Gettysburg Address/Social Conflict: Social Studies & Theatre for Grade 5

Session Design by Becka Frost, Stormy Knaak, Victoria Perkins, Emily Esparza

LEARNING OBJECTIVES
Content Standards
Utah Theatre: Standard 1 Objective 2b
o Create dialogue and physical attributes in a character that reveal a specific
attitude and/or motive.
Utah Social Studies: Standard 4 Objective 3a
o Identify the key ideas, events, and leaders of the Civil War using primary sources
(e.g. Gettysburg Address).
Utah Social Studies: Standard 4 Objective 3d
o Examine the difficulties of reconciliation within the nation.

Key Knowledges
Students will know that the Battle of Gettysburg and the Gettysburg Address were two
separate events.
Students will know that Abraham Lincoln gave the Gettysburg address.

Enduring Understandings
Students will understand that when in the midst of conflict, they have a right to express
their opinion and will understand that every decision made has a consequence, whether
good or bad, that affects many people.

ASSESSMENT
Performance Tasks
Students will create a dynamized tableaux in which they add movement and dialogue to a
tableaux in order to demonstrate their ability to create dialogue and physical attributes
that reveal a specific attitude and/or motion.
Other Assessments
Students respond out-of-role and individually through writings and drawing to I Can
Decide worksheet and answer the following questions:
a. What was the key idea of the Civil War? (What were the North and South fighting
over?)
b. What was the major battle of the Civil War?
c. Draw a picture of the man who gave the Gettysburg Address.
d. What was the difference between the Battle of Gettysburg and the Gettysburg
Address?
e. Why was it so difficult for the North and the South to reconcile (or resolve) their
differences?
f. Think of a time you were a part of a group that made a decision. How did that
decision affect you and the other people around you?
in order to:
a. Identify key ideas, events and leaders of the Civil War using primary documents,
b. Demonstrate their knowledge that the Battle of Gettysburg and the Gettysburg
Address were two separate events,
c. Demonstrate their understanding that each person has their own freedom to
express their opinion and will understand that every decision made has a
consequence, whether good or bad, that affects many people,
d. Examine the difficulties of reconciliation within the nation,
e. Demonstrate their understanding that when in the midst of conflict, they have a
right to express their opinion and will understand that every decision made has a
consequence, whether good or bad, that affects many people.
 Students draw a picture of Abraham Lincoln on My Own Gettysburg sheet in order to
demonstrate their knowledge that President Abraham Lincoln gave the Gettysburg
Address.
MATERIALS NEEDED
Teacher Materials
Teacher-in-role, Jesse, will need superhero-like clothing
o A cape
o Laminated map of the US as it was in the 1860s
o Dry erase marker
o Hammer
o Corn cob (or other similar vegetable)
o Handkerchief
o Picture of Abraham Lincoln
o Book
o Play sword
o Tape
Teacher-in-role, The Almighty Chiefs Messenger, will need native-like clothing and
accessories
o Dead flowers
o Scroll of paper
Gettysburg Text Meaning information (see attached)
Tape or magnets

Student Materials
Circle of Life worksheet (see attached)
I Can Decide worksheet (see attached)
Coloring utensils
Two pieces of butcher paper with a river drawn down the middle that connects the two
pieces like a puzzle

