L5+Quinn-Kelly,+Kevin

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT
 * UNIVERSITY OF MAINE AT FARMINGTON

Teacher’s Name:** Kevin Quinn-Kelly **Date of Lesson:** Lesson 5 - interpret
 * Grade Level:** 9-12 **Topic:** Civil War

__**Objectives**__

 * Student will understand that** the Civil War changed America
 * Student will know** the Lincoln-Douglas debates, election of 1860, Abraham Lincoln's views on slavery, Emancipation Proclamation
 * Student will be able to do** evaluate who the real Abraham Lincoln was.

__**Maine Learning Results Alignment**__
Maine Learning Results E. History E1 Historical Knowledge, concepts, themes and patterns grade 9-diploma. "Civil War and Reconstruction 1850-1857" //Students understand major eras, major enduring themes and historic influences in the Unites States and World history including the roots of democratic philosophy, ideals and institutions in the world.//
 * Rationale:** Abraham Lincoln is an important major historical figure. His importance in the further development of American democracy will be examined.

__**Assessment**__
The students will fill out a K-W-L chart on Abraham Lincoln. The lesson will challenge assumptions that students have about President Lincoln. It is likely that some of the information that students learn will be contradictory to what they thought they knew in the first column. It is my hope that this will happen because I want students to be able to very clearly see that. The K-W-L chart will be a good reference for the students to go back to when they are doing their reflections. They can look back to see what they thought before the lesson and hopefully how this has now changed.
 * Formative (Assessment for Learning)**

Students will record themselves on garage band as though they were President Lincoln giving a speech addressed to the Nation. The purpose of the speech is to inform the Nation that war has been declared on the Confederacy and also to reaffirm the public that he will not let the union fail. The students will first prepare a script which I will check and approve before they begin recording. Students will be able to look at other speeches Lincoln to help them get an idea of how to write it and to give them ideas. I will also tell the students that the speech should be trying to sway the public into wanting to fight for this cause, Lincoln would be very aware that he will need to create an army at this point. Work-time will begin for the students to begin their scripts on the first day. Before the second class scripts should be finished so that I can check each one. The checks will be done while students are doing their round-robin brainstorming. This will work because the students rotate through during the brainstorm and only one shares their ideas at a time. After a student shares their ideas in the brainstorm they will meet with me for feedback on their scripts.
 * Summative (Assessment of Learning)**

__**Integration**__
Technology: Students will use garage band which is audio recording software. The software allows students to edit their audio and add effects or music. English: Students will be examining text and looking for meaning. This is the same thing that students will be asked to do when examining literature in English except that we will be looking at historical documents.

__Groupings__
On the first day the class will split into two groups. For ease of group-making I will simply have the students on one half of the room be a group and the other half of the room be another group. I will give the class a little bit of background information on the Lincoln-Douglas Debates for Illinois Senate of 1858. The students should already be familiar with Stephen Douglas from previous lessons as he was a leading proponent of popular sovereignty. I will now have the class imagine that they are each citizens of Illinois in 1858, and I will ask them what kinds of issues would be important for voters at this time. After brainstorming the list should look something like this: popular sovereignty, the compromise of 1850, the fugitive slave law, the Dred Scott case, the Kansas-Nebraska Act, the Missouri Compromise. Next I will give each group some selected passages from the debates. The groups will read the passages to decipher each candidates position on these number of issues. One group will find Lincoln's views and the other Douglas'. Once the groups have found their information I will ask them to report out as though they were each candidate stating their opinion on the issue. Each member of the group will be asked to answer one of the issues. Each student will fill out a simple t-chart with Lincoln's views on one side and Douglas' views on the other. On the second day the students will do a round-robin brainstorming exercise in which they try to decipher the meaning of the emancipation proclamation.

__**Differentiated Instruction**__
__Logical/Mathematical__: Students will be asked to examine an historical document and decipher the true meaning of the words. __Interpersona__l: Students will need to work together in groups during the Lincoln-Douglas debates and activity and in the round robin brainstorming trying to decipher the meaning of the emancipation proclamation. __Verbal/Linguistic__: The class will very often be discussing material because the lesson is about challenging assumptions and the students ideas and opinions are very important. __Intrapersonal:__ Students will also be given time to think on their own about the ideas presented to them. They will also do a reflection at the end in which they examine what they've learned from the lesson, how it affects them, and how they think differently now. __Visual/Spatial__: The video will be a good for these students to absorb information. Also the graphic organizers will help these students organize and remember information.
 * Strategies**

