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?