Overview

Lesson Procedure

55-65 minutes of class time across 5 phases.

1. Warm-Up5-10 minutes
2. Direct Instruction15 minutes
3. Guided Practice15 minutes
4. Independent Practice15 minutes
5. Closure5-10 minutes

1. Warm-Up5-10 minutes

   Warm-Up Prompt

   "A friend says: 'I know the new lunch schedule is annoying, and yes, we lose five minutes of lunch. But the line is half as long now, so we actually get more time to eat.' What does your friend admit? How does your friend answer it? Are you more convinced than if your friend had only said, 'The new schedule is better'?"

   Take answers. Students will see that the friend admits two points against the schedule (it is annoying, and lunch is shorter) and then answers them with a fact (the shorter line). Many will say the admission makes the friend sound fairer and more believable. Tell students that writers do the same thing: they show that they know the other side and then answer it. Today they will learn to find a writer's point of view and to analyze exactly how the writer handles the other side, with a famous speech by Benjamin Franklin and two letters by Abraham Lincoln.

2. Direct Instruction15 minutes

   Teach seven terms and leave them on the board:

   • Point of view: the author's position or opinion on the subject, what the author thinks.
   • Purpose: what the author wants the text to do: persuade, explain, defend, inform or answer a critic.
   • Conflicting viewpoint: an opinion that disagrees with the author's.
   • Conflicting evidence: facts or reasons that seem to count against the author's claim.
   • Acknowledge: to show that you know about the other side, by naming it, restating it or admitting part of it.
   • Concession: admitting that part of the other side is true (signal words: "I confess," "it is true that," "of course," "I admit").
   • Respond: to answer the other side, for example by giving a reason or evidence against it, asking a question that exposes a problem, finding common ground, or showing that the point does not change the main issue. Signal words for the turn: "but," "yet," "still," "however."

   Introduce the text. In the summer of 1787, delegates from twelve states met in Philadelphia and wrote the United States Constitution. On the last day, September 17, the 81-year-old Benjamin Franklin wanted every delegate to sign, but several still objected to parts of the plan. He wrote a short speech, and because he was tired, his fellow delegate James Wilson read it aloud. James Madison, who later became the fourth president, wrote the speech into his notes of the Convention, printed in 1840. Thirty-nine delegates signed that day; three who were present, Edmund Randolph, George Mason and Elbridge Gerry, refused. Words to know for Passage 1: confess (admit), obliged (made to, forced), fuller consideration (thinking something over longer), apt (likely), sects (religious groups), Steele (Richard Steele, an English writer of the early 1700s), Dedication (a note at the front of a book offering it to someone), the Church of Rome and the Church of England (the Catholic Church and the Protestant church of England), doctrines (beliefs a church teaches), infallible (never wrong) and private persons (ordinary people). The French words at the end mean "No one but me is always right." Read the paragraph aloud once for meaning.

   1I confess that there are several parts of this constitution which I do not at present approve, but I am not sure I shall never approve them: For having lived long, I have experienced many instances of being obliged by better information or fuller consideration, to change opinions even on important subjects, which I once thought right, but found to be otherwise. It is therefore that the older I grow, the more apt I am to doubt my own judgment, and to pay more respect to the judgment of others. Most men indeed as well as most sects in Religion think themselves in possession of all truth, and that wherever others differ from them it is so far error. Steele a Protestant in a Dedication tells the Pope, that the only difference between our Churches in their opinions of the certainty of their doctrines is, the Church of Rome is infallible and the Church of England is never in the wrong. But though many private persons think almost as highly of their own infallibility as of that of their sect, few express it so naturally as a certain french lady, who in a dispute with her sister, said "I don't know how it happens, Sister but I meet with nobody but myself, that is always in the right--Il n'y a que moi qui a toujours raison."

   • Point of view and purpose from a speaker's situation

     Franklin speaks on the last day, to delegates who are deciding whether to sign. He never says "sign" in Passage 1, but he says: "It is therefore that the older I grow, the more apt I am to doubt my own judgment, and to pay more respect to the judgment of others." What is his point of view, and what is his purpose?

