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The Emancipation Proclamation

Elementary School The Emancipation Proclamation Student Activities:

• Discuss the meaning and importance of primary sources. What makes a source a primary source vs. a secondary source?

• Discuss the content of the Emancipation Proclamation. What slaves did the Emancipation Proclamations free? What slaves were not freed by the Emancipation Proclamation? Discuss reasons why Lincoln waited until after the Battle of Antietam to issue the Proclamation.

• Discuss the roles of the three divisions of the federal government. Since the President cannot make laws, how is it that Abraham Lincoln was able to issue the Emancipation Proclamation? (Remember: Lincoln was Commander-in-Chief). Lincoln could only free the slaves in the states that were fighting against the Union. What branch of government needed to make slavery illegal in the whole country? What document freed all of the slaves in the United States?

                     

 

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               Middle School The Emancipation Proclamation Research and Document Based Questions for Writing or Discussion: Have students research the text of the Emancipation Proclamation (see link below). Ask students to research and discuss the following questions:

• How does Lincoln view the freeing of slaves as strategy for ending the Civil War? • Why did Lincoln give the Confederacy 100 days before he issued the Proclamation? • Why does Lincoln specifically refer to the Military and Navy to enforce the Proclamation? • Why didn’t Lincoln just declare whole states in rebellion and not concern himself with specific

counties? What does Lincoln ask of the ex-slaves? Why does Lincoln want to enlist the ex-slaves? • How does Lincoln justify his actions? • What affect did the Proclamation have on the Border States and why was this important to the Union?

For full readable text, Emancipation Proclamation of January 1, 1863: http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/transcript.html Mapping: Provide a county map of the southern United States. Have students color in the states and counties that were declared in rebellion, those that he declared loyal to the Union and the Border States. Ask students: Why didn’t Lincoln just declare whole states in rebellion and not concern himself with specific counties? What happened to western Virginia at this time? Diary Entry: Challenge students with the opportunity to write a diary entry from the perspective of a freed slave after hearing of the passing of The Emancipation Proclamation. Encourage students to express their emotions and plans for the future. Research: Have students research Secretary of State William Seward and Abraham Lincoln’s personal secretary, John Nicolay. Compose a one page narrative on the contribution and role played by each in the conception, content, and implementation of the Emancipation Proclamation.                    

 

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 High School The Emancipation Proclamation Research and Document Based Questions for Writing or Discussion- While the Emancipation Proclamation was officially adopted in January of 1863 a preliminary of the Emancipation was issued on September 22, 1862. Have the students research the document (see link below) and its text. Ask students to answer the following questions:

• Why did Lincoln give the Confederacy 100 days before he issued the Proclamation? • How did this document affect the Fugitive Slave Law? • How could this be seen as a strategy for ending the Civil War?

Original of Preliminary Emancipation Proclamation of September 22, 1862- Click on “read more” and “transcript” to get the full document to read: http://www.archives.gov/exhibits/american_originals_iv/sections/preliminary_emancipation_proclamation.html Research and Document Based Questions for Writing or Discussion: Have students research the text of the Emancipation Proclamation (see link below). Ask students to answer the following questions:

• How does Lincoln view the freeing of slaves as strategy for ending the Civil War? • How does Lincoln justify his actions? • What affect did the Proclamation have on the Border States and why was this important to the Union? • Why does Lincoln specifically refer to the Military and Navy to enforce the Proclamation?

For full readable text, Emancipation Proclamation of January 1, 1863: http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/transcript.html Mapping: Provide a county map of the southern United States. Have students color in the states and counties that were declared in rebellion, those that he declared loyal to the Union and the Border states. Ask students: Why didn’t Lincoln just declare whole states in rebellion and not concern himself with specific counties? What happened to western Virginia at this time? Research: On April 16, 1862 Lincoln signed into law the ending of slavery in Washington D.C. called the Compensated Emancipation Act. Ask students to research the provisions from the link below. The date is still celebrated in Washington D.C. as an official holiday. Ask Students:

• What was the purpose of the Act? • Why did Lincoln feel this was a necessary action at the time? • What was the maximum compensation allowed? • How much was paid to ex-slaves that voluntarily emigrated from the United States? • How many slaves were freed in the District of Columbia as a result of this Act?

http://www.archives.gov/exhibits/featured_documents/dc_emancipation_act/transcription.html Diary Entry: Challenge students with the opportunity to write a diary entry from the perspective of a freed slave after hearing of the passing of The Emancipation Proclamation. Encourage students to express their emotions and plans for the future.