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Name of Lesson: Emancipation Proclamation and the 13th Amendment Teacher: Ismael Ruiz Class/Grade: 8th Grade US History Purpose: This lesson explores some important policies and laws that were passed
during the Civil War that had a strong effect on the course of the war. The Emancipation Proclamation and the 13th Amendment affected the US in many ways and aided in the result of the Civil War.
Standard:
HCPS SS.8.3.12 - Explain how the key issues and events after the Mexican War relate to the outbreak of the Civil War HCPS SS.8.3.15 - Explain the impact of the Civil War on African Americans
How do policies like the Emancipation Proclamation and the 13th Amendment
affect the Civil War and the lives of African Americans and the rest of society?
2. Students will be able to identify the states that were affected by the Emancipation Proclamation.
3. Students will be able to explain the difference between the Emancipation Proclamation and the 13th Amendment
4. Students will be able to analyze the effects that the abolition of slavery in the US had on US citizenship, politics, military, economics, and international relations. 5. Students will be able to explain how the abolition of slavery opened doors to future rights of African Americans and other groups
3. Students will fill in a graphic organizer explaining who passed each law, what the law did, where the law took effect, what the effect the law had on the Civil War, and any controversies that resulted from it. 4. Students will work in groups on a Google Docs Presentation about how the abolition of slavery affected the US across the different spectrums of economics, military, politics, citizenship, and international relations. 5. Students will complete an online reflection that addresses the effect that the abolition of slavery had on African Americans in the US.
o Each group is assigned on of the following topics to explore: citizenship (of whites and blacks in the US), politics, military (African Americans and their role as soldiers in the Civil War), economics, and international relations. o Students must research these and create a slide to the class what they found on these topics. o The groups must select a reporter to present to the class when their slide comes up o They will present on the next day Day 2: Explain (40 Minutes) The students have 20 more minutes to work on their presentation. Google Docs must be finalized. The teacher must offer feedback on each slide as the students work so that they ensure that the slides are correct (20 mins.) Teacher will scroll though their presentation on the next day and hear their explanations as each groups slides come up and will grade their presentation. o When the groups slide comes up, the reporter must stand in front of the room and present the slide. o After each slide, the students and teachers may ask follow-up questions. Extend (20 minutes) Students will blog about how the Abolition of Slavery may open doors to future civil rights movements. They must use evidence to support their claims. o After that the students will comment on two other students posts. At the end of class, the teacher may have the students discuss their posts. Evaluate (throughout the lesson) Students will turn in their Graphic Organizers (previous day), maps (previous day), and PPT Presentations for a grade. The teacher will also monitor the online blog.
Materials/Set-Up/Safety
1. 2. 3. 4. 5. 6. Computer and projector Blank maps of the US Reading resources for the students (text or other) Graphic Organizer about the Emancipation Proclamation and 13th Amendment Google Doc shared with the class (online) Online Blog set up (online)
a. Since the entire class will be presenting the same information, each group must select a reporter and have him/her ready when their slide comes up. 3. Sense of Urgency: When the teacher transitions, he or she must be adamant about being timely, if transitions take too much time, the students will have to do the blogs entirely for homework and will not be able to do it in class.