     Result: His point of view is that a person should be willing to accept a plan he partly dislikes, because his own judgment may be wrong and the judgment of others deserves respect. His purpose, given the day and the audience, is to persuade the doubting delegates to set their objections aside and sign. The point of view is stated as a lesson about himself; the purpose comes from who is listening and what they must decide.

   • Acknowledging: a concession

     "I confess that there are several parts of this constitution which I do not at present approve, but I am not sure I shall never approve them." How does Franklin acknowledge the conflicting viewpoint?

     Result: He acknowledges it by admitting that he shares part of it: he, too, dislikes "several parts" of the plan. "I confess" is a concession signal. Opening this way tells the objectors that he understands them, which makes them more willing to listen. The words "at present" and the turn on "but" already hint at his answer: an opinion held now may change later.

   • Responding with experience

     "For having lived long, I have experienced many instances of being obliged by better information or fuller consideration, to change opinions even on important subjects, which I once thought right, but found to be otherwise." How does this sentence respond to the objections?

     Result: It answers them with evidence from his own long life. He has often been sure he was right and later learned he was wrong, "even on important subjects." If that happened to him, it could be happening to anyone who objects today. He does not argue that the objections are false; he argues that no one can be certain they are true, which is enough to make signing reasonable.

   • Responding with humor

     Franklin ends the paragraph with two jokes: Steele's line that "the Church of Rome is infallible and the Church of England is never in the wrong," and the French lady who meets "nobody but myself, that is always in the right." Why end a serious argument this way?

     Result: The jokes respond to the objectors without naming any of them. Everyone laughs at the lady who thinks she is always right, and in laughing, each listener admits that being sure is not the same as being right. Humor lets Franklin criticize stubbornness gently, so the objectors can change their minds without feeling attacked.

   Three questions for any text. Show Diagram 1 and model the moves: (1) What does the author think, and what does the author want the audience to do? (2) Where does the author show the other side, and with what words? (3) How does the author answer it, and does the answer lead back to the point of view? Give students a sentence frame: "The author acknowledges ___ with the words ___. The author responds by ___, which supports the point of view that ___."

3. Guided Practice15 minutes

   Read Passage 2 aloud: the rest of Franklin's speech. Words to know: sentiments (feelings, opinions), general Government (a national government), administered (run, managed), prejudices (unfair opinions formed in advance), passions (strong feelings), local interests (what benefits one state or town), astonishes (amazes), councils are confounded (meetings thrown into confusion), the Builders of Babel (in the Bible, the builders of a tower who suddenly could not understand one another's speech), consent (agree), abroad (here, outside the room), Constituents (the people a delegate represents), partizans (supporters; an older spelling), salutary (healthy, good), unanimity (complete agreement), procuring (getting), integrity (honesty), posterity (future generations), infallibility (being never wrong) and instrument (here, the written document). Pairs copy the chart in Diagram 2. The first row is from Passage 1. They fill in rows 2-4 and add one row of their own choice. Take answers, then share the teacher notes.

   1In these sentiments, Sir, I agree to this Constitution with all its faults, if they are such; because I think a general Government necessary for us, and there is no form of Government but what may be a blessing to the people if well administered [...]. I doubt too whether any other Convention we can obtain may be able to make a better Constitution. For when you assemble a number of men to have the advantage of their joint wisdom, you inevitably assemble with those men, all their prejudices, their passions, their errors of opinion, their local interests, and their selfish views. From such an assembly can a perfect production be expected? It therefore astonishes me, Sir, to find this system approaching so near to perfection as it does; and I think it will astonish our enemies, who are waiting with confidence to hear that our councils are confounded like those of the Builders of Babel; and that our States are on the point of separation, only to meet hereafter for the purpose of cutting one another's throats. Thus I consent, Sir, to this Constitution because I expect no better, and because I am not sure, that it is not the best. The opinions I have had of its errors, I sacrifice to the public good. I have never whispered a syllable of them abroad. Within these walls they were born, and here they shall die. If every one of us in returning to our Constituents were to report the objections he has had to it, and endeavor to gain partizans in support of them, we might prevent its being generally received, and thereby lose all the salutary effects & great advantages resulting naturally in our favor among foreign nations as well as among ourselves, from our real or apparent unanimity. Much of the strength & efficiency of any Government in procuring and securing happiness to the people, depends, on opinion, on the general opinion of the goodness of the Government, as well as of the wisdom and integrity of its Governors. I hope therefore that for our own sakes as a part of the people, and for the sake of posterity, we shall act heartily and unanimously in recommending this Constitution (if approved by Congress & confirmed by the Conventions) wherever our influence may extend, and turn our future thoughts & endeavors to the means of having it well administered.

