1. Academic Controversy in the History Classroom
This workshop is sponsored in part by the Library of Congress Teaching with Primary Sources Eastern Region Program, coordinated by Waynesburg University.
Historical Question:
Did the Emancipation Proclamation free the enslaved population?
Author: Bernice Montagna
Class/Grade Level: Language Arts/Grade 6
CT Standards:
1.8 – Demonstrate an understanding of the interactions of the structures and functions of government and law at the
local, state, national and international levels.
1.9– Demonstrate an understanding of the rights and responsibilities of citizens.
2.2 – Interpret information from a variety of primary and secondary sources, including electronic media (e.g. maps, charts,
graphs, images, artifacts, recordings and text).
2.3 – Create various forms of written work (e.g. journal, essay, blog, Web page, brochure) to demonstrate an
understanding of history and social studies issues.
2.4 – Demonstrate an ability to participate in social studies discourse through informed discussion, debate and effective
oral presentation.
3.2 – Analyze and evaluate human action in historical and/or contemporary contexts from alternative points of view.
Overview:
The Emancipation Proclamation was issued by Lincoln to carry out his executive war powers during
the Civil War on January 1, 1863. It proclaimed that all slaves in the Confederate States, states in
rebellion against the Union, be freed. The Proclamation freed 50,000 slaves immediately and almost
all as the Union army passed through the Confederate State. On September 22, 1862 he formally
stated that all the slaves would be freed in any Confederate States that did not return to the Union by
January 1, 1863. The Emancipation Proclamation made restoration of the Union and freedom for the
slaves the goal of the war. The white southerners of the Confederate State were infuriated by this
announcement and believed that the war was a race war. It also discouraged Confederate allies in
Europe from supporting the Confederate cause and wanting to become involved in the situation. It
activated more Abolitionists movement in the country to become more involved in the slavery cause.
It wasn’t until the Thirteenth Amendment, which became effective on December 1865 that slavery
became illegally throughout the United States.

2. Document Summary:
Document 1- Charles Dana, the Assistant Secretary of War from 1863 to 1865, letter to William
Seward, the Secretary of State, is expressing his opinion of the Lincoln’s formal announcement of the
Emancipation Proclamation in September 1862. He is suggesting that Lincoln may have a personal
interest in making the executive order to free the slaves and restore the Union. He expresses his
distaste for the slave population in his letter to Seward.
Document 2- Hannibal Hamlin, Lincoln’s Vice President from 1861 until March 1865, is expressing
his gratitude for Lincoln’s announcing the executive decision to call a halt to slavery and restore the
Union. He also states that the Proclamation will be viewed and approved by future generation as a
decision for the good of our country.
Document 3- William Green Adams, leading farmer and miller in Letcher County KY, wrote to show
his feeling about Lincoln’s announcement of his intentions to restore the Union. He is urging the Post
Master of Kentucky to support Lincoln’s Proclamation that will end slavery and restore the Union.
Document 4- Walter Gaines and Henry Rowland, friends of Lincoln, wrote to him about their travel
experiences home and their stay at a lodging where they heard Jefferson Davis speak about the
Emancipation Proclamation. Gaines and Rowland were surprised by the feelings of the people of
Kentucky .Their letter warns Lincoln of Davis’s intentions as President of the Confederacy. They
clearly give suggestions to Lincoln on how to restructure his Cabinet to prevent this occurrence.
Document 5- This is a wood engraving of the freed slaves after they learned about Lincoln’s
Emancipation Proclamation issued on January 1 1863. They are taking up any type of weapon they
can use to fight against the Confederates to preserve their newly gained freedom. . They have loaded
up their belongings to leave their masters and even if they don’t have any place to go, except to
freedom.
Document 6- these illustrations compare how a slave was sold as punishment for crime before
Emancipation Proclamation; and how an African-American was whipped as punishment for crime in
1866. This illustration compares the two punishments of the African-Americans prior to the
Emancipation and post Civil War. It shows that the southern states disregarded the Proclamation and
they still treated the African-Americans with contempt.
Procedure (80 minutes):
1. Introduction of lesson, objectives, overview of SAC procedure (15 minutes)
2. SAC group assignments (30 minutes)
a. Assign groups of four and assign arguments to each team of two.
b. In each group, teams read and examine the Document Packet
c. Each student completes the Preparation part of the Capture Sheet (#2), and works with
their partner to prepare their argument using supporting evidence.
d. Students should summarize their argument in #3.
3. Position Presentation (10 minutes)
a. Team 1 presents their position using supporting evidence recorded and summarized on
the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 2
records Team 1’s argument in #4.
b. Team 2 restates Team 1’s position to their satisfaction.

