Lesson Plan #2

History of America
Introduction:
Since claiming its independence, the United States has become one of the most powerful nations in the
world. Without the diversity and inclusion of all races, the United States could not be as successful as it is
today. During todays lesson, we will discover critical events that helped define what it means to be an
American.

Objectives:
Content/Knowledge (Head):
1. Students will be able to expand on different alternative outcomes that could have
occurred.

Process/Skills (Hands):
1. Students will be able to identify important pieces of American History.

Values/Dispositions (Heart):
1. Students will be able to analyze how events lead to certain outcomes.

Standards:
State – Illinois Social Science Learning Standards (2016)
1. SS.H.2.6-8.MdC: Analyze multiple factors that influenced the perspectives of people
during different historical eras.

State – Common Core State Standards: Grades 6-12 Literacy in History/Social Studies
1. CCSS.ELA-LITERACY.RH.6-8.8 Distinguish among fact, opinion, and reasoned
judgment in a text.
National – Align with National Standards Germane to Lesson Plan Content Focus
1. Power, Authority, and Governance
Central Focus:
1. Students will find reasons to explore multiple perspectives when considering an outcome and
conclusion.

Academic & Conceptual Foundation:

Facts and Concepts
1. Emancipation Proclamation
2. Abraham Lincoln
3. Confederacy
4. Union
5. Civil War

Inquiry, Interpretations, or Analyses

1. Lincoln brought the country back together.
2. Lincoln risked his life for the better of our country.
3. Lincoln will always be remembered for what he did, and not what he failed to do.

Arguments or Conclusions
 1. If Abraham Lincoln did not sign the Emancipation Proclamation, the United States,
would have not been one nation. If this were still true today, how would this effect our
lives today?
Assessment:
Provide opportunity for students to demonstrate their ability to do the following: understand/use
facts and concepts; use inquiry, interpretation, or analysis skills to build and support arguments
or conclusions.
Informal
1. We will discuss as a class what we discover in the Lincoln speech below.
Formal
1. Complete part 4-1 or 4-2.
Syntax – Procedures

1. Experiencing:
a. Teacher Instructions
1. Give students a piece of Lincoln’s Emancipation Proclamation to read from.
b. Resource
1. Left Brain: 1-1.
2. Right Brain: 1-2.
c. Student Activity
1. Students will be given the chance to read from the script that Lincoln used at the address
or reflect what they see in the painting in 1-2.
2. Conceptualizing:
a. Teacher Instructions
1. Describe the teaching activity from teacher’s perspective.
b. Resource
1. Left Brain: 2-1.
2. Right Brain: 2-2.
c. Student Activity
1. Students will be given the chance to .
3. Applying:
a. Teacher Instructions
1. Provide students with a bullet list or graphic organizer.
b. Resource
1. Left Brain: bullet list.
2. Right Brain: graphic organizer. 3-2
c. Student Activity
1. Students will fill out a bullet list or a graphic organizer.
4. Creating:
a. Teacher Instructions
1. Give students assignment options.
b. Resource
1. Left Brain: 4-1.
2. Right Brain: 4-2.
c. Student Activity
1. Students will complete the assignment for homework.
 Resources (Source Citations & Bookmarks)

1.1 First emancipation proclamation

Found at http://www.loc.gov/resource/scsm.003000

I Abraham Lincoln, President of the United States of America, and Commander in Chief of
the Army and Navy thereof, do hereby proclaim and declare that hereafter, as hereto for,
the war will be prosecuted for the object of practically restoring the constitutional relation
between the United States, and each of the States, and the people thereof, in which states
that relation is or may be suspended, or disturbed.

That it is my purpose, upon the next meeting of Congress to again recommend the
adoption of a practical measure tendering pecuniary aid to the free acceptance or rejection
of all slave-states, so called, the people whereof may not then be in rebellion against the
United States, and which states, may then have voluntarily adopted, or thereafter may
voluntarily adopt, immediate, or gradual abolishment of slavery within their respective
limits; and that the effort to colonize persons of African descent upon this continent, or
elsewhere, will be continued.

