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Interpreting The Emancipation Proclamation
Diana Hardenstein
Leaders, Terror and Black Soldiers in the Civil Wa
The Emancipation Proclamation is limited in several ways. In this lesson, students will identify those limitations, and interpret the authentic meaning of the document.
Lincoln issued the Emancipation Proclamation on January 1, 1863 as the nation approached its third year of the Civil War. Initially, Lincoln insisted that the main cause of the Civil War was to restore the Union . He had made it clear that if the Southern states reversed their decision and returned to the Union, they would do so with the institution of slavery intact. As the war dragged on, abolitionists in Congress began pressing the President to free the slaves. Lincoln became convinced that emancipation of the slaves would be required to win the war.
copy of the Emancipation Proclamation:
http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/transcript.html
map of Reynold's Political Map of the United States for each group:
http://www.loc.gov/exhibits/african/images/reynomap.jpg
copy of question sheet for each group
(see attached)
One 90 minute block
2
What impact did the Emancipation Proclamation have on African Americans' rights?
Using a timer set for eight minutes, have students brainstorm facts that they know about the Emancipation Proclamation. Students will write these facts on a piece of notebook paper.
Using their notes, students will call out facts to be written on the board, or overhead projector. The teacher should write down the facts, correcting for accuracy as needed.
Prompt some answers using questions such as:
- When was the Proclamation written?
- What does Emancipation mean?
- What is a proclamation?
- Who wrote the Emancipation Proclamation?
- How long is it?
- Why was it written?
- What did the Proclamation do?
Divide the class into four groups. Give each group a copy of the Emancipation Proclamation
http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/transcript.htmland a list of the questions. Each group will have a set of questions to answer specifically based upon their section of the document. Each group will also have questions to answer that will aid in their understanding of the context of the document. (See attachment)
Explain to the class that they will be given time for each group to interpret the document, and answer the questions. After a set amount of time, a spokesperson will read the group's questions and answers to the class. The teacher will write the answer on the overhead projector (or board) for all to see. Discussion of the questions and answers should be interactive with all students.
Students will then formulate their own questions regarding the document, and submit three written questions per group to the teacher. These questions will be used to create a review game of "trash ball" in order to reinforce facts recently learned.
Trash ball is a game that can be played in any classroom. Simply crumble up a bunch of used papers into a ball about the size of a baseball and wrap several layers of tape around the whole ball.
Using tape, mark off distances on the floor for 1 point, 3 points, and 5 points respectively.
Divide the class into two teams.
Questions are read by the teacher, and each group can discuss the answer amongst themselves. A spokesperson then answers for the group. If the question is answered correctly, the team receives a point, and chooses a person to shoot the ball into the trash can. Students stand at a mark of his or her choice and shoot the ball into the trash can. Team receives additional points if the ball is thrown into the trash can.
If the answer is incorrect, the opposing team may choose to answer the question
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