Absent: Students who are absent will need to see me the next day to recieve a K-W-L chart. They will also need to use their peers to be able to fill out the t-chart on the Lincoln-Douglas debates. I will also need to explain the Garage Band assignment and they will need to finish their script for the next class.
 * Modifications/Accommodations**
 * I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations**//**.**//

The more in character a student can get the better. Students can take the project further and having crowds chanting or having someone introducing President Lincoln. Students will also be encouraged to do more research of President Lincoln on their to share more interesting facts with the class.
 * Extensions**

__**Materials, Resources and Technology**__
Laptops for students and myself Computer speakers Overhead projector Garage Band software T-chart K-W-L Chart

__Source for Lesson Plan and Research__
Lincoln video [| http://www.youtube.com/watch?v=MFABcUUJMrI] Lincoln quotes []> [] Emancipation Proclamation [] Lincoln-Douglas Debates [] Stephen Douglas [| http://www.ohiohistorycentral.org/entry.php?rec=110]

__**Maine Standards for Initial Teacher Certification and Rationale**__
Rationale:** Beach Ball: There will be many opportunities to talk and share their ideas. These students should enjoy getting into the character of either Lincoln or Douglas when they state either candidates position on the important issues of the campaign. Clipboard: Students will be able to to neatly organize what they know and learn in a K-W-L chart. They will also use a T-Chart to contrast Lincoln and Douglas's views on issues. Also the students will write a script which I will have to approve before they can begin recording their speech in garage band. Puppy: The students should feel comfortable engaging in supportive group activities. All the discussions that take place will be completely free of judgement and there will be no right or wrong answers. Microscope: Twice during this lesson students will have to examine historical text and decipher the meaning. First as they explore the Lincoln-Douglas debates and second as they examine the emancipation proclamation. Lincoln's goal was to keep the union together
 * //Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development.//

Rationale:** Students will know the Lincoln-Douglas debates, election of 1860, Abraham Lincoln's views on slavery, Emancipation Proclamation (see content notes). //Students understand major eras, major enduring themes and historic influences in the Unites States and World history including the roots of democratic philosophy, ideals and institutions in the world.// Abraham Lincoln is a fascinating character in American history. I think that in order for students to have a deep appreciation for him they need to have a deep understanding of him. Much of the lesson is meant to challenge student assumptions and beliefs. I feel that this is something important to do while students are in high school, they need to learn that they not everything they "know" may be entirely correct. By challenging common ideas the students should also develop a deeper understanding of the content as it requires them to think more.
 * //Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory.//

Rationale:** __Logical/Mathematical__: Students will be asked to examine an historical document and decipher the true meaning of the words. __Interpersona__l: Students will need to work together in groups during the Lincoln-Douglas debates and activity and in the round robin brainstorming trying to decipher the meaning of the emancipation proclamation. __Verbal/Linguistic__: The class will very often be discussing material because the lesson is about challenging assumptions and the students ideas and opinions are very important. __Intrapersonal:__ Students will also be given time to think on their own about the ideas presented to them. They will also do a reflection at the end in which they examine what they've learned from the lesson, how it affects them, and how they think differently now. __Visual/Spatial__: The video will be a good for these students to absorb information. Also the graphic organizers will help these students organize and remember information.
 * //Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs.//

Technology: Students will use garage band which is audio recording software. The software allows students to edit their audio and add effects or music.

Rationale:** Formative: Assessment For Learning The students will fill out a K-W-L chart on Abraham Lincoln. The lesson will challenge assumptions that students have about President Lincoln. It is likely that some of the information that students learn will be contradictory to what they thought they knew in the first column. It is my hope that this will happen because I want students to be able to very clearly see that. The K-W-L chart will be a good reference for the students to go back to when they are doing their reflections. They can look back to see what they thought before the lesson and hopefully how this has now changed.
 * //Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner.//

Summative: Assessment of Learning Students will record themselves on garage band as though they were President Lincoln giving a speech addressed to the Nation. The purpose of the speech is to inform the Nation that war has been declared on the Confederacy and also to reaffirm the public that he will not let the union fail. The students will first prepare a script which I will check and approve before they begin recording. Students will be able to look at other speeches Lincoln to help them get an idea of how to write it and to give them ideas. I will also tell the students that the speech should be trying to sway the public into wanting to fight for this cause, Lincoln would be very aware that he will need to create an army at this point. Work-time will begin for the students to begin their scripts on the first day. Before the second class scripts should be finished so that I can check each one. The checks will be done while students are doing their round-robin brainstorming. This will work because the students rotate through during the brainstorm and only one shares their ideas at a time. After a student shares their ideas in the brainstorm they will meet with me for feedback on their scripts.