LEARNING PLAN
Framing / Hook
Brief Introduction
a. Facilitator Two introduces her/himself and what will be going on. Facilitator may say
something like:
i. We study theatre and drama at Utah State University. Do any of you like
theatre? Have any of you been to a play or musical? When we go to see
plays, musicals or even movies, we know that the people that were watching
arent really real. For example, we know Ironman isnt real, but when we
watch the movie, we pretend he is, right? The same goes for us today. If you
see someone who you know isnt real, we pretend that they are real. We
have much more fun that way.
Boring Lecture
a. Explain that Before we get started with anything about drama, my colleague
{facilitator one} will review a few points of the Civil War with you.
b. Facilitator one reads the following in a monotone voice:
i. In the 1860 presidential election, Republicans led by Abraham Lincoln
supported banning slavery in all the US territories. Something the southern
states viewed as a violation of their constitutional rights. War was waged,
lives were lost.
c. Teacher-in-role, Jesse, runs into the room exclaiming:
i. Wait, wait, wait!!! Thats not how it went!
ii. Facilitator and Jesse have the following conversation:
1. Facilitator: Who are you and why are you doing interrupting my class?!
2. Jesse: My name is Jesse and I am a Historian Superhero!
3. Facilitator: A Historian Superhero? What does that mean?
 4. Jesse: It means that I rescue fifth grade students from boring history
lectures and tell them the way things really happened!
5. Facilitator: But how did you know we were talking about the Gettysburg
Address?
6. Jesse: I have supersonic hearing!
7. Facilitator: Oh really? Well then, what am I saying right now?
a. Facilitator mouths I want a ham sandwich with pickles on rye.
8. Jesse: I want a ham sandwich with pickles on rye.
9. Facilitator: Impossible! Wow, you really do have supersonic hearing!
10.Jesse: But enough about me. Im here to rescue these fifth graders
from your boring lecture. Students, let me tell you how the Gettysburg
Address really happened.
d. Jesse tells the history of the Civil War in an engaging manner, (by using expressive
facials, big and grand gestures, vocal inflections and props) as if Jesse were reliving
the event.
1. NOTE: All included props are to be hidden on Jesses person and pulled
out at the indicated moment.
ii. Now, way back when railroads were racing horses and when women worn
poofy dresses extends arms to indicate a poofy dressthe United
States was divided pulls out a laminated map of the US as it was in the
1860s, and tapes it on the white board. We were split right down the middle!
Draws a line dividing the North and South with a dry erase marker. The North
points North against the South points South. Folks in the North manufactured
things pulls out a hammer that means they had factories, they engineered,
had businesses, trade and industry pantomimes working on an assembly line
with hammer. Folks in the South had very large farms. They grew many
crops like cotton and corn pulls out a corn cob. But people in the South had
workers to grow certain crops, they were African Americans slaves. White
men forced the African Americans to work without any pay. What can you tell
me about slavery? Slavery was when someone was forced to do work with
little to no pay. And the work was hard wipes the sweat from brow with a
handkerchief. They had little food, hardly any shelter or clothing for their
own families. Sometimes, families were torn apart thrown back as if being
physically torn apart as they got sold to different farms. How would you feel
about that? Youre right they didnt like that. Would you like being owned
and sold willy nilly by another person? I certainly wouldnt! So the African
Americans tried to escape pantomimes escaping by tiptoeing with hands
curled up to indicate sneaking to a free state in the North that didnt allow
slavery. This was called the Underground Rail Road. Do you know what the
Underground Rail Road is? It was a secret organization led by Harriet
Tubman who snuck slaves from the South into the free states of the North
references map.
iii. Now, begins to pace with hands behind back and erect posture have any of
you heard of a man named Abraham Lincoln? pulls out a picture of him. My
friend Mr. Lincoln was a good man, he loved to read pulls out book and
begins to read was very honest raises right hand to a ninety degree angle
and had many different jobs. He grew up and became a lawyer and later
became the 16th President of the United States. Like the African Americans,
he didnt like Slavery and wanted to abolish it pantomimes an explosion with
arms and body. Do you know what abolish means? It means to get rid of
slavery forever. But the folks in the South liked Slavery and hated President
Lincoln, so they decided that they didnt want to be a part of the United
States anymore. Hence the separation of the North and the South. Points
out map again.
iv. What comes next you may ask? Well the North and South started to fight
