Abraham Lincoln and the Emancipation Proclamation
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Transcript of Abraham Lincoln and the Emancipation Proclamation
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Abraham Lincoln and the
Emancipation Proclamation
Nancy Benyik Laurie CarideoBrianna Scott
Tamara Stovall
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Introduction
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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
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Abraham Lincoln
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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 Slavery
– Lincoln Douglas Debates
• Motives and views are arguable among sources
History place, 1996; Loewen, 2012; Owens, 2004;Paterson, 2002
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Emancipation Proclamation
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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
Holzer, 2011; Peterson, 2002
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Teaching Narrative
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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
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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
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Lesson Flow
Shared Writing+ Research
• Students synthesize and evaluate readings to write scripts.• Research additional information as needed.
ActivePractice
• 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.
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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
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References
History Place, The. (1996). The history place presents Abraham Lincoln. Retrieved from http://www.historyplace.com/lincoln/ Loewen, J.W. (2007). Lies my teacher told me: Everything your American history textbook got wrong. New York: Simon & Schuster.Peterson, B. (2002). Presidents and slaves – Helping students find the truth. Zinn Education Project. Accessed at: http://zinnedproject.org/posts/564
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Questions?