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Program Flyer: Abraham Lincoln, African Americans, and the Emancipation Proclamation

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Content Provider   HistoryConnects from the Virginia Historical Society  2012-13 Honorable Mention, 2013-14
Contact Information   Evan Liddiard
eliddiard@vahistorical.org
428 North Boulevard
Richmond, VA  23220
United States
Phone: (804) 342-9689
Program Type   Individual Program
Program Rating      based on 1 evaluation(s).
Target Audience   Education: Grade(s): 4, 5, 6, 7, 8, 9, 10, 11, 12, Parent, Adult Learners, community college, Public Library: Library Patrons, retirement center
Maximum Number of Participants   No Maximum, but we suggest no more than 30. Students will be working in groups
Minimum Number of Participants   5
Primary Disciplines   Fine Arts, Language Arts/English, Problem Solving, Social Studies/History, Standards
Program Description   Two years of fighting changed what the American Civil War was about. Beginning in 1863, the North no longer fought only to save the Union, but also to end slavery. Lincoln believed ending slavery was the only way to win the war and not have to fight again.
This program focuses on an examination of political cartoons and paintings that highlight Abraham Lincoln, the Emancipation Proclamation, and the end of slavery. Particular attention is paid to the role that enslaved African Americans played in their own emancipation. Through guided historical inquiry your students are introduced to political cartoons as primary sources. They will engage in primary source analysis, and interpret the importance of these sources while learning about their historical context. This interactive presentation will end with a period for questions and answers.

This interactive program will end with a period for questions and answers.

With a primary source workshop program, there is a pre-program activity that students must participate in as a primer for the workshop. Information will be provided upon confirmation of the program booking.
Program Format   1. Introduction/Historical Background
2. Group Primary Source Analysis
3. Discussion
4. Conclusion
5. Questions and Answers
Objectives   The participant will be able to distinguish between primary and secondary sources. The participant will be able to discuss the importance of the Emancipation Proclamation and Lincoln’s role in ending slavery.
National/Common Core Standards to which this program aligns   CIVIL WAR AND RECONSTRUCTION (1850-1877)
Standard 1: The causes of the Civil War.
Standard 2: The course and character of the Civil War and its effects on the American people
Standard 3: How various reconstruction plans succeeded or failed

Common Core
Grade Two
CCSS.ELA-LITERACY.RI.2.3 : Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSS.ELA-LITERACY.RI.2.4 : Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-LITERACY.RI.2.6 : Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Grade Three
CCSS.ELA-LITERACY.RI.3.1 : Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.3 : Describe the relationships between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-LITERACY.RI.3.7 : Use information gained from illustrations and the words in a text to demonstrate understanding of the text (eg, where, when, why, and how key events occur).
CCSS.ELA-LITERACY.RI.3.9 : Compare and contrast the most important points and key details presented in two texts on the same topic.
Grade Four
CCSS.ELA-LITERACY.RI.4.3 : Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text , including what happened and why, based on specific information in the text.
CCSS.ELA-LITERACY.RI.4.4 : Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-LITERACY.RI.4.6 : Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and information provided.
Grade Five
CCSS.ELA-LITERACY.RI.5.3 : Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.4 : Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-LITERACY.RI.5.6 : Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CCSS.ELA-LITERACY.RI.5.7 : Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Grade Six-Eight
CCSS.ELA-LITERACY.RI.6-8.1 : Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RI.6-8.2 : Determine the central ideas or information of primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RI.6-8.3 : Identify key steps in a text's description of a process related to history/social studies.
CCSS.ELA-LITERACY.RI.6-8.7 : Integrate visual information (eg., photographs or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RI.6-8.9 : Analyze the relationship between a primary and secondary source on the same topic.
Grade Nine-Ten
CCSS.ELA-LITERACY.RI.9-10.1 : Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RI.9-10.3 : Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-LITERACY.RI.9-10.9 : Compare and contrast treatments of the same topic in several primary and secondary sources.
Grade Eleven-Twelve
CCSS.ELA-LITERACY.RI.11-12.4 : Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.
CCSS.ELA-LITERACY.RI.11-12.7 : Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RI.11-12.9 : Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
State/Regional Standards to which this program aligns   Virginia Studies
VS.7 The student will demonstrate knowledge of the issues that divided our nation and led to the Civil War by
a) identifying the events and differences between northern and southern states that divided Virginians and led to secession, war, and the creation of West Virginia;
b) describing Virginia’s role in the war, including identifying major battles that took place in Virginia;
c) describing the roles played by whites, enslaved African Americans, free African Americans, and American Indians.
United States History to 1865
USI.9 The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
a) describing the cultural, economic, and constitutional issues that divided the nation;
b) explaining how the issues of states’ rights and slavery increased sectional tensions;
c) identifying on a map the states that seceded from the Union and those that remained in the Union;
d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas “Stonewall” Jackson, and Frederick Douglass in events leading to and during the war;
e) using maps to explain critical developments in the war, including major battles;
f) describing the effects of war from the perspectives of Union and Confederate soldiers (including African American soldiers), women, and enslaved African Americans.
Virginia and US History
VUS.7 The student will demonstrate knowledge of the Civil War and Reconstruction Era and their importance as major turning points in American history by
a) evaluating the multiple causes of the Civil War, including the role of the institution of slavery as a principal cause of the conflict;
b) identifying the major events and the roles of key leaders of the Civil War Era, with emphasis on Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Frederick Douglass;
c) analyzing the significance of the Emancipation Proclamation and the principles outlined in Lincoln’s Gettysburg Address;
Program Length   45-60 minutes
By Request   This program is available by request ONLY
Date/Time Notes   Programs are available Monday through Friday, between 8 am and 4 pm, EST.
If these times do not work for your group, please contact Evan Liddiard at eliddiard@vahistorical.org and we will make every effort to find a convenient time for your program.

With a primary source workshop program, there is a pre-program activity that students must participate in as a primer for the workshop. Information will be provided upon confirmation of the program booking.
Program Cost   Point to Point Cost: $100.00
By Request Cost: $100.00
Program Fee Notes   Programs are offered at a 50% discount for Virginia schools.
Cancellation Policy   We will not charge for programs cancelled due to nature i.e. snow days. The full fee will be charged to sites which cancel with less than 48 hours notice.
Is recording allowed?   No
Program Delivery Mode(s)   Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Skype, iChat, FieldTripZoom, Vidyo, Movi/Jabber, Blue Jeans, etc...)
Webinar
Other: Zoom
Minimum Technology Specifications for sites connecting to this provider   All schools will dial into the VHS.

IP address: 38.68.255.194

For H.323 video conferencing systems (Polycom, Tandberg, Cisco, Lifesize), groups should dial into us directly via IP connections or through a bridging agent, at an ideal connection speed of at least 384 kbps.

Our programming is also available to groups who do not have access to video conferencing equipment through the use of free cloud-based video conferencing software. Software configuration and connection instructions will be sent out once we have received your program request form.

We require a test call be scheduled at least one week prior to the date of your program in order to verify that we can maintain an acceptable connection between our sites.

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For additional assistance, phone 866-826-2452.

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