bitterly in a war called The Civil War. Pulls out a play sword and
 pantomimes fighting. Now, there was one battle in Pennsylvania that was
particularly horrible: The Battle of Gettysburg. This battle lasted 3 very long
days during the hot month of July pantomimes walking in hot weather. Men
fought and fought day and night. Eventually, the North won the battle which
was a turning point for the whole war. The North won the Civil War and
Slavery was abolished pantomimes an explosion with arms. But that Battle of
Gettysburg was a terrible one, with nearly 50,000 people were killed or
severely wounded writes 50,000 on the board. President Lincoln was sad for
how many great lives were lost during that battle. So later in the year, he
gave a speech at the site of the Gettysburg Battle. This speech was called
the Gettysburg Address in honor of the Battle of Gettysburg and dedicated
that special place were so many lives were lost.
v. Today, we remember this speech as one of the greatest speeches ever
given. It reminds us of the sacrifice so many people made so that we can be
a free nation.
vi. Once finished, Jesse says to the facilitator: Thats how its done!
vii. Jesse freezes and puts her hand to her ear, she exclaims Oh no! I hear
another boring history lecture next door. Goodbye fifth grade students.
Process
Gettysburg Address
a. Facilitator stops Jesse from leaving the room by asking Jesse the following:
i. Jesse, wait! The Battle of Gettysburg and the Gettysburg Address are two
different events?
ii. Jesse reiterates that during the Civil War, there was a Battle of Gettysburg
that was a 3 day long battle and because so many brave men died there,
President Lincoln gave a speech in honor of the Battle of Gettysburg and
called it the Gettysburg Address since it was a speech (or talk) about the
Battle that took place there in Gettysburg, Pennsylvania.
b. Facilitator asks Jesse Can you help us learn more about the Gettysburg Address?
c. Jesse is thrilled to help the students with such a great moment in history.
i. Jesse becomes so excited and proclaims In fact, I will recite the Gettysburg
Address for you right now.
d. Jesse begins to recite the Gettysburg Address very dramatically.
e. Facilitator stops Jesse after the phrase Fourscore and seven years ago and
exclaims: I dont know what that means.
i. Jesse asks students if they know what fourscore and seven years ago
means.
ii. Jesse explains that a score is 20. So four scores of 20 equals 80 years plus
the left over seven years. For a total of 87 years ago.
f. Jesse sympathizes with the facilitator, explaining that there are lots of difficult
phrases in the Gettysburg Address.
g. Jesse suggests projecting the Address on the board so the fifth grade students can
help the facilitator understand what all of the phrases mean.
Tricky Phrases into Tableaux
a. Facilitator projects the Gettysburg Address on the board.
b. Facilitator and Jesse go through the address with the students, asking them what
they dont understand.
i. According to the level of student understanding, explain each significant
phrase (see attached for Gettysburg text meanings) as needed for
clarification.
ii. Talk with the students to generate a discussion on these phrases.
1. NOTE: Write on the board the definition/explanations and/or any
pictures that will help students to remember the meanings.
c. Facilitator and Jesse choose six vocabulary phrases that seem the trickiest for the
students to understand and write them on the board. For example:
i. Fourscore and seven years ago
 ii. Conceived in liberty
iii. Dedicated to the proposition that all men are created equal
iv. We cannot dedicate, we cannot consecrate, we cannot hallow this ground
v. It is far above our poor power to add or detract
vi. It is rather for us to be here dedicated to the great task remaining before us
Group Work
a. Jesse explains that when Jesse has a difficult time remembering a sentence or
phrase, that Jesse will add a gesture, or movement that symbolizes or encompasses
that sentence.
b. Facilitator splits the students into 6 groups.
i. Each group gets a phrase from the Gettysburg Address.
ii. Each group comes up with an action/movement/gesture/dance move that
conveys the meaning of the phrase so the movement can help them to
remember the phrase.
1. NOTE: Facilitator and Jesse circulate around the room to help when
needed.
Share Gesture
a. Each group shares their phrase and gesture/movement.
b. Lead by the facilitator, the class repeats the phrase and gesture with the entire
group several times to help solidify memorization and understanding.
Discuss the Gestures
a. Facilitator and Jesse ask and discuss the following questions:
i. Did the gesture convey the meaning of the phrases?
ii. Did the gesture clarify the meaning of the phrase?
Reflection
Jesses Address
a. Facilitator asks Jesse if Jesse will recite the entire Address with the students.
i. Jesse recites the Address while adding all of the actions/movements that the
groups created for the Tableaux Phrases.
ii. Students join in on the recitation and action/movement.