   2On the whole, Sir, I cannot help expressing a wish that every member of the Convention who may still have objections to it, would with me, on this occasion doubt a little of his own infallibility, and to make manifest our unanimity, put his name to this instrument. [...]

   1. "I agree to this Constitution with all its faults, if they are such." Teacher note: the point of view, stated directly for the first time. He acknowledges "all its faults," then adds "if they are such," which leaves room for the faults not to be faults at all. The reasons follow: a national government is needed, and any form "may be a blessing to the people if well administered," so the way it is run matters more than its flaws.
   2. "From such an assembly can a perfect production be expected?" Teacher note: Franklin acknowledges conflicting evidence, the plan's imperfections, and explains them: any convention brings together men with "prejudices," "passions" and "selfish views." The question responds by making imperfection expected, so a second convention would do no better. He then turns the evidence around: it "astonishes" him that the plan comes "so near to perfection."
   3. "The opinions I have had of its errors, I sacrifice to the public good." Teacher note: he acknowledges his own objections again and responds by keeping them private: "Within these walls they were born, and here they shall die." He gives the reason in the next sentences: if every delegate spread his objections at home, the country would lose the strength that comes from "real or apparent unanimity."
   4. "doubt a little of his own infallibility, and to make manifest our unanimity, put his name to this instrument." Teacher note: the purpose, stated openly at the end. The word "infallibility" reaches back to the jokes in Passage 1, and "with me" asks each objector to do what Franklin has done himself: keep his objections and sign anyway.
4. Independent Practice15 minutes

   Students read Passage 3 on their own. In August 1862, in the second year of the Civil War, Horace Greeley, editor of the New York Tribune, printed an open letter to President Lincoln, "The Prayer of Twenty Millions," accusing him of moving too slowly against slavery. Lincoln answered with this letter, which a Washington newspaper, the National Intelligencer, printed on August 23. Words to know: statements or assumptions of fact (things stated or taken for granted as true), erroneous (wrong), controvert (argue against), inferences (conclusions drawn from facts), perceptible (noticeable), dictatorial (bossy, commanding), waive (let pass), in deference to (out of respect for), the Union (the United States as one nation, which the Southern states had tried to leave), paramount (most important), forbear (hold back from doing), official duty (his duty as president) and oft (often).

   1DEAR SIR:--I have just read yours of the 19th, addressed to myself through the New York Tribune. If there be in it any statements or assumptions of fact which I may know to be erroneous, I do not now and here controvert them. If there be in it any inferences which I may believe to be falsely drawn, I do not now and here argue against them. If there be perceptible in it an impatient and dictatorial tone, I waive it in deference to an old friend, whose heart I have always supposed to be right.

   2As to the policy I "seem to be pursuing," as you say, I have not meant to leave any one in doubt.

   3I would save the Union. I would save it the shortest way under the Constitution. The sooner the national authority can be restored, the nearer the Union will be, "the Union as it was." If there be those who would not save the Union unless they could at the same time save slavery, I do not agree with them. If there be those who would not save the Union unless they could at the same time destroy slavery, I do not agree with them. My paramount object in this struggle is to save the Union, and is not either to save or destroy slavery. If I could save the Union without freeing any slave, I would do it; and if I could save it by freeing all the slaves, I would do it; and if I could do it by freeing some and leaving others alone, I would also do that. What I do about slavery and the colored race, I do because I believe it helps to save this Union; and what I forbear, I forbear because I do not believe it would help to save the Union. I shall do less whenever I shall believe what I am doing hurts the cause, and I shall do more whenever I shall believe doing more will help the cause. I shall try to correct errors when shown to be errors; and I shall adopt new views so fast as they shall appear to be true views. I have here stated my purpose according to my view of official duty, and I intend no modification of my oft expressed personal wish that all men, everywhere, could be free.

