Lincoln’s Famous Document
Grade Focus: 6-8
The Emancipation Proclamation is a significant document of our nation – although controversial in its time and with
limitations. Research the ideas from both historical perspectives – states that seceded (the Confederacy or South) and
those in the Union (or North). Pretend you want to submit your ideas to your local newspaper of 1863. Take a position
either for or against the emancipation of slaves. Write an editorial on your stand. Remember to include reasons or
arguments to back up your statements whether for or against the Proclamation. Use the back of this page.
Below are the first few words of the Emancipation Proclamation:
The Emancipation Proclamation; January 1, 1863
A Transcription 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.
Lincoln’s Famous Document
Social Studies Standards:
Grade 6
6.1.10 Examine and explain the outcomes of
European colonization on the Americas and the rest
of the world. (Individuals, Society and Culture)
6.1.16 Trace the individuals, beliefs and events that
represent various political ideologies during the
nineteenth and twentieth centuries. (Individuals,
Society and Culture)
6.1.22 Differentiate between fact and interpretation
in historical accounts and explain the meaning
of historical passages by identifying who was
involved, what happened, where it happened, and
relating them to outcomes that followed and gaps
in the historical record.
Grade 7
7.1.8 Describe the institution of slavery in its
various forms in Africa, Asia and the Southwest
Pacific.
Grade 8
8.1.10 Compare differences in ways of life in the
northern and southern states, including the growth
of towns and cities in the North and the growing
dependence on slavery in the South. (Individuals,
Society and Culture)
7.1.18 Identify and describe recent conflicts and
political issues between nations or cultural groups.
(Individuals, Society and Culture)
8.1.16 Describe the abolition of slavery in the
northern states, including the conflicts and
compromises associated with westward expansion
of slavery.
7.1.21 Analyze cause-and-effect relationships,
bearing in mind multiple causation in the role of
individuals, beliefs and chance in history.
8.1.20 Analyze the causes and effects of events
leading to the Civil War, including development of
sectional conflict over slavery.
Activity 3-5
Read a library book about Abraham Lincoln, Harriet
Tubman, Daniel Boone or Davy Crockett. Decide
which parts of these historical accounts are fact or
fiction. Compare documentary sources on historical
figures and events with the fictional characters and
events in the stories. Write a short report about the
book telling whether it is fact or fiction – or some
of each.
Activity 9-12
Describe controversies pertaining to slavery,
abolitionism, Dred Scott v. Sanford (1856).)
Write an essay on this topic. Research the
Emancipation Proclamation and see how the
writing of it intertwined with the assassination of
Abraham Lincoln. Present this to your class in a
short play.
Activity Adaptations
Activity K-2
Compare past and present similarities and
differences in daily life by reading biographies,
listening to stories and folklore about historical
events and watching videos. Compare how
the men, women and children acted then and
now. How were their types of work and schools
similar or different? Tell the class about your
findings.