Timothy Stout

The Civil War

Professor Frazer
7/16/15
President Lincoln and the Emancipation Proclamation:
One hundred fifty years ago, on January 1st, 1863, Abraham Lincoln presided over the
annual White House New Years reception. Late that afternoon, he retired to his study to sign the
Emancipation Proclamation. When he took up his pen, his hand was shaking from exhaustion.
Briefly, he paused- I do not want it to appear as if I hesitated, he remarked. Then Lincoln
affixed a firm signature to the document. (New York Times, 2012). What was so important
about this document? Why was he concerned about the appearance of hesitancy in signing the
paper? What this the defining moment of his presidency? How did past experiences impact this
moment? These are all questions that in the next few pages, hope to be answered. The picture is
much bigger than simple words on a paper. This paper will be an examination of the 16 th
President of the United States and the document in which his name is forever linked, The
Emancipation Proclamation. Lets see what history has revealed.
If any personal description of me is thought desirable I am, in height, six feet, four
inches, nearly; lean in flesh, weighing, on an average, one hundred and eighty pounds; dark
complexion, with course black hair and grey eyes. (The Timeline History of U.S. Presidents and
First Ladies, Greenman, Barbara.) This is a brief glimpse President Lincoln. He was born in the
state of Kentucky in 1809 to Thomas and Nancy Hanks Lincoln. He served as a captain in the

Black Hawk War in 1832. He began his political career by being elected to Illinois legislature,
where he served from 1834-1842. In 1846, he was elected to Congress as representative from
Illinois and campaigned unsuccessfully for U.S. Senate in 1858. He was known for his debate
over slavery with Stephen Douglas. His political hard work paid off when he was elected the 16 th
President of the United States in 1860. In 1864, he won reelection for a second term. Tragedy
struck on April 14, 1865. He was mortally wounded by an assassin named John Wilkes Booth.
President Lincoln was attending a comedy at Fords Theatre when he was shot. April 15, 1865,
he died in Washington D.C.
President Lincoln faced many difficulties during his time in office. The greatest challenge
came from the southern states who threatened to secede if a Republican was elected President.
The reason for the threat was directly related to slavery. After Lincoln took office, the nation
anxiously waited to see what the southern states would do. Before the Civil War began, former
President John Tyler proposed a peace conference to be held in Washington D.C. The goal was a
last ditch effort to keep the South from succeeding and keep the Union together. Ironically, the
day the Washington Peace Conference began, February 4th, 1861, the Confederate States of
America officially declared itself a separate nation. (historynet.com 2010). Compromise was not
the result of the Washington Peace Conference. In the end, President Lincoln remarked on the
push for compromise. My course is as plain as a turnpike road. It is marked out by the
Constitution. I am in no doubt which way to go. Suppose now we all stop discussing and try the
experiment of obedience to the Constitution and the laws. (historynet.2010). Lincoln was firm
on his views of slavery and the desire to follow the Constitution. As the Civil War raged and the
stress of being president increased, Lincoln started to waver in his stance on slavery. He wrestled

with how much freedom the slaves should have. He struggled with the idea of just doing
whatever it took to end the war and begin restoring peace and order.
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; 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. President Lincoln (The Civil War, an Illustrated History, Geoffrey
Ward). This comment demonstrates the incredible stress that President Lincoln was under as the
war continued and the loss of life mounted. He was dealing with something all Presidents
struggle with. Are decisions based on personal convictions or what is best for the country? What
happens when personal convictions and what is best for the country are at odds with each other?
How can a correct decision be made? I personally believe Lincoln wanted slavery to end. At the
time of this quote, Lincoln was getting pressure from both sides of the issue. Congress had
abolished slavery in the District of Columbia and would not allow slavery in the western
territories. George Templeton Strong and Frederick Douglass continuously reminded Lincoln
that We are Americans- (An Illustrated History, page 150). However, Lincoln was afraid that
if he did abolish slavery, it would lead to soldiers abandoning their duties and he would lose the
border states.
Privately, President Lincoln had made up his mind that he needed to free the slaves who
were held in the states that were in open rebellion to the Union. The key question was, When
should this announcement be made public? As is the case in politics, it is all about timing.
Secretary of State Seward advised Lincoln to wait until the North had some momentum. He
encouraged Lincoln to make the announcement after a critical victory in order to keep the
pressure on the South and morale high for the North. He received that moment after the Battle of

