HEC-TV Live! Presents
Abraham Lincoln and the Passage of the Thirteenth Amendment
Date: March 21, 2013
Times: 10:00 a.m. to 11:00 a.m. CDT or 1:00 to 2:00 p.m. CDT
Grade Levels: 7-12
Cost: NO CHARGE
Abstract:
Interact with Lincoln scholars and see excerpts from the award-winning film Lincoln as we
explore Lincoln’s motives and strategies for successfully getting Congress to pass the Thirteenth
Amendment to the U.S. Constitution, the historic legislation to end slavery in America.
Program Description:
It’s January 1865. Abraham Lincoln has just been re-elected President of the United States in
November of 1864. With the Union public hoping against hope for an end to the seemingly
endless Civil War and results on the battlefield looking to make that result more and more likely,
President Lincoln decides to move forward for passage of Thirteenth Amendment to the United
States Constitution, the historic legislation to end slavery in America. This program will focus
on the story of the passage of this historic legislation.
In conjunction with their upcoming Social Action Campaign, “Stand Tall: Live Like Lincoln,”
which kicked off on February 12, Steven Spielberg’s critically acclaimed film “Lincoln,” a
DreamWorks Pictures/Twentieth Century Fox film, in association with Participant Media, will
be distributed to all middle and high schools, both public and private, throughout the United
States when the film becomes available on DVD. As part of that initiative, this program will
include excerpts from the film Lincoln as well as pre-recorded interview excerpts from Steven
Spielberg, Doris Kearns Goodwin, Tony Kushner and others. Students will also interact with,
and ask questions of, Lincoln scholars joining us for the program.
The program will focus on three major areas related to passage of the Thirteenth Amendment.
First, we’ll look at Lincoln’s motives for the amendment. Why did he believe it was necessary
when he had already issued the Emancipation Proclamation? Second, we’ll explore the timing of
the historic passage. The Amendment had already passed in the Senate in the spring of 1864 but
failed that same spring in the House of Representatives. Flush with re-election victory and an
increased number of Republicans elected to the new Congress that was set to start its session in
March of 1865, why did Lincoln decide to pursue passage in January 1865 in a lame duck final
session of the outgoing Congress rather than waiting until March? And third, we’ll explore the
political process of getting the legislation through the House of Representatives. What deals were
made? What politicians made a difference?
Join us for this exciting exploration. Ask your questions of archivists and historians and bring
history to life!
How To View the Program:
People can join the program live in any of three ways:
1. Via videconference--We have interactive and view only videoconference slots available for
student groups to join the program. Groups interested in connecting this way will need a
videoconference unit at their facility, and we would need to test your connection with our bridge
at MOREnet ahead of the program using the IP address you'd use to connect on the program day.
Interactive slots get face to face question and answer time with the program guests; view only
slots can e-mail questions and comments during the program to [email protected]. These slots are
limited so early enrollment is highly recommended. For videoconference participation, we must
have you enrolled no later than March 14, 2013. Contact us at [email protected].
2. Via Internet--All our HEC-TV Live! programs are streamed live via the station website,
http://www.hectv.org, on the program day. For our programs focused on President Lincoln and
the Thirteenth Amendment at 10 a.m. and 1 p.m. on March 21 just go to our home page at the
program time and the program will run on that page. Since many schools limit streaming video
through their firewalls, we recommend testing your ability to view the stream prior to the
program by watching one of HEC-TV’s archived programs at http://www.hectv.org. We also
recommend viewing the program live on one computer only and connecting that computer to a
television or digital projector for classroom viewing. Viewers can e-mail their questions and
comments during the program to us at [email protected]. To receive curriculum materials designed
to help you prepare your students for the program, just e-mail us prior to the program at
[email protected]. Viewing in this way is unlimited; no other sign-in is required unless you wish to
receive program prep materials. If the session is listed as full for videoconference participation,
we welcome your participation this way as well.
3. Via Television--All our programs are available in the St. Louis metropolitan area on HECTV, Charter Communications digital channels 989 or 118-26. All our programs can also be seen
on AT&T’s U-Verse channel 99. Students viewing in this way can e-mail their questions during
the program to [email protected]. To view the show live on the program day, just turn on your TV
to the appropriate channel.
For Internet and TV viewing, there is no enrollment deadline date. We would appreciate
knowing the time of the program you are watching and the grade level and amount of students
involved so we can forward that information to our program partners. Such information is
extremely helpful in securing funding for more free, interactive, educational programs in the
future. To let us know you’re viewing the program or to answer any additional questions about
the program, please contact us at [email protected].
