This website is designed to help teachers and students analyze Lincolns writings

using the close reading strategy. What Makes a Good Close Reading? by history
professor Matthew Pinsker describe in detail the three elements needed to
effectively analyze a primary source: text, context, and subtext.
Lincoln and the Public
In this lesson you will introduce and model a close reading analysis. Introduce your
students to close readings with an explanation of each component. Then read the
following excerpt from Lincolns Second Inaugural Address.
Modification: Students can read the complete Second Inaugural Address instead of
the excerpt.
As a class, fill out the close reading chart, using probing questions (in blue) as a
guide.
Teacher Chart
Context
Text
Subtext
Thesis
statement

Lincolns Second Inaugural Address Close Reading

(What was going on at the time of this address? Which events led to
this address?)
(What did Lincoln say? Which specific words did he use?)
(Why did Lincoln say what he did in this inaugural address? What do
you think he wanted to happen? Use specific examples from the text
section to support your ideas.)
Write a strong thesis statement that argues Lincolns purpose in
writing this speech the way he did.

Blank Student Chart

Lincolns Second Inaugural Address Close Reading
Context
Text
Subtext
Thesis
statement
Now have students read the complete Second Inaugural Address, and watch
Professor Matthew Pinskers Understanding Lincoln: Second Inaugural Address
video close reading analysis. As they watch, have students look for aspects of text,
context, and subtext discussed by Pinsker. They should fill in this information under
the Professor Pinskers Analysis on the chart below
Professor Pinskers Analysis
Text
Conte
xt
Subte

My Analysis

xt
Thesi
s

What does Professor Pinsker conclude was

Lincolns purpose in writing the address?

What do YOU conclude was

Lincolns purpose in writing
the address? Support your
thesis with evidence.

After watching the video, students should reread the Second Inaugural Address and
add at least one new piece of information for each row under the My Analysis
heading.
Lincoln and the Public Part 2
The purpose of this lesson is to allow students to practice close reading while
analyzing primary sources and other historians point of view. Have students first
read Lincolns Gettysburg address. They should then fill in the portion of the close
reading chart titled My Analysis
My Analysis
Text
Conte
xt
Subte
xt
Thesi
s

What do YOU conclude was Lincolns

purpose in writing the address? Support
your thesis with evidence.

Hustons Analysis

What does Huston conclude

about Lincolns purpose in
writing the Gettysburg
Address?

Summary:
Now have students read James Hustons The Lost Cause of the North. After
reading, they should fill in Hustons Analysis section of their chart.
In the summary section, have students write a paragraph answering the question
Do you agree with Hustons analysis of the Second Inaugural Address and the
Gettysburg Address? Why or why not? Use evidence to support your answer.
Modifications: Students can read Hustons article as homework, or the teacher can
select portions of the article for students to analyze rather than reading the whole
article.
Lincoln and His Generals
In this lesson students will have the opportunity to practice close readings with their
peers. Set up 5 stations, each with a computer open to one of the five letters from
Lincoln to one of his generals. At the station, students will work together to fill out
the specific Letters to Generals Assignment page. For example, at station one
students will read the George McClellan Letter #1, and discuss the text, context,

and subtext of the letter to analyze Lincolns motives in writing it. The students fill
in their George McClellan Letter #1 chart with their discussion points. After a
specific amount of time set by the teacher, groups rotate to the next station. The
process is repeated for each letter.
Modifications: If time does not permit full rotations, the activity can be completed as
a jigsaw. Each group is assigned one letter and completes the close reading chart
for their letter. The groups are then re-divided so that each new member has a
different reading. Each member of the new group then present their letter and
findings. Following the presentations, have students evaluate Lincolns relationship
with his generals based on their close readings. Students can do this by writing a
mini essay or by making a visual presentation.
Extension: Have students choose one letter to a general and write a close reading
essay on that letter.
Lincoln and the Native Americans
Have students complete the timeline presentation about Lincoln and the Native
Americans to gain context surrounding the delegation of tribes. Next have students
read Lincolns Remarks to Indians, and the example close essay Lincoln: The
Great Father of Peace and Prosperity
Now have student write their own close essay about the Remarks to Indians
address, creating their own unique thesis.