ࡱ>  @ Gbjbj 7y?%h(h(h(8(d)])*"***,,,\\\\\\\$_R*b\U>,",U>U>\**\EEEU>@**\EU>\EEXiZ*) j\{h(AtEYI\T\0]YYb Db(iZbiZ,22E6\E:,,,\\$h(DXh( Big Boots to Fill  SHAPE \* MERGEFORMAT  by Fran OMalley Delaware Social Studies Education Project Delaware Center for Teacher Education University of Delaware  INCLUDEPICTURE "http://i.creativecommons.org/l/by-nc/3.0/88x31.png" \* MERGEFORMATINET  Big Boots to Fill Author: Fran OMalley Lesson Description: This lesson builds on President Lincolns own outline of his size 14+ feet in 1864. Students will analyze various rankings of American Presidents, consider President Lincolns place in American history, determine why there might be disagreements about rankings, and then decide whether President Obama might be up to the challenge of filling Lincolns boots. Time Required: 1-2 class periods or days. Benchmarks Addressed: History 3, Grades 4-12. 4-5: Students will explain why historical accountssometimes differ and relate this explanation to the evidence presented or the point-of-view of the author. [scaffolding toward] 6-8: Students will compare different historians descriptionsin order to examine how the choice of questions and use of sources may affect their conclusions. [scaffolding toward] 9-12: Students will compare competing historical narratives, by contrasting different historians' choice of questions, use and choice of sources, perspectives, beliefs, and points of view, in order to demonstrate how these factors contribute to different interpretations. [scaffolding toward] Entry/Hook Question: Who would you rank as the best president in American history? Briefly explain why. Essential Questions Addressed: (post somewhere in the room) Why might the rankings of American presidents have changed or remained the same over time? Why might there be disagreements about a presidents place in history? Enduring Understanding: Rankings and other conclusions people might draw change or remain the same over time as a result of various influences including events occurring at the time when the rankings were compiled, the evidence used to support conclusions, the questions asked in the surveys, and other methods used to gather responses. Materials: Copy of Candace Flemings The Lincolns: A Scrapbook Look at Abraham and Mary. Appendix 1 (transparency): Lincolns Boot Sketch. Chart of Presidential Rankings (see chart at  HYPERLINK "http://en.wikipedia.org/wiki/Historical_rankings_of_United_States_Presidents" http://en.wikipedia.org/wiki/Historical_rankings_of_United_States_Presidents ). Print in landscape view. Appendices 2a-c: Presidential Ranking Conclusion Markers & Scissors Appendix 3: Outlines of Lincolns Feet. Appendix 4 (transparency): Comparisons Between Lincoln and Obama. Appendix 5 (transparency): Abraham Obama by Artist Ron English. Appendix 6 (a teacher resource): Visualizing Procedure 10 -Where Evidence and Questions Lead. Appendices 7 a & b: Interpreting President Obama. Procedures: Entry/Hook: Give each student an index card as they enter the classroom. Have them write Entry on the top let hand corner of the index card (name on top right). Display and read the Entry/Hook Question (see above) and ask students to write their response on one side of the card. Project Appendix 1 (transparency): Lincolns Boot Sketch. Ask, what is this? [After learning of a New York shoemaker named Dr. Zacharie who was known for making boots that neither pinched nor squeezed, President Lincoln sketched out his size 14 feet on butcher paper, sent it and a boot order to the shoemaker in 1864. See more details on page 124 of Candace Flemings The Lincolns]. Note Lincolns large foot size (size 14+). Draw on & explain the metaphor about filling someones shoes (i.e., an expectation to do what someone else has done as well as they did). Ask if any students have been expected to or tried to fill someone elses shoes? Field responses; ask whose shoes they wanted to or attempted to fill. Tell the students that many politicians have tried to emulate Lincoln, and that he had big boots to be filled, both physically and methaphorically. Distribute the Chart of Presidential Rankings (available at  HYPERLINK "http://en.wikipedia.org/wiki/Historical_rankings_of_United_States_Presidents" http://en.wikipedia.org/wiki/Historical_rankings_of_United_States_Presidents) Ask students to take a few moments to analyze the rankings then raise the following questions. Where has Lincoln been ranked? Which presidents are closest to Lincoln in the rankings? Are the rankings consistent? Is there agreement on the rankings? Ask students to explain why rankings might differ? Then, discuss factors that might impact rankings. For example, choice of questions asked (e.g. did they focus on achievements, foreign or domestic policies, leadership, challenges overcome, character etc.). evidence used/presented (e.g. what did different people have in mind as they ranked each president). who was or was not surveyed (e.g., only men, not minorities, only liberals, general public, historians, political scientists)? what methods were used to determine the rankings (e.g. closed or open surveycould anyone respond or were certain types of