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Founding Principles and the Lincoln Legacy A Special Lesson for Upper Elementary and Middle School Students to Commemorate the 2009 Lincoln Bicentennial Overview: This lesson is designed to enhance students’ understanding of the 16th president by focusing their attention on several ideas: (1) that the ideas outlined in the Declaration of Independence were critical to Abraham Lincoln’s ideas about government, (2) that, although Lincoln opposed slavery, he did not initially support emancipation and shared some of the racially prejudiced ideas of the time, (3) that preserving the union was paramount to Lincoln as he entered office in 1861, and (4) that Lincoln’s thinking evolved as the war progressed, he talked with African American abolitionists, and he observed the contributions of black soldiers fighting for the Union. DN-0007178, Chicago Daily News negatives collection, Chicago Historical Society. Objectives: At the conclusion of this lesson, students will be better able to: • • • • Explain founding principles laid out in the Declaration of Independence. Give examples of how those founding principles shaped the thinking and actions of President Abraham Lincoln. Describe the evolution of Lincoln’s thinking about the Civil War and the future of enslaved African-Americans in the United States. Analyze a cartoon linking Presidents Lincoln and Obama. Materials and Preparation: Day 1: Overhead Transparency: Mystery Quotations Handout 1: Rewriting the Declaration of Independence Handout 2: Predicting Lincoln’s Views Projector This special lesson was developed by Laurel Singleton, Center for Education in Law and Democracy, to commemorate the Lincoln Bicentennial. Center for Education in Law and Democracy PO Box 18490 • Denver, CO 80218 303.778.0756 • F. 303.733.4791 www.lawanddemocracy.org Day 2: Lincoln Quotes, cut apart and displayed around the room or copied and cut apart so that each pair or threesome of students has a set Handout 3: The Evolution of Abraham Lincoln Handout 4: Analyzing a Cartoon Time Required: 2 class periods Lesson Procedure: Day 1: 1. Tell students you are going to show them two mystery quotes. It will be their job to identify the quotes and interpret what they mean. Show Quote 1 on the Overhead Transparency: Mystery Quotes, keeping Quote 2 covered. Ask: • • • Do you recognize this quote? Where is it from? (It is from the Declaration of Independence.) If students do not know, give them some hints: it is from an important document, it was written in 1776, it was written by Thomas Jefferson. What does it mean when we say that the Declaration identifies our founding principles? (The Declaration puts forth important ideas on which our government was designed.) Judging by this quote, what are some of those founding principles? (Accept all student answers; they are likely to say that all men are created equal and that people have the right to life, liberty, and the pursuit of happiness. While there are many other ideas in the passage, you do not need to draw all of them out, as students will work on that task later in the Lesson Procedure.) 2. Reveal Quote 2, explaining that it is from a speech by an American president. Ask: • • • Who do you think said these words? (Abraham Lincoln) You will probably have to give students some hints: The words were spoken in Philadelphia in 1861; the speaker was not yet president; 2009 marks the 200th anniversary of the speaker’s birth; he was the 16th president. What does it mean that Lincoln “never had a feeling politically that did not spring from the sentiments in the Declaration?” (All of his ideas about government came out of the ideas in the Declaration.) How does this quotation illustrate the idea of founding principles? (A president who came several decades after the founding of the government used the ideas from the Declaration as the basis for his way of governing.) 3. Remind students that Lincoln is considered one of our most important presidents. Ask: Why do you think this is true? (He was president during the time when the nation was in great peril—the Civil War—and managed to maintain the Union, he signed he Emancipation Proclamation and advocated for the Thirteenth Amendment ending slavery.) Tell students that, given Lincoln’s importance, it is worth looking more closely at the words that inspired him. Center for Education in Law and Democracy 2 4. Distribute Handout 1, Rewriting the Declaration of Independence. Explain that students will use the handout to put the ideas in the Declaration into more understandable terms. A Glossary is provided as part of the handout to help them in their work. Assign students to work in pairs or threesomes to complete the handout. When students have completed their work, ask one or two groups to share their rewriting of each phrase, having each group share at least once. One possible rewriting of the passage might be: We believe this needs no proof or explanation: all men deserve the same rights. These rights cannot be taken away. They include life, liberty, and the pursuit of happiness. Governments are created to protect these rights. If a government does not protect these rights, the people can change or get rid of it. They can create a new government that will be based on ideas and have a structure that will most likely bring about the people’s security and happiness. 