The Emancipation Proclamation: What Does it Mean?
|Overview:||Students will use primary sources in the form of prints and documents to analyze and discuss the meaning of the Emancipation Proclamation. Through small group and class discussions, students interpret the meaning of the Emancipation Proclamation.|
|Objective:||After completing the activity, students will be able to:
|Time Required:||Three class periods of 50 minutes|
|Era:||Civil War and Reconstruction, 1861-1877|
|Illinois Learning Standards:||Social Studies:
16.A-Apply the skills of historical analysis and interpretation.
|Handouts:||Copies of Primary Sources
Emancipation Proclamation Vocabulary (available on page 6 of PDF)
|Analysis Tools:||Written Document Analysis
|Library of Congress Items:||Title of Source: Abraham Lincoln and his Emancipation Proclamation. C. 1888|
|Title of Source: Emancipation Proclamation|
|Title of Source: Emancipation Proclamation|
|Title of Source: Proclamation of Emancipation by the President of the United States of America|
|Title of Source: Preliminary Emancipation Proclamation. General Orders No. 139|
|1.||As an anticipatory set, begin with a K-W-L covering the topics of slavery and the Emancipation Proclamation. This topic will have been studies the previous year, so this will just be a refresher and will get students in the mindset of digging up prior knowledge, as well as informing the teacher of students' knowledge base.|
|2.||Let students know that they will be using their knowledge to analyze and interpret the goals of the Emancipation Proclamation. Explain that they will be using different primary sources of the Emancipation Proclamation to analyze not only the text of the document, but the illustrations used as well.|
|3.||Distribute analysis tools for both the text of the document and the illustrations of the document. Explain the use of these tools.|
|4.||Pass out a vocabulary sheet (available in PDF) to assist students in interpreting the text of the Emancipation Proclamation.|
|5.||Divide students into small groups(3-4 students per group) and distribute a manila envelope containing copies of the five documents to be analyzed. Documents will be numbered 1-5. Students should use the remainder of this class to work on the analysis of their document.|
|1.||Students should use the entire class period to work in groups, using critical thinking skills and analysis tools to interpret the meaning of the Emancipation Proclamation. Groups will be given 10-15 minutes for each document and will then be encouraged to shift focus to the next document. Groups should start with document #2 and work consecutively through the numbers.|
|1.||Students should finish their analysis of each of the five primary sources provided.|
|2.||When groups have finished their work, begin class discussion of how they interpreted the Emancipation Proclamation. Use overhead transparencies for each document and begin with discussion of the text of the document.
|1.||Finish any class discussion of the text of the Emancipation Proclamation.|
|2.||Using the overhead transparencies and the evaluation tools, discuss the illustrations on the different versions of the Emancipation Proclamation.
|3.||Wrap up discussion with students summarizing the overall purpose(s) /goal(s) of the Emancipation Proclamation.|
Are students included and participating in group and class discussions? Did the students provide thoughtful and relevant feedback during group and class discussions? Are student answers based on prior knowledge and the information gathered form the clues provided in the primary source documents.
This activity may be used as an introductory lesson before covering Civil Rights for African Americans in the United States during the 1950s-60s. A critical analysis of the meaning of the Emancipation Proclamation would help students focus on whether or not the purpose(s)/goal(s) of the document had been achieved for the long term.
After completion of a unit covering Civil Rights for African Americans in the United States during the 1950s-60s, students could re-visit the ideas of the Emancipation Proclamation. Through the use of a Venn diagram, students could illustrate the similarities and differences for African Americans during the times of the Civil War and the Civil Rights Movement of the 1950s-60s. Through this chart, students will use critical thinking skills to determine if the purpose(s)/goal(s) of the Emancipation proclamation have been met.
For further extension, students will research current primary sources such as newspapers, magazines, political cartoons, etc. to find examples of Civil Rights for African Americans. They will use this primary source to write a position paper explaining whether they believe the purpose(s)/goal(s) of the Emancipation Proclamation have been achieved. They must use details from the current primary source, as well as examples from the Emancipation Proclamation to support their ideas.
East Prairie Jr. High