Title of Unit/Lesson: The Civil War-Glory or Deception
Subject/Course: U.S. History
Topic of Unit/Lesson: The Emancipation Proclamation and the 54th Massachusetts Regiment
Grades: 10-11
Time: One week (two lessons)
Applicable Illinois State Standards:
Social Science:
14.E.4 Analyze historical trends of United States foreign policy (e.g., emergence as a world leader - military, industrial, financial).
16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings).
16.D.5 (US) Analyze the relationship between an issue in United States social history and the related aspects of political, economic and environmental history.
18.A.5 Compare ways in which social systems are affected by political, environmental, economic and technological changes.
English Language Arts:
1.B.4c Read age-appropriate material with fluency and accuracy. 1.C.4b Explain and justify an interpretation of a text. 1.C.4d Summarize and make generalizations from content and relate them to the purpose 3.A.5 Produce grammatically correct documents using standard manuscript specifications for a variety of purposes and audiences.
Enduring Understandings:
· Defined goals can ultimately produce successful outcomes.
· Quality leadership can overcome seemingly insurmountable obstructions.
· Teamwork is essential to the accomplishment of any worthwhile endeavor.
Essential Questions:
Resources/Materials needed for the lessons:
Activities and Strategies to be used in the lesson/unit:
Day 1:
Day 2:
Days 3-4:
Day 5:
Name(s) ____________________________
Document Analysis Sheet: Emancipation Proclamation
1. When was the document written?
2. To whom is Lincoln addressing?
3. What is the general content of the document? What is he saying?
4. What were some historical events or specific circumstances surrounding the document?
5. What major immediate impact(s) did the document have?
6. What is your assessment of the Emancipation Proclamation? Has time changed our views on the document or on Lincoln in general?
Assignment – What did you learn from Glory?
Directions: The following assignment includes a list discussion questions that you need to think about during the movie and answer each day’s segment. On the opposite page is a follow-up assignment to be done after the completion of the movie. The total points for this assignment is: 35!
Part I: Discussion questions. Answer each question in paragraph form. (25 points)
1. Explain why Colonel Shaw decided to sacrifice his life for a regiment manned by black soldiers? What kind of man is Shaw? What kind of army officer is he? Give examples for your answers.
2. What were two possible turning points for Colonel Shaw in gaining the trust of his men? Explain each.
3. The film is about a black Union regiment. Why, then, is the film told through the eyes of the regiment’s white
Colonel?
4. What were most of the Union soldiers fighting for, an end to slavery or preservation of the Union? Explain.
5. In the 1860s, why was preservation of the Union important to the cause of democracy world-wide?
Part II: Draw on information you learned in class, your text and from Glory to answer one of the following questions in a one-page essay. (historical accuracy/correct perspective-5, grammar-3, length-2 = 10)
· a journal entry of a member of the 54th Mass. Regiment reflecting upon life in the army during the Civil War
· a letter from a 54th Mass. soldier to a son who wants to enlist
· an account of the of the role and abilities of black soldiers for either an abolitionist or Confederate newspaper
· an editorial (in a Confederate soldier’s perspective) on the thoughts of blacks fighting for the Union
· a monologue of the wife of a soldier in the 54th Mass. reflecting on the circumstances of her family during his absence
Emancipation Proclamation Political Cartoons
Introduction:
Abraham Lincoln exercised great caution when he issued the Emancipation Proclamation. When his decision was announced to the public, it was very controversial. It is helpful to analyze political cartoons from the time period to get a grasp of that controversy. In this activity, students will work in small groups to examine a series of cartoons pertaining to the Emancipation Proclamation.
Minnesota History Standards:
- U.S. History
F. Civil War and Reconstruction (1850’s – 1870’s)
1. Students will identify and analyze the main ideas of the debate over
slavery, abolitionism, states’ rights, and explain how they resulted in
major political compromises.
Grade Level: 7-9
Objectives:
Students will…
- View and examine political cartoons pertaining to Abraham Lincoln and the Emancipation Proclamation.
- Identify and compare viewpoints expressed in the cartoons.
Procedure:
1. Begin by reviewing background knowledge using the following set of anticipatory questions:
- What was the Emancipation Proclamation?
- What did the Proclamation do?
- Why do you think Lincoln issued the Proclamation?
- Why might some people be opposed to the Proclamation?
2. Divide the class into 8 groups (3-4 students in each group). Distribute Handout #1 to each student. Give one cartoon to each group. Direct the students to the questions that they should answer for each cartoon. Model an analysis of one cartoon for the class. Allow the groups 4-5 minutes to examine their cartoon and answer questions with partners. When 5 minutes is up, ask them to pass their cartoon clockwise so that each group receives a new cartoon to study. After each group has had an opportunity to view all 8 cartoons, bring the class back together and allow students to share their reflections with the class.
3. When students have finished sharing reflections, ask the following concluding questions:
- Which cartoons stood out the most to you?
- Which cartoon would Lincoln have like the most or least? Why?
- What can these cartoons tell us about the Emancipation Proclamation?
Assessment:
Students should answer the conclusion question at the bottom of Handout #1. The conclusion question is an extended essay that asks pull together information from all of the cartoons.
Handout #1
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| What objects/ people/symbols do you observe in the cartoon? | Do you think the artist was a supporter of Lincoln? | Do you think the artist was a supporter of Emancipation? | Describe the overall message of the cartoon: |
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Conclustion Question:
Taken together as a group, what do the cartoons reveal about Abraham Lincoln and the Emancipation Proclamation? (1/2 page)
Cartoon #1
Title: Sambo Agonistes
Year: 1860
Cartoon #2
Title: Lincoln- "I'm sorry to have to drop you, Sambo, but this concern won't carry us both!"
Year: 1861
Cartoon #3
Title: Writing the Emancipation Proclamation
Year: 1862
Cartoon #4
Title: Black Recruit and Abraham Lincoln
Year: 1862
Cartoon #5
Title: Masks and Faces
Year: 1862
Cartoon #6
Title: Dr. Lincoln's New Elixir of Life — for the Southern States
Year: 1863
Cartoon #7
Title: Emancipation Proclamation
Year: 1863
Cartoon #8
Title: The miscegenation ball
Year: 1864