Archival Viewing:
Can’t join us live? No problem! All HEC-TV Live! programs are archived on the station
website, http://www.hectv.org and on the HEC-TV page on iTunesU for on-demand viewing at
any time. Archives are usually up and running about a week after the program's original air date.
More on the “Stand Tall: Live Like Lincoln: Project:
In conjunction with their upcoming Social Action Campaign, “Stand Tall: Live Like Lincoln,”
which kicked off on February 12, Steven Spielberg’s critically acclaimed film “Lincoln,” a
DreamWorks Pictures/Twentieth Century Fox film, in association with Participant Media, will
be distributed to all middle and high schools, both public and private, throughout the United
States when the film becomes available on DVD. Participant Media, DreamWorks Pictures and
Fox/Newscorp are funding the unparalleled effort with Disney In-Home creating the packaging
and Disney Educational Productions handling the distribution. Compiled and designed by Disney
Educational Productions, the DVD package each school will receive includes an Educator’s
Guide to help teachers engage in meaningful discussions and complete lesson plans relating to
the significance of Abraham Lincoln’s leadership and the importance of that period in our
nation’s history.
Program Objectives:
1. The participant will explore the reasons for a Constitutional amendment to end slavery and
evaluate the impact of its passage.
2. The participant will interact with primary source documents and interpret how they impact
his/her understanding of a particular historic subject.
3. The participant will engage in a discussion about different groups’ perspectives related to the
passage of the Thirteenth Amendment.
4. The participant will engage in critical thinking related to issues concerning the passage of the
Amendment while participating in a program on that topic.
Program Format:
Program Order—The videoconference program will consist of the following segments.
Student questions and comments for our expert guests will be included in each segment of the
program. The program will include excerpts from the film Lincoln as well as pre-recorded
interview excerpts from Steven Spielberg, Doris Kearns Goodwin, Tony Kushner and others.
1. Welcome and Introduction—Student groups and experts will be introduced and welcomed to
the program.
2. The Need for the Amendment—We’ll explore Lincoln’s motives for wanting the Amendment
to become part of the Constitution. As part of the segment, students will share their thoughts on
Big Picture Question One for the program that is included with the pre-program activities in this
document. If you wish your students to present their thoughts on that question, be sure to follow
the procedures included in that pre-program activity for submitting their ideas to us before the
program.
3. Timing of the Passage—This segment will focus on Lincoln’s decision to push for passage in
the House of Representatives by the end of January 1865. As part of the segment, students will
share their thoughts on Big Picture Question Two for the program that is included with the preprogram activities in this document. If you wish your students to present their thoughts on that
question, be sure to follow the procedures included in that pre-program activity for submitting
their ideas to us before the program.
4. Politics of the Process—This segment will focus on the political process of getting the
amendment through the House. Why were some opposed to the amendment? What deals were
made to change minds? What politicians made a difference? As part of the segment, students will
share their thoughts on Big Picture Questions Three and Four for the program that are included
with the pre-program activities in this document. If you wish your students to present their
thoughts on that question, be sure to follow the procedures included in that pre-program activity
for submitting their ideas to us before the program.
5. Closing Segment--Including summary of topics discussed and final questions from students.
Featured National Standards (History):
Grades 5-12:
Historical Thinking Standards
1. Chronological Thinking
B. Identify the temporal structure of a historical narrative or story: its beginning, middle, and end (the latter
defined as the outcome of a particular beginning).
E. Interpret data presented in time lines and create time lines by designating appropriate equidistant
intervals of time and recording events according to the temporal order in which they occurred.
2. Historical Comprehension
A. Identify the author or source of the historical document or narrative and assess its credibility.
B. Reconstruct the literal meaning of a historical passage by identifying who was involved, what happened,
where it happened, what events led to these developments, and what consequences or outcomes followed.
C. Identify the central question(s) the historical narrative addresses and the purpose, perspective, or point of
view from which it has been constructed.
D. Differentiate between historical facts and historical interpretations but acknowledge that the two are
related; that the facts the historian reports are selected and reflect therefore the historian’s judgment of what is most
significant about the past.
E. Read historical narratives imaginatively, taking into account what the narrative reveals of the humanity
of the individuals and groups involved--their probable values, outlook, motives, hopes, fears, strengths, and
weaknesses.
