Students will analyze two important events that effected blacks during the Civil War, the Second Confiscation and Militia Act and the Emancipation Proclamation by looking at related primary source documents.


8.10.1. Describe the abolition of slavery in early state constitutions.

8.11.4. Describe Abraham Lincoln's presidency and his significance writings and speeches and their relationship to the Declaration of Independence, (Emancipation Proclamation).

8.11.5. Explain the views and lives of leaders (Jefferson Davis) and soldiers on both sides of the war, including those of black soldiers and regiments.

CCR Standards 7. Integrate visual information with other information in print and digital text.


Students will be looking at posters for the recruitment of blacks to the Union Army and Jefferson Davis' response to the Emancipation Proclamation.

Warm Up

Students will have to respond to a question as their warm up: Why do you think the north allowed blacks to enter the Union Army?

New Material

After completing the warm up, a short discussion will take place regarding previous lessons.  Discussion quesitons will include:  What were some of the causes of the Civil War?  How did the south feel about blacks and their role in their society?  Who were some of the people that felt it was necessary to have slavery be a central issue in the Civil War?  After the discussion, students will look at a set of photos and complete a top ten list of observations they have of the photos(this activity will have already been modeled in the class.)  This will be done in groups of 4/5.  I will then give the students an excerpt of a speech Jefferson Davis made about his feelings on the Emancipation Proclamation.  After looking the speech, the groups will then identify proof in the speech that JD was not pleased with the Emancipation Proclamation.


Students will complete a top list on their observations of the recruitment photos with a discussion to follow.  They will then read a speech by Jefferson Davis that will give insight into his feelings toward the Emancipation Proclamation.  This students must cite examples in the speech as to his feelings regarding the EP.


After the first lesson activity, a whole class top ten list will be provided by the students in a whole group setting.  After reading the Jefferson Davis speech silently,  I will ask students to rank their understanding of the speech with a show of 1-4 (using their fingers), 1 being little understanding and 4 being the highest understanding.  I will then have the students who are ready to begin by citing examples of his feelings in the speech. I will walk around to help those students who are having difficulty with the text.  To access the classes' understanding of the speech I will use an exit ticket strategy.  They will have to cite one example in the speech that proves he was against the Emancipation Proclamation.

Closure and Reflection

The lesson would close with the exit ticket activity.