Abraham Lincoln and the Issue of Race and Slavery

Abraham Lincoln and the Issue of Race and Slavery

By Katie Strock

Level: High School/ 11th grade A.P. U.S. History

Colorado State Standard: 2.2 Students know how to interpret and evaluate primary and

secondary sources of historical information.

Length: 2 ½, 90 minute block periods (approximately mid-way through the unit). Students should have basic knowledge of the causes/ background of the war as well as basic knowledge regarding Lincoln’s background.

Overview:In order to understand the major causes, events, and outcomes of the Civil War, students must think critically about the issue of race and slavery from both a moral as well as political standpoint. President Abraham Lincoln wrestled with this issue throughout his career. This can be seen in many of his notable quotes. These quotes give us much insight into his core beliefs and goals for the country; however, they often seem almost contradictory. This is clearly not a simple question

In this lesson within the Civil War unit, students will be thinking critically about this issue and participating in a Socratic Seminar utilizing that analysis. This will give the students an opportunity to take charge of their own learning while communicating their informed opinions as young historians.

Key Question:

What were Abraham Lincoln’s beliefs regarding race and slavery?

Objectives:

Students will think critically about the concept of core values and beliefs and what factors shape them. In doing so, they will comprehend the importance of looking at these types of issues within the context of the time period.
Students will discuss and analyze the various positions regarding slavery during the 19th century in America.
Students will analyze primary documents in order to support and defend their viewpoint on the topic of Lincoln’s beliefs regarding race and slavery.
Students will think critically in order to craft analytical questions regarding the primary documents provided.
Students will participate in a Socratic Seminar (see more information on the following page) fueled and driven by the questions they create.

Day One

Brain Storm/ Activate Prior Knowledge

Have students on their own, brainstorm a list of factors that they believe might influence a person’s core beliefs (challenge them to come up with a minimum of 3-5).
Students should now pair up and discuss their lists. How many do they have in common? Do they disagree about any of their factors? They should then extend their lists based of this discussion.
As a class, groups should report back and discuss the many factors that shape a person’s core beliefs (create a class list on board). Discuss the concept of nature vs. nurture, regional differences, societal norms/trends, upbringing, religion, tragedy, etc. Be sure to discuss how these things may have changed throughout history. Why might this be?
At end of discussion, tie back to slavery during the 19th century (different perspectives, etc). Encourage students to look at the issue of race through the eyes of a 19th century citizen. Discuss what we know about Lincoln’s early years, developing career, triumphs and tragedies, and presidency.

Film Clip Lincoln- History Channel. (Time permitting)

This clip will explore Lincoln’s early years and provide the students with added background information regarding the possible origins and development of his beliefs/ values.

Review the Socratic Seminar Expectation sheet with the students.

Homework (due the next class period)- Give the students a copy of the “Abraham Lincoln and the Issue of Race” packet. As a homework assignment, students should closely read these quotes and craft 3-5 analytical questions (review with them what this means providing examples) for a Socratic Seminar. While reading, students should consider the question regarding Lincoln’s beliefs on racism and slavery.

Day Two

Socratic Seminar

Upon entering the class, have the students write their predictions regarding the upcoming Socratic Seminar. Where do they stand on the issue at this point? What do they anticipate will be the class’s response? While the students work, walk around and spot check the homework assignments to ensure that they have their questions for the seminar completed. Anyone that does not must sit aside and take comprehensive notes on the discussion (including noting who speaks, etc).
Choose one student to be the class leader (the person you choose must be able to effectively facilitate the discussion, ensure that no one dominates, and must keep the discussion on topic and non-redundant. You can base this on past performance, observation, and how well they’ve prepared their questions).Inform the class that everyone must contribute in a meaningful way at least once in order for anyone to get credit for the seminar.Review with the students the rules and guidelines of a Socratic Seminar (see attached).
The students will then sit in a circle and conduct, with the assistance and guidance of the class leader, an analytical discussion regarding Lincoln’s beliefs about race and slavery. (This is STUDENT DRIVEN. The teacher must not step in no matter what. Even in the event of an awkward silence. This is a key component of the activity. The only exception is if the students require clarification of the facts only)

Reflection

Either in class as an exit ticket (time permitting) or as a homework assignment, have students craft a one page reflection on the seminar. They should give a brief synopsis, explain their initial stance and if it altered throughout the discussion (along with explanations), rate their own contributions along with the class as a whole, and discuss what they will do differently in the next seminar.
Discuss as a class the above mentioned topics (this may or not be conducted during the following class period).