   On the handout, students (1) state Lincoln's point of view in one sentence, with a quotation; (2) find two places where Lincoln acknowledges Greeley or another viewpoint, quote the words, and name how he responds each time; (3) write two sentences on what the last sentence of the letter adds. The quiz uses Passages 3 and 4.

5. Closure5-10 minutes

   Exit ticket: (1) In one sentence, explain the difference between acknowledging a viewpoint and responding to it. (2) Which of Franklin's responses in Passages 1 and 2 do you find most convincing? Quote it and explain why in one sentence.

   Teacher note on the texts: Passages 3-5 come from the Civil War and deal with slavery, so set the context before students read. In Passage 3, "the colored race" is a term of the 1860s that is dated today; point it out and use "Black Americans" or "enslaved people" in discussion. In Passage 5, the words "slaves are property" reflect the law of 1863: the slaveholding states' laws treated enslaved people as property. Before students read, say plainly that enslaved people were human beings whom the law wrongly treated as property, and use "enslaved people" in discussion. Homework problem 3 asks students to analyze this sentence, so save a full discussion of it for after the homework. A month after the Greeley letter, on September 22, 1862, Lincoln announced the preliminary Emancipation Proclamation, which he had already drafted in July. Franklin's joke about the Catholic Church and the Church of England is a historical example of people who are sure they are right; it says nothing about either church today.

   Quiz passage: questions 10-17 use Passage 4, printed below. In August 1863, a month after the Union victory at Gettysburg, Lincoln was invited to a large Union rally in his hometown, Springfield, Illinois. He could not leave Washington, so he wrote a letter to his friend James C. Conkling, who read it aloud to the crowd on September 3. Many listeners and readers blamed Lincoln for the long war. Words to know: conceivable (possible to imagine), suppress (put down by force), the rebellion (the Confederacy's war against the Union), dissolution (breaking the country apart), compromise (a deal in which each side gives up something), embracing (here, including), maintenance (keeping), dominates (controls), terms (conditions of a deal), refugees (people who have fled their homes), peace men (Northerners who wanted to end the war by a deal), Lee's army (the Confederate army of General Robert E. Lee, which had invaded Pennsylvania that summer), Meade's army (the Union army of General George G. Meade, which defeated Lee at Gettysburg) and improve (here, make use of).

   1There are those who are dissatisfied with me. To such I would say: You desire peace, and you blame me that we do not have it. But how can we obtain it? There are but three conceivable ways:

   2First--to suppress the rebellion by force of arms. This I am trying to do. Are you for it? If you are, so far we are agreed. If you are not for it, a second way is to give up the Union. I am against this. Are you for it? If you are you should say so plainly. If you are not for force nor yet for dissolution, there only remains some imaginable compromise.

   3I do not believe that any compromise embracing the maintenance of the Union is now possible. All that I learn leads to a directly opposite belief. The strength of the rebellion is its military, its army. That army dominates all the country and all the people within its range. Any offer of terms made by any man or men within that range, in opposition to that army, is simply nothing for the present; because such man or men have no power whatever to enforce their side of a compromise, if one were made with them.

   4To illustrate: Suppose refugees from the South and peace men of the North get together in convention, and frame and proclaim a compromise embracing a restoration of the Union. In what way can that compromise be used to keep Lee's army out of Pennsylvania? Meade's army can keep Lee's army out of Pennsylvania, and, I think, can ultimately drive it out of existence. But no paper compromise to which the controllers of Lee's army are not agreed can at all affect that army. In an effort at such compromise we would waste time, which the enemy would improve to our disadvantage; and that would be all.

