Harry S. Truman Presidential Library & Museum


To Free the Slaves
Author:
Keith Rains
Course:
US History
Time Frame:
1 class period
Subjects:
Civil War

Grade Levels:
9, 10, 11, 12

Classroom/Homework Activity to be performed:

 

Decision to Emancipate the Slaves

 

 

Rationale:

 

Students need to consider all points of view when making massive decisions.

 

 

District, state, or national performance and knowledge standards/goals/skills met:


 

Local Standard 2B adopted from common core standards:

  • Creating active and responsible citizens that identify and analyze public problems; deliberate with other people about how to define and address issues; take constructive, collaborative action; reflect on their actions; create and sustain groups; and influence institutions both large and small.

 

Secondary materials (book, article, video documentary, etc.) needed:

 

Students will use websites to find information about each of the following cabinet members in the Lincoln Administration:

 

William Seward

Edwin Stanton

Salmon P. Chase

Edward Bates

Gideon Welles

Caleb Blood Smith

 

https://www.google.com/search?biw=1210&bih=683&tbm=isch&sa=1&q=lincoln+museum&oq=lincoln+mus&gs_l=psy-ab.1.0.0l4.26912.35363.0.37988.11.11.0.0.0.0.129.959.10j1.11.0....0...1.1.64.psy-ab..0.11.955...0i67k1.KNuUACn14LA#imgrc=IM3rX-3WytDtlM:

 

 

http://www.laurieborman.com/tag/abraham-lincoln-presidential-museum-and-library

 

 

Primary materials (book, article, video documentary, etc.) needed:
Technology Required:

Web browsing device

Full description of activity or assignment.

 

  • Students will be shown the painting of the “Reading of the Emancipation”

  • Student groups will be assigned one cabinet member

  • Students will identify their role by pointing to their character on the projected image

  • Students will be given 12-15 minutes to do research on their character

  • Students will be directed to view the secondary source pictures from the Lincoln Presidential Library and Museum

  • Students will explain to the rest of the class if the picture adequately portrays their character and give a brief description of the character’s view of emancipation.

  • Other students will take a few notes over the short presentations

  • Each team will secretly go write a tweet of their recommendation to the president (I am going to allow the students to tweet like a 21st century teenager).

  • Students will email me their tweet (I will compile them and place them on a document.  On the following day, I will project their tweets).

  • On day two, each team can use their notes and try to match the tweets with the cabinet member who wrote them. It will be a fun quiz for a little extra credit.

  • After this I will project the picture again and tell the students how the painter placed the cabinet members and Lincoln in their places according to their beliefs about emancipation

  • A short discussion will follow.

  • Students will now give me (President Lincoln) their political advice on whether or not I should go forward with Emancipation.

 

Full explanation of the assessment method and/or scoring guide:

 

  • I will place the following 10-point essay on their next test:  Was the Emancipation Proclamation a genius political move or an unconstitutional and desperate attempt to save the Union? Explain your answer.