people invited to respond)? Ask students to identify the top 2-3 ranked presidents. Post their names somewhere prominently in the room using a font size large enough for everyone to see. Consider Appendices 2a-c: Presidential Ranking Conclusions as your resource. Emphasize how Lincoln consistently appears at the top of the list. Distribute Appendix 3: Outline of Lincolns Feet. Suggest that most people agree that Lincolns shoes (boots) are hard to fill. Moreover, as you will discover, just how you fill them during this lesson will lead many of you down different paths. Tell students you are going to focus on 2 explanations for why people might disagree as to which President was our greatest [consider posting these on the board to focus student attention]. Those explanations are: The questions one asks. The evidence one presents. Table Task (or small group work): working at tables, ask students to come up with different questions that could be posed to people if the goal is to rank the Presidents. Have students write each question separately in a sketch of Lincolns LEFT boot on Appendix 3 (one question per sketched boot). Example: which president overcame the most serious challenge(s)? would be written in one sketch of Lincolns left foot. Scavenger Hunt: Have tables/groups do a scavenger hunt using one or more books on Lincoln that provide a wide range of artifacts, documents, quotes such as Candace Flemings The Lincolns or Russell Freedmans Lincoln: A Photobiography (see additional books on last page) to find evidence that might be used to suggest that Lincoln should be ranked as our nations greatest President. Write the evidence in a sketch of Lincolns RIGHT boot (one piece of evidence per sketched boot). Have students cut the feet out of Appendix 3 so that they are able to manipulate the left and right boots separately. Ask volunteers to come up and tape one boot below the Lincoln was the greatest President in US history sign (see Appendix 3) and describe the question or evidence that is in that boot.. Continue to ask for volunteers, alternating between evidence and questions (i.e. left and right boots) until they have constructed a series of footsteps that lead to the conclusion that Lincoln was the greatest US President. See an illustration of this step in Appendix 6 below. Repeat steps 8 10 with a new twist. Ask students to come up with evidence and questions that might lead someone to conclude that other contenders for the ranking of greatest President (e.g. FDR or Washington) were our best presidents. Ask students: what did this activity attempt to illustrate [that the different questions people ask and the different evidence people present can lead them to different conclusions]. Ask students if they can think of other examples that show how people might disagree because of the questions they ask or the evidence they present [e.g. what might be the best way to get to school?]. Phase II Remind students that Lincoln consistently ranks near, if not at, the very top of the presidential rankings and that anyone who has followed him has had big boots to fill. Indeed, President Obama thinks very highly of President Lincoln. Some people think he is using Lincoln as his guide to being a good president as the following quotes hint at: February 2007: through his [Lincolns] will and his words, he moved a nation and helped free a people. Obama announcing his entry into the Presidential race. November 2008: Today, I feel the same, and like Lincoln, I ask for your support, your prayers and for us to confidently hope that all will yet be well. Obama in speech stepping down as U.S. Senator from Illinois. Add, some people even think that there are notable similarities between Lincoln and Obama. Ask students if they are aware of these alleged similarities? If so, have them share. Project Appendix 4 (transparency): Comparisons Between Lincoln and Obama and review the suggested similarities. Field comments. Display Appendix 5 (transparency): Abraham Obama by Artist Ron English. Ask studentswhat is the artists purpose? What message is the artist trying to convey? Ask the students to identify some questions that people ask about President Obama and that might lead them to conclude that he is capable of filling Lincolns boots? What questions might they ask that might lead them to conclude that he is incapable of filling Lincolns boots? What evidence (to date) might people offer to suggest that President Obama is on a path toward filling Lincolns boots? What evidence (to date) might people offer to suggest that President Obama is on a different path? Post Appendices 7 a & b: Interpreting President Obama on the wall. Distribute blank pieces of paper to the students in the class. Have them trace their own feet and pick one question and one piece of evidence that they think is most important when thinking about whether President Obama will eventually be seen as having filled Lincolns boot. Ask volunteers to come up and tape their footsteps under one of the two signs that appear under Appendices 7 a & b to show where they think the questions or evidence will lead. End the procedures with the following questions: Do you