   For homework: students read Passage 5, printed below, from later in the same letter to Conkling. The Emancipation Proclamation, which took effect on January 1, 1863, declared enslaved people in the states in rebellion to be free. Words to know: retracted (taken back), unconstitutional (against the Constitution), invests (gives power to), commander-in-chief (the president as head of the armed forces), the law of war (the rules nations follow in wartime), belligerents (nations or sides at war), barbarous (savage, cruel), vanquished foes (defeated enemies), non-combatants (people who are not fighting), valid (legally in force), profess (claim), operate favorably (work to the advantage of), explicit notice (a clear warning; Lincoln announced the proclamation 100 days before it took effect), averted (prevented) and allegiance (loyalty).

   1You dislike the Emancipation Proclamation, and perhaps would have it retracted. You say it is unconstitutional. I think differently. I think the Constitution invests its commander-in-chief with the law of war in time of war. The most that can be said, if so much, is, that slaves are property. Is there, has there ever been, any question that by the law of war, property, both of enemies and friends, may be taken when needed? And is it not needed whenever it helps us and hurts the enemy? Armies, the world over, destroy enemies' property when they cannot use it, and even destroy their own to keep it from the enemy. Civilized belligerents do all in their power to help themselves or hurt the enemy, except a few things regarded as barbarous or cruel. Among the exceptions are the massacre of vanquished foes and non-combatants, male and female.

   2But the proclamation, as law, either is valid or is not valid. If it is not valid it needs no retraction. If it is valid it cannot be retracted, any more than the dead can be brought to life. Some of you profess to think its retraction would operate favorably for the Union, why better after the retraction than before the issue? There was more than a year and a half of trial to suppress the rebellion before the proclamation was issued, the last one hundred days of which passed under an explicit notice that it was coming, unless averted by those in revolt returning to their allegiance. The war has certainly progressed as favorably for us since the issue of the proclamation as before.

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   Read this paragraph from a student's letter to the principal, written for the quiz: "(1) Our school should add a second recess. (2) Some teachers worry that a second recess would cut into class time. (3) But a ten-minute break can help students pay attention for the rest of the morning. (4) A second recess would make the whole school day better." Which sentence acknowledges a conflicting viewpoint?

   ASentence 1 BSentence 2 CSentence 3 DSentence 4

2. Question 2 of 20 · Multiple Choice

   In the same letter, "(1) Our school should add a second recess. (2) Some teachers worry that a second recess would cut into class time. (3) But a ten-minute break can help students pay attention for the rest of the morning. (4) A second recess would make the whole school day better." how does the writer respond to the conflicting viewpoint?

   ABy agreeing that the idea should be dropped BBy calling the teachers unfair and wrong CBy repeating the main claim without giving any reason DBy giving a reason the break could help classes

3. Question 3 of 20 · Multiple Choice

   Which sentence, written for the quiz, is a concession?

   A"It is true that uniforms cost money, but they last all year." B"Uniforms would make mornings faster for every family." C"Anyone who dislikes uniforms simply has not thought about it." D"Our school should require uniforms starting next fall."

4. Question 4 of 20 · Multiple Choice

   What is Lincoln's point of view in Passage 3?

   ASlavery must end at once, whatever it costs the Union BThe Union should be saved only if slavery is kept CThe Union comes first; his slavery policy serves it DGreeley's facts are wrong and must all be corrected

5. Question 5 of 20 · Multiple Choice

   "If there be in it any statements or assumptions of fact which I may know to be erroneous, I do not now and here controvert them" (Passage 3, paragraph 1). What is Lincoln doing in this sentence?

   ANoting there may be errors, but choosing not to argue now BAdmitting that every statement in Greeley's letter is true CPromising to answer each of Greeley's errors in a later letter DAccusing Greeley of lying to the readers of his newspaper

6. Question 6 of 20 · Multiple Choice

   "As to the policy I 'seem to be pursuing,' as you say, I have not meant to leave any one in doubt" (Passage 3, paragraph 2). Why does Lincoln put "seem to be pursuing" in quotation marks?

   ATo show that he agrees with how Greeley describes his policy BTo quote a famous phrase from the Constitution CTo show that the words are his own earlier phrase DTo mark them as Greeley's words, which may be wrong

7. Question 7 of 20 · Multiple Choice

   Two sentences in Passage 3 begin "If there be those who would not save the Union unless they could at the same time..." How do they respond to conflicting viewpoints?

