Download Appendix C Lincoln and Greeley

Running head: Lincoln and the Emancipation
Curriculum Plan #2
Abraham Lincoln and the Emancipation Proclamation
Nancy Benyik, Laurie Carideo, Brianna Scott, Tamara Stovall
Hunter College, CUNY
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Running head: Lincoln and the Emancipation
Table of Contents
Introduction ............................................................................................................................... 3
Content Knowledge ................................................................................................................. 3
Teaching Narrative .................................................................................................................. 5
References .................................................................................................................................. 6
Appendix A Lincoln’s Personal Life ................................................................................... 9
Appendix B Lincoln’s Political Views Regarding Slavery ........................................... 9
Appendix C Lincoln and Greeley ......................................................................................... 9
Appendix D Civil War Timeline ........................................................................................... 9
Appendix E Frederick Douglass .......................................................................................... 9
Appendix F New York State Standards ........................................................................... 10
Appendix G Lesson Plan ....................................................................................................... 12
Appendix H Emancipation Statues ................................................................................... 17
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Curriculum Plan #2: Abraham Lincoln and the Emancipation Proclamation
Introduction
Abraham Lincoln’s journey, both personal and political, provided America with vital
contributions, in particular the Emancipation Proclamation. Lincoln’s evolution was more
complicated than textbooks allude. Textbooks present students with an “all-too common
simplification” of Lincoln’s opposition to slavery and racism (Peterson, 2002, p. 4). Doing so,
shuns students from the internal battle Lincoln faced on these issues (Loewen, 2007). Portraying
the full picture would enrich the United States history (See Appendix D). “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). Racism and
antiracism are often invisible topics in American history textbooks (Loewen, 2007). At most they
discuss racism through a vale of optimism expressing race relations as something we have
overcome in this country, implying that racism is over (Loewen, 2007).
A truthful examination of Lincoln reveals his thought process behind the development of
significant attributes of American History (Loewen, 2007). If textbooks illustrated the different
ways Lincoln expressed his views on racism students would see that sometimes speakers change
their ideas to appease different audiences, something that still happens quite consistently in
American politics (Loewen, 2007). Students would also observe Lincoln struggling with himself
to apply America’s democratic principles across the color line and they would learn how ideas
can develop and how a person can evolve (Loewen, 2007). It is our hope that through analyzing
various means of information students will actively take place in the learning process to
understand the layered history of Abraham Lincoln that lead him to make a lasting impact on a
nation that was divided based on racial believes.
Content Knowledge
It is important to understand an accurate depiction on Abraham Lincoln’s background,
experiences, and views to understand the reasoning of his political decision-making. Born on
February 12, 1809 in Kentucky in a single room log cabin, he spent most of his youth working to
help support his family, compromising his formal education (History, 2012; History place,
1996). Due to Kentucky’s heavily saturated racial slavery, his father moved the family to
Indiana in 1830 (History place, 1996; Loewen, 2012). Lincoln returned to Kentucky by
steamboat in August of 1841, during which he bared witness to about a dozen slaves chained
together (History place, 1996). Years later, Lincoln recalled that experience as “continual
torment” and a memory with the “power to make me miserable” (Loewen, 2007, p. 183). These
are two likely examples of how Lincoln came to fight for basic rights of African Americas
during his presidency (Loewen, 2007). (Appendix A).
However, not all sources agree that Lincoln was absolute in anti-slavery and anti-racism
views of African Americans. Paterson (2002) argues that Lincoln’s view on slavery was not as
cut-and-dried as students are often led to believe. Although he did not display an extreme sense
of racism, Lincoln excepted racism to the extent that it was deemed the norm during his time
(Loewen, 2007). One source goes so far to state that Lincoln did not offer any significant
attributions to African Americans (Owens, 2004). According to Owens (2004), it was not
Lincoln who freed the slaves but instead the slaves themselves who fought for freedom and they
should be accredited against the battle of ending racism. In March of 1861, during Lincoln’s
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First Inaugural Address, he promised he would favor a constitutional amendment protecting
slavery for those states that remained in the Union (Paterson, 2002).
