Lesson Activity One: Comparing the Assassinations of Lincoln and Kennedy
Introduce the topic and ask students if they have heard anything about the similarities between Abraham Lincoln and John F. Kennedy (these have been circulating both in print and on line for years).
Proceed to hand students the “TRUE FALSE” quiz
(Supplemental handout #1) and provide students time to take the quiz without any research. The quiz should be based completely upon what students know or think is true or false. As it is a pre-assessment and designed to stimulate discussion and to determine the extent of background knowledge, no grading is required. Students may elect to self-correct when the teacher goes over the correct answers.
When all students have taken the quiz, the teacher will go over answers using the quiz answer key
(also part of Supplemental handout #1).
As answers are revealed, encourage students to pause and consider whether there are enough similarities between the circumstances of each president’s death to warrant further investigation. (should be yes).
Instruct students to keep their quizzes to refer to as the class begins their investigation of the topic in class tomorrow.
Lesson Activity Two: Reading about the Assassinations of Lincoln and Kennedy
Review yesterday’s discussions and answer any questions or concerns from students. Ask students to discuss a similarity between JFK’s and Lincoln’s assassinations and then share as a class.
After discussion, prompt students to read pages 39 to 41 of Chasing Lincoln’s Killer and pages 108 to 111 of “The President Has Been Shot!” in small groups. As they read, students should complete the graphic organizer for Day 2
(Supplemental handout #2), entitled “The Assassination,” which highlights the similarities and differences between the assassination of each president.
Teachers should then go over and highlight the big ideas from the readings before explaining to the class that there were multiple differences between the assassinations, as well, e.g.
- Lincoln was in a theatre in Washington and Kennedy was in a car traveling through Dallas.
- Lincoln lived for approximately 9 hours after he was shot, but Kennedy passed away within the hour.
- Lincoln was shot in April and Kennedy was shot in November.
Teacher should proceed to wrap up discussion and have students complete a “Ticket out the Door” on a sticky note citing a detail that they read today that will stick with them and be sure to put their first name on the note with their detail
Students will stick that note on the door as they exit.
Lesson Activity Three: Primary Resource Analysis - “How did the country respond to the loss of the president?”
Explain to students that they will research and collect articles to write an essay.
Have students independently explore each of the 3 websites listed:
Have them locate at least one positive and negative example from each website of the country’s responses to the deaths of both Lincoln and Kennedy.
If students are struggling, teacher can provide them with a copy of
Supplemental handout #3 which outlines direct links to both positive and negative reactions and responses to both assassinations.
Students will bookmark what they find in order to use this information in the drafting of their essays.
Proceed to ask students if they were surprised by the reactions they located and have them share resources with a partner.
Lesson Activity Four: Essay drafting - “What were the similarities and the differences between the assassinations of Lincoln and Kennedy?”
Provide students with the writing prompt assignment
(Supplemental handout #4) and explain teacher expectations. Answer questions and concerns accordingly.
Students will then independently begin drafting their essays using the notes and observations that they recorded on the graphic organizer
(Supplemental handout #4)
Logistical requirements are as follows:
- Write a minimum of 5 paragraphs referencing at least one primary source and one secondary source.
- A properly written bibliography will be required.
- Students will be graded on both language and content (this can be modified by the teacher depending upon individual teacher goals and objectives).
Teacher will ask students if they have any questions about their assignment.
Students will be given the final due date for their submission and be advised that no additional class time will be dedicated to the project (teacher may adapt this and provide additional days for typing and drafting if they choose to do so).