Day 2
Intro to Process Drama
a. Facilitator One informs students that they are to take on roles and participate in
creating a new world.
i. What are roles? It is a character that we pretend to be.
1. NOTE: Remind students that they shouldnt break character, even
though they know they are pretending to be someone else.
Setting the Story
a. Facilitator explains that today a special guest will be joining them.
b. Teacher-In-Role as the Almighty Chiefs Messenger enters.
i. Messenger dressed in native clothing and accessories.
c. Facilitator instructs students to gather around the chiefs messenger.
d. The Messenger tells the story of their people. Tell the following story with facial
expressions and gestures:
i. Once upon a time, there was a great island that floated in the sea. The
natives called it The Island of Harmony. This island was ruled by one
Almighty Chief. The Almighty Chief lived high in the mountains where the
Chief could gaze on the beauty of the Island of Harmony where coconuts and
bananas grew on every tree. The birds sang and flew through the glorious
mango trees. Animals lived in peace and harmony with one another. And the
natives who lived in the valley, gathered berries and nuts for food. Two
separate villages lived on the island and were separated by a roaring river.
Each village had very different cultures from each other and liked to do
different things. One side of the village were farmers, they cared about the
 land and harvested many crops such as wheat, corn and barley. The other
side of the village were crafts people, they created buildings, fences, and
boats with their handmade tools. When they had left over materials or
garbage, they threw them into the river, long forgotten and washed away.
Neither side particularly cared about the river because the farmers had all
the water they needed for their crops from their water hole. The craftspeople
and farmers traded with each other every day so all could benefit from the
work of the crafts people and delicious crops from the farmers.
Process
Create the Space
a. Messenger leads the students across the ocean to the Island of Harmony by
pantomiming the action of rowing a canoe where they stand.
b. Chiefs messenger takes the students and facilitator on a tour of the island and
asking the following questions:
i. Are there any trees? What do they look like?
ii. What kinds of animals do you see?
iii. Are there fruit trees and flowers?
Create the Map
a. Facilitator explains that it is time to create the map of this beautiful island.
b. Facilitator splits students into the two sides of the island.
i. Divide students by counting off into two groups.
ii. Assign one group to be the farmers and the other group to be the crafts
people.
c. Facilitator tells the students that they will create only their side of the island.
i. Give students a long piece of butcher paper and coloring utensils.
1. NOTE: The two pieces fit together and have a river running down the
middle that connects them like a puzzle piece.
ii. Facilitator tells students to work together to draw a map of their village.
iii. Facilitator and Messenger work with each village and prompt with the
following questions:
1. What do your houses look like?
2. Do you have pets or other wild life?
3. What is in the center of your village?
4. Where does your food come from?
5. Where is your water hole? (farmers only)
6. What other buildings are in your village?
7. What is the name of your village?
d. One student is assigned to be spokesperson from each village and shares their
village in detail.
e. Messenger tapes the maps up on the board.
Circle of Life
a. Facilitator explains that each student will individually create their own character
that lives on the island.
b. Facilitator explains that a circle of life is a roadmap to create a character.
i. In each box, students respond to:
1. Things that you say.
2. What do you look like?
3. What is your daily life?
4. What do you want from life?
a. Each student receives a Circle of Life worksheet (see attached).
i. Students share their Circle of Life with their village.
1. NOTE: Facilitator and Messenger work with each village.
b. Tableaux
a. Facilitator explains to students that a tableaux is a still image a frozen picture that
you make with your body.
 b. Facilitator demonstrates a tableaux.
i. Tell students to create a tableaux of their character doing a daily task in their
village.
ii. Tell students to create a small group tableaux of a snapshot of a day-in-the-
life on their side of the island by merging their individual daily tasks together.
1. NOTE: Group consists of 3-4 students.
iii. Facilitator and Messenger instruct students to add movement and dialogue to
their small group tableaux for 30 seconds.
1. Students add the movement/dialogue and then end in a new tableaux.
2. Ask students to give a title to their group tableaux.
a. If time allows, give students an opportunity to provide feedback,
revise and re-share their group tableaux.
b. NOTE: Collect the students Circle of Life worksheets.
c. Village Motto
a. Facilitator directs each side of the island to come up with a village motto: something
that they value and/or is important to them.
b. Each village picks a spokesperson to share their motto.
i. Facilitator writes each motto on the board.
d. The Devastating News
a. The messenger has just received a message and exclaims that he has some
devastating news: the farmers water hole has suddenly dried up. They need that
water hole for their crops because the river has been polluted by the crafts people
and now they cant water their crops.which means that the crops will dry up and
neither side will have any food!

