Lesson
Activity One: Cooperative Class
Discussion -- Abraham Lincoln’s Correspondence
Divide the class into five groups. Assign each group one
of the following documents:
- Have each group read the assigned Lincoln letter
and respond to the following:
- Identify any relevant information about the
recipient of the letter (the person’s position
and significance to Lincoln).
- In what context was the letter written? When,
where, and why?
- What did Lincoln have to say about slavery and/or
race in the letter?
Have each group share its research on its letter with
the other groups.
- Full-Class Discussion:
- Why is it important to establish the historical
context for the letter?
- Do these letters indicate a change in Lincoln’s
position?
- Why might Lincoln’s letters express views
not found in his speeches?
- In what ways do the letters clarify Lincoln’s
stand on slavery and/or race?
- In what ways do the letters help to us to understand
the connection between race and politics?
Activity Two: Panel Discussion -- One Man’s
Stand on Slavery and Race
Divide class into several groups and assign each group
one of the speeches from the websites listed below. Have
each group prepare for a panel discussion in which it
will present the position on slavery taken in its assigned
speech.
- Declaration to the Illinois General Assembly on
March 3, 1837: http://www.nps.gov/liho/slavery/al02.htm
- House Divided Speech, June 16, 1858:
http://www.pbs.org/wgbh/aia/part4/4h2934.html
- Lincoln-Douglas debates, Quincy, 1858:
http://www.nps.gov/liho/debates.htm
- Lincoln-Douglas debates, Springfield, 1858: http://www.gilderlehrman.org/search/display_results.php?id=GLC02955
- First Inaugural Address, March 4, 1861:
http://www.bartleby.com/124/pres31.html
- Emancipation Proclamation, January 1, 1863:
http://www.gilderlehrman.org/search/display_results.php?id=GLC00742
- Second Inaugural Address, March 4, 1865:
http://www.bartleby.com/124/pres32.html
Have each group select a representative to present
the group's findings in a panel discussion. The panelists
will:
1. Prepare an opening speech on the group’s analysis
of the assigned speech. Information to be included in
this presentation: the historical context for the speech,
the speech’s audience, and the position on slavery
that the speech expresses.
2. Be prepared to respond to questions about the contents
of the speech and about Lincoln at the time of the speech.
Assign a student moderator. The moderator will:
1. Introduces the topic for the panel discussion.
2. Prepares questions for panelists after presentations.
3. Directs questions from the audience (the remainder
of the class) to the panelists.
The remainder of the class will be the audience, and
should be prepared to ask the panel members questions
about Lincoln and slavery.
Activity Three: Political Campaign
Divide the class in two groups. Each group will plan
one of Lincoln’s major political campaigns:
1. 1858 senatorial election (Illinois)
2. 1860 presidential election
Each campaign should include the following:
1. A platform statement on Lincoln’s
stand on slavery and on the stand of his political party.
2. Three campaign ads--these should be creative to attract
attention and support (for example, posters or a campaign
video).
3. An ad exposing the weakness of Lincoln’s opponent
in the senate race or of one of his opponents in the
presidential race.
Discussion/debriefing questions:
1. Did the two campaigns show a change in Lincoln’s
stand on slavery? Explain your opinion.
2. What events or disputes affected the change?
3. Did Lincoln’s position on slavery in each
of the campaigns reflect his personal convictions
about slavery and race, or one that would best ensure
winning the election?
Extension Activity:
Essay
To what extent did the Emancipation Proclamation reflect
a change in Lincoln’s position on slavery from
1830 to 1863?
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