1. Abraham Lincoln and the Emancipation Proclamation Nancy Benyik Laurie Carideo Brianna Scott Tamara Stovall

2. Introduction

3. 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

4. Abraham Lincoln

5. Abraham Lincoln: Slavery and Racism Affected Lincoln’s personal life Politically Addressed – Kansas-Nebraska Act Kansas-Nebraska Act – Dred Scott Decision Dred Scott Decision – House Divided Speech House Divided Speech – Lincoln's Speech at New Haven - A Speech on Slavery Lincoln's Speech at New Haven - A Speech on Slavery – Lincoln Douglas Debates Lincoln Douglas Debates Motives and views are arguable among sources History place, 1996; Loewen, 2012; Owens, 2004;Paterson, 2002

6. Emancipation Proclamation

7. Preliminary announced on September 22 nd, 1862 Mandated that the Confederacy had until January 1 st 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

8. Teaching Narrative

9. 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

10. 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

11. Lesson Flow Shared Writing + Research Students synthesize and evaluate readings to write scripts. Research additional information as needed. Active Practice Edit, revise & finalize script. Act out scripts and prepare props, sets, & costumes. Performance + Conclusion Readers Theatre + Performance Feedback Answer focus questions, complete KWL, & reflect on process.

12. Differentiation All Group roles Enlarge/magnify Timer Heterogeneous grouping Physical accommodations Positive Behavior Supports Gifted Research++ Write full script Record Presentations ELL Shorten readings Music/songs Edit scripts Preview/Pre-read Record exemplar SPED Ready-made scripts Multiple readings Individualized accommodations Assessment modifications

13. References History Place, The. (1996). The history place presents Abraham Lincoln. Retrieved from http://www.historyplace.com/lincoln/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/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/564http://zinnedproject.org/posts/564 Stauffer, J. (2008). Giants: The Parallel Lives of Frederick Douglas and Abraham Lincoln. New York: Hachette Book Group, Inc.

14. Questions?