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Perspectives on Alton - The Last Lincoln/Douglas Debate

Perspectives on Alton - The Last Lincoln/Douglas Debate

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Published by: hdivided on Nov 03, 2009
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09/21/2010

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Perspectives on Alton - The Last Lincoln/Douglas Debate
Course of Study:
U. S. History
Grade Level:
9-10 (Differentiated Learning)
Materials
 1.Computers and Projector, or material copied for students.2.Markers3.Chart pape
Student Goals
Students will:1.Read critically2.Analyze primary documents3.Practice historical empathy4.Compare and contrast historic speeches, newspaper articles, and eye-witnessaccounts5.Relate knowledge from several areas6.Select a candidate, support the decision, and convince others
Procedure
1.Introduce the Lincoln-Douglas Debates by viewing the first two videos on the
 House Divided: Lincoln-Douglas Debates Digital Classroom
(Note – if your school blocks YouTube, you won’t be able to see these, but the transcripts areavailable.)
What did the Lincoln-Douglas Debates concern?
Who won the Debates?
http://housedivided.dickinson.edu/debates/videos.html2.Explain that you will be taking an in-depth view of the last of the seven debateswhich was held in Alton, Illinois.
Show the students the map of the debates:
Using the tools with the map, discuss the “climate” the debaters mightreceive there.
(Students will be divided into groups based on skill levels. Each group should complete2-3 Frayer Model Vocabulary graphic organizers using unfamiliar words from theirdocuments. These should be posted and referred to throughout the lesson.http://wvde.state.wv.us/strategybank/documents/BlankFrayerModel.doc )
3.Group One – High Achieving
Read Stephen Douglas’s opening speech, specifically searching for the principal points he believes to be Mr. Lincoln’s platform. (1. The nationcannot exist half slave and half free. 2. His crusade against the Dred ScottSupreme Court decision. 3. Negroes are included in the Declaration of Independence.)
Find Douglas’s repudiation of those three premises.
Compile the information into a clear concise graphic organizer on chart paper. List any interesting facts.4.Group Two – 
Higher
Achieving
Read Mr. Lincoln’s rebuttal. Search for the major issues Douglas broughtforth that Lincoln specifically wishes to clarify.
 
How does he clarify them? What quotes of his own or others’ does he useto prove his point?
List any interesting “slams” or “gotcha” moments.
Compile the information in a graphic organizer on chart paper.5.Group Three – Middle Achievers
Read the three reminiscences of people who heard the actual debate.
Arrange the information from the three individuals into a graphic organizer that clearly shows negative and positive comments regarding eachcandidate.6.Group Four – Middle Achievers
Read the following two newspaper reports:
Chicago Times
:
Chicago Press and Tribune: 
Compare the articles. Arrange the information contained in both newspapersinto a graphic organizer that clearly shows negative and positive commentsregarding both candidates.7.Group Five – Middle to Low Achievers
Answer these questions: Who is David Davis? Who is “Crockett?” How didDavis convince Crockett to support Lincoln? What does Davis feel Lincolnshould do next?
Rewrite the letter on chart paper or project it from the web-site.
Explain your conclusions to the rest of the class.8.Group Five – Lower Achievers
Students will relate to whom this paper is partial, listing all the negativestatements regarding Judge Douglas. His silhouette may be drawn on thechart paper and the negative words and phrases written on his head.9.All groups will present their posters and reports to the class, being able to answer the other students’ questions.
Evaluation
1.Group Work Rubric 2.Group Project Rubric 3. Vocabulary graphic organizers: Frayer Modelhttp://wvde.state.wv.us/strategybank/documents/BlankFrayerModel.doc 4. Each student will design and complete a campaign poster for either Lincoln or Douglas, showing specific information learned from the presentations. Thisshould not only be based on their individual beliefs, but the issues of the day, andwhose platform they believe would more effectively solve the problems of 
their 
day.
 
Group Work Rubric
 Name: _____________________Teacher:Date: ______________________Title of Work: _____________
SkillsCriteriaPoints
1234
Helping
The teacher observed the studentsoffering assistance to each other.
None
of theTime
Some
of theTime
Most 
of theTime
 All 
of theTime
 ____ 
Listening
The teacher observed studentsworking from each other’s ideas.
None
of theTime
Some
of theTime
Most 
of theTime
 All 
of theTime
 ____ 
Participating:
The teacher observed each studentcontributing to the project.
None
of theTime
Some
of theTime
Most 
of theTime
 All 
of theTime
 ____ 
Persuading:
The teacher observed the studentsexchanging, defending, andrethinking ideas.
None
of theTime
Some
of theTime
Most 
of theTime
 All 
of theTime
 ____ 
Questioning:
The teacher observed the studentsinteracting, discussing, and posingquestions to all members of theteam.
None
of theTime
Some
of theTime
Most 
of theTime
 All 
of theTime
 ____ 
Respecting:
The teacher observed the studentsencouraging and supporting theideas and efforts of others.
None
of theTime
Some
of theTime
Most 
of theTime
 All 
of theTime
 ____ 
Sharing:
The teacher observed the studentsoffering ideas and reporting their findings to each other.
None
of theTime
Some
of theTime
Most 
of theTime
 All 
of theTime
 ____ 
Total Points
 ____ 
Teacher Comments:
 
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