Seniors
Monday- Students will respond to the journal prompt
by writing a minimum of 200 words. Students will then watch a short
Abraham Lincoln Biography YouTube video at https://www.youtube.com/watch?v=6SrG3xYRxKY. Then the class will read Background
information regarding Abraham Lincoln’s second inaugural speech and discuss the
historical context surrounding the speech. The teacher will then play a reading
of Lincoln’s Second Inaugural Speech via YouTube @ https://www.youtube.com/watch?v=YhteaxrdmKo.
Tuesday- Students will be given 10-15 minutes silent
reading time for pleasure. Individually, students will read Lincoln’s Second Inaugural Speech and
annotate for rhetoric, tone, and word choice, and then write a paragraph
providing textual evidence for each.
Wednesday- Students will respond to the journal prompt by
writing a minimum of 200 words. Students will answer the comprehension
questions regarding Lincoln’s
Second Inaugural Speech with textual evidence from Lincoln’s Second Inaugural
Speech.
Thursday- Students will be given 10-15 minutes silent
reading time for pleasure. Students will select one of the provided prompts and
write a five-paragraph essay regarding their selected topic.
Juniors
Monday- Students will respond to the journal prompt
by writing a minimum of 200 words. Students will then continue reading
Macbeth in class play format. The teacher will guide the reading with
introspects and discussion questions the students must write responses to and
turn in.
Tuesday- Students will be given 10-15 minutes silent
reading time for pleasure. Students will then continue reading Macbeth in class
play format. The teacher will guide the reading with introspects and discussion
questions the students must write responses to and turn in.
Wednesday- Students will respond to the journal prompt by
writing a minimum of 200 words. Students will then continue reading
Macbeth in class play format. The teacher will guide the reading with
introspects and discussion questions the students must write responses to and
turn in.
Thursday- Students will be given 10-15 minutes silent
reading time for pleasure. Students will then continue reading Macbeth in
class play format. The teacher will guide the reading with introspects and
discussion questions the students must write responses to and turn in.
Senior Handouts
At this second
appearing to take the oath of the presidential office, there is less occasion
for an extended address than there was at the first. Then a statement, somewhat
in detail, of a course to be pursued, seemed fitting and proper. Now, at the
expiration of four years, during which public declarations have been constantly
called forth on every point and phase of the great contest which still absorbs
the attention, and engrosses the energies of the nation, little that is new
could be presented. The progress of our arms, upon which all else chiefly
depends, is as well known to the public as to myself; and it is, I trust,
reasonably satisfactory and encouraging to all. With high hope for the future,
no prediction in regard to it is ventured.
On the occasion
corresponding to this four years ago, all thoughts were anxiously directed to
an impending civil war. All dreaded it--all sought to avert it. While the
inaugeral [sic] address was being delivered from this place, devoted altogether
to saving the Union without war, insurgent agents were in the city
seeking to destroy it without war--seeking to dissole [sic] the Union,
and divide effects, by negotiation. Both parties deprecated war; but one of
them would make war rather than let the nation survive; and the other
would accept war rather than let it perish. And the war came.
One eighth of the
whole population were colored slaves, not distributed generally over the Union,
but localized in the Southern part of it. These slaves constituted a peculiar
and powerful interest. All knew that this interest was, somehow, the cause of
the war. To strengthen, perpetuate, and extend this interest was the object for
which the insurgents would rend the Union, even by war; while the government
claimed no right to do more than to restrict the territorial enlargement of it.
Neither party expected for the war, the magnitude, or the duration, which it
has already attained. Neither anticipated that the cause of the conflict
might cease with, or even before, the conflict itself should cease. Each looked
for an easier triumph, and a result less fundamental and astounding. Both read
the same Bible, and pray to the same God; and each invokes His aid against the
other. It may seem strange that any men should dare to ask a just God's
assistance in wringing their bread from the sweat of other men's faces; but let
us judge not that we be not judged. The prayers of both could not be answered;
that of neither has been answered fully. The Almighty has his own purposes.
"Woe unto the world because of offences! for it must needs be that
offences come; but woe to that man by whom the offence cometh!" If we
shall suppose that American Slavery is one of those offences which, in the
providence of God, must needs come, but which, having continued through His
appointed time, He now wills to remove, and that He gives to both North and
South, this terrible war, as the woe due to those by whom the offence came,
shall we discern therein any departure from those divine attributes which the
believers in a Living God always ascribe to Him? Fondly do we hope--fervently
do we pray--that this mighty scourge of war may speedily pass away. Yet, if God
wills that it continue, until all the wealth piled by the bond-man's two
hundred and fifty years of unrequited toil shall be sunk, and until every drop
of blood drawn with the lash, shall be paid by another drawn with the sword, as
was said three thousand years ago, so still it must be said "the judgments
of the Lord, are true and righteous altogether"
With malice toward
none; with charity for all; with firmness in the right, as God gives us to see
the right, let us strive on to finish the work we are in; to bind up the
nation's wounds; to care for him who shall have borne the battle, and for his
widow, and his orphan--to do all which may achieve and cherish a just and
lasting peace, among ourselves, and with all nations.
Answer the following questions with textual evidence
from Lincoln’s Second Inaugural Address.
- Why do you think Lincoln devotes most of his Second Inaugural Address to a recollection of the how the war came about and how the war transformed the nation? In what way does his interpretation of the Civil War (paragraph 3) prepare the nation for his concluding exhortation (paragraph 4)?
- Should Lincoln have been more specific about his recommendations for Reconstruction, or does he achieve his purposes better by stressing important themes instead of policy proposals?
- Given the death of Lincoln, should Congress have done more to aid freed blacks after the Civil War? Was any particular omission during the Reconstruction Era responsible for the injustices of the Gilded Era and the first half of the 20th century toward black Americans?
- Do you think Lincoln's wishes for the future can be fulfilled if Americans remain divided about the meaning of the war? Explain.
·
How did Lincoln seek to restore the
American union as the Civil War drew to a close?
·
What
can you discern about Lincoln's character on the basis of what he wrote?
·
Evaluate
Lincoln's Second Inaugural Address. What were its strengths? Do you see any
weaknesses?
"For Further Thought" Essay Questions (Select one
to compose your five-paragraph essay about. Make sure to use the Secret Recipe.
- In recent years, some Americans have called for a national apology for the slavery practiced for so long in the United States. Does Lincoln's Second Inaugural Address qualify as an apology? Explain.
- Could a president today use the same religious rhetoric that Lincoln did to explain national policy? Was Lincoln wrong to do so? (Note: Is it significant that Lincoln presents his providential interpretation of the war as a supposition and not as a demonstrable fact?)
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