Day 3
Hook
e. Dead Flowers
a. The Chiefs messenger brings forth some dead flowers. The messenger solemnly
proclaims that:
i. This is what happens when plants and crops dont get enough water
when..
b. The messenger pointedly whips their head in the direction of the crafts people and
says:
i. Some people pollute the river.
Process
a. Narration
a. Messenger tells students the following:
i. As the weeks went by, the villagers began to become frustrated. All of the
villagers started to grow hungry as the crops dried up and food became
scarce because a horrible draught plagued the land.
b. The Stakes Heighten
a. Facilitator assigns students to groups of 3-4 people from the same village.
i. Each group will come up with a short 30 second scene that depicts how the
hot weather and lack of water is affecting their daily life/jobs/etc. as the
villagers.
b. Each group shares their scene.
c. Facilitator and Messenger discuss how each scene effectively portrays the heat and
conflict that is taking place on the island.
i. OPTIONAL: If time permits, allow students to provide feedback, revise their
scenes and then perform them again.
c. Inner circle and Outer Circle
a. Messenger explains that the Almighty Chief has required each village to hold a
special meeting to discuss who should be punished for their horrible situation.
i. The farmers form the inner circle and the crafts people form the outer circle,
listening to the discussion of the farmers.
 ii. The Messenger stands in the middle.
iii. Facilitator on the outside of both circles.
1. NOTE: Farmers should come to the conclusion that they did nothing
wrong and that it is the crafts peoples fault.
2. If necessary, Messenger should instigate the conversation by saying
things such as:
a. But you farmers didnt really do anything wrong!
b. You were just trying to grow your crops.
c. Its not your fault that the river was polluted.
iv. Once farmers have come to the conclusion that the crafts people are to
blame, switch positions of the inner and outer circles.
1. Crafts people on the inside.
2. Farmers on the outside, listening to the conversation of the crafts
people.
v. Messenger remains standing in the middle.
vi. Facilitator remains on the outside of both circles
1. The crafts people should feel some annoyance and resentment towards
the farmers.
2. If necessary, the Messenger should instigate the conversation by
saying things such as:
a. How does it make you feel knowing that the farmers blame you
for whats happened to the crops?
b. The farmers could have cleaned out the river if they needed it
so bad.
i. NOTE: If crafts people agree with the farmers, remind
them that they were only doing their job and it is the
farmers faults for not knowing that their water hole could
dry up.
b. The messenger thanks the villagers for expressing their opinions of who they think
is at fault and races out of the room to take the messages to the Almighty Chief.
d. Rumors
a. Facilitator explains to students that the villagers from both villages have become
angry with each other.
i. Direct students to stand in a line with their village, facing the other village.
b. Facilitator tells the students that every person in their village has heard a rumor
about the other village.
i. Rumors start with, Ive heard that or Someone told me
ii. Rumors can only be one sentence long.
c. Each student shares their rumors.
i. NOTE: Facilitator can provide an example such as:
1. Someone told me that crafts people yell at each other day and night.
Or,
2. Ive heard that none of the farmers take a bath.
e. A Decision is Made
a. The Almighty Chiefs Messenger returns with a proclamation from the Almighty
Chief.
b. Messenger instructs the villagers to gather around in front of the Messenger.
c. Messenger reads the following from a scroll of paper:
i. One month and eleven days ago, our village was plagued with a horrible
draught. We are preoccupied with a great problem that is testing men and
women in ways that no villagers have ever been tested before. But this
problem of crops pales in comparison to that of our water source. We cannot
forget the once never-ending water hole that our beloved farmers used to
water their crops and from such crops, all of our food was grown. It is now for
us, the villagers to finish the work and bring our island back to its former
glory. We must restore the river. Now, the farmers never dreamed to pollute
 such a precious water source, but because of the thoughtlessness and
laziness of the crafts people, we all suffer. It was the decision of the crafts
people to pollute the river and therefore, it is their consequence that they
must clean out and purify the water of the river. The crafts people have only
one day to do so or face dire consequences.
d. Messenger rolls up the scroll.
e. Messenger tells the crafts people:
i. You have only one day.
f. Messenger leaves.
f. Improvisation
a. Facilitator says:
i. Those were some powerful words with a powerful consequence to our crafts
people.
b. Facilitator instructs villagers to quickly spread out and to show, simultaneously, how
they feel about the Almighty Chiefs proclamation.
i. Instruct villagerss to show their feelings by creating an individual tableaux.
ii. Instruct villagers to remain frozen, but to use their eyes to look around at the
other villagers.
iii. Ask one crafts person to unfreeze, walk among the farmers and describe
what is seen.
iv. Ask one farmer to unfreeze, walk among the crafts people and describe what
is seen.
g. Back in the Classroom
a. Facilitator instructs students to take their seats.
i. NOTE: Students are now out-of-role.
b. Jesse returns to the classroom.
c. Jesse asks: What happened while I was gone?
d. Encourage students to tell Jesse what they were doing on the island and the
outcome of their conflict.
i. The crafts people were told to clean out the river.
e. Jesse exclaims: Wow! That actually sounds a little like the Civil War.
i. Jesse pulls out the map of the US and compares it to the map of the Island of
Harmony on the white board paralleling the divisions.
ii. Jesse prompts with the following questions:
1. Did your villages on the Island of Harmony feel divided like the North
and South in the Civil War? In what way?
2. How did the crafts peoples decision affect the entire island?
3. What was the consequence of the decision to end slavery? African
Americans became free.
4. Were the North and the South able to resolve their differences?
5. Why can it sometimes be hard to reconcile (i.e., resolve, settle, make
up) with those around us?
f. Jesse explains that every decision has a consequence and that that consequence
can be good or bad and affect many people.
g. Jesse prompts with the following question:
i. How can the decisions we make every day affect the people around us?
Reflection
h. I Can Decide
a. Facilitator gives each student an I Can Decide worksheet (see attached) to be
completed during class time.
 The Gettysburg Address Text and Line by Line Meaning
Four score and seven years What is the significance of these words? What does 'score' mean?
ago The word 'score' means 20. So Four score and seven totals 87 years.
The Gettysburg Address was delivered in 1863. 87 years before this
date was 1776 - the birth of America as a nation with the
Declaration of Independence. President Lincoln was referring to the
past and all that America stood for. This one line also has a religious
tone. Psalm 90:10 in the Bible says "The days of our years are
threescore years and ten". And this reminds people of how long a
person can expect to live their life.

