Donald Andre
Fifth Grade Teacher
River Woods Elementary School
Naperville School District #203
Using Primary Sources in the Elementary Classroom
The Emancipation Proclamation:
The Nation’s Blessing or the Nation’s Burden?
I. Overview:
This lesson seeks to engage fifth grade students to read and
analyze the varied reactions of diverse groups of both the Northern
and Southern society to the Emancipation Proclamation using primary
sources on the Library of Congress Web Site and other sources.
II. Goal of lesson:
The goal of this lesson is to give the students the opportunity
to examine primary source documents of the Library of Congress,
primary sources at other locations and other sources; and to have
the students develop and apply an age appropriate understanding
of the Emancipation Proclamation and its effects on both Northern
and Southern societies while in the midst of a civil war.
III. Objectives:
After completing the lesson the students will be able to:
A. show a basic understanding of what the Emancipation
Proclamation is and is not
B. explain what the Emancipation Proclamation did and did not
do
C. dramatize the reactions of contrasting segments of both Northern
and Southern cultures during the Civil War
IV. Investigative Inquiries
A. What were the reasons for the variety of reactions in the
Northern and Southern states as well as the Border States?
B. How did this document change the focus and nature of the war?
C. Were there similar reactions that crossed to both sides of
the conflict?
V. Learning to use primary sources
A. Inquiry discussion as to where to find information for research
B. Model the use of the Library of Congress for a class read/study
of the Emancipation Proclamation.
C. For practice do a small group Treasure Hunt; a work sheet on
a related topic using the Library of Congress and other sources.
VI. Important Instructional Items
A. Time required: 4 to 5 class periods of one hour each
B. Recommended grade range for this lesson: 5th to 8th grades
C. Subjects areas covered in lesson:
1. Social Science
2. English and Language Arts
3. Fine Arts
VII. Illinois Learning Standards Addressed
http://www.isbe.state.il.us/ILS/html/descriptors.htm
A. Social Science
STATE GOAL 14: Understand political systems, with an emphasis
on the United States.
14.A.2 Explain the importance of funda¬mental concepts expressed
and implied in major documents including the Declaration of Independence,
the United States Constitution and the Illinois Constitution.
14.D.2 Explain ways that individuals and groups influence and
shape public policy.
14.F.2 Identify consistencies and incon¬sistencies between
expressed United States political traditions and ideas and actual
practices (e.g., freedom of speech, right to bear arms, slavery,
voting rights).
STATE GOAL 16: Understand events, trends, individuals and movements
shaping the history of Illinois, the United States and other nations.
16.A.2b Compare different stories about a historical figure
or event and analyze differences in the portrayals and perspectives
they present.
16.A.2c Ask questions and seek answers by collecting and analyzing
data from historic documents, images and other literary and non-literary
sources.
16.B.2c (US) Identify presidential elections that were pivotal
in the formation of modern political parties.
16.B.2d (US) Identify major political events and leaders within
the United States historical eras since the adoption of the Constitution,
including the westward expansion, Louisiana Purchase, Civil War,
and 20th century wars as well as the roles of Thomas Jefferson,
Abraham Lincoln, Woodrow Wilson, and Franklin D. Roosevelt.
B. English and Language Arts
STATE GOAL 1: Read with understanding and fluency.
1.A.2b Clarify word meaning using context clues and a variety
of resources including glossaries, dictionaries and thesauruses.
1.B.2a Establish purposes for reading; survey materials; ask
questions; make predictions; connect, clarify and extend ideas.
1.C.2b Make and support inferences and form interpretations
about main themes and topics.
1.C.2c Compare and contrast the content and organization of
selections.
1.C.2d Summarize and make generalizations from content and relate
to purpose of material.
STATE GOAL 3: Write to communicate for a variety of purposes.
3.B.2b Establish central idea, organization, elaboration and
unity in relation to purpose and audience.
STATE GOAL 4: Listen and speak effectively in a variety of situations.
