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Subject

English Language Arts (2005), Social Studies

Learning Context/ Introduction

Using drafts of the proclamation and a speech at an Emancipation anniversary celebration, students compare promise and reality.

Activity One: Emancipation Proclamation

The Promise

1. In American Memory, open Mr. Lincoln's Virtual Library and read the introductory material.
2. Choose The Emancipation Proclamation and read the Introduction.
3. Choose the Gallery to see the First Draft of the Emancipation Proclamation. (Click on the thumbnail image to see enlarged versions.) Students enjoy viewing the document in Lincoln's own handwriting; however, I furnish students with a typed transcript for easier reading.
4. Discuss the meaning of the document and the implications of its message.
5. Give students copies of the Emancipation Proclamation (preliminary version), First edition Washington, September 22, 1862.
6. Go to the Final Draft of the Emancipation Proclamation. Give the students a typed transcript of this document.
7. Students work in pairs and examine the three transcripts of the Emancipation Proclamation.
8. Each pair should complete the Emancipation Proclamation Comparison/Analysis Sheet.

Proclamation Comparison/Analysis Sheet

Activity Two: The Negro Mother

The Dream

1. Read the poem, "The Negro Mother," by Langston Hughes.
2. Complete the Reader's Response Guide.

Reader's Response Guide

Activity Three: Emancipation Oration!

The Truth

1. Provide students with copies of the Emancipation Oration delivered by Rev. E.K. Love at the Emancipation Celebration in Augusta, Georgia, January 1st, 1891.
2. Working in pairs, students read the oration aloud.
3. Each pair of students then completes the Oration Analysis Guide.

Oration Analysis Guide

Activity Four: The Writing Connection

1. Using one of the documents that students read in this unit, create an original found poem that captures the essence of the document.
   • A found poem is created by taking words and phrases from the document that captures its essence. Rearrange the words as needed. Eliminate "a" and "the" and other unnecessary words. Capture the subjective perceptions of the document.
2. Give full credit to the source of the poem by including a complete bibliography citation.

Duration

5 - 6 class periods

Author

Kathleen Prody and Nicolet Whearty

Source

This lesson was originally an extension activity in the learning experience "To Kill a Mockingbird: A Historical Perspective." Reproduced from the Library of Congress web site for teachers. Original lesson plan created as part of the Library of Congress American Memory Fellows Program.

Related Academic Standards

New York State

RH.9-10.7 Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.

RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

SS.C.1.1B Students describe the evolution of American democratic values and beliefs as expressed in the Declaration of Independence, the New York State Constitution, the United States Constitution, the Bill of Rights, and other important historical documents.

SS.C.1.2C Students compare and contrast the experiences of different groups in the United States.

SS.C.1.3B Students research and analyze the major themes and developments in New York State and United States history (e.g., colonization and settlement; Revolution and New National Period; immigration; expansion and reform era; Civil War and Reconstruction; The American labor movement; Great Depression; World Wars; contemporary United States).

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