5. Remind students that Abraham Lincoln said that all of his ideas about government came from the Declaration of Independence. They are going to use their new understanding of the Declaration’s meaning to predict Lincoln’s position on “hot topics” of his time. Distribute Handout 2, Predicting Lincoln’s Views, and allow time for students to complete it. They can again work in their pairs or threesomes. Tell students to save their handout for use the next day. Day 2: 1. Draw students’ attention to the quotes you have placed around the room. Tell them that these quotes will help them figure out if they were right about their predictions. Ask them to walk around the room in their pairs or threesomes to read the quotes. As they read each quote, they should discuss whether it provides information on any of the questions on the Predicting Lincoln’s Views handout. If the quote suggestions that their answers were wrong, they should change them. 2. When students have finished their work, go over the handout with them. • • • Is slavery right? No, Lincoln did not think slavery was right. It was not democratic. It violated the idea that all men were created free and equal (although those terms may have meant something different then than they do today). Should the Southern states be allowed to secede from the Union because they felt their rights were being violated? No, Lincoln cited his presidential oath, in which he promised to “preserve, protect, and defend” the Union, as a reason for opposing the secession. While some students may have predicted that Lincoln might support the Southern states right to “alter or abolish” the government, his quotes suggest that he did not see the differences between the North and South as justifying rebellion. Further, he saw the South as destructive to the rights of the slaves. Should slavery be abolished? Yes or no—Lincoln’s opinion on abolition depended on whether he thought it would help preserve the Union. At the beginning of the Civil War, he did not think it would. Center for Education in Law and Democracy 3 • • • Are African Americans equal to white Americans? Yes or no—Lincoln believed they have inalienable rights to life, liberty, and the pursuit of happiness, but he did not think they should have political or social equality. Should African Americans be allowed to serve in the Union Army? No, just as he did not support participation as voters or jurors, Lincoln did not support service by blacks in the Union Army (this answer is not directly given in the quotes and some students might think that Lincoln would support service by African Americans because of his desire to preserve the Union.) Should free African Americans be sent to a colony in Africa where they could have full citizenship and rights? Yes, Lincoln supported colonization, at least in part because he felt it was the only way they could have equal political rights. 3. Ask students to speculate on why some of their predictions were wrong. (They probably did not account for Lincoln’s commitment to saving the Union, based at least partially on his oath of office, or on his racism, which was typical of many white Americans at that time.) Point out that Lincoln’s views did change while he was in office. Tell students they are going to read an article about how Lincoln’s views changed. Distribute Handout 3, The Evolution of Abraham Lincoln, and allow time for students to read it or read it aloud with the group. 4. Ask: What evidence is there that Lincoln changed his views? (He issued the Emancipation Proclamation, he advocated for an amendment ending slavery, his Gettysburg talked about a “new birth of freedom,” he began to talk of voting rights for some African Americans.) What views stayed the same? (He still had some prejudice, he still believed in the ideals in the Declaration of Independence, as shown in the Gettysburg Address; he still believed it was his job to preserve the Union) What events or people helped to change some of Lincoln’s views? (The problems in fighting the war, the contributions of African-American soldiers, arguments made to him by such abolitionists as Frederick Douglass.) 