Nonetheless, Lincoln made stances against slavery during his political career. After
entering politics as a member of the Whig party and being elected to of the House of
Representatives in 1846, he retreated from politics in 1849 (History Place, 1996; Lincoln
Library, n.d). His return, in 1854, was fueled by his opposition of the Kansas-Nebraska Act,
which was proposed by Stephen Douglas and stipulated that the decision of slavery would be
made by the people of each territory, known as popular sovereignty (History, 2012; History
Place, 1996; Library of Congress, 2010). Another moment when Lincoln spoke out against
slavery was in 1857 when he opposed the Dred-Scott Decision (History Place, 1996). The
following year, Lincoln gave his well renowned “House Divided” speech and also faced Stephen
Douglas in a series of seven debates lasting from August until October of 1858 during a
campaign for an Illinois Senate seat (History Place, 1996; National Park Service, 2012).
Although Lincoln lost this election, these debates created national recognition and, ultimately,
resulted in his presidential election (White House, 2012). (Appendix B).
Racism was a prevalent issue throughout Lincoln’s presidency although his motives are
arguable among sources. On August 22nd, 1862 [one month before he issued the preliminary
Emancipation Proclamation] Lincoln wrote a letter to Horace Greeley, in which Lincoln stated,
“If I could save the Union without freeing any slave. I would do it…What I do about Slavery and
the colored race, I do because I believe it helps to save this Union...” (New York Times, 2012,
paragraph 3). Textbooks may present this quote to portray Lincoln as one whose sole aspiration
of freeing slaves was only a means of saving the Union (Loewen, 2007). However, the truth
alludes to more complexity. In the same letter, Lincoln goes on to say, “I have here stated my
purpose according to my view of official duty, and I intend no modification of my oft-expressed
personal wish that all men, everywhere, could be free” (New York Times, 2012, paragraph 3).
Thus, examining the letter in its entirety reveals Lincoln’s internal interaction between his
political obligation to the Union and his personal believes. (Appendix C).
Textbooks often remove the political context of Lincoln’s letter to Greeley (Loewen,
2007). Lincoln was motivated to write the letter in hopes of seeking support from residents of
New York City, one of the most Democratic, and by extension at the time, white supremacist
cities in the North (Loewen, 2007). At the time that Lincoln wrote the letter to Greeley he had
already written his first draft of the Emancipation but was trying to keep his agenda hidden
(Holzer, 2011). Listening to the council of his Secretary of State, Seward, Lincoln decided not to
make his sentiments about the proclamation public until the North had won a significant military
victory against the South (Holzer, 2011). Lincoln was always very mindful of political context
and timeliness. For instance, he declared four years earlier in the midst of the Lincoln-Douglas
debates, “Public sentiment is everything…With public sentiment, nothing can fail; without it
nothing can succeed. Consequently he who molds public sentiment goes deeper than he who
enacts statutes or pronounces decisions” (Holzer, 2011, ADD PAGE(or) Paragraph #).
(Appendix B).
The Civil War also consumed most of his presidency but on September 17, 1862, Union
troops finally gave Lincoln the military feat he was waiting for by invading the Confederate
army at the Battle of Antietam, Maryland. On September 22nd, just five days later, Lincoln
announced his preliminary Emancipation Proclamation (Stauffer, 2008). On January 1st, 1863 he
officially declared that all slaves of rebel owners would be “forever free” and he ordered military
personnel to recognize their freedom, ultimately authorizing the employment of blacks to the
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military (Stauffer, 2008). By the end of the war, nearly 200,000 black soldiers and sailors had
fought for the Union and for freedom (Stauffer, 2008). (Appendix D)
Lincoln’s Proclamation mandated that the Confederacy had until January 1st to return to
the Union, or forever forfeit its slaves (Holzer, 2011). The Emancipation Proclamation initially
freed approximately 200,000 slaves and as union troops continued to march South, the slaves
themselves became dynamic contributors in the movement, rushing by the thousands to join the
Union lines and volunteering to fight against former masters (Holzer, 2011). The proclamation
stated “that all persons held as slaves” within the rebellious states “are, and henceforward shall
be free.” Source needed
The Emancipation Proclamation, however, was limited in many ways (Holzer, 2011). It
was applicable only to states that had seceded from the Union and did not include the loyal
border states (Holzer, 2011). Additionally, it also expressly exempted parts of the Confederacy
that had already come under Northern control (Holzer, 2011). It did not free any slaves still
enslaved in Union states (Peterson, 2002).
