{"id":168,"date":"2008-12-19T14:10:58","date_gmt":"2008-12-19T19:10:58","guid":{"rendered":"https:\/\/www.pbs.org\/wnet\/lookingforlincoln\/2008\/12\/19\/lincolns-views-on-slavery-lesson-activities\/"},"modified":"2011-09-30T14:17:48","modified_gmt":"2011-09-30T18:17:48","slug":"looking-for-lincolns-views-on-slavery-lesson-activities","status":"publish","type":"post","link":"https:\/\/www.pbs.org\/wnet\/lookingforlincoln\/uncategorized\/looking-for-lincolns-views-on-slavery-lesson-activities\/168\/","title":{"rendered":"Lesson Activities"},"content":{"rendered":"

INTRODUCTORY ACTIVITY<\/strong><\/p>\n

1)<\/strong> Ask the class to think about the past year, and how life in the United States has changed over the past 12 months. Get the students to describe changes in the U.S. economy, politics, music, technology, or other areas of change. You may want to record students\u2019 responses on the board.<\/p>\n

2)<\/strong> Review the list the class developed of changes that occurred over the last 12 months. Next, the students will think about how things have changed over the course of their entire lifetimes.<\/p>\n

3) <\/strong>Divide the students into five groups. Assign one of the following topics to each group:
\n\u2022\tClothing and hairstyles
\n\u2022\tFoods you enjoy
\n\u2022\tWays of communicating (such as the Internet and telephones)
\n\u2022\tLanguage and Popular Expressions
\n\u2022\tFavorite music<\/p>\n

4)<\/strong> Ask each group to jot down ideas about how their specific topic has changed or evolved over the course of their lifetimes. How are things different now than they were earlier in their lives? Does anything from the past seem funny or strange now, and if so, what? Ask students to come up with as many specific examples as possible.<\/p>\n

5)<\/strong> Ask each group to report out on the changes and developments for their topic. Encourage the other groups to share additional ideas for each topic. After each group has reported out, turn the discussion to an examination of why these changes occurred. For example, were they the result of improving technology, trends taking off from movies and TV shows, the students\u2019 growing older, the influence of advertising, or something else?<\/p>\n

6) Now the students will think specifically about changes in their own lives. Each student will consider how he or she has changed as an individual from the person they were five years ago, especially in terms of preferences, attitudes, and opinions. Ask each student to write down several sentences reflecting on how they have personally changed in the last five years.<\/p>\n

7)<\/strong> When everyone is done writing, ask a few students to share their responses. Also ask these students, and the class, to discuss some of the reasons the changes may have occurred. You may also want to share some of the changes you have experienced over the course of the last 5 years or your entire life.<\/p>\n

8)<\/strong> Explain that, as this activity demonstrates, people\u2019s opinions, viewpoints, positions, and preferences commonly evolve and change over time. In the next activities, the students will examine how an individual\u2019s evolving viewpoints influenced American history.<\/p>\n

LEARNING ACTIVITY 1<\/strong><\/p>\n

1) <\/strong>Have the class brainstorm what they know about Abraham Lincoln. For what is he remembered? What do they know about his life? You may wish to record class responses on the board.<\/p>\n

2)<\/strong> Ask the class to decide which of Lincoln\u2019s actions or decisions have had the most enduring impact on American history? Guide your students to realize that two of Lincoln\u2019s most significant contributions to American history are a) the abolition of slavery and b) the saving of the Union.<\/p>\n

3)<\/strong> Review the major events and activities pertaining to the abolition of slavery during Lincoln\u2019s lifetime – specifically highlighting the Emancipation Proclamation of 1863 and the subsequent passage of the 13th Amendment to the Constitution (signed by Lincoln in 1865).<\/p>\n

4) <\/strong>During Lincoln\u2019s lifetime, there were numerous different viewpoints and attitudes toward slavery. There were many critics of slavery\u2019s abolition. The students will next examine a variety of historical quotations from Lincoln and others who lived at the same time, illustrating a wide variety of perspectives.<\/p>\n