5. Remind students that there has been much conversation about Abraham Lincoln during the election and inauguration of President Barack Obama. Obama, like Lincoln hails from Illinois. He is the first African-American president. And he has cited Lincoln as one of his heroes. Distribute Handout 4, Analyzing Cartoons, and ask students to complete it as an assessment. Extension and Enrichment There are a number of children’s biographies of Abraham Lincoln, and the 200th anniversary of his birth is like to see the publication of more. Reading a biography of the 16th president can deepen student understanding of this complex historical figure. Before students read the book, have them write questions about Lincoln they would like to have answered. They should look for answers to these questions as they read. After reading the book, students might create “Jackdaws” on Lincoln. A Jackdaw is a box containing artifacts and documents that represent the person and the culture in which he/she lived. The items should be selected so that other students examining them would gain a better sense of Lincoln and his times. Center for Education in Law and Democracy 4 Students could make a wide variety of art projects reflecting what they learned about Lincoln. These might include posters, collages, mobiles, and murals. A less familiar medium is the picture cube. A picture cube is constructed of six square pieces of paper taped together in the shape of a cube. Students illustrate or write on five of the sheets before they tape their cubes together. The top sheet is left blank so that string can be attached there to hang the cube. The five sheets should carry: • • • • • A picture of Abraham Lincoln Basic biographical information about Lincoln A picture illustrating how Lincoln made a difference in history. One or more quotations from the person Content or illustration of the student’s choice Photo Credit for Lincoln Quotes: Selected Civil War photographs, 1861-1865 (Library of Congress) Center for Education in Law and Democracy 5 Overhead Transparency Mystery Quotes Quote 1 We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness—That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed, that whenever any Form of Government becomes destructive of these Ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its Foundation on such Principles, and organizing its Powers in such Form, as to them shall seem most likely to effect their Safety and Happiness. Quote 2 I have never had a feeling politically that did not spring from the sentiments embodied in the Declaration of Independence. Center for Education in Law and Democracy 6 Handout 1 Rewriting the Declaration of Independence Rewrite each phrase of the passage from the Declaration. You can use the Glossary provided, dictionaries, and your own knowledge. Write your version in the space below each phrase. We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness— That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed, that whenever any Form of Government becomes destructive of these Ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its Foundation on such Principles, and organizing its Powers in such Form, as to them shall seem most likely to effect their Safety and Happiness. Center for Education in Law and Democracy 7 Glossary abolish: do away with alter: change consent: agreement deriving: coming from effect: bring about endowed: given equal: having the same value; having the same rights or privileges; the same. ends: purposes foundation: base hold: believe instituted: set up just: fair; deserved liberty: freedom powers: actions one has the authority to take principles: guiding ideas secure: guard or protect self-evident: not needing proof the governed: the people of a nation, state, or city unalienable rights: a privilege or freedom that cannot be taken away; rights that belong to someone because they are human Center for Education in Law and Democracy 8 Handout 2 Predicting Lincoln’s Views Use your understanding of the Declaration of Independence to complete this worksheet. For each issue, predict how you think Abraham Lincoln would have answered it when he became president in 1861? 1. Is slavery right? Yes No 2. Should the Southern states be allowed to secede from the Union because they felt their rights were being violated? Yes No 3. Should slavery be abolished? Yes No 4. Are African Americans equal to white Americans? Yes No 5. Should African Americans be allowed to serve in the Union Army? Yes No Should free African Americans be sent to a colony in Africa where they could have full citizenship and rights? Yes No 6. Center for Education in Law and Democracy 9 Lincoln Quotes #1 My paramount object in this struggle is to save the Union, and is not either to save or to destroy slavery. If I could save the Union without freeing any slave, I would do it, and if I could save it by freeing all the slaves I would do it. . . (1862) #2 I cannot make it better known that it already is that I strongly favor colonization. (1862) Center for Education in Law and Democracy 10 #3 I will say then that I am not, nor ever have been in favor of bringing about in anyway the social and political equality of the white and black races—that I am not nor ever have been in favor of making voters or jurors of negroes, nor of qualifying them to hold office, nor to intermarry with white people . . . (1858) Lincoln Quotes #4 As I would not be a slave, so I would not be a master. This expresses my idea of democracy. (1858) Center for Education