__Teaching and Learning Sequence__
Agenda Day 1 Students fill out K-W-L charts on Lincoln (5 min) Students read Lincoln quotes and have some time to think (5 min) Discussion about quotes (5 min) Students watch video about Lincoln (5 min) Class split into two groups (1 min) Give class some background information on the Lincoln-Douglas debates of 1858 (5 min) Have class imagine they are citizens of Illinois in 1858, ask what kind of issues would be important for voters? (5 min) Write down student responses on the board Pass out paper with selected passages from the debates (1 min) Groups find the candidates views on these issues. One group finds Lincoln's the other Douglas' (10 min) Students report out their findings. Each student responds to one of the issues and states Lincoln's or Douglas' opinion as though he or she was Lincoln or Douglas.(10 min) Students fill in T-charts Introduction to summative assessment and students begin work on scripts (38 min) Homework: Finish script, reflection blog

Day 2 Pass out copies of Emancipation Proclamation (1 min) Give students think time (5 min) Round-Robin Brainstorming on the meaning of the Emancipation Proclamation (10 min) As students rotate through the brainstorm they come to meet with me to review their script Class discussion (10 min) Work-time on garage band (64 min) Homework: Finish speech, reflection blog

Student will understand that the Civil War changed America. Today the general population has many misguided assumptions about Abraham Lincoln, the biggest being that he was an abolitionist. I want students to learn about the real Abraham Lincoln and understand how over time the facts about a person may change when they looked upon in a favorable light. Ultimately students learn that Lincoln an abolitionist determined to destroy slavery and he was not a tyrant. He was an intelligent man who wanted desperately to preserve the union. //Students understand major eras, major enduring themes and historic influences in the United States and World History including the roots of democratic philosophy, ideals and institutions in the world//. At the beginning of class I will ask students to fill out a K-W-L chart on Abraham Lincoln, this is not the hook but it is important to do before the hook. For the hook I will present my students with an Abraham Lincoln quote in which he says"My paramount object in this struggle is to save the Union, and is not either to save or to destroy slavery. If I could save the Union without freeing any slave I would do it." This quote should make students challenge their previously held beliefs about the war and about Abraham Lincoln. In previous lessons the students will have learned that there was more the war than just slavery. This quote therefore should connect to their previous learning; but I also think that the students will be very surprised to hear these kinds of words come out of the mouth of Abraham Lincoln. The structure of the hook will be that I will pass out a piece of paper with the quote on it to each student and will ask them to read it and think about it, and write down any ideas they have on the paper. Once all the students have read it and have had time to think I will ask them to share their ideas and we will discuss. This will lead us in to talking about the who the real Abraham Lincoln was.

Students will need to know the Lincoln-Douglas debates, election of 1860, Abraham Lincoln's views on slavery, Emancipation Proclamation. For a graphic organizer I will have the students fill out a K-W-L chart on Abraham Lincoln which will give them an opportunity to put down in writing what they think they "know" about Abraham Lincoln. At the end of class hopefully what students learn will make them have to reevaluate what they thought they knew about Lincoln. To present the students with some information on Abraham Lincoln's early life I will show them a video. Parts of the video also reaffirm the idea presented in the hook that Lincoln was ambivalent about the issue of slavery. The video also presents some ideas that will be challenged later in the lesson, such as that Lincoln freed the slaves. Once the video is over the class will split into two groups. For ease of group-making I will simply have the students on one half of the room be a group and the other half of the room be another group. I will give the class a little bit of background information on the Lincoln-Douglas Debates for Illinois Senate of 1858. The students should already be familiar with Stephen Douglas from previous lessons as he was a leading proponent of popular sovereignty. I will now have the class imagine that they are each citizens of Illinois in 1858, and I will ask them what kinds of issues would be important for voters at this time. After brainstorming the list should look something like this: stance on slavery, popular sovereignty, the compromise of 1850, the fugitive slave law, the Dred Scott case, the Kansas-Nebraska Act, the Missouri Compromise. Next I will give each group some selected passages from the debates. The groups will read the passages to decipher each candidates position on these number of issues. One group will find Lincoln's views and the other Douglas'. Once the groups have found their information I will ask them to report out as though they were each candidate stating their opinion on the issue. Each member of the group will be asked to answer one of the issues. Each student will fill out a simple t-chart with Lincoln's views on one side and Douglas' views on the other.