our fathers brought forth on This is a reference to the Founding Fathers and their work to form a
this continent a new nation, Constitution for the new nation of the United States

conceived in Liberty, and Lincoln is reminding people that the reason the nation was created
was to gain liberty - another word for freedom. On January 1, 1863
the President had issued the Emancipation Proclamation, the first
 step towards freeing slaves.

dedicated to the proposition Another sublime reference to slavery and the equality of men
that all men are created equal.

Now we are engaged in a With these words he is moving from the past to the present. And he
great civil war, talks about the longevity of a nation fighting a Civil War.
testing whether that nation, or
any nation,
so conceived and so
dedicated, can long endure.

We are met on a great The great battlefield is the Battle of Gettysburg where the losses
battlefield of that war. totaled 51,000. But it was only one battle of the war

We have come to dedicate a The reason for the ceremony

as a final resting place for He is talking about the sacrifice of the lives of the men for the
those who here gave their benefit of and to meet the aspirations of the nation and that the
lives dedication ceremony was the honorable appropriate action of the
that the nation might live. time.
It is altogether fitting and
proper that we should do this.

But, in a larger sense, The President is saying that no actions of the living...
we can not dedicate
we can not consecrate
we can not hallow this ground.

The brave men, living and Can in anyway equal the sacrifice of the dead
dead,
who struggled here, have
consecrated it,
far above our poor power to
add or detract.

The world will little note, The President is using these words to move from the present to the
nor long remember what we future. That the words spoken at the ceremony may not be
say here, remembered in the future but the actions of the dead would not be
but it can never forget what forgotten
they did here.

It is for us the living, rather, to President Lincoln is reminding people that although the ceremony
be dedicated here was dedicated to those fallen on one battlefield and their
to the unfinished work which achievements in victory that the Civil War was continuing and there
they who fought here was more to be done
have thus far so nobly
advanced.
It is rather for us to be here
dedicated
to the great task remaining
before us

that from these honored dead The gallant dead have fought for the cause, and that those left
we take behind were responsible for ensuring that their sacrifice should not
increased devotion to that be in vain by fighting even harder for the cause of freedom for all
cause for which people
they gave the last full
measure of devotion
that we here highly resolve
that these dead shall not
have died in vain

that this nation, under God The President ends by talking of God, and a new type of freedom for
shall have a new birth of the people of the United States by the will of those people and
freedom those they have elected to govern the country. The words are also
and that government of the reminiscent of the start of the Constitution "We the People..."
people, by the people, for the
people,
shall not perish from the
earth.

I Can Decide
Name____________________________________

1. What was the key idea of the Civil War? (What were the North and South fighting over?)

2. What was the major battle of the Civil War?

4. What was the difference between the Battle of Gettysburg and the Gettysburg Address?

5. Why was it so difficult for the North and the South to reconcile (or resolve) their differences?

6. Think of a time you were a part of a group that made a decision. How did that decision affect
you and the other people around you?

i. DIALOGUE: Things that you say. 2. PHYSICAL ATTRIBUTES: What

3. What is your daily life? AGE: 4. What