The year after the Emancipation was first decreed Lincoln supported a Constitutional
Amendment to free slaves everywhere, including the loyal, slave-holding border states (Holzer,
2011). Lincoln did not live to see the amendment become ratified into law in 1865 (Holzer,
2011). In 1862, upon hearing the news of the Emancipation Proclamation, Frederick Douglass
declared, “We shout for joy that we live to record this righteous decree” (Stauffer, 2008; ADD
PAGE(or) Para #). However, Douglas also expressed his frustration with Lincoln’s pacing on
this issues stating that he moved “in his own peculiar, cautious, forbearing and hesitating way” to
reach at last the moment of his “righteous decree,” even as “…the loyal heart was near breaking
with despair” (Holzer 2011, ADD PAGE(or) Para #). Douglass then declared that Lincoln’s
order had nonetheless provided genuine “joy and gladness to the friends of freedom and
progress…” (Holzer 2011, ADD PAGE(or) Para #). (Appendix E)
The Emancipation Proclamation transformed Douglass’s attitude toward Lincoln and he
would never again criticize the president as harshly, although he would continue to disagree with
him (Stauffer, 2008). Douglas understood that the Proclamation changed the war into a “contest
of civilization against barbarism” instead of just a struggle for territory (Stauffer, 2008), ADD
PAGE(or) Para #).
Lincoln is often proclaimed by textbooks as “…one of the most venerated figures in
American history” (Loewen, 2007, p. 182). However textbooks tend to undermine his personal
views, especially on race (Loewen, 2007). Omitting topics on racism misleads students as this
issue was prevalent for Lincoln more than almost any other president (Loewen, 2007). Although
more complex than what is typical among textbooks, a truthful examination would allow
students to see that Lincoln not only talked the talk, but, occasionally, he also walked the walk
on the topic of racism (Loewen, 2007).
Teaching Narrative
Running head: THANKSGIVING CURRICULUM PLAN
References
History. (2012). History Channel website. Abraham Lincoln. Retrieved from
http://www.history.com/topics/abraham-lincoln
This article discusses the history of Abraham Lincoln. Topics addressed are his early life,
events during his presidency (war, Emancipation Proclamation, and Gettysburg Address),
his reelection, and his assassination.
* History Place, The. (1996). The history place presents Abraham Lincoln. Retrieved
from http://www.historyplace.com/lincoln/
This is an interactive website that provides detailed information on United States history.
This link, in particular, gives a detailed timeline on the life of Abraham Lincoln.
Library of Congress, The. (2010). Primary documents in American history – KansasNebraska Act. Retrieved from http://www.loc.gov/rr/program/bib/ourdocs/kansas.html
This website provides a number of primary documents of topics. This link, in particular
discuses the Kansas Nebraska Act.
Lincoln Library, A. (n.d.). Abraham Lincoln. Retrieved from
http://www.alincoln-library.com/index.html
This website provides a great deal of information on Abraham Lincoln. The homepage
offers links to detailed articles about Lincoln. Topics addressed include synopsis of
Lincoln’s life, his family, and quotations. Also described are memorials, museums, and
coins (penny) that were created in his memory.
*Loewen, J.W. (2007). Lies my teacher told me: Everything your American history
textbook got wrong. New York: Simon & Schuster.
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Exhorts many myths typical among American History Textbooks. Also includes
information about social studies textbooks omitting controversy.
National Park Service (2012). The Lincoln-Douglas debates of 1858. Retrieved from
http://www.nps.gov/liho/historyculture/debates.htm.
This link provides information on each of the seven Lincoln-Douglas Debates of 1858.
New York State Education Department. (2009, April 28). Learning standards and core
curriculum. Retrieved from http://www.p12.nysed.gov/ciai/socst/ssrg.html
This website provides PDF’s of New York State's social studies learning standards and
core curriculum. It also includes two booklets of learning experiences for students in
grades K-12.
New York Times, The. (2012). The Union and slavery; Letter from the president to
Horace
Greeley. Retrieved from http://www.nytimes.com/1862/08/25/news/the-union-andslavery-letter-from-the-president-to-horace-greeley.html
This link provides the letter that Abraham Lincoln wrote to Horace Greeley on August
22nd, 1862. This letter appeared on the front page of The New York Times on August
25th, 1862.
