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Emancipation Proclamation

Emancipation Proclamation. Historical Issues Analysis. The single bloodiest day of the war. September 17, 1862. “When the rebel army was at Frederick, I determined, as soon as it should be driven out of Maryland, to issue a Proclamation of Emancipation such as I thought most likely

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Emancipation Proclamation

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  1. Emancipation Proclamation Historical Issues Analysis

  2. The single bloodiest day of the war September 17, 1862

  3. “When the rebel army was at Frederick, I determined, as soon as it should be driven out of Maryland, to issue a Proclamation of Emancipation such as I thought most likely to be useful. I said nothing to any one; but I made the promise to myself, and -- to my Maker. The rebel army is now driven out, and I am going to fulfill that promise.” September 22, 1862

  4. ". . . on the first day of January . . . 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.” September 22, 1862 Preliminary Emancipation Proclamation

  5. ". . . on the first day of January . . . 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.” September 22, 1862 Preliminary Emancipation Proclamation

  6. Questioning • Thick and Thin Questions • Bloom’s Levels of Questioning • Levels of Questioning

  7. Questioning • Thick and Thin Questions • Thick: address large, universal concepts.Answers are often long and involved and require discussion and research • Thin: Answers are shorter and can be answered with a number or simple yes or no. • Bloom’s Levels of Questioning • Levels of Questioning

  8. Questioning • Thick and Thin Questions • Bloom’s Levels of Questioning • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation • Levels of Questioning

  9. Questioning • Thick and Thin Questions • Bloom’s Levels of Questioning • Levels of Questioning • Level One: questions can be answered explicitly by facts contained in the text • Level Two: questions have more than one answer; the answers are found in the text • Level Three: questions have many answers; the answers are found outside the text

  10. Activities • Work through the Question Worksheet • Read the Proclamation • Break into Population Segments • Enslaved people • Abolitionists • Plantation Owner • Union Soldier • Confederate Soldier • Factory Workers in the North • Should the document be considered one of the most important in US History?

  11. Bibliography • http://www.battleofantietam.org/ • http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=102 • http://www.pbs.org/civilwar/war/facts.html • National Archives • http://www.archives.gov/exhibits/american_originals_iv/sections/preliminary_emancipation_proclamation.html# • http://www.archives.gov/exhibits/charters/ • http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/

  12. Emancipation Proclamation Historical Issues Analysis

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