Goals and Objectives
Students will learn about the movement towards emancipation and Lincoln’s issuing of the Emancipation Proclamation. Students will analyze and discuss the timing and impact of the Emancipation Proclamation.
California State Content and Common Core Standards
8.10 Students analyze the multiple causes, key events, and complex consequences of the Civil War.
8.10.4 Discuss Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
CCSS Speaking and Listening Standards 8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
8.10.4 Discuss Abraham Lincoln’s presidency and his significant writings and speeches and their relationship to the Declaration of Independence, such as his “House Divided” speech (1858), Gettysburg Address (1863), Emancipation Proclamation (1863), and inaugural addresses (1861 and 1865).
CCSS Speaking and Listening Standards 8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Lesson Introduction
Students will do a quick writing activity responding to the question: Was the Civil War fought over slavery? After writing down their thoughts, they will turn to their partner and briefly discuss their responses.
Vocabulary
The key vocabulary terms for this lesson will be introduced in the body of the lesson and used extensively during the discussion. Key terms include:
- Emancipation
- Abolition
Content Delivery
Part 1: The teacher will remind the class of the abolition movement in the Northern United States. The teacher will explain that in spite of the important role slavery played in causing the South to secede, Abraham Lincoln insisted that the goal of the Union was to reunite the country, not to abolish slavery. Although he privately believed that slavery was wrong, he did not feel that it was in the best interest of the nation to abolish slavery at the start of the war.
Part 2: The teacher will have the class return to their seats to discuss the actual Emancipation Proclamation. The teacher will define emancipation as freeing someone from slavery, writing both the word and definition on the board. The teacher will tell the class that Abraham Lincoln finally signed an Emancipation Proclamation on 1/1/1893. The teacher will draw a line down the center of the board. One the left side, the teacher will write things accomplished by Lincoln’s Emancipation Proclamation: declaring that slaves in the Confederacy were now free, boosting the spirits of African Americans, and welcoming black soldiers into the Union Army. On the right side, the teacher will write things the Proclamation did not accomplish: freeing slaves in the loyal border states, providing military protection for the newly-freed slaves in the South, and defining their legal status beyond being “freed persons”. The teacher will inform the class that slavery would not be abolished in the entire U.S. until the passage of the 13th Amendment in 1865.
Part 2: The teacher will have the class return to their seats to discuss the actual Emancipation Proclamation. The teacher will define emancipation as freeing someone from slavery, writing both the word and definition on the board. The teacher will tell the class that Abraham Lincoln finally signed an Emancipation Proclamation on 1/1/1893. The teacher will draw a line down the center of the board. One the left side, the teacher will write things accomplished by Lincoln’s Emancipation Proclamation: declaring that slaves in the Confederacy were now free, boosting the spirits of African Americans, and welcoming black soldiers into the Union Army. On the right side, the teacher will write things the Proclamation did not accomplish: freeing slaves in the loyal border states, providing military protection for the newly-freed slaves in the South, and defining their legal status beyond being “freed persons”. The teacher will inform the class that slavery would not be abolished in the entire U.S. until the passage of the 13th Amendment in 1865.
Student Engagement
Part 1: The teacher will then pass out a chart outlining some of the major arguments for and against abolition. In groups of three or four, students will read the chart and discuss the arguments listed. They will circle on their charts which argument from each side they find most compelling. They must pick one argument from each side, even if they personally do not agree with it. Students are encouraged to come up with additional arguments for one or both sides, but this is not required.
After this small group discussion, the whole class will participate in a four corners activity. Each corner of the room will be labeled with one of the following categories: strongly agree, agree, disagree, and strongly disagree. The teacher will read the following statement: “Abraham Lincoln made the right decision by choosing not to immediately abolish slavery following the start of the war.” Students will move to whichever corner of the room best reflects their opinion. NO ONE IS ALLOWED TO STAND IN THE MIDDLE/BE UNDECIDED. The teacher will ask for a volunteer from each corner to explain why they are in each corner, encouraging students to draw on the arguments from the handout or from previous lectures/readings. After each corner has been given a chance to speak, the teacher will ask if any students want to change corners and give them the opportunity to do so. Students who do switch will be asked to explain why they switched and what specific arguments changed their minds.
Part 2: The teacher will instruct the students to discuss in their small groups whether or not they think the Emancipation Proclamation did enough for the enslaved African Americans. The whole class will then engage in another four corners activity, this time based on the statement: “The Emancipation Proclamation was successful.” The teacher will call on students who did not volunteer in the previous activity unless it is unavoidable.
Here is a copy of the abolition chart:
After this small group discussion, the whole class will participate in a four corners activity. Each corner of the room will be labeled with one of the following categories: strongly agree, agree, disagree, and strongly disagree. The teacher will read the following statement: “Abraham Lincoln made the right decision by choosing not to immediately abolish slavery following the start of the war.” Students will move to whichever corner of the room best reflects their opinion. NO ONE IS ALLOWED TO STAND IN THE MIDDLE/BE UNDECIDED. The teacher will ask for a volunteer from each corner to explain why they are in each corner, encouraging students to draw on the arguments from the handout or from previous lectures/readings. After each corner has been given a chance to speak, the teacher will ask if any students want to change corners and give them the opportunity to do so. Students who do switch will be asked to explain why they switched and what specific arguments changed their minds.
Part 2: The teacher will instruct the students to discuss in their small groups whether or not they think the Emancipation Proclamation did enough for the enslaved African Americans. The whole class will then engage in another four corners activity, this time based on the statement: “The Emancipation Proclamation was successful.” The teacher will call on students who did not volunteer in the previous activity unless it is unavoidable.
Here is a copy of the abolition chart:
Lesson Closure
Students will write a short letter to President Lincoln regarding the emancipation issue. They can either pretend to be writing from before the Proclamation was issued or after. If writing before, they should write a letter attempting to persuade the president to either immediately enact or delay abolition. If writing after, they should write a letter reacting to the Proclamation. They may assume the role of anyone they choose, white or black, free or slave, abolitionist or slave owner.
Assessment
Formative—The teacher will monitor discussions in the small groups, checking for understanding, engagement, and critical thinking. The teacher will make sure students have identified on their abolition charts which arguments they find most compelling. The teacher will also moderate the whole class discussions in the four corners activities.
Summative—The teacher will assess the letter students write for understanding of the concepts, critical thinking, and writing skills.
Summative—The teacher will assess the letter students write for understanding of the concepts, critical thinking, and writing skills.
Accommodations
Students will be paired and grouped heterogeneously, with ELs and students with special needs grouped scattered throughout the groups. The charts the teacher provides and draws on the board will also help ELs and students with special needs see the opposing sides in visual opposition to each other.