Antietam (Sharpsburg)

. Even though this battle was a draw, the Union army was able to

drive the Confederates out of Maryland- enough of a victory that Lincoln felt comfortable
issuing the Emancipation five days later. (www.civilwar.org). On September 22, 1862, President
Lincoln issued his Emancipation Proclamation. It was set to go into effect on January 1 st, 1863 if
the South did not lay down their arms. This announcement was met with harsh criticism and
condemnation for the South. President Davis called Lincolns proclamation the most execrable
measure recorded in the history of guilty man, (An Illustrated History, page 166).
With this announcement, President Lincoln had officially drawn a line in the sand.
What exactly did the Emancipation Proclamation say? Where slaves immediately set free? What
criticisms were directed towards the Emancipation Proclamation? The Proclamation did not
immediately free all the slaves. It only applied to slaves living in states who were in rebellion
towards the North. The announcement served as a war measure, intended to cripple the South
and to discourage other nations, such as England or France, from aiding the Confederates. This
strategy was supported by the North and ridiculed, both from the South and overseas. The
Government liberates the enemys slaves as it would the enemys cattle simply to weaken
them in the coming conflict The principle asserted is not that a human being cannot justly own
another, but that he cannot own him unless he is loyal to the United States.- London Spectator
(An Illustrated History, page 166).
One of the supporting reasons that President Lincoln used to justify the Emancipation
Proclamation was his duty as Commander-in-Chief and his executive war powers. The South
was using slaves to support their armies in the field and also taking care of issues at home so
more men could join the fight. Lincoln justified issuing the Proclamation as a fit and necessary
war measure. The goal was to cripple the use of slaves in the war effort for the South. President

Lincoln declared that the Proclamation would be enforced under his own power as Commanderin-Chief and that the freedom of the slaves would be maintained by the Executive Government
of the United States. (www.civilwar.org).
In a twist of irony, the Proclamation allowed blacks living in the North to serve in the
military. So, while Lincoln desired to cripple the South war effort for freeing their slaves, he
opened the door for the Northern war effort to be boosted by additional manpower. Over the next
two years, some 200,000 black men would serve in the Union Army and Navy, playing a critical
role in achieving victory for the North (www.nytimes.com). The large amount of black men who
volunteered to serve in the Northern army confirmed that the war for the Union was a war for
freedom. It added moral force to the Union cause and strengthened the Union, both militarily and
politically (www.achives.gov).
The Emancipation Proclamation altered the ultimate reason for the war. The war began
with the vision of maintaining the Union and keeping the South from seceding. The
Emancipation Proclamation added another layer to the purpose of the war; the total abolition of
slavery. As already mentioned, initially the Proclamation only freed slaves being held in
rebellious states. As the war came to an end, the Proclamation had influenced and prepared
citizens to advocate and accept abolition for all slaves, both in the North and South. The 13 th
Amendment, which abolished slavery in the United States, was passed on December 6 th, 1865
(www.civilwar.org).
Such a broad proclamation of power by President Lincoln during a time of war was met
with intense criticism. Those in the South felt he had overstepped his duties as President and did
not have the authority to free what they considered their personal possessions. This was a case of