Peterson, B. (2002). Presidents and slaves – Helping students find the truth. Zinn
Education Project. Accessed at: http://zinnedproject.org/posts/564
Article about students exploring which of the United States presidents were slave owners.
Disclaims the falsified belief that President Lincoln unambiguously opposed slavery and
favored African American freedom.
White House, The. (n.d.). The White House website. Abraham Lincoln. Retrieved from
Running head: Lincoln and the Emancipation
http://www.whitehouse.gov/about/presidents/abrahamlincoln
This is an interactive website with relevant information regarding the United States, past
and present. This link, in particular, discusses the history surrounding America’s 16th
President, Abraham Lincoln.
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Appendix A Lincoln’s Personal Life
Lincoln had a number of occupations outside of his political career. Including store-owner which
failed and left him in debt (History Place, 2012). He also became a self taught lawyer, received
his license to practice law in 1863, and he practiced law for several years, including high profile
cases (History, 2012; History place, 2012). Lincoln suffered from two severe states of
depression, in 1836 and 1841. Lincoln married Marry Todd in 1842 and they had four sons, only
one of which lived into adulthood (Lincoln Library, n.d.).
Appendix B Lincoln’s Political Views Regarding Slavery
Primary Documents in American History - Kansas-Nebraska Act
The Dred Scott Decision
Lincoln's "House Divided" Speech
Lincoln's Speech at New Haven - A Speech on Slavery
Lincoln- Douglas Debates
Appendix C Lincoln and Greeley
Lincoln’s letter to Horace Greeley (August 22nd, 1862)
Appendix D Civil War Timeline
U.S. Civil War Timeline (1861-1865)
Appendix E Frederick Douglass
Frederick Douglass (1818 - 1895)
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Appendix F New York State Standards
Social Studies Standards
Standard 1: History of the United States and New York
use a variety of intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in the history of the United States and New York.
Standard 5: Civics, Citizenship, and Government
use a variety of intellectual skills to demonstrate their understanding of the basic civic values of
American constitutional democracy; and the roles, rights, and responsibilities of citizenship,
including avenues of participation.
Concepts/Themes: Citizenship & Civic Life
Content Understandings:
Citizenship in the United States, and includes an awareness of patriotic celebrations particularly
Lincoln’s Birthday.
Skills:
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recognize advantages and limitations of various sources
identify the types and kinds of information needed for the task
organize collected information
classify and/or categorize data by:
o selecting appropriate headings for data
o distinguishing between relevant and irrelevant information and events
o placing ideas in order, chronological and other
identifying differences and similarities in data
evaluate data by:
o differentiating fact from opinion
o identifying frames of reference
o identifying value-laden words
o detecting evidence of propaganda
o evaluating author’s or person’s qualifications and motivation.
draw inferences from data by:
o identifying relationships among the parts
o detecting inconsistencies
o weighing conflicting facts and statements
check on completeness of data and question hypotheses based on sufficiency of evidence
revise generalizations in the light of new data
present information effectively
participate in interpersonal and group relations
Common Core Standards for ELA & history and social studies (grade 4):
Writing: Write narratives to develop real or imagined experiences or events using effective
technique, descriptive details, and clear event sequences.
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A. Orient the reader by establishing a situation and introducing a narrator and/or characters;
organize an event sequence that unfolds naturally.
B. Use dialogue and description to develop experiences and events or show the responses of
characters to situations.
E. Provide a conclusion that follows from the narrated experiences or events.
Reading literature:
1. Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
3. Describe in depth a character, setting, or event in a story or drama, drawing on specific
details in the text (e.g., a character's thoughts, words, or actions).
7. Make connections between the text of a story or drama and a visual or oral presentation of
the text, identifying where each version reflects specific descriptions and directions in the
text.
Reading for informational text:
1. Make connections between the text of a story or drama and a visual or oral presentation of
the text, identifying where each version reflects specific descriptions and directions in the
text.
2. Determine the main idea of a text and explain how it is supported by key details;
summarize the text.
9. Integrate information from two texts on the same topic in order to write or speak about the
subject knowledgeably.
Speaking and listening:
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and
expressing their own clearly.