   AThey side with one of the groups and reject the other one BThey reject two opposite groups and stand between them CThey ask both groups to write letters with their views DThey show that the two groups agree with each other

8. Question 8 of 20 · Multiple Choice

   "I shall try to correct errors when shown to be errors; and I shall adopt new views so fast as they shall appear to be true views" (Passage 3). What does this sentence show?

   AThat Lincoln admits his current policy has failed BThat he will do whatever Greeley tells him to do CThat he will change course if shown he is wrong DThat he plans to free all enslaved people the next day

9. Question 9 of 20 · Multiple Choice

   How does the last sentence of Passage 3 ("I have here stated my purpose according to my view of official duty...") answer readers who think Lincoln does not care about slavery?

   AIt separates official duty from his personal wish BIt takes back everything he has said about the Union CIt says his personal wish matters more than his duty DIt admits that he has never spoken against slavery

10. Question 10 of 20 · Multiple Choice

    "There are those who are dissatisfied with me. To such I would say:" (Passage 4, paragraph 1). What does Lincoln do in these words?

    AHe ignores his critics and speaks only to his friends BHe says his critics are too few to matter CHe apologizes to his critics for the war DHe names his critics and speaks to them directly

11. Question 11 of 20 · Multiple Choice

    "You desire peace, and you blame me that we do not have it" (Passage 4, paragraph 1). Why does Lincoln state his critics' view this way before answering it?

    ATo show that he also blames himself for the war BTo state their view fairly, so his answer meets it CTo prove that the critics do not really want peace DTo change the subject from peace to his own record

12. Question 12 of 20 · Multiple Choice

    "But how can we obtain it? There are but three conceivable ways:" (Passage 4, paragraph 1). What is the role of these words?

    AThey admit that peace cannot be reached in any possible way BThey list three reasons the critics are dishonest CThey turn the critics' complaint into a question of how DThey end the letter with a question for the reader

13. Question 13 of 20 · Multiple Choice

    "First--to suppress the rebellion by force of arms. This I am trying to do. Are you for it? If you are, so far we are agreed" (Passage 4, paragraph 2). What is the effect of "so far we are agreed"?

    AIt finds common ground before any disagreement BIt shows he has changed his mind about using force CIt means the critics have won the argument DIt warns the critics that he will not listen

14. Question 14 of 20 · Multiple Choice

    How does Lincoln respond to the idea of a compromise in Passage 4, paragraphs 3 and 4?

    AHe accepts one, as long as the South asks for peace first BHe says he has not had time to think about it yet CHe admits that a compromise has already been offered DHe argues it cannot work without the rebel army's leaders

15. Question 15 of 20 · Short Answer

    In Passage 4, Lincoln lists "three conceivable ways" to reach peace. Explain how laying out the choices helps him respond to his critics.

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16. Question 16 of 20 · Short Answer

    What is the role of the paragraph that begins "To illustrate: Suppose refugees from the South and peace men of the North get together in convention" (Passage 4, paragraph 4)?

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17. Question 17 of 20 · Short Answer

    What is Lincoln's purpose in Passage 4? Consider that the letter was read aloud to a crowd at a Union rally.

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18. Question 18 of 20 · Short Answer

    Greeley's letter was "addressed to myself through the New York Tribune," a newspaper (Passage 3, paragraph 1). How does the public nature of the argument help explain Lincoln's purpose and his calm tone?

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19. Question 19 of 20 · Short Answer

    Read this paragraph, written for the quiz: "Some people say that video games are a waste of time. They have a point: many games are designed to keep players playing for hours. But strategy games can teach planning, and team games can teach cooperation." How does the writer acknowledge the other side? Evaluate the response: is it convincing, and what would make it stronger?

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20. Question 20 of 20 · Short Answer

    "What I do about slavery and the colored race, I do because I believe it helps to save this Union; and what I forbear, I forbear because I do not believe it would help to save the Union" (Passage 3, paragraph 3). How does the structure of this sentence help Lincoln answer critics on both sides?

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These standards connect to RI.8.6: prerequisites to review first, parallel standards at the same level, and next steps that build on it.

Standard text: Common Core State Standards for English Language Arts & Literacy. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.