Download The Emancipation Proclamation

The Emancipation Proclamation
Revised 2007-08 School Year Utilizing 2006 Social Studies Frameworks Including
2007 Arkansas History Amendments and 2007 School Library Media Frameworks
See Butler Center Lesson Plans Based on
Race Relations in the Natural State by Grif Stockley
2007 Butler Center Publication
ADE Textbook Adoption
For Order Information:
http://www.butlercenter.org/publication/books.html
7th – 8th
This lesson may be adapted for students in grades nine
through twelve.
Grades:
Objective: Students will learn the importance of the Emancipation
Proclamation and its importance in the Civil War.
Arkansas Curriculum Frameworks:
Arkansas History Student Learning Expectations:
SR.5.AH.7-8.1
Discuss the controversy leading to the secession of Arkansas
SR.5.AH.7-8.2
Define confederation and identify the weaknesses of the Confederacy
SR.5.AH.7-8.3
Discuss how the Union and Confederate governments exerted power to
fight the war
SR.5.AH.7-8.4
Compare the Confederacy to the government under the Articles of
Confederation
SR.5.AH.7-8.5
Identify the contributions of noteworthy Arkansans during the Civil War
Period
SR.5.AH.7-8.6
Explain the existence of dual government in wartime Arkansas:
*
Washington, Arkansas
*
Little Rock, Arkansas
SR.5.AH.7-8.7
Identify the major Civil War battlefields in and near Arkansas
SR.5.AH.9-12.1
Investigate the controversy leading to the secession of Arkansas
SR.5.AH.9-12.2
Define confederation and describe the weaknesses of the Confederacy
SR.5.AH.9-12.3
Analyze how the Union and Confederate governments exerted powers to
fight the war
SR.5.AH.9-12.4
Compare and contrast the Confederacy to the government under the
Articles of Confederation
SR.5.AH.9-12.5
Analyze the contributions of noteworthy Arkansans during the Civil War
period
SR.5.AH.9-12.6
Explain the existence of dual governments in wartime Arkansas:
*
Washington, Arkansas
*
Little Rock, Arkansas
School Library Media Student Learning Expectations:
A.4.7.1, A.4.8.1, A.4.9.1, A.4.10.1, A.4.11.1, A.4.12.1 – Use resources and/or technology tools
for a predetermined task
Related Encyclopedia of Arkansas Entries:
Civil War through Reconstruction; Slavery; Isaac Taylor Gillam; Wiley Jones; Scott Winfield
Bond; John Bush; Bass Reeves; Charlotte Andrews Stephens; Ferd Havis;
Introduction: The teacher will select the appropriate student learning expectations for
his or her class, review the key terms, and make copies of document included in the
lesson. Collaboration with the school library media specialist for assistance with the
utilization of the technology resource tool for Arkansas History is suggested. See above
links or visit the online Encyclopedia of Arkansas History and Culture at
http://www.encyclopediaofarkansas.net.
Key Terms: Emancipation Proclamation; Civil War; revolution; Abraham Lincoln; refugees;
plantation; guerrilla raids; Union; moral crusade; Federal troops; Confederate
Key Facts: President Abraham Lincoln declared in the Emancipation Proclamation that all
slaves were free in the parts of the Confederate States still under Confederate control.
Following the proclamation, the war began to take on a new meaning. It was now a moral
crusade against slavery. Thousands of southern slaves fled north to join the Union army.
Background: For the more than 110,000 slaves in Arkansas, the Civil War brought hope,
hardship, and confusion. President Lincoln’s Emancipation Proclamation took effect on
January 1, 1863. The Proclamation was a peculiar document, since it officially freed only
those slaves in areas still held by the Confederacy. The slaves in these areas were in no
position to accept the "freedom" offered by the Proclamation. After the Proclamation was
issued, however, the war began to take on a new meaning. Increasingly, Northerners saw
an additional reason for the war. It was now a moral crusade against slavery.
As the Federal Army invaded eastern Arkansas, with its large slave population, a great
uncertainty arose. When an area fell under Federal control, slaves often fled in large
numbers from farms and plantations to the Federal lines--where they became known as
"refugees." Some former slaves found employment with the Federal Army. A few slaves
stayed with their owners, and sometimes owners took their slaves and fled to Texas or
other areas still under Confederate control. Many refugees faced starvation and the
Federal Army tried to provide food for the multitude. In a few areas, schools and
orphanages were established for the children of the refugees. After the Federal government
decided to permit slaves to enlist in the army, over 5,000 former slaves wore the blue
uniforms of the Federal Army in Arkansas.
The Federal authorities made efforts to resettle the former slaves on abandoned plantations
which were then leased to loyal whites. The system was not a success since the former
slaves believed it resembled slavery in another form. Many leased plantations were also
subject to Confederate guerrilla raids.