2. Paraphrase portions of a text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally
3. Identify the reasons and evidence a speaker provides to support particular points
Language standards:
1. Demonstrate command of the conventions of standard English grammar, usage,
capitalization, punctuation, and spelling when writing or speaking.
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Appendix G Lesson Plan
Goals/Lesson Rationale
The fourth grade curriculum in New York State doesn't require a detailed study of Abraham
Lincoln's presidency or the Emancipation Proclamation, however the curriculum does require
students to understand the basic purpose of government and to understand how democracy has
broadened and been strengthened through national conflict. Lincoln's presidency was a time
when the nation was at odds with itself over what democracy meant. Is democracy selfdetermination (popular sovereignty) at any cost? Are certain groups of people inferior and
unworthy of democratic rights? Should democratic rights be shared with everyone? An in depth
study of how slavery came to an end in America will give students insight into how we've
struggled with those questions in the past, and how those struggles inform our current debate
about who should have democratic rights in America and who should not. This lesson will
explore these important questions through primary documents and children's literature, enabling
the teacher to expose students to nonfiction and fiction literature that meets the New York State
common core standards for teaching literacy through history.
Lesson Objectives
1. Define the following terms: Abraham Lincoln, Constitution, Emancipation Proclamation,
Civil War, and popular sovereignty/state’s rights.
2. Describe how the Emancipation Proclamation affected African Americans in the North,
South and border states (West).
3. Explain the conflict between the North and South regarding slavery and state's rights, and
frame the Emancipation Proclamation as a wartime strategy.
4. Describe how Lincoln's views about slavery changed over time, and explain how he came
to develop the Emancipation Proclamation.
Prior and Subsequent Exploration of the Topic
Unit on the extension of democracy in the U.S.:
Students have studied the Declaration of Independence, the Mayflower Compact, the
Constitution and the Bill of Rights. Students have learned that originally full rights to "life,
liberty, property and the pursuit of happiness" only applied to White Anglo Saxon Protestant
males, however throughout American history, more people struggled for and won civil rights.
This lesson explains how some rights were extended to African Americans.
Context
This lesson will be designed for an inclusive classroom, which will be comprised of general
education students, English language learners, and students with special needs (learning
disabilities, behavioral disorders, emotional disturbance, mobility restrictions, visual and hearing
impairments, ADHD, and other medical conditions).
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Materials, Media and Tools
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DBQ packets (various)
Computer with internet
Smart board or projector
Chart paper and markers
Social studies text books
Ben and the Emancipation Proclamation by Pat Sherman (with notes, questions and
scripts (see blackboard); 8 copies)
Lincoln and Douglass: An American Friendship by Nikki Giovanni (with notes,
questions and scripts (see blackboard); 8 copies)
Songs "Free at Last" with audio recording or internet copy (8 copies) (see blackboard)
Lincoln-Douglas debate (8 copies of scripts) (see blackboard)
Lesson Beginnings and Development
Focusing Questions:
1. How did the North and South's views of slavery differ?
2. What effect did the Emancipation Proclamation have on African Americans in the North,
South and border states?
3. Why did Lincoln issue the Emancipation Proclamation?
Introduction & Activating Prior Knowledge:
Students will be shown a picture of the Bussa Emancipation Statue by Karl Broodhagen (1985),
Barbados and “The Emancipation Group” by Thomas Ball (1876) (see Appendix G). Students
will compare the two and discuss their first impressions.
After activating prior knowledge with the photos, students will gather on the carpet and share
what they know about the focus questions in a KWL chart.
Analysis through cooperative learning:
Students will explore the answers to the focus questions and their self-generated questions by
reading differentiated materials in small groups. Each group will read their selected text 3 times:
1. Whole group read aloud with guiding questions - a teacher, para or group leader reads the
entire selection out loud to the whole group. Guiding questions for comprehension will be
provided on post-its.
2. Partners read with guiding questions - students pair off and read the story again, taking
turns asking each other 5W's (who, what, when, where, why) questions to check for
comprehension.
3. Whole group script writing for readers theatre - the entire group will agree on the most
important parts of their book/documents that helps answer the focus questions and the W
questions (from the KWL chart). They will develop a script which they will read/act out
in front of the class. (For some groups, scripts can be provided to differentiate, see
blackboard materials.)