5) <\/strong>Divide the students into pairs. Distribute the \u201cWho Said It?\u201d Student Organizer<\/a> to each pair. Ask the students to identify the speaker of each quote. Some individuals may be associated with more than one quote. This is not a quiz and students will not be graded, however, they should use the information and clues presented in the quotes, as well as their knowledge of history, to make their best guess as to each quote\u2019s speaker or writer.<\/p>\n

6)<\/strong> Once the students have completed the organizer, review each quote one at a time. Poll the class on their guesses for the speaker\/writer of each quote and record the most popular answer on the board. Once you\u2019ve tallied all the student answers, reveal the actual speakers and writers, from the provided Answer Key<\/a>. Ask the students if there were any surprises, and point out some of the unexpected associations (Confederate leaders who spoke against slavery, racism in the quotes by abolitionists, and Lincoln\u2019s varied and conflicting viewpoints on slavery and race).<\/p>\n

7) <\/strong>Ask the students to circle all the quotes from Abraham Lincoln. Do all these quotations agree with each other? Gather student opinions on why the quotes might be so different. The students will next view video segments from the PBS film Looking for Lincoln to determine how Lincoln\u2019s views on slavery evolved over the course of his lifetime.<\/p>\n

LEARNING ACTIVITY 2
\n<\/strong><\/p>\n

1)<\/strong> Distribute the \u201cLooking for Lincoln\u2019s Views on Slavery Video Organizer\u201d<\/a> to each student. Frame the upcoming video segments by explaining they show Lincoln\u2019s changing views on slavery.<\/p>\n

2)<\/strong> Provide your students with a FOCUS FOR MEDIA INTERACTION, asking them to watch each video segment, note facts they learn about Lincoln\u2019s views on slavery in the second column of their organizer, and write a complete-sentence summary of Lincoln\u2019s viewpoint as expressed in each video segment in the third column.<\/p>\n

3)<\/strong> Play Video Segment #1, \u201cEarly Views,\u201d for your students. (Access the video segments for this lesson at the Video Segments Page<\/a>). After the segment, give your students a few minutes to complete section 1 of the organizer. Ask your students what facts they learned about Lincoln\u2019s views on slavery early in his administration (refer to the \u201cLooking for Lincoln\u2019s Views on Slavery Video Organizer Answer Key\u201d<\/a> for possible student answers).<\/p>\n

4)<\/strong> Frame the second segment: since his death, Lincoln has served a symbolic role in American history as the liberator of slaves. As we saw in the first video segment, Lincoln\u2019s views on slavery were a bit more complex, and subject to changing interpretations over the years. In this segment, the students will see how different African Americans have regarded Lincoln\u2019s attitudes towards slavery and race.<\/p>\n

5)<\/strong> Remind students to complete section 2 of the organizer as they watch the segment. Play Video Segment #2, \u201cWhite Supremacist?\u201d for your students. (Access the video segments for this lesson at the Video Segments Page<\/a>). After giving your students a few minutes, review their answers.<\/p>\n

6)<\/strong> Ask students why Lincoln might have changed his views on ending slavery. What do they think was the decisive factor in the creation of the Emancipation Proclamation? Play Video Segment #3, \u201cThe Road to Emancipation.\u201d (Access the video segments for this lesson at the Video Segments Page<\/a>). After the segment has finished, give your students a few minutes to complete section 3.<\/p>\n

7)<\/strong> Explain to the students that between 1862-1865, Lincoln\u2019s views on slavery and race had greatly changed. Play Video Segment #4, \u201cGrowth and Change.\u201d (Access the video segments for this lesson at the Video Segments Page<\/a>). After the segment has finished, allow your students to complete section 4 of the organizer.<\/p>\n

