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To free or not to free - that is the question. (Emancipation Proclamation)

Overview

This lesson is designed to give students an indepth look into the decision Lincoln made when trying to decide whether or not to issue his Emancipation Proclamation.  Students typically view Lincoln as the "Great Emancipator" but they often do not know how delicately he had to balance his pledge to keep campaign promises while attempting to win the Civil War.

Understanding Goal

Students will develop an understanding of the political and personal pressures related to the issue of Emancipation.

Objectives

Students will write a letter to Lincoln from the perspective of a cabinet member through which they must demonstrate an understanding of both the pros and cons of Emancipation.  Each student will attempt to encourage or discourage the President as to whether or not he should follow through with Emancipation.

Investigative Question

What were the reasons for and against issuing the Emancipation Proclamation?
Mark McDowell
8
Civics, Government, U.S. History
1 - 2 class periods

Standards

16.8.24 Understand the major political developments of the

Civil War, including: the First Battle of Bull Run and the

Battles of Antietam, Gettysburg, Vicksburg, and the

Wilderness; the battle between the Monitor and the

Merrimac (Virginia); the roles of Ulysses S. Grant, Robert

E. Lee, and Jefferson Davis; the Emancipation

Proclamation; the Gettysburg Address; the appointment of

an African-American regiment under Robert Gould Shaw;

Shermans march to the sea; excerpts from Abraham

Lincoln's Second Inaugural Address (With malice toward

none, with charity for all); the surrender at Appomattox

Court House; the assassination of Abraham Lincoln by John

Wilkes Booth.

 

 

STATE GOAL / LEARNING STANDARD 3.B. Compose well-organized and coherent writing for specific purposes and audiences.
      LEARNING STANDARD / PERFORMANCE DESCRIPTOR 3.B.3a. Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.

Materials

Files

1ST DRAFT - JULY 22 1862.docx
Lincoln's Letter to Horace Greeley.doc
President Abraham Lincoln to Albert G. Hodges.docx
Emancipation Proclamation True - False.docx
Emancipation proclamation.pptx
Letter Scoring Guide.docx

Analysis Tools

Emancipation Proclamation True - False.docx

Books

Donald, H. (1995). LINCOLN. New York: Simon and Schuster Paperbacks

Library of Congress Resources

Abraham Lincoln, [March 1861] (First Inaugural Address, Final Version) Abraham Lincoln, March 4, 1861. Library of Congress

Procedure

Step 1 Connect Begin the lesson by asking students to think of an important decision that a President may have to make.  Give students the opportunity to discuss their ideas with a neighbor.  Then have students provide an example of a tough decision a President might make.  Who might the President turn to for advice?  After taking some student suggestions remind students that while advice is often valuable, sometimes leaders have to do what they believe to be right regardless of what others may think. 
Step 2 Wonder Step 2 of the lesson begins with a single picture, Lincoln at a desk.  Ask students to make observations about the picture.  For example, does Lincoln look focused or casual?  What does he appear to be doing?  Where is he working?  Once students have made and relayed their observations, the teacher should provide some context.  Lincoln is in the telegraph office at the War Department, a place he spent much of the war anxiously waiting for updates from the war's frontlines.  Tell students he asked for some paper because "he wanted to write something special".  Allow them to guess what the "something special" might be.  Then, explain to them that Lincoln was just beginning to write a rough draft of the Emancipation Proclamation.  And while writing it was important, deciding whether or not to implement it was even more important.
Step 3 Investigate In step 3, students will complete a 10 statement TRUE/FALSE exercise.  The students should read each statement carefully and decide whether or not the statement is true or false.  During step 3, students should only complete PART 1 of the activity.  After allowing students approximately 5 minutes to work, the teacher should read each statement and have students raise their hands to indicate whether or not they believe each statement is true or false.  This portion of the exercise is for the students to see what they believe about the Emancipation Proclamation before they specifically have a chance to learn about it.  Students will later complete PART 2 and will be able to make corrections based on what they learn during the lesson. 
Step 4 Construct In step 4 students will follow a Powerpoint presentation that outlines some of Lincoln's speeches concerning slavery.  Through this presentation students should find information that either supports or opposes their reponses to the true/false statements.  As students come across information that relates to the true/false statements, they can record their answers on PART 2 of the true/false exercise.  In doing so, students will naturally begin to ask questions as to why Lincoln said what he said and how his statements showed that he sought and received much advice on the subjects of both slavery and emancipation.  Once the slide presentation is over, the teacher should once again read through the statements and have students raise their hands to indicate their responses.  At this point the teacher, working with the students, should explain the correct answers.
Step 5 Express

After having completed both the true/false exercise and the Powerpoint presentation, students will be asked to take on the role of one of Lincoln's cabinet members.  As a cabinet member, the student must write a letter to the President in which he/she offers advice as to whether or not Lincoln should implement the Emancipation Proclamation.  Most importantly, the student must use information from the class and research to help formulate and defend his/her position. 
Step 6 Reflect

Once students have completed their letters, they will share their writing with a fellow classmate.  The purpose of this portion of the lesson is not to critique their fellow student's work, but instead, it will be used as a way of gauging their own work.  For example, students will to observe what points their peer made in his/her work and evaluate whether or not they believe such points are valid.  Students should look for both similarities and differences in their thinking when comparing their own work to a peer's work.  In comparing their work with a fellow classmate, students may be exposed to different arguments and perspectives regarding the Emancipation Proclamation.

Evaluation

Students will ultimately be evaluated based on a letter they write, taking the voice and perspective of a cabinet official, in offering advice to President Lincoln as to whether or not he should move forward with the Emancipation Proclamation.

Extensions

Students could relate the dilemma Lincoln had to an important issue another President had to deal with during his time in office.  In addition, students could choose a modern day issue facing an American President and develop arguments to be used in a debate that would illustrate the various perspectives Americans hold.  For example, should the Federal Government be allowed to monitor your personal communication in a effort to combat and monitor terrorists?  Another possibile topic could be the use of harsh interrogation techniques / torture.  Is torture ever justifiable?