When introducing historical documents, it can be helpful for students to create a simple analysis to understand the background and aim of the document. In this activity, students will use a spider map to detail the major components of the Emancipation Proclamation. They will define who wrote it, why it was written, where, and when and what the document did. The crucial details about the document can then be easily located and organized to expand on and discuss in groups, or as a class, and the final product will provide a basis on which students can better understand historical context.
Extended Activity
Have students create a spider map for Martin Luther King Jr.'s “I Have a Dream Speech”. The speech was given at the Lincoln Memorial in 1963, 100 years after the Emancipation Proclamation was written and passed. Have students connect the ideas of progress, human freedom, and equality between the two documents, and discuss why the Emancipation Proclamation did not necessarily constitute absolute freedom and equality for African Americans.
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a 5W analysis of the Emancipation Proclamation: Who, What, When, Where, and Why.
Engage students in a thoughtful debate to deepen understanding of the Emancipation Proclamation and its effects on American society. Debates foster critical thinking, respectful discussion, and allow students to explore multiple perspectives on historical events.
Divide your class into two groups: one arguing that the Emancipation Proclamation was a turning point for freedom, and the other that its impact was limited. Assign clear roles so every student participates and feels responsible for their side.
Encourage students to use primary sources, articles, and classroom materials to build their arguments. Highlight the importance of using facts and examples to back up their points.
Review debate etiquette, including active listening, taking turns, and using respectful language. Set clear expectations so students feel safe sharing their views.
Moderate the discussion, prompting each team to respond thoughtfully. Afterward, lead a reflection where students share what they learned and how their views may have changed.
The 5 Ws of the Emancipation Proclamation refer to Who wrote it (Abraham Lincoln), What it did (declared freedom for enslaved people in Confederate states), When it was issued (January 1, 1863), Where it applied (Confederate states), and Why it was written (to weaken the Confederacy and promote freedom).
Students can create a spider map by placing the Emancipation Proclamation at the center and branching out the 5 Ws: Who, What, When, Where, and Why. Each branch includes details about the document, helping students visualize and discuss key facts and context.
Understanding the 5 Ws helps students break down complex historical documents into manageable pieces, making it easier to grasp the context, purpose, and impact. This method supports critical thinking and group discussion.
Teachers can have students compare the Emancipation Proclamation with Martin Luther King Jr.'s I Have a Dream speech. By connecting themes like progress, human freedom, and equality, students can explore ongoing struggles for civil rights.
The Emancipation Proclamation declared freedom for enslaved people in Confederate states, but it did not grant absolute equality or end slavery everywhere. Its main impact was as a step toward abolition and a symbol for freedom and justice.