perceived abuse of power by President Lincoln. Another area that brought heavy criticism from
the South was the language of the Proclamation that freed slaves in rebellious states in the South,
but left un-touched those slaves in the Border States. President Lincoln saw this apparent
inconsistent policy as a way of establishing a clear line between what was and what was not
within his power. Emancipating slaves in the states in rebellion served as a legitimate extension
of his commander-in-chief powers, but those powers could not reach the practice of slavery in
states that remained loyal to the Union. (www. Libertylawsite.org).
President Lincoln was heavily criticized for proposing colonization. As he was drafting
the Emancipation Proclamation in August of 1862, Lincoln hosted a delegation of freed slaves to
the White House in hopes of getting their support on a plan for colonization in Central America.
Given the differences between the two races and the hostile attitudes of whites towards blacks,
Lincoln argued, it would be better for us both, therefore, to be separated (www.history.com).
This position angered both black leaders and abolitionists who argued vehemently that blacks
deserved the same rights as whites. Due to the harshness of the criticism, Lincoln did not pursue
the idea of colonization and the concept was stricken from the Emancipation Proclamation.
The final area of criticism that was directed towards President Lincoln concerned his
earlier political position on racial equality. He agreed with the founding fathers view that all
men are created equal and that it applied to both whites and blacks. Despite his agreement,
Lincoln still felt that blacks did not deserve the same social and political rights as whites
(www.history.com). In a debate with for the U.S. senate with Stephen Douglas on September
18th, 1858, he made his position clear with the following statement; I will say then that 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 (www.history.com). He opposed blacks having the opportunity to vote,

serve on juries, to hold office, and to intermarry with whites. The idea of all men are created
equal in his mind blacks had the right to improve their condition in society and enjoy the fruits
of their labor. In this way, they were equal to white men, and for this reason slavery was
inherently unjust- www.history.com).
After examining the life of Abraham Lincoln and reviewing the Emancipation
Proclamation, what kind of man was he? Is he the liberator of blacks and the conqueror of
slavery? Is he the typical politician who will do and say whatever it takes to keep him in the seat
of power and quickly end the Civil War?
I think Abraham Lincoln is a man who was constantly evolving as a human being. His
convictions and political persuasions changed as he experienced life as a President and
Commander-in-Chief. His views on slavery, the rights of blacks, and the future of inter-racial
harmony changed as the Civil War raged. For most of his presidency, he was just trying to figure
out how to end the war quickly and keep the Union from falling apart. When his legacy was
hanging in the balance, he uttered these words as he signed the Emancipation Proclamation. I
never, in my life, felt more certain that I was doing right, than I do signing this paper, he
declared. If my name ever goes into history, it will be for this act, and my whole soul is in it.
(www.civilwar.org).

Bibliography:
1. Ward, Geoffrey C., Burns, Ric, Burns, Ken.The Civil War, An Illustrated History: Alfred
A. Knofp, Inc. 1990
2. Greenman, Barbara, The Timeline History of U.S. Presidents and First Ladies, Thunder
Bay Press, 2009.
3. http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/
4. http://www.civilwar.org/education/history/emancipation-150/10-facts.html
5. http://www.nytimes.com/2013/01/01/opinion/the-emancipation-of-abe-lincoln.html?_r=1
6. http://www.historynet.com/pre-civil-war-peace-conference.htm
7. http://www.libertylawsite.org/liberty-forum/the-emancipation-proclamation-abrahamlincolns-constitutionally-modest-proposal/
8. http://www.history.com/news/5-things-you-may-not-know-about-lincoln-slavery-andemancipation

Secondary Lesson Plan Template

Topic: Emancipation Proclamation

Grade Level:

Length of class:

8th

50 minutes

LEARNING GOAL/PURPOSE (What is the overall goal/purpose of this lesson)?

1.

To introduce the students to the life of Abraham Lincoln and his role in freeing the
slaves.
2. Have the students continue to examine the Executive Office and the difficulty of being
President of the United States

LEARNING OBJECTIVES (What will students know or be expected to do in this lesson? Use verbs
from Blooms Taxonomy):

1. Identify the various roles of the President.

2. Analyze the powers of the President and the impact those powers have on the citizens of
the United States and the world.

STANDARDS (What national or state standards will you address?):

1. SS.6-8.H.2- Understand how and why people create, maintain, or change systems
of power, authority, and governance.
2. SS.6-8.H.4- Understand the role of individuals and groups within a society as
promotors of change or the status quo.

