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Social Studies
Grade: Senior

#4272. Emancipation Proclamation CLOZE Procedure

Social Studies, level: Senior
Posted Wed Dec 3 14:41:58 PST 2008 by Charles Morgan (Charles Morgan).
Old Dominion University, Virginia Beach, VA 23464
Materials Required: Worksheet provided
Activity Time: In class, or as homework assignmnet.
Concepts Taught: Emancipation, 13th, 14th, 15th Amendments.

Lesson Plan Title: Emancipation Proclamation CLOZE Procedure

Concept / Topic to Teach: Understanding of and familiarity with the Emancipation proclamation and its ramifications on future generations, while strengthening the students' vocabulary of key words in the document.

Standards Addressed: USI.9 A, B, D, & F
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
a) describing the cultural, economic, and constitutional issues that divided the nation;
b) explaining how the issues of states' rights and slavery increased sectional tensions;
d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas "Stonewall" Jackson, and Frederick Douglass in events leading to and during the war;
f) describing the effects of war from the perspectives of Union and Confederate soldiers (including black soldiers), women, and slaves.

General Goal(s): U.S. History - Important Documents, Civil War
The student will learn the language, concepts, and ramifications of Abraham Lincoln's Emancipation Proclamation. The student will be familiar with key words found throughout the document and boost reading comprehension skills in legal documents.

Specific Objectives: The student will investigate and understand the purpose and meaning of the Emancipation Proclamation through completion of the Cloze Procedure handout that will be provided by the teacher.

Required Materials:
-internet access
-word processing program
-hand out provided by instructor

Anticipatory Set (Lead In):
-In class discussion on slavery and civil war
-Ask students questions to spark their interests such as:
1. What is slavery? How did it evolve?
2. Who was Abraham Lincoln? What was his background?
3. What was going on before the Emancipation Proclamation was issued?
4. Did it work? Explain. What was its intended purpose?
-Discuss with the students what they think would be important to include if they were writing such a document


Step-By-Step Procedures:
1. Students will split into pairs.
2. Using internet access or library, pair will search for a copy of Emancipation Proclamation.
3. Each pair will complete individual worksheet by filling in the blanks.
4. Together the students will summarize each passage of the document in his or her own words.
5. The Students will cite their sources.
6. Return finished worksheet to instructor.
7. Keep corrected worksheet in notebook to study for written test.


Plan for Independent Practice:
• This assignment can be used for individual study (Homework) as well as group work.
• The instructor can post an electronic worksheet on his webpage for students to complete online.


Closure (Reflect Anticipatory Set):
• Instructor can recite the correct answers with the class
• Play you tube video for class: http://www.youtube.com/watch?v=2igAUy1RKg8
(a recitation of the document by an actor with images of the era)
• Play United Streaming video: http://player.discoveryeducation.com/index.cfm?guidAssetId=3EA46889-DB18-4657-93E2-2276B18D5543&blnFromSearch=1&productcode=US# (a 3 minute video of how the effects of the Emancipation Proclamation were received by the populous)

Assessment Based On Objectives:
The student will return the handout to the teacher having:
• filled in each blank
• cited source
• written summaries of each passage
• Unit test will include questions from the assignment


Adaptations (For Students with Learning Disabilities):
• Larger print for visually impaired students or students with low brain activity
• Fewer blanks to fill in for students with limited cognitive skills
• Teacher can provide electronic format on Word document for completion of worksheet
• Prepare a transparency of the completed worksheet (key). Before the worksheet is submitted, have the students correct their work in contrasting ink using the displayed transparency in class.


Extensions (For Gifted Students):
• Take away the word bank from the handout prepared by the teacher
• Have the students perform/recite in class, the full text of the Emancipation Proclamation
• Write a paragraph comparing the Emancipation Proclamation to the 13th amendment. Did the Emancipation Proclamation encourage or discourage the latter? How?

Possible Connections to Other Subjects: Vocabulary (terms used in the document), U.S. Constitution and the 13th, 14th, and 15th Amendments (familiarity with these amendments and how they influence today's citizens), Reading comprehension, locating sources.

Assignment:
Find a copy of the Emancipation either in print or electronically. Use it to fill in the blanks to complete the Emancipation Proclamation. Cite your source. If you use a website, I want the hyperlink, if you use print media then I want the Publication name. Once all blanks are completed, summarize (in your own words) each paragraph. One to two sentences should be enough as long as you can demonstrate that you understand each paragraph's intent
Emancipation Proclamation (1864)
BY THE PRESIDENT OF THE UNITED STATES OF AMERICA:
A PROCLAMATION
Whereas on the 22nd day of September, A.D. 1862, a proclamation was issued by the President of the United States, containing, among other things, the following, to wit:
"That on the 1st day of _January_, A.D. 1863, 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 1st 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 States 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 1st day of January, A.D. ฌฌ_1863___, and in accordance with my purpose so to do, publicly proclaimed for the full period of one hundred days from the first day 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, Palquemines, Jefferson, St. John, St. Charles, St. James, Ascension, Assumption, Terrebone, 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 Berkeley, Accomac, Northhampton, Elizabeth City, York, _Princess Anne 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-defense; and I recommend to them that, in all case 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 ฌฌฌ_God_.

Word Bank
slaves, rebellion, declare, freedom, repress, participated, military, respectively, Congress, elections, Lincoln, Commander-In-Chief, authority, enjoin, suppressing, 1863, designate, parishes, Alabama., issued, virtue, January, Executive Government, proclamation , reasonable, armed service, service, justice, Constitution, judgment, God, Princess Anne and Norfolk

Answers:
http://www.nps.gov/ncro/anti/emancipation.html

The first paragraph states that all of the slaves in the rebelling territories of the U.S. are free and that the executive government and military recognize and maintain that freedom for forever.
The second passage states that as of January 1, the executive will determine which places are included where this document is to be enforced.
President Lincoln States, in the following passages which areas are not considered in rebellion by specifically naming them.
Lincoln then goes on to state that free slaves should not have to take place in any violence unless they are protecting themselves but suggest that they serve the military as laborers to help the war effort for a reasonable wage and if they chose to, may serve in the military as soldiers.(*Answers and summaries may vary, be objective.)