On the second day I will again begin by again challenging students assumptions. They will be given copies of the emancipation proclamation and will do a round-robin brainstorming exercise in which they decipher what it actually says. We will then discuss what the students came up with as a class. The ultimate meaning I'm hoping for students to ascertain from this exercise is for them to understand that the emancipation proclamation only freed slaves in states that had seceded from the Union. Since those states had seceded they declared themselves their own sovereign nation, the Confederate States of America, and therefore President Lincoln had no power over this country. In essence Lincoln passed a law that affected only people who he no longer represented. A very important fact is that emancipation did not apply to slave states who had stayed loyal to the union. Also any states currently in rebellion who joined the Union by Jan. 1, 1863 would not have their slaves emancipated. So, Lincoln only tried to free slaves in a country that he had no power over, he didn't actually free any slaves. Once this point has been made I will ask the students if Lincoln didn't free the slaves than who did? I will let students offer suggestions if the have any, ultimately the decision we will come to is that the slaves freed themselves. On the first day I will introduce students to their assessment which we will be to record themselves on garage band as though they were President Lincoln giving a speech addressed to the Nation. The purpose of the speech is to inform the Nation that war has been declared on the Confederacy and also to reaffirm the public that he will not let the union fail. The students will first prepare a script which I will check and approve before they begin recording. Students will be able to look at other speeches Lincoln to help them get an idea of how to write it and to give them ideas. I will also tell the students that the speech should be trying to sway the public into wanting to fight for this cause, Lincoln would be very aware that he will need to create an army at this point. Work-time will begin for the students to begin their scripts on the first day. Before the second class scripts should be finished so that I can check each one. The checks will be done while students are doing their round-robin brainstorming. This will work because the students rotate through during the brainstorm and only one shares their ideas at a time. After a student shares their ideas in the brainstorm they will meet with me for feedback on their scripts.

The student's products will be graded using a checklist. Each student will first grade him or herself on the checklist before I do so. The students will also do reflection blogs after each class. The lessons should have challenged student assumptions about what they thought they knew. I want the students to reflect on this experience and tell me how it has changed the way they think about Abraham Lincoln, or Emancipation, or anything else.


 * Content Notes**

[|Lincoln Quotes] "My paramount object in this struggle is to save the Union, and is not either to save or to destroy slavery. If I could save the Union without freeing any slave I would do it, and if I could save it by freeing all the slaves I would do it; and if I could save it by freeing some and leaving others alone I would also do that. What I do about slavery, and the colored race, I do because I believe it helps to save the Union; and what I forbear, I forbear because I do not believe it would help to save the Union. I shall do less whenever I shall believe what I am doing hurts the cause, and I shall do more whenever I shall believe doing more will help the cause." From:< []>

"I am not, nor ever have been, in favor of bringing about in any way the social and political equality of the white and black races, that I am not nor ever have been in favor of making voters or jurors of negroes, nor of qualifying them to hold office, nor to intermarry with white people; and I will say in addition to this that there is a physical difference between the white and black races which I believe will forever forbid the two races living together on terms of social and political equality. And inasmuch as they cannot so live, while they do remain together there must be the position of superior and inferior, and I as much as any other man am in favor of having the superior position assigned to the white race. I say upon this occasion I do not perceive that because the white man is to have the superior position the negro should be denied everything. I do not understand that because I do not want a negro woman for a slave I must necessarily want her for a wife. My understanding is that I can just let her alone." []

[| Lincoln-Douglas debates] In an effort to improve his standing among the electorate, with little to lose and everything to gain, Lincoln challenged Douglas to a series of debates at various sites around the state. Douglas accepted. Throughout the summer and early autumn, the two men met on seven separate occasions, making lengthy, impassioned speeches in front of large, enthusiastic crowds ranging upwards of fifteen thousand. After each debate, the press would relay the highlights back east, and readers nationwide followed the progress of the campaign as it unfolded.

__Issue of slavery__
[|Lincoln's position]: At this time, Lincoln was not an abolitionist per se, but he was firmly committed to the containment of slavery within the United States. Though he was morally opposed to slavery, he had no wish to upset the balance of the union by campaigning too harshly against the rights of the southern states. His approach had always been to campaign for state-sponsored repeal rather than the force of federal legislation. There can be no disputing that Lincoln accepted the existence and continuation of slavery in the southern states during much of the 1850s. However, with the introduction of Douglas' popular sovereignty, Lincoln aired his fears that the African slave trade would presently be revived, turning America into vast slave empire. [|Douglas' Positions]: While Lincoln acknowledged that he was morally opposed to slavery, Douglas stayed away from the moral question of slavery and focused merely on policy. Douglas' views on slavery were fairly moderate for the time. As a Democrat he was a firm believer in states rights and a leading proponent of popular sovereignty. He didn't think that it should be up to the government to choose whether or not a state should allow slaves or not but that the people should decide for themselves.