F. Appreciate historical perspectives--(a) describing the past on its own terms, through the eyes and
experiences of those who were there, as revealed through their literature, diaries, letters, debates, arts, artifacts, and
the like; (b) considering the historical context in which the event unfolded--the values, outlook, options, and
contingencies of that time and place; and (c) avoiding “present-mindedness,” judging the past solely in terms of
present-day norms and values.
4. Historical Research Capabilities
A. Formulate historical questions from encounters with historical documents, eyewitness accounts, letters,
diaries, artifacts, photos, historical sites, art, architecture, and other records from the past.
B. Obtain historical data from a variety of sources, including: library and museum collections, historic sites,
historical photos, journals, diaries, eyewitness accounts, newspapers, and the like; documentary films, oral testimony
from living witnesses, censuses, tax records, city directories, statistical compilations, and economic indicators.
C. Interrogate historical data by uncovering the social, political, and economic context in which it was
created; testing the data source for its credibility, authority, authenticity, internal consistency and completeness; and
detecting and evaluating bias, distortion, and propaganda by omission, suppression, or invention of facts.
F. Support interpretations with historical evidence in order to construct closely reasoned arguments rather
than facile opinions.
5. Historical Issues—Analysis and Decision-Making
A. Identify issues and problems in the past and analyze the interests, values, perspectives, and points of
view of those involved in the situation.
Featured State Standards (Missouri):
Schools from across the country are invited to join in the program. Missouri state standards are
provided for Missouri schools since partial funding for this program comes from the Missouri
Humanities Council.
Show Me Performance Standards:
Goal 1 – 1, 2, 4, 5, 7, 9
Goal 2 - 1, 2, 4, 7
Goal 3 - 1, 2, 3, 4, 5, 6, 7, 8
Goal 4 - 1, 5, 6
Social Studies Knowledge Standards - 1, 2, 3, 4, 5, 6, 7
Communication Knowledge Standards - 1, 3, 4, 5, 6, 7
Participant Preparation:
1. Participants should come to the program with an interest in the stories of history and how they
can learn from them.
2. Participants should utilize preparatory materials provided for the program and other resources
of their own to better understand the context of the program’s subject and to think in advance of
questions they wish to ask the experts. Any questions determined in advance, can be e-mailed to
us prior to the program at [email protected].
3. Participants should have pencil and paper ready to use during the program to jot down ideas
and additional questions as they come to mind.
Pre-Program Activity Suggestions:
1. Familiarize students with basic information about the passage of the Thirteenth Amendment.
When did it occur? Who were the major political players on both sides of the issue? What were
their positions on the issue? How was success realized? A wide variety of web resources are
available, and a few are highlighted below if you do not have resources of your own to refer to.
http://www.alplm.org/home.html -- Official website of the Abraham Lincoln Presidential Library
and Museum
http://www.alplm.org/blog/podcast-2/ -- Podcast on the 13th amendment with experts from the
Abraham Lincoln Presidential Library and Museum
http://www.greatamericanhistory.net/amendment.htm -- Wording of the amendment and
background information on the reasons for it and its passage
http://www.ourdocuments.gov/doc.php?flash=true&doc=40 -- Image of the original document of
the Thirteenth Amendment and background information on it
http://schillerinstitute.org/educ/hist/eiw_this_week/v4n5_feb3_1865.html -- Description of the
events regarding passing the Amendment in December of 1864 and January 1865 and the
reaction to those events
http://www.sethkaller.com/freedomdocuments/13th-amendment/ -- Information on passage of
the amendment as well as images of the original document and handwritten copies made at the
time
http://dep.disney.go.com/lincoln/home -- Disney Learning Hub educational website related to the
film Lincoln and the passage of the Amendment
2. Using individual student work time and class discussion, have students contemplate the four
Big Picture Questions below that will form the focus of the program. Once they have completed
discussion, create a group answer to each question or use one student’s answer to each question
that you will send us in advance of the program. If you wish your group’s response to each
question to be considered for inclusion in the program, please e-mail them to us at
[email protected] no later than Friday, March 15.
We will then go through the submissions sent by all the schools enrolled for the program to
develop the final agenda for the videoconference. We will then e-mail you that final agenda no
later than Tuesday, March 19 with the responses included that we have selected from each school
and when those responses will be asked for during the program. When you send us your group’s
responses to the questions, please also send the name(s)s of each student who will present the
response during the program if it is selected. We will then call on those students by name during
the program.
