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Integrating Knowledge and Ideas Across Multiple Sources of Information

Ms. Heppeler sets the stage for an ambitious multi-day unit examining four key documents from President Lincoln: his first inaugural address, the Emancipation Proclamation, the Gettysburg Address and the second inaugural address. She helps students draw inferences from Civil War-era photos, cartoons and maps as well as the primary texts.
Grade 11 | History | Common Core Standards: RI.11-12 and RH.11-12
Teacher: Johanna Heppeler, East Leyden HS, Franklin Park, IL

Lesson Summary

History teacher Johanna Heppeler sets the stage for an ambitious unit that incorporates several Common Core State Standards. During the multi-day unit, students will closely read four of President Lincoln’s speeches to analyze the text and to determine how Lincoln’s word choices reflect changes in the course of the Civil War. In this first lesson, Ms. Heppeler orients the students to the vast array of materials on the Civil War, including an iMovie of Civil War images, maps, and texts. Students organize their thoughts using a graphic organizer and prepare to navigate the written texts.

Things to watch for:

  • Ms. Heppeler models strategies for analyzing and drawing inferences from primary sources
  • Students work independently, and then share findings with a partner
  • Ms. Heppeler provides layers of support through individual, small, and whole group discussion formats

More Watch & Learn videos with Johanna Heppeler:

Alignment to Common Core Standards

Reading Standards for Informational Text 11-12

Key Ideas and Details

  • Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (CCSS.ELA-Literacy.RI.11-12.1)
  • Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. (CCSS.ELA-Literacy.RI.11-12.2)
  • Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. (CCSS.ELA-Literacy.RI.11-12.3)

Craft and Structure

  • Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). (CCSS.ELA-Literacy.RI.11-12.4)
  • Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.(CCSS.ELA-Literacy.RI.11-12.5)

Integration of Knowledge and Ideas

  • Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. (CCSS.ELA-Literacy.RI.11-12.7)
  • Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features. (CCSS.ELA-Literacy.RI.11-12.9)

History/Social Studies Standards 11-12

Integration of Knowledge and Ideas

  • 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. (CCSS.ELA-Literacy.RH.11-12.7)
  • Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information. (CCSS.ELA-Literacy.RH.11-12.7)
  • Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. (CCSS.ELA-Literacy.RH.11-12.9)

Classroom Strategies

Strategies that can be used to support this lesson:

Teacher Reflection

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