8)<\/strong> As a follow-up to the viewing of the video segments, review with your students what they\u2019ve learned about Lincoln\u2019s changing views on slavery and race. Ask your students if they think it is better to maintain one viewpoint or perspective, or to allow your viewpoints and perspectives to change and grow as you gain experience and knowledge. Remind students that recent politicians have been referred to as \u201cflip floppers\u201d when they change their opinions on key topics. Would Lincoln be viewed as a \u201cflip flopper\u201d if he was alive today? Why or why not? How has learning about Lincoln\u2019s changing views on slavery influenced your ideas about politicians who change their minds or shift their viewpoints?<\/p>\n

LEARNING ACTIVITY 3<\/strong><\/p>\n

1)<\/strong> Project the \u201cLincoln Over Time\u201d timeline interactive<\/a>. Provide the students with a focus: based on their knowledge so far, the class will try to place six different quotations Lincoln made about race and slavery in the correct chronological order. As a class, go through the \u201cLincoln\u2019s Views on Slavery\u201d section of the interactive. Point out to students that Lincoln\u2019s views did not progress in a clear evolution towards emancipation \u2013 his progression toward freeing the slaves took many twists and turns.<\/p>\n

2)<\/strong> Once the \u201cLincoln\u2019s Views on Slavery\u201d section has been completed, direct the students to computers, where they will complete the other sections of the timeline in small groups. Provide them with a focus, asking them to think about how Lincoln changed physically, professionally, and morally during his lifetime.<\/p>\n

3)<\/strong> Once everyone has completed all sections of the timeline, hold a discussion in class about some of the changes Lincoln underwent in his lifetime \u2013 professionally, physically, and morally.<\/p>\n

CULMINATING ACTIVITY<\/strong><\/p>\n

1)<\/strong> Write the following two quotations on the board:
\n\u2022\t\u201cYou can\u2019t defend Abraham Lincoln without defending slavery.\u201d \u2013 Lerone Bennett
\n\u2022\t\u201cRemembering is always about some degree of forgetting\u2026The task is to keep reminding ourselves what is worth remembering.\u201d \u2013 David Blight<\/p>\n

2)<\/strong> Remind the students that these are statements made by two historians featured in LOOKING FOR LINCOLN (both are drawn from Segment 2, \u201cWhite Supremacist?\u201d). Ask the students what they think each historian meant in his statement (Lerone Bennett is disillusioned with the vision of Lincoln as the \u201cGreat Emancipator,\u201d and feels that Lincoln\u2019s views on racial inequality and his inactivity during the abolitionist period should be remembered. David Blight\u2019s statement acknowledges the conflicting views Lincoln held on the slavery issue, but suggests that his early views might not be as important a legacy as his later actions to free the slaves).<\/p>\n

3)<\/strong> Assign your students the following task:
\n\u2022\tChoose one of the two quotations on the board around which to frame a position paper. Using your chosen quote as a frame, write a 1-2 page essay supporting a position on how Abraham Lincoln\u2019s views on slavery should be remembered today.<\/p>\n

\u2022\tIn your essay, be sure to include a comprehensive discussion of Lincoln\u2019s changing and conflicting views on slavery. Incorporate a minimum of three concrete examples supporting your position, such as quotations made by Lincoln (from the \u201cWho said it\u201d or timeline activities), events during Lincoln\u2019s lifetime (from the timeline or video segments), and\/or other facts about Lincoln you have learned from the activities completed in this lesson.<\/p>\n

4)<\/strong> If desired, you may direct students to conduct further research into Lincoln\u2019s views on slavery prior to completing their assignment. Two useful sources of documents pertaining to Lincoln and slavery are below.<\/p>\n

Abraham Lincoln Papers at the Library of Congress<\/a>
\n[Note \u2013 entering terms such as \u201cfree slave\u201d into the keyword will help refine the students\u2019 search]<\/em><\/p>\n

Teaching American History Document Library \u2013 Lincoln Collection<\/a><\/p>\n

5)<\/strong> Collect the students\u2019 position papers for an assessment of the lesson.<\/p>\n

Lesson plans for LOOKING FOR LINCOLN were created by the LAB@Thirteen, Thirteen’s Community and Educational Outreach Department.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

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