimes be hard to reconcile (i.e., resolve, settle, make up) with those
around us?
 f. Jesse explains that every decision has a consequence and that that consequence can be good or bad and
affect many people.
g. Jesse prompts with the following question:
i. How can the decisions we make every day affect the people around us?
Reflection
h. I Can Decide
a. Facilitator gives each student an “I Can Decide” worksheet (see attached) to be completed during class
time.
The Gettysburg Address Text and Line by Line Meaning
Four score and seven years ago What is the significance of these words? What does 'score' mean? The word 'score'
means 20. So Four score and seven totals 87 years. The Gettysburg Address was
delivered in 1863. 87 years before this date was 1776 - the birth of America as a
nation with the Declaration of Independence. President Lincoln was referring to the
past and all that America stood for. This one line also has a religious tone. Psalm
90:10 in the Bible says "The days of our years are threescore years and ten". And this
reminds people of how long a person can expect to live their life.

our fathers brought forth on this This is a reference to the Founding Fathers and their work to form a Constitution for
continent a new nation, the new nation of the United States

conceived in Liberty, and Lincoln is reminding people that the reason the nation was created was to gain
liberty - another word for freedom. On January 1, 1863 the President had issued
the Emancipation Proclamation, the first step towards freeing slaves.

dedicated to the proposition that all Another sublime reference to slavery and the equality of men
men are created equal.

Now we are engaged in a great civil With these words he is moving from the past to the present. And he talks about the
war, longevity of a nation fighting a Civil War.
testing whether that nation, or any
nation,
so conceived and so dedicated, can
long endure.

We are met on a great battlefield of The great battlefield is the Battle of Gettysburg where the losses totaled 51,000. But
that war. it was only one battle of the war

We have come to dedicate a portion The reason for the ceremony

of that field,

as a final resting place for those who He is talking about the sacrifice of the lives of the men for the benefit of and to meet
here gave their lives the aspirations of the nation and that the dedication ceremony was the honorable
that the nation might live. appropriate action of the time.
It is altogether fitting and proper that
we should do this.

But, in a larger sense, The President is saying that no actions of the living...
we can not dedicate
we can not consecrate
we can not hallow this ground.

The brave men, living and dead, Can in anyway equal the sacrifice of the dead
who struggled here, have consecrated
it,
far above our poor power to add or
detract.

The world will little note, The President is using these words to move from the present to the future. That the
nor long remember what we say here, words spoken at the ceremony may not be remembered in the future but the actions
but it can never forget what they did of the dead would not be forgotten
here.
It is for us the living, rather, to be President Lincoln is reminding people that although the ceremony was dedicated to
dedicated here those fallen on one battlefield and their achievements in victory that the Civil War
to the unfinished work which they was continuing and there was more to be done
who fought here
have thus far so nobly advanced.
It is rather for us to be here dedicated
to the great task remaining before us

that from these honored dead we The gallant dead have fought for the cause, and that those left behind were
take responsible for ensuring that their sacrifice should not be in vain by fighting even
increased devotion to that cause for harder for the cause of freedom for all people
which
they gave the last full measure of
devotion
that we here highly resolve
that these dead shall not have died in
vain

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 perish from the earth.
The President ends by talking of God, and a new type of freedom for the people of
the United States by the will of those people and those they have elected to govern
the country. The words are also reminiscent of the start of the Constitution "We the
People..."

I Can Decide
Name____________________________________
1. What was the key idea of the Civil War? (What were the North and South fighting over?)

2. What was the major battle of the Civil War?

3. Draw a picture of the man who gave the Gettysburg Address.

4. What was the difference between the Battle of Gettysburg and the Gettysburg Address?

5. Why was it so difficult for the North and the South to reconcile (or resolve) their differences?

6. Think of a time you were a part of a group that made a decision. How did that decision affect you and the other
people around you?
 i. DIALOGUE: Things that you say. 2. PHYSICAL ATTRIBUTES: What do you look like?

NAME:

3. What is your daily life? AGE: 4. What do you want?

What is your role in your village?