Lincoln and the Abolitionists
by Howard Taylor
Download a copy of this Learning Experience
Students will engage in active learning by investigating Library of Congress primary sources to learn about key individuals concerned with slavery in the mid 1800s. Students will create a script for a simulated "press conference" discussing the relationships between these individuals and their personal experiences and beliefs. Finally, students will present a dramatic reenactment of the "press conference," attended by Frederick Douglass, Sojourner Truth, Harriet Tubman, President Abraham Lincoln and more.
Overview
- Subject:
- U.S. History / Social Studies / Language Arts / Drama
- Time Required:
- Four 50 minute class periods.
- Grade Range:
- 4 - 8
- Understanding Goal:
- Lincoln and the Abolitionists is an experience involving the study of African-Americans during 1864, including military service, slavery and abolitionism.
- Investigative or Essential Question:
- What was the condition of Union African-American soldiers and sailors during the Civil War, and how did black abolitionists relate to President Lincoln?
Materials
- Purpose of Library of Congress Items:
- The primary sources allow students to view images and photos of the characters they will depict in the drama. Narratives provide the actual words of individuals.
- Library of Congress Items:
- Bibliographical Information can be found in the PDF of this Learning Experience.
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- Additional Materials:
- Required Vocabulary:
- Abolitionists, Chattel slavery, Branded, Domestic slave, Emancipation, Enslavement, Freeman/woman, Indenture, Plantation, Racism, Repression, Slaver, Yoke
- Prior Content Knowledge:
- Students should spend some time reviewing the historical timeline as provided by the Public Broadcasting System "Slavery in America," website.
- Technology Skills:
- Students must be able browse the Internet. Technology is not required to do the basic experiences, but may be required for the advanced experiences.
Standards
- Illinois Learning Standards:
- 16.A.1b, 16.A.2a, 16.A.3a, 16.A.4b, 27, 27.B.1, 1, C, 1.C.2b, 1.C2.c, 1.C.2f, 4, A, 4.A.2a, 4.A.4c, 4.A.5a, 26, 26.A2.b, 26.A.3b
- For information on specific Illinois Learning Standards go to www.isbe.state.il.us/ils/
Actions
- Description of Teacher Actions:
Activate Prior Knowledge
The theme of this learning experience is the "relationship" of President Lincoln within his own White House to African-American abolitionist and human rights representatives, as listed to the right.
Students analyze images of Lincoln with Tubman, the slave walking (escaping), and Douglass' last seeing of his mother using “The More You Look" evaluation form.
Students review the PBS Slavery Timeline.
Student Investigative Activity
The Press Conference Drama
- Organize students into small groups and assign a historical figure for the group to research from the list of persons in the press conference activity: conference announcer, moderator, Sec. of War, Edwin Stanton, President Lincoln, Tubman, Truth, Douglass, and three reporters to ask questions.
- A "press conference" will be organized in which students use research to depict characters showing the late 1864 condition of slaves in slave states and the Confederacy, as Union soldiers, the Underground Railroad, as freedmen in a society not ready for them (the north). Characters will comment on the relationships with each other.
- Material about experiences pertaining to the subject of Slavery in America and the nearing end in 1864 will be provided for gifted readers.
- An outline-script must be written for the moderator, who will keep the Press Conference flowing smoothly.
- Students research and answer a series of questions about each person in the study.
- A "script" must be written with answers for each question to be asked by the reporters.
- Each group selects one person to represent their historical figure in the press conference. All group members help plan the costume, make-up, special effects and props.
- Additional research on the Internet or in books could be done by the group to find more images for different pictorial viewpoints.
- Hold a rehearsal, dress rehearsal and production.
- For the final production arrange a special location, audience and setting decorated with posters, name tags on table top and formal announcer to introduce the moderator.
- Recording for review and sharing of the production is encouraged.
Assessment
The assessment of this experience will be a simple "group" rubric to assess process and product.
- Best Instructional Practices:
Differentiated Instruction
This component of the learning experience will have two possible activities to allow for further study, independent browsing into the Library of Congress collections, and other resources.