Abraham Lincoln and the
Emancipation Proclamation
Nancy Benyik Laurie CarideoBrianna Scott
Tamara Stovall
Introduction
Introduction• Lincoln’s personal and political evolution• Textbooks over simplify Lincoln’s view on
slavery and racism • Lincoln’s motives are arguable among sources• Students should be presented with the whole
picture to understand Lincoln’s decisions and creation of Emancipation Proclamation
Loewen, 2007; Peterson, 2002
“If textbooks recognized Lincoln’s racism,students would learn that racism
not only affected Ku Klux Klan extremists but has been ‘normal’ throughout history”
-Loewen, 2007, p. 182
Abraham Lincoln
Abraham Lincoln: Slavery and Racism
• Affected Lincoln’s personal life • Politically Addressed – Kansas-Nebraska Act – Dred Scott Decision – House Divided Speech – Lincoln's Speech at New Haven - A Speech on Slav
ery – Lincoln Douglas Debates
• Motives and views are arguable among sources
History place, 1996; Loewen, 2012; Owens, 2004;Paterson, 2002
Emancipation Proclamation
Emancipation Proclamation• Preliminary announced on September 22nd, 1862• Mandated that the Confederacy had until January 1st to
return to the Union, or forever forfeit its slaves • Initially freed approximately 200,000 slaves • Limitations– Only freed slaves in Confederate states
• In spite of it’s limitations, Fredrick Douglas declared that the proclamation changed the war into a “contest of civilization against barbarism” (Stauffer, 2008)
Holzer, 2011; Peterson, 2002; Stauffer, 2008
Teaching Narrative
Lesson Plan
• Expansion of democracy in the United States.• Objectives– Popular sovereignty– Racism– Emancipation Proclamation
• Standards: Social Studies and ELA Literacy• Context: Gen. Ed. Inclusive
Lesson Flow
Background & Intro
• Compare emancipation statues• Introduce focus questions• KWL
Read Out loud
• Small group differentiated readings• Interactive shared reading to aid comprehension
Guided
Reading
• Reading in pairs for comprehension and analysis• Student’s generate their own reading comprehension questions
Lesson FlowShare
d Writin
g+
Research
• Students synthesize and evaluate readings to write scripts.• Research additional information as needed.
ActivePracti
ce
• Edit, revise & finalize script.• Act out scripts and prepare props, sets, & costumes.
Performanc
e+
Conclusion
• Readers Theatre + Performance Feedback• Answer focus questions, complete KWL, & reflect on process.
Differentiation
AllGroup rolesEnlarge/magnifyTimerHeterogeneous groupingPhysical accommodationsPositive Behavior Supports
GiftedResearch++Write full scriptRecord Presentations
ELLShorten readingsMusic/songsEdit scriptsPreview/Pre-readRecord exemplar
SPEDReady-made scriptsMultiple readingsIndividualized accommodationsAssessment modifications
ReferencesHistory Place, The. (1996). The history place presents Abraham Lincoln.
Retrieved from http://www.historyplace.com/lincoln/ Holzer, H. (2011). The Second Declaration of Independence: Lincoln’s Emancipation Proclamation. Retrieved from http://www.nysl.nysed.gov/library/features/ep/ Loewen, J.W. (2007). Lies my teacher told me: Everything your American history textbook got wrong. New York: Simon & Schuster.Owens, M. (2004, March). [Editorial]. Abraham Lincoln saved the
Union, but did he really free the slaves? Retrieved from http://www.ashbrook.org/publicat/oped/owens/04/guelzo.html Peterson, B. (2002). Presidents and slaves – Helping students find the truth. Zinn Education Project. Accessed at: http://zinnedproject.org/posts/564 Stauffer, J. (2008). Giants: The Parallel Lives of Frederick Douglas and
Abraham Lincoln. New York: Hachette Book Group, Inc.
Questions?