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**The group that presents period songs will perform the songs and appoint 1-2 narrators
to explain what the song is about. The group performance should have props and hand
movements to engage the audience.
Student roles are:
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Leader/Editor: This student is in charge of organizing the final product of the project.
This student will make sure that the project meets the standards set out by the instructor
plus any extras stipulated by the group. These standards generally include punctuality and
completeness.
Checker: Someone needs to double-check data, bibliographic sources, or graphics for
accuracy and correctness.
Time Keeper/Encourager: This student gets discussion moving and keeps it moving,
often by asking the other group members questions, sometimes about what they've just
been saying. This person also makes sure that the group stays on track and gets through a
reasonable amount of material in the given time period.
Recorder: This student will write a master copy of the script, which will be handed in to
the teacher.
Prop Manager: This student is responsible for gathering materials for the performance
(costumes, etc.)
All group members write their part of the script on an index cue card. If a script has been
provided, students can cut the script and paste it on index cards.
Synthesis & Application of Knowledge:
Students perform their scripts while the class takes notes (recording answers that match the focus
questions).
Differentiating Instruction
Accommodations specific to this assignment:
 Scripts can be provided for students. Some groups can amend their scripts according to
their needs.
 Some groups (especially the music group) can practice their presentation in a separate
location.
 Students will be permitted to video record their performances and then present them to
the class.
 A high needs group can have their literature read to them 2-3 times by a group leader or
adult.
 Typed responses for homework can be permitted.
 Students can be given a chart with the definitions of terms to refer to while they work.
 If groups finish early, they can be given additional primary documents from the appendix
to analyze.
General accommodations and modifications:
ELL:
 Documents can be read to the students by a paraprofessional or group leader (the
computer can read documents on the internet).
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Documents can be previewed for difficult or unfamiliar vocabulary terms. The teacher or
paraprofessional can provide definitions and cultural explanations before students start to
read.
Multiple intelligences & students with various special needs:
 Permit the use of a scribe or recording device for students who have difficulty writing.
 Encourage students who have difficulty writing to use drawings, a semantic map or other
graphic organizer to record information and explain their conclusions.
 Documents should be differentiated for students with visual difficulties (enlarged print,
properly spaced text, etc.). Documents should also be differentiated by reading level.
Make sure each group receives a variety of documents that differ in medium (visual,
auditory, print, video) and reading level.
 Give kinesthetic learners and students with ADHD the opportunity to move about the
classroom to acquire materials and find additional documents to use. Permit some
students to float to other groups to provide assistance or ask “check-in” questions.
 Provide a visual countdown clock to aid students with organizing their time.
 Use heterogeneous grouping so that students at all levels learn to work together.
 Provide the following materials for students: reading window cards, highlighters, pencil
grips, privacy folders (to create private study carrels, if needed), oversized pens and
pencils, lap desks, fidget manipulatives, and earplugs (only while reading silently).
 Make setting accommodations: permit students to work on the floor, carpet or in the
hallway; provide soothing background music while students work; arrange students so
that they get the appropriate amount of natural and artificial light; organize desks away
from the door and the sink area where students may be distracted by others. For students
with mobility issues, make sure that walkways are clear and that desks have been
organized to accommodate crutches, walkers and wheelchairs.
 Use positive behavior supports that reward individuals and groups for staying on task.
Provide individual behavior report cards for struggling students.
Culmination and Revisiting Key Concepts
Summary of Learning:
1. Students provide warm and cool feedback about performances on post-its. This feedback
will be shared with the groups for homework.
2. Students will return to the carpet to fill in the L column on the KWL chart. We'll discuss
the answers to the focus questions and generate new questions about what we've learned
to follow up on later.
Homework/Reflection:
Students will write a two-paragraph reflection in their journal about:
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2.
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4.
What they liked the most about performing readers theatre.
The most important thing they learned from the performances.
A response to a feedback post-it
Discuss something they would do differently the next time they do readers theatre.
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Assessment: Homework grade and unit test (curriculum based assessment using a standardized
test model).
Running head: Lincoln and the Emancipation
Appendix H Emancipation Statues
The Emancipation Group by Thomas Ball (1876), United States
Bussa Emancipation Statue by Karl Broodhagen (1985), Barbados
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