Big Picture Question 1: Why do you think Lincoln felt an amendment to end slavery was
necessary? Why wouldn't the Emancipation Proclamation suffice?
Big Picture Question 2: Why do you think Lincoln decided to push for passage in the House
during a lame duck session in January 1865? Why not wait until the newly elected Congress was
inaugurated in March and do it then when more Republicans would be in the House chamber?
Big Picture Question 3: What is your response to the political deal making that made passage
of the Amendment possible? Was it acceptable? Does it change your view of Lincoln as a
politician? Does it change your view of Lincoln as a man?
Big Picture Question 4: What similarities and differences do you see when comparing the
passage of the 13th amendment to the passage of major legislation in Congress today? Think in
terms of a specific example of recent major legislation, the timing when major legislation is
offered, the process for getting legislation passed, positions of each political party, and the deal
making/advertisement/public interest group involvement in the process as you answer the
question.
PLEASE NOTE: If you are enrolled as an INTERACTIVE participant and wish your students’
responses to the above questions to be considered for inclusion in the program, please e-mail
them to us at [email protected] no later than Friday, March 15. If we do not receive your responses
by March 15, we will transfer your enrollment for the program to a view only slot.
If you are joining us as a VIEW ONLY videoconference participant or watching via the
INTERNET or St. Louis area TV, we welcome your advance responses to these questions as
well. Please send them to us at [email protected] by Friday, March 15 so we can consider reading
them for your group during the program.
Post-Program Activity Suggestions:
1. Have students compare their previous understanding of the passage of the Thirteenth
Amendment with their current understanding since the program. How has that understanding
changed as a result of talking with experts and reading the documents? Have students cite
specific examples of changed perceptions or understandings and what particular items or
experiences helped foster that change.
2. Have students go back to the winter of 1865 and take on the guise of an individual of the time
writing a letter to a friend declaring their response to the passage of the Thirteenth Amendment.
Are they a southern plantation owner, a northern businessman, an abolitionist, a politician, a
soldier, or perhaps a mom worried for her sons who are fighting in the war? What other guise
could they choose to take? In that person’s voice, have students write a letter to a specific friend
outlining their reactions, hopes, fears, worries, concerns, expectations, etc. in light of the
amendment’s passage.
3. Have students follow up the passage of the Amendment by Congress with their own research
on the process for passage in the state legislatures that was needed for its final ratification and
addition to the Constitution. What do they notice about the time it took? The order of states that
ratified it? The states that did not ratify it? Have students share their learning in a journal entry
or class discussion.
Program Keywords:
Civil War, slavery, secession, Abraham Lincoln, history, United States, United States history,
American history, states rights, election, President, Thaddeus Stevens, Doris Kearns Goodwin,
Tony Kushner, Steven Spielberg, Thirteenth Amendment, Constitution
Vocabulary Words and Definitions:
There is no specific vocabulary needed for this program.
Supplemental Resources:
http://www.alplm.org/home.html -- Official website of the Abraham Lincoln Presidential Library
and Museum
http://www.alplm.org/blog/podcast-2/ -- Podcast on the 13th amendment with experts from the
Abraham Lincoln Presidential Library and Museum
http://www.greatamericanhistory.net/amendment.htm -- Wording of the amendment and
background information on the reasons for it and its passage
http://www.ourdocuments.gov/doc.php?flash=true&doc=40 -- Image of the original document of
the Thirteenth Amendment and background information on it
http://schillerinstitute.org/educ/hist/eiw_this_week/v4n5_feb3_1865.html -- Description of the
events regarding passing the Amendment in December of 1864 and January 1865 and the
reaction to those events
http://www.sethkaller.com/freedomdocuments/13th-amendment/ -- Information on passage of
the amendment as well as images of the original document and handwritten copies made at the
time
http://dep.disney.go.com/lincoln/home -- Disney Learning Hub educational website related to the
film Lincoln and the passage of the Amendment
Cancellation Policy:
Since there may well be a waiting list for interactive participation, we ask that you let us know of
your need to cancel as soon as you know.
Technology Specifications:
This program will be bridged through our state bridging agency, MOREnet. When you register
for the program, please include the IP address of the VC unit you’ll be using to connect to the
program. This information is needed to send to MOREnet to arrange your test call with them
prior to the program. A validation test call MUST be made with our bridge at MOREnet no less
than one week prior to the program date. As part of the confirmation you’ll receive after we get
your registration and IP information, we’ll send you the details for the test call with MOREnet.