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Learning With Lincoln Institute

A Closer Look at the Emancipation Proclamation

by Michelle Quirin

Download a copy of this Learning Experience

Students will be able to analyze photographs, cartoons, and documents concerning the Emancipation Proclamation. Students will learn new vocabulary words and write a paragraph or two about their opinions or projections as it pertains to the Proclamation.

Overview

Subject:
U.S. History / Social Studies
Time Required:
Five to six 45 minute class periods and one computer lab session.
Grade Range:
6 - 12
Understanding Goal:
Students will gain more insight into the reason behind the Proclamation and the feelings of the people involved with the Emancipation Proclamation.
Investigative or Essential Question:
What were the feelings of the President, the Cabinet, and the people of the US concerning the Emancipation Proclamation?

Materials

Purpose of Library of Congress Items:
The primary sources help the students gain an understanding of the Emancipation Proclamation and the different portrayals of who Lincoln was and how difficult it was for him to write the Emancipation Proclamation.
Library of Congress Items:
Bibliographical Information can be found in the PDF of this Learning Experience.
 
  • Emancipation Draft
  • Reading the Emancipation Draft
  • Writing the Emancipation Proclamation
  • Writing the Emancipation Proclamation Etching
Additional Materials:
Required Vocabulary:
emancipation, proclamation, document, Cabinet, Inauguration, compare, contrast, abolitionist, impression, republican, assassinated
Prior Content Knowledge:
In addition to knowledge of how to analyze primary sources, students will need to know general information about Abraham Lincoln, Civil War Information, slavery, and John Brown.
Technology Skills:
Students must be able to search for information using given URLs or websites.

Standards

Illinois Learning Standards:
1, 1.A.2b, 1.A.3b, 1.B.2b, 1.B.4b, 1.B.3a, 3, 16, 16.A.2b, 16.B.2d
 
For information on specific Illinois Learning Standards go to www.isbe.state.il.us/ils/

Actions

Description of Teacher Actions:
Build Prior Knowledge (Anticipatory Set)
  1. Introduce the students to the era of the Emancipation Proclamation.
  2. Pass out a copy of the Timeline of Emancipation Proclamation from the Library of Congress site. Have students complete the teacher made worksheet that correlates with the timeline.
  3. Discuss with the students that artists use cartoons to portray a certain message for the viewer.
  4. Pass out 2 cartoons with the caption bubbles. Have the students take time to focus on what the president may have been thinking at the time. Have the students fill in the caption bubbles.
  5. Refresh the students’ memory of who John Brown was.
    • Point out in the 2nd cartoon that there is a picture of John Brown with a halo.
  6. Have students get with a partner and pass out the teacher made cartoon analysis. Have students work with their partner to answer the questions concerning the 2 cartoons.
 
Student Investigative Activity

Zoom In Activity

  1. Project the Zoom in picture of Lincoln reading the 1st draft of the Emancipation Proclamation to his cabinet. (PowerPoint)
  2. As students view each slide, have them orally answer the questions presented.
  3. Record these answers and brainstorming on the board.
  4. When finished with the slide show, discuss their answers.
  5. Have students pair up and go to the computer to find out the names of the cabinet members and also to read what their actual feelings were towards the Proclamation.
  6. Pass out a copy of the photograph to each group.
  7. Students should be directed to www.mrlincolnswhitehouse.org
  8. Have students go to links in the top right hand corner of the screen and click on Vice Presidents and Cabinet.
  9. They are to look at the pictures of the cabinet members and figure out the names of the members off of the photograph. They are to write the names of the cabinet members on the photo.
  10. Students should click on each cabinet members name and skim to find out how that person felt. They should record these feelings on a sheet of paper and turn in the photograph labeled with the names and the feelings.

Reading of the Introduction (Literacy)

  1. Pass out a copy of the Introduction of the Emancipation Proclamation off of the Library of Congress site.
  2. Have the students read aloud the Introduction.
  3. Have students complete the questions that correlate to the Introduction.
  4. When completed, have students use a dictionary to look up the five vocabulary words that they did not know off of the worksheet.
  5. Post the words and definitions on a word wall for the students to use on Day 5 writing assignment.

Original Document (Literacy)

  1. Pass out a copy of the original document to each student. Have students review the document paying attention to the handwriting and the vocabulary used.
  2. Teacher then should read the document to the students and discuss the document.
  3. Students should complete the teacher made worksheet correlating to the actual document.
  4. Use the rest of class time to discuss the document and prepare the students for the writing portion the next day.
 
Assessment / Evaluation

Paragraph Writing

  1. Review the last 4 days concerning the document, feelings, and vocabulary.
  2. Pass out the writing activity worksheets.
    • Students are to choose one topic to write a paragraph about. The number of paragraphs expected should depend on the student’s ability level.

Evaluation will be based on:

  1. Teacher observation during the zoom in activity.
  2. Completion and correctness of the teacher made worksheets.
  3. Writing of the paragraph(s).
Best Instructional Practices:

Teaching for Understanding

The cartoon analysis activity allows students to get with partners to share ideas and gain multiple perspectives. The zoom in activity allows students to better focus on small parts and looking at the picture objectively in order to better understand the whole picture. Using comprehension questions throughout the activities allows the teacher to check for student understanding.

Literacy Instruction/Reading Comprehension

The writing assignment allows students to make a personal connection to the topic under study.

Differentiated Instruction

By having students choose their own words that are unfamiliar to them allows for more individualized learning.

Technology Integration

Students search on the Internet to locate names of the cabinet members.