Neither blacks nor whites expected the Civil War to cause such a profound revolution in
society, and almost no one on either side, or of either color, was prepared for it. In general,
the Federal military authorities in Arkansas did the best they could, but their efforts fell short
of the need. The status and rights of the ex-slaves remained undefined.
Procedure:
Distribute copies of the text of Emancipation Proclamation (attached to lesson plan). Have
students participate in a class discussion. Assign students research the topic using resources
such as the online Encyclopedia of Arkansas History and Culture.
Complete "Things To Do." List
"Things To Do" List
1. Read the text of the Emancipation Proclamation to the class.
2. Discuss the effects of the Proclamation.
3. Prepare a "You Were There" newscast on the reaction of slaves and whites in Arkansas
when they heard about Lincoln’s proclamation. See Butler Center Lesson Plans on Race
Relations in the Natural State for additional ideas for the “Things To Do” list.
Closure: Take students through "Things To Do" List.
Evaluation: Participation in classroom discussion can be evaluated. Research activities
can also be evaluated.
Extension: Use the Oral History Lesson Plan from the Butler Center based on The Seed
of Sally Good’n by Ruth Polk Patterson.
Source Materials:
"Emancipation Proclamation" is also found in the World Book Encyclopedia.
The Arkansas News, Old State House.
John Ferguson and J.H. Atkinson, Historic Arkansas, Arkansas History Commission, 1966.
Fred Berry and John Novak, The History of Arkansas, Rose Publishing, 1987.
Ruth Polk Patterson, The Seed of Sally Good’n, University of Kentucky Press, 1985.
These lesson plans are made possible in part through the support of the Arkansas Humanities
Council, the National Endowment for the Humanities, the Arkansas Natural Heritage
Commission, and the Bridge Fund at the Arkansas Community Foundation.
The Taylor Foundation (Little Rock, Arkansas) makes Butler Center lesson plans possible.
Contact the Butler Center for Arkansas Studies, Central Arkansas Library System, 100 Rock St., Little
Rock, AR, 72201. 501-918-3056 www.butlercenter.org and www.cals.lib.ar.us
The Emancipation Proclamation
By the President of the United States of America:
A Proclamation.
Whereas, on the twenty-second day of September, in the year of our Lord one thousand
eight hundred and sixty-two, a proclamation was issued by the President of the United
States, containing, among other things, the following, to wit:
"That on the first day of January, in the year of our Lord one 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 repress such persons, or any of them, in any
efforts 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 voters of such State
shall have participated, shall, in the absence of strong countervailing testimony, be deemed
conclusive evidence that such State, and the people thereof, are not then in rebellion
against the United States."
Now, therefore I, Abraham Lincoln, President of the United States, by virtue of the power in
me vested as Commander-in-Chief, of the Army and Navy of the United States in time of
actual armed rebellion against the authority and government of the United States, and as a
fit and necessary war measure for suppressing said rebellion, do, on this first day of
January, in the year of our Lord one thousand eight hundred and sixty-three, and in
accordance with my purpose so to do publicly proclaimed for the full period of one hundred
days, from the day first above mentioned, order and designate as the States and parts of
States wherein the people thereof respectively, are this day in rebellion against the United
States, the following, to wit:
Arkansas, Texas, Louisiana, (except the Parishes of St. Bernard, Plaquemines, Jefferson,
St. John, St. Charles, St. James Ascension, Assumption, Terrebonne, Lafourche, St. Mary,
St. Martin, and Orleans, including the City of New Orleans) Mississippi, Alabama, Florida,
Georgia, South Carolina, North Carolina, and
Virginia, (except the forty-eight counties designated as West Virginia, and also the counties
of Berkley, Accomac, Northampton, Elizabeth City, York, Princess Ann, and Norfolk,
including the cities of Norfolk and Portsmouth[)], and which excepted parts, are for the
present, left precisely as if this proclamation were not issued.
And by virtue of the power, and for the purpose aforesaid, I do order and declare that all
persons held as slaves within said designated States, and parts of States, are, and
henceforward shall be free; and that the Executive government of the United States,
including the military and naval authorities thereof, will recognize and maintain the freedom
of said persons.
And I hereby enjoin upon the people so declared to be free to abstain from all violence,
unless in necessary self-defence; and I recommend to them that, in all cases when allowed,
they labor faithfully for reasonable wages.
And I further declare and make known, that such persons of suitable condition, will be
received into the armed service of the United States to garrison forts, positions, stations,
and other places, and to man vessels of all sorts in said service.
And upon this act, sincerely believed to be an act of justice, warranted by the Constitution,
upon military necessity, I invoke the considerate judgment of mankind, and the gracious
favor of Almighty God.
In witness whereof, I have hereunto set my hand and caused the seal of the
United States to be affixed.
Done at the City of Washington, this first day of January, in the year of our Lord one
thousand eight hundred and sixty three, and of the Independence of the United States of
America the eighty-seventh.
By the President: ABRAHAM LINCOLN
WILLIAM H. SEWARD, Secretary of State.