3. c. Team 2 asks clarifying questions and records Team 1’s answers.
d. Team 2 presents their position using supporting evidence recorded and summarized on
the Preparation part of the Capture Sheet (#2 & #3) on the Preparation matrix. Team 1
records Team 2’s argument in #4.
e. Team 1 restates Team 2’s position to their satisfaction.
f. Team 1 asks clarifying questions and records Team 2’s answers.
4. Consensus Building (10 minutes)
a. Team 1 and 2 put their roles aside.
b. Teams discuss ideas that have been presented, and figure out where they can agree or
where they have differences about the historical question
Closure:
The reporter for each group will report to the class the consensus reached by their group. The class
appointed recorder will record each group’s position using Socrative .com website. The class recorder
will post each group’s position and supporting reasons. At the end of class the students will process
the results and come to a class consensus on the SAC question.
Assessment:
Students will write a persuasive essay from their personal point of view answering the SAC question
and document packet as text support for their opinion.
Differentiation:
I would use the website LessonWriter.com to differentiate the lesson for average, low and ELL
students. Lessonwriter.com website is free to teachers for this purpose and it includes the CCSS
standards, vocabulary for each level, and questions to use based on Bloom’s Taxonomy.
Lesson Writer Procedure:
1. Upload the reading passage for each document into Lesswriter.com.
2. Lesson Writer then assesses each passage for text complexity and determines vocabulary for
the average, general and ELL student.
3. Lesson Writer includes pre-reading vocabulary activities to use in the Introduction of the SAC
activity for the lower level readers.

4. Document 1
Charles Dana was Assistant Secretary of War from 1863 to 1865. Dana in his letter to William
Seward the Secretary of State was expressing his opinion of the Lincoln’s formal announcement
of the Emancipation Proclamation in September 1862. He is suggesting that Lincoln may have
a personal interest in making the executive order to free the slaves and restore the Union. He
expresses his distaste for the slave population in his letter to Seward.
Recd 25. Sept
N-York 23d. Sept. 1862
My Dear Sir--
The "Proclamation"1 would please me better if it had omitted one short paragraph "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"-- this jars on me
like a wrong tone in music -- nor do I believe either of the two names signed to it would hesitate one moment
to shoulder a musket and "go in" to crush out an effort to repress what is suggest they will not.-- This is the
only "bad egg" I see in "that pudding" -- & I fear may go far to make it less acceptable than it deserves to be-- I
hope I may be in error for I have no pride of opinion – …..
Perhaps "the President" had a personal interest as to this matter-- I have none -- my only belief is that a Slave
negro in a Slave State -- (cultivating cotton) is "the right man in the right place" -- and in any other place or
condition -- so much the worse for him--
Your friend & obedient Servant
Charles A. Dana
[Note 1 Lincoln had issued the Preliminary Emancipation Proclamation on September 22. For the text of the
proclamation, see Collected Works, V, 433-36.]
Vocabulary
Omitted- left out of something
Repress- to control by force
Jars- shakes something abruptly
Tone- quality of sound
Hesitate- pause while doing something
Musket- long barreled gun
Cultivating- grow or plant crops
Obedient- doing as told Source: A letter from Charles A. Dana to
William H. Seward, Tuesday, September 23, 1862 (Emancipation Proclamation)
http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d1858200))
Document 2

5. Hannibal Hamlin was Lincoln’s Vice President from 1861 until March 1865 when his term
expired. He was replaced by Andrew Johnson in the election of November 1864.
Bangor Sept. 25 1862.
My Dear Sir
I do not know, as, in the number of the correspondence with which you are burdened, this note will ever meet
your eye-- But I desire to express my true and sincere thanks for your Emancipation Proclamation.1 It will stand
as the great act of the age-- It will prove to be wise in Statesmanship, as it is Patriotic-- It will be
enthusiastically approved and sustained and future generations will, as I do, say God bless you for the great
and noble act.
Yours Sincerely
H Hamlin
[Note 1 Lincoln issued his preliminary Emancipation Proclamation on September 22, 1862.]
Vocabulary
Correspondence- written messages
Burdened- a load being carried
Statesmanship-a man who shows respect for
the public good
Enthusiastically- showing eagerness about
something
Sustained- help keep something in place
Source: A letter from Hannibal Hamlin to Abraham Lincoln, September 25, 1862
http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d4235300))

6. Document 3
William Green Adams was a leading farmer and miller in Letcher County KY. He was a captain
in the Union army when war broke out. He was shot by a sniper and died on June 29, 1863. He
is writing to show his feeling about Lincoln’s announcement of his intentions to restore the
Union.
Office of the Auditor of the Treasury
For the Post Office Department,
Dec 31st 1862.
For God’s sake, stand by the Proclamation--1 No taking back, show the people you intend to stand firm by any
policy you may adopt & the people will stand by you
The Good men of Kentucky will stand by you in every effort to crush the rebellion, and if you will let the
political jugglers know they have to toe the mark, they will sink & come too
Green Adams
[Note 1 This is a reference to the Emancipation Proclamation. Lincoln had issued the Preliminary Emancipation
Proclamation on September 22, 1862 and the final version of the proclamation was to be issued on January 1,
1863.]
Vocabulary
Intend- to plan for a purpose
Rebellion- organized attempt to
overthrow a government
Source: A letter from Green Adams to Abraham Lincoln, December 31, 1862
http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d4244200))