RESOURCES/MATERIALS NEEDED (What materials and resources will I need in this lesson?):

1. Copy of the Emancipation Proclamation for each student/Worksheet

2. Individual laptops for students- Laptop cart
3. http://www.nps.gov/common/uploads/teachers/lessonplans/Worksheet-1-EmancipationProclamation.pdf

PLAN for LEARNING (How will you organize student learning in this lesson?

LESSON SEQUENCE & PACING (How will I organize this

lesson? How much time will each component of the lesson
take?)

1. Introduction question: How important is it for the

President to ensure the freedom and liberty for all?
Provide in depth reasoning behind your answer.
Students will complete this question when they
enter the classroom in their notebook- 5 min.

ACTIVATE/ENGAGE
(How will I engage students in
learning or prepare students to
learn by activating/building up their
prior knowledge?)

Ask a question, think-pair-share

activity, Anticipatory set activity,
checklists, quick write, cooperative
learning activity, inquiry-based task,
carousel activity, KWL, circle map,
show a video clip, do a
demonstration, tell a story, quiz,
thumbs up, fist-to-five, etc.
ACQUIRE/EXPLORE/APPLY

2. Students will transition into groups of (3) and they

will be allowed to choose their groups. Each student
will have their laptops. Their assignment is to
research the Emancipation Proclamation. They will
have a copy of the Emancipation Proclamation and
the questionnaire that goes with it. I will walking
around the classroom, speaking with groups and
asking questions about the information they are
finding. 30 min

3. Group Check- I will have the groups stop their

research to do a quick Formative Assessment. I will
see how far they have gotten and answer any
questions they might have. If needed, I can do some
re-teaching about Abraham Lincoln and the
document if so needed. 10 min

(How will I help students acquire

and apply new knowledge and
skills?)

Lecture, demonstration, guest

speaker, inquiry-based activity, text
analysis, discussion, debate,
simulations, skits, project-based
learning, jigsaw activity, cooperative
learning activity, flexible grouping,
learning center rotation, research
activity, etc.
ASSESS/CLOSURE/BRIDGE
(How will I assess my students
understanding or provide closure in
the lesson?)

Selected Response (Test, quiz, exit

slip)

Products from Performance

assessment (Skit, role play,
dramatization, debate, cooperative
learning, project, student-inquiry)

4. Students will put their document/worksheet away to

complete tomorrow.

Written Communication (Shortanswer, journal entry, bulleted

response, essay, exit slip)
Personal Communication
(Questions, Discussion
Interview)

5. Exit Slip- Students will write on a 3x5 card one thing

they learned about the Emancipation Proclamation.
5 min

6.

7.

DIFFERENTIATING YOUR INSTRUCTION:

How specifically will you differentiate your content, process, or product based on student
readiness, interest, or learning style? Will you gather information about your students prior
knowledge? Will you work to build on your students prior knowledge? Will you scaffold
student instruction? Will you flexibly group students based on readiness, interest, or learning
style? Will you give students choice in this lesson?

WHAT COULD YOU DIFFERENTIATE?

___ CONTENT (WHAT STUDENTS LEARN)

___ PROCESS (HOW STUDENTS LEARN)
___ PRODUCT (HOW STUDENTS DEMONSTRATE THEIR LEARNING
___ LEARNING ENVIRONMENT

BASED ON

___ READINESS
___ INTEREST
___ LEARNING STYLE (VISUAL, AUDITORY, KINESTHETIC)

DIFFERNTIATED INSTRUCITONAL STRATEGIES

___ FLEXIBLE GROUPS

___ TIERED ASSIGNMENTS

___ COOPERATIVE LEARNING GROUPS

___ LEARNING CENTERS
___ RAFTS
___ GRAPHIC PRGANIZERS
___ SCAFFOLDED READING/WRITING

___ MENUS/CHOICE BOARDS

___ INDEPENDENT PROJECTS
___ LEVELS OF QUESTIONING