in Law and Democracy 11 Lincoln Quotes #5 You think slavery is right and should be extended; while we think slavery is wrong and ought to be restricted. That I suppose is the rub. It certainly is the only substantial difference between us. (1860) #6 . . . there is no reason in the world why the negro is not entitled to all the natural rights enumerated in the Declaration of Independence, the right to life, liberty and the pursuit of happiness. (1858) Center for Education in Law and Democracy 12 Lincoln Quotes #7 A house divided against itself cannot stand. I believe this government cannot endure permanently half-slave and half-free. I do not expect the Union to be dissolved. I do not expect the house to fall, but I do expect it will cease to be divided. It will become all one thing or all the other. (1858) #8 I leave you, hoping that the lamp of liberty will burn in your bosoms until there shall no longer be a doubt that all men are created free and equal. (1858) Center for Education in Law and Democracy 13 Lincoln Quotes #9 In your hands, my dissatisfied fellowcountrymen, and not in mine, is the momentous issue of civil war. The Government will not assail you. You can have no conflict without being yourselves the aggressors. You have no oath registered in heaven to destroy the Government, while I shall have the most solemn one to “preserve, protect, and defend it.” (1861) Center for Education in Law and Democracy 14 Handout 3 The Evolution of Abraham Lincoln From the start of the Civil War, many people urged Lincoln to end slavery. At first, he said no. His most important goal was saving the union. He did not think ending slavery would help. It might even hurt. It would make the slave states that had stayed in the Union mad. Brett (A.) & Co. Abraham Lincoln. N.Y. Jones & Clark [186?]. (Library of Congress, Stern Collection, Rare Book and Special Collections Division.) However, he did take a few steps toward freedom for slaves. Abolitionists continued to argue for stronger action. Frederick Douglass was a former slave and abolitionist. He met with the President. Lincoln told him he had read some of Douglass’ writings about abolition and black rights. Lincoln also met with other African American leaders. He tried to convince them that colonization to Africa was a good solution for freed slaves. They did not agree. In time, he gave up that idea. In 1862, the Civil War was going badly. Strong action was needed. In September 1862, Lincoln threatened to free slaves in the seceded states. When they refused to rejoin the Union, he issued the Emancipation Proclamation on January 1, 1863. The Proclamation allowed freed slaves to join the Union army and navy. Many did, fighting bravely. Lincoln was impressed. He spoke of giving voting rights to “very intelligent” African Americans and those who fought for the Union. Lincoln urged Congress to propose a constitutional amendment banning slavery. They finally did so in January 1865. The states adopted the amendment in late 1865, months after Lincoln was killed. Center for Education in Law and Democracy President Lincoln and General McClellan in the general’s tent at Antietam. Civil War photographs, 18611865 / compiled by Hirst D. Milhollen and Donald H. Mugridge, Washington, D.C. : Library of Congress, 1977. No. 0144 15 Lincoln’s famous Gettysburg Address was given on November 18, 1863. Not surprisingly, he quoted the Declaration of Independence. He described our nation as “conceived in Liberty, and dedicated to the proposition that all men are created equal.” He also urged Americans to work toward “a new birth of freedom.” He spoke of saving “government of the people, by the people, for the people.” By this time, he seemed to see freedom as being just as important as saving the Union. Of course, he still believed it was his job to preserve the Union. His last major speech was given in March 1865. It was his Second Inaugural Address. In it, he talked of rebuilding the Union. He did not want to punish the South but to bring them back into the nation. He said: “…With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in; to bind up the nation's wounds; to care for him who shall have borne the battle, and for his widow, and his orphan – to do all which may achieve and cherish a just and lasting peace, among ourselves, and with all nations…” The Lincoln Memorial. National Park Service photo. Center for Education in Law and Democracy 16 Handout 4 Analyzing Cartoons Two of the cartoons shown here appeared the day after President Barack Obama was elected. The third cartoon appeared the day after the Inauguration. What is the cartoonist saying in each cartoon? Do you agree with the cartoonists? Why or why not? Used with permission: Mike Keefe, The Denver Post and InToon.com (http://www.intoon.com). Center for Education in Law and Democracy 17 C Copyright 2008 David Fitzsimmons - All Rights Reserved. Courtesy www.politicalcartoons.com C Copyright 2009 Dave Granlund - All Rights Reserved. Courtesy www.politicalcartoons.com