4.A.2a Demonstrate understanding of the listening process (e.g.,
sender, receiver, message) by summarizing and paraphrasing spoken
messages orally and in writing in formal and informal situations.
4.A.2b Ask and respond to questions related to oral presentations
and messages in small and large group settings.
4.B.2a Present oral reports to an audience using correct language
and nonverbal expressions for the intended purpose and message
within a suggest organizational format.
4.B.2b Use speaking skills and procedures to participate in
group discussions.
STATE GOAL 5: Use the language arts to acquire, assess and communicate
information.
5.A.2a Formulate questions and construct a basic research plan.
5.A.2b Organize and integrate information from a variety of
sources (e.g., books, interviews, library reference materials,
web- sites, CD/ROMs).
5.B.2a Determine the accuracy, currency and reliability of materials
from various sources.
5.B.2b Cite sources used.
5.C.2b Prepare and deliver oral presentations based on inquiry
or
research.
C. Fine Arts
STATE GOAL 26: Through creating and performing, understand how
works of art are produced
26.A.2b Drama: Describe various ways the body, mind and voice
are used with acting, scripting and staging processes to create
or perform drama/theatre.
26.B.2b Drama: Demonstrate actions, characters, narrative skills,
collaboration, environments, simple staging and sequence of events
and situations in solo and ensemble dramas.
VIII. Materials
Primary Sources
Examples of Primary Sources:
The search of primary sources for this lesson begins with “American
Memory” in the Library of Congress and centers on the three
topics shown below. Use the key word(s): emancipation proclamation,
emancipation, reaction to emancipation, etc.
The Library of Congress> American Memory Home> Presidents
http://memory.loc.gov/ammem/browse/ListSome.php?category=Presidents
The Library of Congress> American Memory Home> Government,
Law
http://memory.loc.gov/ammem/browse/ListSome.php?category=Government,+Law
The Library of Congress> American Memory Home> War, Military
http://memory.loc.gov/ammem/browse/ListSome.php?category=War,+Military
Examples of Primary sources from the Library of Congress/American
Memories/Presidents/Lincoln papers
1. Nashville, Tennessee Telegraph to Lawrence A. Gobright, Friday,
January 09, 1863 (Telegram reporting reaction to Emancipation
Proclamation in Kentucky)
http://memory.loc.gov/cgi-bin/ampage?collId=mal&fileName=mal1/211/2110900/malpage.db&re
2. James W. Stone to Abraham Lincoln, Tuesday, September 23, 1862
(Telegram concerning reaction to Emancipation Proclamation)http://memory.loc.gov/cgi-bin/ampage?collId=mal&fileName=mal1/186/1860300/malpage.db&re
3. Benjamin Rush Plumly to Abraham Lincoln, Thursday, January
01, 1863 (Reaction to Emancipation Proclamation in Philadelphia)
http://memory.loc.gov/cgi-bin/ampage?collId=mal&fileName=mal1/208/2088100/malpage.db&recNum=0
4. The war not for emancipation: speech by Hon. Garrett Davis,
of Kentucky. African slavery the cornerstone of the Southern confederacy.
Speech by Hon. Alex. H. Stephens, of Georgia. (From a book)
http://memory.loc.gov/
Examples of Primary sources from the Library of Congress/American
Memories/Government, law
1. U.S. Citizens to Abraham Lincoln, September 1862 (Petition
supporting Emancipation Proclamation)
http://memory.loc.gov/cgi-bin/ampage?collId=mal&fileName=mal1/187/1877600/malpage.db&recNum=0
2. California Senate, Monday, January 26, 1863 (Resolution approving
Emancipation Proclamation)
http://memory.loc.gov/cgi-bin/ampage?collId=mal&fileName=mal1/213/2134900/malpage.db&recNum=0
Examples of Primary source(s) from the Library of Congress/American
Memories/War, Military
1. No State Compensation for slaves. It is now conceded that
emancipation in Maryland is certain. The question open is, shall
it be with state compensation or without
http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+0310100b))
2. The emancipation problem in Maryland ... Brantz Mayer. Baltimore,
17th June, 1862.