think President Obama is capable of filling Lincolns shoes? Where might he rank on the list of American presidents? Why? Debrief: Say, there is a lot that weve thought about today but there are two really important questions that I wanted you to be able to answer when I chose this lesson. Point to the essential questions you have posted in the room. Briefly but explicitly revisit the essential questions for this lesson: Why might presidential rankings have changed or remained the same over time? Why might there be disagreements about a Presidents place in history? Formative Assessment (Check for Understanding): Ask students to turn over the index card they were given at the beginning of class so that the side with no writing faces up. Have them write Exit on the top left hand corner of the index card (name on top right). Display and read the following prompt and ask students to write their response on the Exit side of the index card: Why might there be disagreements as to whether President Obama will be able [or is aspiring] to fill Lincolns boots? Collect the index cards as the students exit the class. Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 3.0 United States License. Appendix 1 Lincolns Boot Sketch  Source: Fleming, Candace (2008). The Lincolns: A Scrapbook Look at Abraham and Mary. swartz & wade books. NY. p. 124. Appendix 2a Presidential Ranking Conclusion Abraham Lincoln was the greatest President in US history. Appendix 2b Presidential Ranking Conclusion Franklin Roosevelt was the greatest President in US history. Appendix 2c Presidential Ranking Conclusion George Washington was the greatest President in US history. Appendix 3 Outline of Lincolns Feet  Appendix 4 (transparency) Some Comparisons Between Presidents Lincoln and Obama Comparisons Offered settled in Illinois. became lawyers. served in state legislature. lacked serious military experience. wrote best selling books. long shot underdogs for partys nomination gained fame through transcendent oratory. believed to be too inexperienced to be president arrived in the capital for their inaugurations by train. sworn in while laying hands on the same Bible. took office in a time of crisis. nominated their partys defeated party candidate (rival) to be Secretary of State (Seward & Clinton). appear to be appointing a team of rivals. got into trouble over church affiliations (Lincoln left too soon, Obama too late). physical similarities (e.g. both lanky with big ears). refused to take pets to the White House but gave them as gifts to their children when they arrived. both felt need to make a final visit to women who raised them (neither natural mothers) before entering their life altering presidencies. both advance black freedom and liberties. Sources  HYPERLINK "http://www.cnn.com/2009/POLITICS/01/16/holzer.lincoln.obama/" http://www.cnn.com/2009/POLITICS/01/16/holzer.lincoln.obama/  HYPERLINK "http://www.cbsnews.com/stories/2009/01/17/politics/main4731552.shtml" http://www.cbsnews.com/stories/2009/01/17/politics/main4731552.shtml Appendix 5 (transparency) Abraham Obama  HYPERLINK "http://www.boingboing.net/200806021024.jpg"  INCLUDEPICTURE "http://www.boingboing.net/200806021024-tm.jpg" \* MERGEFORMATINET  Artist: Ron English Accessed by Googling Ron English Abraham Obama. Appendix 6 (teacher resource) Visualizing Procedure 10 Where Evidence and Questions Lead Washington Lincoln FDR was the Greatest was the Greatest was the Greatest President President President          Appendix 7a Interpreting President Obama President Obama will be able to fill President Lincolns boots. Appendix 7b Interpreting President Obama President Obama will not be able to fill President Lincolns boots. SAMPLE OF LINCOLN MATERIALS CONTAINING DIFFERENT TYPES OF SOURCES Armstrong, Jennifer Photo By Brady: a Picture of the Civil War (Atheneum) Denenberg, Barry Lincoln Shot: a Presidents Life Remembered (Feiwel & Friends) Fleming, Candace The Lincolns: A Scrapbook Look at Abraham and Mary (Schwartz & Wade) Fradin, Dennis The Emancipation Proclamation (Marshall Cavendish) Freedman, Russell Lincoln: a Photobiography (Clarion) Holzer, Harold The President Is Shot!: the Assassination of Abraham Lincoln (Boyds Mills Press) Landau, Elaine The Emancipation Proclamation: Would You Do What Lincoln Did? (Enslow) Martin, James, editor Lessons of War: the Civil War in Childrens Magazines (SR Books) McDonald, Archie P. Primary Source Accounts of the Civil War (Enslow) McPherson, James - Fields of Fury: the American Civil War (Atheneum) Melzer, Miltzer, editor Lincoln, In His Own Words, illustrated by Stephen Alcorn (Harcourt) Olson, Kay Melchisedech The Gettysburg Address in Translation: What It Really Means (Capstone) Rappaport, Doreen Abes Honest Words, illustrated by Kadir Nelson (Hyperion) Sandler, Martin W. Lincoln Through the Lens; How Photography Revealed and Shaped an Extraordinary Life (Walker) Silverman, Jerry - Songs and Stories of the Civil War (Twenty-first Century Books) A very special thanks to Peggy Dillner of the Education Resource Center at the University of Delaware for compiling this list.     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