Goals & Objective
To understand the Emancipation Proclamation.
Objectives: Students will be able to analyze and read closely the Emancipation Proclamation and understand the significance it had in history and the reactions of the nation to the proclamation. Students will be able to analyze primary sources from the time by working in small groups and discussing the information they find with one another and filling out their own worksheets.
Objectives: Students will be able to analyze and read closely the Emancipation Proclamation and understand the significance it had in history and the reactions of the nation to the proclamation. Students will be able to analyze primary sources from the time by working in small groups and discussing the information they find with one another and filling out their own worksheets.
California State Content 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).
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).
Common Core Literacy Standards
CCSS.ELA-LITERACY.WHST.6-8.1.B
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RH.6-8.8
Distinguish among fact, opinion, and reasoned judgment in a text.
Driving Historical Question
Why is the Emancipation Proclamation so important/significant?
What was the countries reaction to the Emancipation Proclamation?
What was the countries reaction to the Emancipation Proclamation?
Lesson Introduction
Students will write down the objective in their notebook on a new piece of paper.
Lesson introductory will start out with asking students what the 13th Amendment is. Students will think-write-pair-share this question. They will write down ideas of the 13th Amendment and then discuss it with a partner, and come back together as a class to talk about it.
Students will then be asked what the word emancipation means. They will think-write-pair-share this idea. We will discuss it as a class when they are done and define the word emancipation.
New vocabulary words will be discussed during this time.
Lesson introductory will start out with asking students what the 13th Amendment is. Students will think-write-pair-share this question. They will write down ideas of the 13th Amendment and then discuss it with a partner, and come back together as a class to talk about it.
Students will then be asked what the word emancipation means. They will think-write-pair-share this idea. We will discuss it as a class when they are done and define the word emancipation.
New vocabulary words will be discussed during this time.
Vocabulary
Emancipation
Proclamation
accordance
abstain
abolition
13th Amendment
Proclamation
accordance
abstain
abolition
13th Amendment
Content Delivery
Students will first be introduced to the Emancipation Proclamation. The teacher will show them a video of an actor dressed like Abraham Lincoln first saying what is written in the Emancipation Proclamation and then give out the work sheet for students to be working on when they get together in groups and read over the Emancipation Proclamation together again. They will get a primary source written document sheet to analyze the document.
After students are done analyzing the document, they will receive a political cartoon
“The Great Remedy,” c. 1863
Printed by E. B. & E. C. Kellogg, Hartford; Phelps and Watson, New York; F. P Whiting, New York
They will write down what they see in the political cartoon from the first reactions. Then the teacher will give the students a little more background on the political cartoon and then they will analyze it again, in groups.
After the students are done with the political cartoon, the teacher will give them a little document of a transcript of a letter from a Confederate Major General Mansfield Lovell, who predicts that there will be trouble for the North with the Emancipation Proclamation.
Students will then analyze the letter and predict what trouble that the Confederate Major General Mansfield was talking about.
Seeing that the 13th Amendment did not come to pass until after the Emancipation Proclamation, students will discuss if they think the Major Confederate General is correct in seeing that there will be trouble.
After students are done analyzing the document, they will receive a political cartoon
“The Great Remedy,” c. 1863
Printed by E. B. & E. C. Kellogg, Hartford; Phelps and Watson, New York; F. P Whiting, New York
They will write down what they see in the political cartoon from the first reactions. Then the teacher will give the students a little more background on the political cartoon and then they will analyze it again, in groups.
After the students are done with the political cartoon, the teacher will give them a little document of a transcript of a letter from a Confederate Major General Mansfield Lovell, who predicts that there will be trouble for the North with the Emancipation Proclamation.
Students will then analyze the letter and predict what trouble that the Confederate Major General Mansfield was talking about.
Seeing that the 13th Amendment did not come to pass until after the Emancipation Proclamation, students will discuss if they think the Major Confederate General is correct in seeing that there will be trouble.
Student Engagement
The students will work in small groups discussing and analyzing the Emancipation Proclamation and filling out primary source worksheets on the document. They will discuss the questions presented to them and analyze the document, finding out the meaning behind it.
After analyzing the document, students will then be given a political cartoon to analyze with a worksheet. Working together they will discuss what is seen in the political cartoon.
Students will then analyze a letter from a Major Confederate General. They will take into consideration the 13th Amendment and how it passed at a later time than the Emancipation Proclamation and discuss what troubles could be happening for the country at this time. What was the Major Confederate General discussing in his short letter to his son.
After analyzing the document, students will then be given a political cartoon to analyze with a worksheet. Working together they will discuss what is seen in the political cartoon.
Students will then analyze a letter from a Major Confederate General. They will take into consideration the 13th Amendment and how it passed at a later time than the Emancipation Proclamation and discuss what troubles could be happening for the country at this time. What was the Major Confederate General discussing in his short letter to his son.
Lesson Closure
The teacher will bring the students back as a class. The students will be asked to do a quick write of what they think will happen between the time the Emancipation Proclamation was presented to America and the time of the 13th Amendment. They will discuss what they see as happening by brining into evidence of the primary sources. Is there going to be unrest or will there be peace?
Assessments
Think-write-pair-share work in pairs.
Small group discussion and analyzing the documents presented to them. The teacher will walk around the room and discuss any questions of comments the students have.
A quick write at the end of the lesson to determine if the Emancipation Proclamation would bring peace or unrest to the country.
Small group discussion and analyzing the documents presented to them. The teacher will walk around the room and discuss any questions of comments the students have.
A quick write at the end of the lesson to determine if the Emancipation Proclamation would bring peace or unrest to the country.
Accommodations for English Learners, Striving Readers and Students with Special Needs
English Learners, Striving Readers and Students with Special Needs will be placed into groups with other students who can help them and guide them along with the information. The video shown at the beginning of class will help students to understand the material. If needed groups will be allowed to watch the video again and read the document along with the video and go back and analyze it with their group.
Resources (Books, Websites, Handouts, Materials)
https://www.youtube.com/watch?v=q8N2O9LRt14 (video_
http://www.pbs.org/wgbh/aia/part4/4h1549t.html (Transcript of the Emancipation Proclamation)
http://www.archives.gov/exhibits/american_originals_iv/sections/preliminary_emancipation_proclamation.html# (another transcript of the emancipation proclamation)
http://publications.newberry.org/lincoln/items/show/181 "The Great Remedy"
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=416 (letter)
http://www.pbs.org/wgbh/aia/part4/4h1549t.html (Transcript of the Emancipation Proclamation)
http://www.archives.gov/exhibits/american_originals_iv/sections/preliminary_emancipation_proclamation.html# (another transcript of the emancipation proclamation)
http://publications.newberry.org/lincoln/items/show/181 "The Great Remedy"
http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=3&psid=416 (letter)