http://memory.loc.gov/cgi-bin/query/r?ammem/rbpebib:@field(NUMBER+@band(rbpe+03101400))
Sources other than the Library of Congress
Harper’s Weekly
1. South Reacts to Emancipation Proclamation
http://www.sonofthesouth.net/leefoundation/civil-war/1862/october/south-reacts-emancipation.htm
Civil War Primary Documents
1. Civil War Primary Documents, Personal Diaries, Journals, Letters,
Cartoons, Art, Images, Poetry, Literature, & Music
http://www.teacheroz.com/Civil_War_Documents.htm
2. Title: The war not for emancipation [sic]:: speech by Hon.
Garrett Davis, of Kentucky. African slavery the corner-stone of
the Southern confederacy. Speech by Hon. Alex. H. Stephens, of
Georgia. From “Making of America”
http://quod.lib.umich.edu/cgi/t/text/text-idx?c=moa;idno=ACK9312
3. Booker, James, 1840-1923 . Letter to Chloe Unity Blair
Electronic Text Center, University of Virginia Library
http://etext.virginia.edu/toc/modeng/public/Boo2k24.html
Other sources:
If the student has anything from home that could contribute to
either the research or discussions will be encouraged to bring
in and share. These can be either textual, mementos or something
from family archives.
Additional Sources Used or To Be Used
Davis, William C. Lincoln’s Men. New York: The Free Press,
1999.
Fehrenbacher, Don E. ed. Abraham Lincoln - Speeches and Writings
1859-1865. Vol. II.
New York: Literary Classics of the United States, 1989.
Goodwin, Doris Kearns. Team of Rivals. New York: Simon and Schuster,
2005.
Guelzo, Allen C. Lincoln’s Emancipation Proclamation - the
End of Slavery in America.
New York: Simon and Schuster, 2004.
Kunhardt, Philip B. Jr., et al. Lincoln an Illustrated Biography.
New York: Alfred A. Knopf, 1992.
Shenk, Joshua Wolf. Lincoln’s Melancholy. New York: Houghton
Mifflin, 2005.
Wilson, Douglas L. Lincoln’s Sword. New York: Alfred A.
Knopf, 2006.
IX. Technology Resources
A. Class room internet access
B. Tablets for each student
C. Teacher laptop for demonstration with LCD Projector
D. Networked printer in classroom
E. One CD per student (if needed).
F. Tech aide if needed
X. Procedures
Day 1: The students will listen to the teacher read Abe's Honest
Words: The Life of Abraham Lincoln by Doreen Rappaport. Inquiry
based discussion centered on words and/or phrases such as: emancipation,
proclamation, resolution, state compensation etc. Students broken
into pairs to research various individuals or groups of individuals
from both the North and South during the Civil War. (The class
having been already divided for a Civil War simulation that is
already in progress in class.)
Day 2: I will be using an interactive Power Point presentation
(developed and created by Scot Mortensen) to guide the class during
the opening session of the lesson. Then, if needed search for
topics, step by step to the Library of Congress web site and topics
for practice using a worksheet as a guide in order to further
familiarize the students with both the procedures and the site(s).
Days 3&4: These two days will be used to gather information
on note cards for a simulated debate between the two sides, North
and South. (Beginning with the reading of The Emancipation Proclamation
be The Honorable Abraham Lincoln.)
Day 5: The students having practiced (and will, if desired, dress
as the part portrayed)
will engage in a controlled debate monitored by a teacher and
aide representing the respective sires in the conflict.
Extensions
It will be possible from this point on to have the students to further
explore the Library of Congress as we come into other units of study.
For example, The Immigration Experience, each of the decades of
the twentieth century highlighting the events and people who shaped
our future,
The Great Depression and World War II just to name a few.
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