That on the first day of January in the year of our Lord, on thousand eight hundred and
sixty-three, all persons held as slaves within any state, or designated part of a state, the
people whereof shall then be in rebellion against the United States shall be then,
thenceforward and forever free; and the executive government of the United States
including the military and naval authority thereof will recognize and maintain the freedom
of such persons, , and will do no act or acts to press such person, or any of them, in any
effort they may make for their actual freedom.

That the executive will, on the first day of January aforesaid, by proclamation, designate the
states, and parts of states, if any, in which the people thereof respectively, shall then be in
rebellion against the United States; and the fact that any state, or the people thereof shall,
on that day be in good faith represented in the Congress of the United States, by members
chosen thereto, at elections wherein a majority of the qualified votes of such state shall
have participated, shall, in the absence of strong testimony, be deemed conclusive evident
that such state and the people thereof, are not then in rebellion against the United States.

Article —. All officers or persons in the military or naval service of the United States are
prohibited from employing any of the forces under their respective commands for the
purpose of returning fugitives from service or labor, who may have escaped from any
persons to whom such service or labor is claimed to be due, and any officer who shall be
found guilty by a court-martial of violating this article shall be dismissed from this service.
Sec. 2. And be it further enacted. That this act shall take effect from after its passage. [end
clipping]

Also to the with and tenth? sections of an act entitled “An act to suppress Insurrection, to
punish Treason and Rebellion, to seize and confiscate property of rebels, and for other
purposes.” approved July 17. 1862, and which sections are in the words and figures
following:

[copy of clipped text]

Sec. 9 And be it further enacted, That all slaves of persons who shall hereafter be rebellion
against the government of the United States in any way give aid or comfort thereto,
escaping f[?] persons and taking refuge within the lines of the army a[?] slaves captured
from such persons or deserted by them and coming under the control of the government
of the United States; and all slaves, persons found on any place occupied by rebel and
afterwards occupied by the United States shall deemed captives of war, and shall be fore[?]
not again held as slaves.

Sec. 10 And be it further enacted, That no slave escaping into any Territory or the District of
Columbia, from any other State, shall be delivered up, or in any way impeded or hindered
of his liberty, except for crime, or some offence against the law, unless the person claiming
said fugitive shall first make oath that the person to whom the labor or service of such
fugitive is alleged to be due is his lawful owner, and has not borne arms against the United
States in the present rebellion, nor in any way given aid and comfort thereto; and no
person engaged in the military or naval service of the United States shall, under any
pretence whatever, assume to decide on the validity of the claim of any person to the
service or labor of any other person, or surrender up any such person to the claimant, on
pain of being dismissed from the service.

And I do hereby enjoin upon and order all persons engaged in the military and naval
service of the United States to observe, obey, and enforce, within their respective spheres
of service, the act and sections above recited And the executive will in due time
recommend that all citizens of the United States who shall have remained loyal thereto
throughout the rebellion, shall (upon the restoration of the Constitutional relation between
the United States, and their respective states, and people, if that relation shall have been
suspended or disturbed) be compensated for all losses by acts of the United States,
including the loss of slaves

In witness whereof, I have S. S. hereto for set my hand, and caused the seal of the United
States to be affixed.

Done at the City of Washington, in the year of our Lord, one thousand, eight hundred and
sixty two, and sixty two and of the independence of the United States, the eighty seventh
By the President William H. Seward Secretary of State
1-2 http://www.ushistory.org/us/34a.asp

Describe the mood of the setting in this picture.

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2-2

From the picture below, describe the scene.

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3-2

KWL Chart

What I Know What I Want to Know What I learned

4-1

Directions: In the space below, draw a map of what the United States would look like if it was
not for Abraham Lincoln’s decision to sign the Emancipation Proclamation.

Explanation:
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4-2

Abraham Lincoln decided to free the slaves in order to bring the confederate states and the united
states together again and become one nation. After the fact, the United States still expanded
westward as they continued to increase land. Considering the events we have learned about this
week, put yourself in Lincoln’s shoes and explain why it is important to be one nation instead of
two.

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