__Popular Sovereignty__ [|Lincoln's position]: As Lincoln reasoned, the //Dred Scott// decision had identified slaves as property. Since federal and state governments could not deprive a citizen of property without due process, the slavery question fell beyond the jurisdiction of all legislatures. Therefore, by decree of the Supreme Court as of March 6, 1857, the doctrine of popular sovereignty, as stated in the Kansas-Nebraska Act, was effectively to be null and void. How then, wondered Lincoln, could Douglas continue to support two seemingly contradictory positions?

[|Douglas' position]: Douglas' famous defense, known since as the Freeport Doctrine, was a crafty piece of political legwork. As the eminent example of democracy in action, went Douglas' explanation, popular sovereignty still applied and would continue to apply. Dismissing the court's opinion as irrelevant, Douglas continued: "It matters not what way the Supreme Court may hereafter decide as to the abstract question whether slavery may or may not go into a territory under the constitution. The people have the lawful means to introduce it or exclude it as they please, for the reason that slavery cannot exist a day or an hour anywhere, unless it is supported by local police regulations established by the local legislature."

[|Compromise of 1850, Kansas-Nebraska Act, Missouri Compromise] Douglas worked hard to ensure that the Compromise of 1850 was passed. He also wrote the Kansas-Nebraska act in 1854 with the goal of further easing tensions between the north and south. The final version of the bill nullified the earlier Missouri Compromise because it allowed the possibility that Nebraska could be permitted as a slave state even though it was above the previously created free vs. slaves states line that was created in the Missouri Compromise.

Lincoln felt that the Missouri compromise should still be in effect and that the Kansas-Nebraska act was unconstitutional. After the passing of the fugitive slave law and the Kansas-Nebraska act Lincoln made his famous quote that "A house divided against itself cannot stand."

[|Results] Douglas won but Lincoln actually outpolled Douglas in the popular vote, but due to the gerrymandering of districts, Douglas was re-elected in the legislature by a vote of 54 to 46. Despite his disappointment at another narrow defeat, Lincoln was correct to recognize the setback as "a slip and not a fall." He had emerged from the debates as a figure of national stature, his star rising as quickly as any other in the Republican Party. Because of his strong words against slavery, he had gained the special notice of the northeastern contingent, who were growing ever more inclined to press the cause of abolition, but disinclined to bring an overly radical voice to the national debate. As the weeks and months passed and the presidential election of 1860 grew ever closer, Lincoln's name was increasingly mentioned as a possible candidate.

[|Emancipation Proclamation] President Abraham Lincoln issued the Emancipation Proclamation on January 1, 1863, as the nation approached its third year of bloody civil war. The proclamation declared "that all persons held as slaves" within the rebellious states "are, and henceforward shall be free." Despite this expansive wording, the Emancipation Proclamation was limited in many ways. It applied only to states that had seceded from the Union, leaving slavery untouched in the loyal border states. It also expressly exempted parts of the Confederacy that had already come under Northern control. Most important, the freedom it promised depended upon Union military victory. Although the Emancipation Proclamation did not end slavery in the nation, it captured the hearts and imagination of millions of Americans and fundamentally transformed the character of the war. After January 1, 1863, every advance of federal troops expanded the domain of freedom. Moreover, the Proclamation announced the acceptance of black men into the Union Army and Navy, enabling the liberated to become liberators. By the end of the war, almost 200,000 black soldiers and sailors had fought for the Union and freedom. From the first days of the Civil War, slaves had acted to secure their own liberty. The Emancipation Proclamation confirmed their insistence that the war for the Union must become a war for freedom. It added moral force to the Union cause and strengthened the Union both militarily and politically. As a milestone along the road to slavery's final destruction, the Emancipation Proclamation has assumed a place among the great documents of human freedom.

[|The Emancipation Proclamation text] 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. "That the Executive will, on the first 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 State 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 first day of January, in the year of our Lord one thousand eight hundred and sixty-three, and in accordance with my purpose so to do publicly proclaimed for the full period of one hundred days, from the day first 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, Plaquemines, Jefferson, St. John, St. Charles, St. James Ascension, Assumption, Terrebonne, 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 Berkley, Accomac, Northampton, Elizabeth City, York, Princess Ann, 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-defence; and I recommend to them that, in all cases 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 God. In witness whereof, I have hereunto set my hand and caused the seal of the United States to be affixed. Done at the City of Washington, this first day of January, in the year of our Lord one thousand eight hundred and sixty three, and of the Independence of the United States of America the eighty-seventh. By the President: ABRAHAM LINCOLN WILLIAM H. SEWARD, Secretary of State.
 * January 1, 1863**
 * A Transcription**

K-W-L Chart T-Chart Checklist for Garage Band speech
 * Handouts**