ALEX Classroom Resource

  

Find Grace's Family

  Classroom Resource Information  

Title:

 Find Grace's Family

URL:

 https://amhistory.si.edu/ourstory/pdf/lincoln/find_family.pdf

Content Source:

 Smithsonian
Type: Learning Activity

Overview:

In this learning activity, students will analyze a famous letter written by Grace Badell to President Abraham Lincoln. Using hints about Grace's family from the letter, students will draw pictures of her family.

Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 3
Geographic and Historical Studies: People, Places, and Regions
11 ) Interpret various primary sources for reconstructing the past, including documents, letters, diaries, maps, and photographs.

•  Comparing maps of the past to maps of the present
Unpacked Content
Strand: History
Course Title: Living and Working Together in State and Nation
Evidence Of Student Attainment:
Students:
  • Interpret legends, stories, and songs to identify the contributions each made to the development of the cultural history of the United States.
Teacher Vocabulary:
  • interpret
  • legends
  • stories
  • songs
  • contributed
  • development
  • cultural history
  • tall tales
  • folk heroes
Knowledge:
Students know:
  • The purpose and essential elements of legends, stories, and songs.
  • Examples of legends, stories, and songs that contributed to United States' cultural history including American Indian Legends, African American Stories, Tall Tales and stories of Folk Heroes.
  • Vocabulary: legends, stories, songs, cultural history.
Skills:
Students are able to:
  • Interpret legends, stories, and songs.
  • Identify the purpose and essential elements of legends, stories, and songs.
  • Identify the contribution that specific legends, stories, and songs had on the development of cultural history of the United States.
Understanding:
Students understand that:
  • There are legends, stories, and songs that have contributed to the development of the cultural history of the United States.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.3.11- Compare documents, letters, diaries, maps, and photographs and explain how they are used to reconstruct the past.
Social Studies
SS2010 (2010)
Grade: 5
United States Studies: Beginnings to the Industrial Revolution
11 ) Identify causes of the Civil War, including states' rights and the issue of slavery.

•  Describing the importance of the Missouri Compromise, Nat Turner's insurrection, the Compromise of 1850, the Dred Scott decision, John Brown's rebellion, and the election of 1860
•  Recognizing key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, William Tecumseh Sherman, and Joseph Wheeler (Alabama)
•  Describing social, economic, and political conditions that affected citizens during the Civil War
•  Identifying Alabama's role in the Civil War (Alabama)
Examples: Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession (Alabama)

•  Locating on a map sites important to the Civil War
Examples: Mason-Dixon Line, Fort Sumter, Appomattox, Gettysburg, Confederate states, Union states (Alabama)

•  Explaining events that led to the conclusion of the Civil War
Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: United States Studies: Beginnings to the Industrial Revolution
Evidence Of Student Attainment:
Students:
  • Identify and explain the causes of the Civil War, including issues of states' rights, conflicts regarding slavery, important events, regional differences, and social, economic, and political conditions.
  • Describe Alabama's role in the Civil War.
Teacher Vocabulary:
  • Civil War
  • Missouri Compromise
  • insurrection
  • opposition
  • rebellion
  • personalities
  • political conditions
  • confederacy
  • secession
Knowledge:
Students know:
  • Causes of the Civil War, including issues of states' rights and slavery.
  • The importance of the Missouri Compromise, Nat Turner's insurrection, the Compromise of 1850, the Dred Scott decision, John Brown's rebellion, and the election of 1860.
  • Key Northern and Southern personalities, including Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas Jonathan "Stonewall" Jackson, William Tecumseh Sherman, and Joseph Wheeler.
  • Social, economic, and political conditions that affected citizens during the Civil War.
  • Alabama's role in the Civil War (Montgomery as the first capital of the Confederacy, Winston County's opposition to Alabama's secession).
Skills:
Students are able to:
  • Locate key places and events on a physical and political map.
  • Identify and analyze the causes of political conflict Identify key people and explain their role throughout the Civil War.
  • Describe and draw conclusions about the war affected the citizens of the United States.
  • Interpret and define the role of Alabama in the Civil War.
Understanding:
Students understand that:
  • There were many factors that led to the Civil War.
  • Key people and ordinary citizens contributed to and were impacted by the Civil War.
  • Alabama responded to, participated in, and was impacted by the Civil War.
Alabama Archives Resources:
Click below to access all Alabama Archives resources aligned to this standard.
Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.5.11 Define civil war; recognize one or more key figures of the Civil War, including Abraham Lincoln and Jefferson Davis; label a map of the United States with Southern and Northern states involved in the Civil War.
SS.AAS.5.11a - Identifying Alabama's role in the Civil War. Example: Montgomery was the first Confederate capitol.
English Language Arts
ELA2021 (2021)
Grade: 3
23. Identify and use text features in informational passages to locate information.

Examples: headings, photographs, illustrations, labels, charts, graphs, legends

a. Explain how text features support details in the text.

b. Explain how illustrations contribute to meaning in a story.

c. Interpret text features used in written and digital formats.
Unpacked Content
Teacher Vocabulary:
23.
  • Text features
  • Locate
  • Informational passage
  • Identify
23a.
  • Explain
  • Text features
  • Supporting details
  • Text
23b.
  • Explain
  • Illustrations
  • Contribute
  • Meaning in a story
23c.
  • Interpret
  • Text features
  • Written formats
  • Digital formats
Knowledge:
23. Students know:
  • Informational passages often include text features that can be used to locate information within the text.
23a.
  • Text features can provide additional or clarifying information about details in a text.
23b.
  • Illustrations included with a story can contribute to the story's meaning.
23c.
  • Text features can be used in printed (written) and digital text.
Skills:
23. Students are able to:
  • Identify text features in informational passages, such as headings, photographs, illustrations, labels, charts, graphs, legends.
  • Use text features to locate information within an informational passage.
23a.
  • Identify text features and explain how the text features supports details in a text.
23b.
  • Identify an illustration and explain how it contributes to the meaning of the story.
23c.
  • Interpret text features presented in a digital format.
  • Interpret text features presented in a written format.
Understanding:
23. Students understand that:
  • Informational passages have predictable features that can be used to locate important information within the text.
  • Text features that are often used in informational text include headings, photographs, illustrations, labels, charts, graphs, and legends.
  • Using text features helps support their overall comprehension.
23a.
  • An author chooses to include text features to provide additional information, clarify information, or enhance ideas with in a text.
  • Using text features supports their comprehension of details in a text.
23b.
  • Authors and illustrators choose to include illustrations to enhance the meaning of the story provided in the text.
23c.
  • Text features are often included in written (printed) text and digital text.
  • In either format, text features can be used to locate information or enhance overall comprehension.
English Language Arts
ELA2021 (2021)
Grade: 5
18. Explain the relationships among events, people, or concepts in informational texts, supported by textual evidence.
Unpacked Content
Teacher Vocabulary:
18.
  • Relationships
  • Events
  • People
  • Concepts
  • Informational text
  • Textual evidence
Knowledge:
18. Students know:
  • Informational text often explains the relationships among events, people, or concepts (ideas).
  • Comprehension can be demonstrated by referring to specific evidence in the text.
Skills:
18. Students are able to:
  • Explain the relationships among events, people, or concepts in informational text by providing textual evidence.
Understanding:
18. Students understand that:
  • They can show they understood informational text by using specific text evidence to support their explanations.
Tags: family, Grace Bedell, President Abraham Lincoln
License Type: Custom Permission Type
See Terms: https://www.si.edu/termsofuse/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
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  This resource provided by:  
Author: Ginger Boyd
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