7. Document 4
Walter Gaines and Henry Rowland, friends of Lincoln, wrote to him about their travel
experiences home and their stay at a lodging where they heard Jefferson Davis speak about the
Emancipation Proclamation. Gaines and Rowland were surprised by the feelings of the people
of Kentucky toward Lincoln’s Proclamation to restore the Union and free the slaves.
Louisville, Kentucky
Dec 21st 1862
Dear Sir
We rushed to write you, having just arrived from Richmond, Va. We reside seven and half miles out on the
Petersburg Road, and have always been Union men and at least until recently escaped the conscription. We
have been robbed of everything, and are entirely ruined, and have resolved to die rather than fight against the
old flag. We were in the Spotswood House on the night of Dec 1st, and heard Jefferson Davis remark to a
number of his friends "that there would soon be a rupture in Lincoln's Cabinet, and that the appointment of
men who favored the Emancipation scheme would together with the Proclamation would ensure Kentucky's
sympathies in our cause, together with the late Democratic victories, would ensure the ultimate triumph of
Southern Arms." We observed everything in our route, which was through Chattanooga & Knoxville Tenn.,
then through Cumberland Gap to Lexington and from there to this point. We were utterly astonished and
alarmed at the feeling exhibited in this state regarding your late Proclamation1 Citizens and soldiers, alike are
condemning your course, and we think it our duty as your friends, good citizens and loyal to the government, to
give you the opinions of the people of this State and a part of the Army as it is.
If changes are to be made in your cabinet allow these suggestions.
Secretary of State. John J Crittenden Ky.
Secretary of Interior Joseph Holt Ky.
Secretary of War Ambrose Burnside R. I
Secretary of Navy Com Vanderbilt N. Y.
Postmaster Genl. Thomas Hicks of Md
Commander in chief in the field General George. B. McClellan—
With the above changes, you can serve your times as President of the whole United States. Without it, you
will not serve six weeks longer. Mark it!
Vocabulary
We are with respect, Conscripture- forcing people join the army
Walter H Gaines Rupture- break apart something
Henry S. Rowland Scheme- a plan of action
Astonished- very surprised
Condemning- to say something is bad or wrong
Source: A letter From Walter H. Gaines and Henry S. Rowland to Abraham Lincoln, December 21, 1862
http://memory.loc.gov/cgi-bin/query/r?ammem/mal:@field(DOCID+@lit(d2034400))

8. Document 5
This is a wood engraving of the freed slaves after they learned about Lincoln’s Emancipation
Proclamation issued on January 1 1863.
Source: The effects of the proclamation - freed Negroes coming into our lines at
Newbern, North Carolina
http://hdl.loc.gov/loc.pnp/cph.3c12158

9. Document 6
Two illustrations showing: Slave being sold as punishment for crime, before Emancipation
Proclamation; and African-American being whipped as punishment for crime in 1866.
Source: Slavery is Dead? http://www.loc.gov/pictures/item/93507943/
Some of the language and phrasing in these documents have been
modified from the originals.

10. CAPTURE SHEET Don’t forget the rules of a successful
academic controversy!
1. Practice active listening.
Did the Emancipation Proclamation free the enslaved
2. Challenge ideas, not each other
population? 3. Try your best to understand the other
positions
4. Share the floor: each person in a pair
MUST have an opportunity to speak
Preparation: 5. No disagreeing until consensus-
1. Highlight your assigned position. building as a group of four
Yes: The Emancipation Proclamation freed the enslaved population.
No: The enslaved population wasn’t really freed by the Emancipation Proclamation.
2. Read through each document searching for support for your side’s argument. Use the
documents to fill in the chart (Hint: Not all documents support your side, find those that do):
Document What is the main idea of this document? What details support your position?
#
3. Work with your partner to summarize your arguments for your position using the supporting
documents you found above:

11. Position Presentation:
4. You and your partner will present your position to your opposing group members. When you
are done, you will then listen to your opponents’ position.
While you are listening to your opponents’ presentation, write down the main details that they
present here:
Clarifying questions I have for the opposing partners:
How they answered the questions:
Consensus Building:
5. Put your assigned roles aside. Where does your group stand on the question? Where does
your group agree? Where does your group disagree? Your consensus answer does not have
to be strictly yes, or no.
We agree:
We disagree:
Our final consensus: