Lincoln’s Complex Past

Grade

3rd Grade

Duration

60 minutes

Standards

Common Core State Standards - English Language Arts

• CCSS.ELA-LITERACY.RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.
• CCSS.ELA-LITERACY.RI.3.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
• CCSS.ELA-LITERACY.W.3.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• CCSS.ELA-LITERACY.SL.3.1: Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

Learning Objectives

By the end of this lesson, students will be able to:

1. Understand that historical figures, including Abraham Lincoln, have complex and sometimes difficult histories.
2. Explain one challenging or less commonly told aspect of Abraham Lincoln’s past, using evidence from a text.
3. Participate in a thoughtful discussion respecting multiple viewpoints about complex historical topics.
4. Write a simple explanatory paragraph about what they learned regarding the complexity of historical figures.

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Materials

• Age-appropriate text excerpt about Abraham Lincoln’s past (focusing on his views and actions regarding different groups, including Native Americans and the ethical dilemmas he faced).
• Chart paper or whiteboard
• Markers
• Student journals or lined paper
• "Feelings and Facts" graphic organizer (divided into two parts for students to differentiate emotions and factual information)
• Visual timeline of Abraham Lincoln’s life (simplified) with space to add new information
• Classroom discussion rules anchor chart

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Lesson Procedure

1. Introduction & Engagement (10 minutes)

• Hook: Show a portrait of Abraham Lincoln. Ask, “What do you know about Abraham Lincoln? Is he someone everyone agrees was a hero?”
• Briefly explain that sometimes important people have stories that are not always easy or clear. Introduce the idea that today we will learn about some things Abraham Lincoln did or believed that are complicated or difficult.
• Establish classroom discussion rules emphasizing respect, listening, and being open to different ideas.

2. Read & Analyze Text (15 minutes)

• Distribute the age-appropriate, balanced passage about Lincoln’s difficult decisions and actions, including his policies and decisions that impacted Native Americans and enslaved people.
• Read together aloud. Pause to clarify any tricky vocabulary or ideas.
• Use the "Feelings and Facts" graphic organizer:
  • On the "Facts" side, have students jot down key points about Lincoln’s actions and decisions from the text.
  • On the "Feelings" side, allow students to write or draw how they feel about what they learned.
• Reinforce CCSS.RI.3.1 by asking students specific questions:
  • “What actions did Abraham Lincoln take that affected Native Americans?”
  • “How do we know this from the text?”

3. Group Discussion—Complexity & Multiple Perspectives (15 minutes)

• Facilitate a guided conversation using prepared questions:
  • “Why might some people see Abraham Lincoln as a hero?”
  • “Why might others feel upset about some of his actions?”
  • “Is it important to know both good and hard things about someone from history?”
• Encourage active listening by having students re-state a peer’s idea before adding their own.
• Create a T-chart on the board labeled “Good Things” and “Hard Things” about Lincoln based on student responses to illustrate complexity.

4. Writing Activity (15 minutes)

• Have students write a short paragraph explaining one new thing they learned about Abraham Lincoln that surprised them or felt hard to understand.
• Prompt them to use one fact from the text and one feeling from the organizer. Example sentence starter:
  • “I learned that Abraham Lincoln… This surprised me because…”
• Circulate and support students in organizing their thoughts clearly, following CCSS.W.3.2.

5. Reflection & Closing (5 minutes)

• Invite a few students to share their paragraphs or thoughts.
• Close by reinforcing that history is made up of many stories and people can have strengths and faults.
• Briefly preview that future lessons will explore more about figures who shaped our country, emphasizing critical thinking.

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Assessment

• Formative: Participation in text reading and discussion (evidence of understanding multiple viewpoints).
• Graphic organizer completion showing distinction between facts and feelings.
• Written paragraph assessed on grasp of a specific historical point and expression of feelings, aligned with CCSS.W.3.2 writing goals.

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Extensions & Differentiation

• For advanced readers: Provide an additional primary source excerpt (e.g., a speech excerpt) about Lincoln’s policies for deeper analysis.
• For learners needing support: Provide sentence frames for discussion and writing. Use paired reading for the text.
• Cross-curricular tie-in: Art project to create a visual timeline illustrating both positive and difficult moments in Lincoln’s life.

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This lesson plan invites 3rd graders to grapple respectfully and thoughtfully with the complexity behind a celebrated figure's legacy. It carefully balances factual historical content with emotional awareness and perspective-taking, all while strictly adhering to relevant Common Core standards in reading, writing, and speaking/listening to promote critical thinking appropriate for young learners.