Scribd Logo
Upload

Welcome to Scribd!

  • 16 views

    Copy of Emancipation Student Materials

    Uploaded by

    s9181388

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Copy of Emancipation Student Materials

    Uploaded by

    s9181388
    16 views7 pages

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    16 views7 pages

    Copy of Emancipation Student Materials

    Uploaded by

    s9181388

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    You are on page 1of 7

    By: Tanvir, Oliver

    Document A: Union General’s Speech (Modified excerpt)

    John Logan was a Democratic congressman from Illinois who became a


    general in the Union army. He was a key figure in promoting the Union
    cause in southern Illinois, an area with strong Confederate sympathies. The
    following is from a speech he gave to recruit men to the Union army.

    There are some who say, “I can’t go; this is a war to free the n——.” This
    charge is not worth attention; but, even though this is not an objective of
    the war, the negroes are getting free pretty fast. It is not done by the army,
    but they are freeing themselves; and if this war continues long, not a slave
    will be left in the whole South. Now let me say to those who … wish slavery
    to continue, join the army and help us whip out the rebels quick, and there
    will probably be a few old stumps left; if not, then slavery must go. ]

    Now, my principles on this question are, if the master is … attempting to


    overthrow this Government, take the lives of our people, and desolate our
    homes, and the slaves get free, it’s none of my business.

    Source: Union General John Logan, September 27, 1862


    Vocabulary

    negroes: a reference to Black people that is now outdated


    old stumps: stupid people
    desolate: destroy

    STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu

    Document B: The Emancipation Proclamation (Excerpt)

    In September 1862, President Lincoln issued a proclamation allowing


    Confederate states to keep slavery if they rejoined the Union by the end of
    the year. None did. On January 1, 1863, Lincoln issued the Emancipation
    Proclamation.

    I, Abraham Lincoln, President of the United States, … as a … necessary


    war measure for suppressing [the] rebellion … order and declare that all
    persons held as slaves within [rebellious] States … are, and henceforward
    shall be free; and that the … government of the United States, including the
    military … will recognize and maintain the freedom of said persons.

    And I hereby enjoin upon the people so declared to be free to abstain


    from all violence, unless in necessary self-defense; and I recommend to
    them that, in all cases when allowed, they labor faithfully for reasonable
    wages.

    And I further declare and make known, that such persons of suitable
    condition, will be received into the armed service of the United States to
    garrison forts, positions, stations, and other places, and to man vessels of
    all sorts in said service.

    Source: Abraham Lincoln, Emancipation Proclamation, January 1, 1863


    Vocabulary

    suppressing: putting down, ending


    henceforward: from this point on
    enjoin: call for
    abstain: refrain, not do something
    garrison: station soldiers in

    STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu

    Document C: Report on Freedmen (Excerpt)

    This excerpt comes from the report by John Eaton, a Union army chaplain
    charged with the supervision of freedmen in Tennessee in early 1863.

    There were … over twenty-two thousand colored refugees under the care
    or observation of the various Freedmen’s Superintendents [in Tennessee,
    Louisiana, Illinois, and Kentucky]. …

    All the testimony goes to show that the slaves had almost universally a
    strong desire to be free, and a vague idea that fleeing to the enemies of
    their masters would make them free. … Some had a clear and precise idea
    that the war was to bring emancipation and acted upon that idea.

    They seem to have left their homes reluctantly, and only to gain freedom;
    for they all manifest strong local attachment; they wish to return to their
    homes if they can go there as free men; and never wish to go Northward,
    unless urged by fears of being re-enslaved. …

    The whole cost of their support and supervision has been far less than
    what has been gained by Government. … Moreover, their labor, while its
    loss cripples the rebellion, aids our cause in various ways.

    Source: Report by John Eaton, Freedmen’s Superintendent for


    Tennessee, August 1863
    Vocabulary

    freedmen: formerly enslaved people


    refugees: people who escape danger or persecution
    universally: including everyone without exception
    reluctantly: with hesitation
    manifest: show, display

    STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu

    Document D: Lincoln’s Letter (Modified excerpt)

    The governor of Kentucky and a former U.S. senator from Kentucky went to
    Washington with a newspaper editor from the state in March 1864 to protest
    Lincoln’s decision to admit African Americans to the Union army. Before
    leaving, the newspaper editor asked Lincoln for a copy of his remarks,
    which Lincoln provided in this letter.

    If slavery is not wrong, nothing is wrong. And yet, … [twice when Union
    generals] attempted military emancipation, I forbade it, because I did not
    then think it [was] absolutely necessary [in order to defend the
    Constitution]. When a little later, … the Secretary of War suggested the
    arming of the blacks, I objected, because I did not yet think it was
    absolutely necessary [to defend the Constitution]. … In March, May, and
    July 1862, I tried to avert military emancipation and arming the blacks by
    asking the border states to support compensated emancipation. They
    declined, … and I was driven to either surrendering the Union and … the
    Constitution, or of laying strong hand upon the colored element. I chose
    the latter. ... [From this we have a] gain of … a hundred and thirty thousand
    soldiers, seamen, and laborers. These are palpable facts. … We have the
    men; and we could not have had them without the measure. …
    In telling this tale I attempt no compliment to my own sagacity. I claim not
    to have controlled events but confess plainly that events have controlled
    me. Now, at the end of three years struggle, the nation's condition is not
    what either party, or any man devised, or expected. God alone can claim
    it.

    Source: Letter from President Abraham Lincoln to newspaper editor Albert


    G. Hodges, April 4, 1864
    Vocabulary
    laying strong hand: strongly
    avert: avoid
    assisting, lending a hand
    colored element: a reference to
    compensated emancipation: a
    policy under which the government
    African Americans
    would pay enslavers in exchange
    palpable: perceivable, tangible
    for freeing enslaved people
    sagacity: wisdom
    devised: planned or imagined

    STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu

    EMANCIPATION GUIDING QUESTIONS

    Document A: Union General’s Speech


    1) (Sourcing) Who was John Logan?

    Democratic congressman

    When and where did he give this speech?

    September 27, 1862, Illinois

    2) (Contextualization) Logan delivered this speech in an effort to recruit more men to


    the Union army in a region with strong Confederate sympathies. Explain how this
    could cast doubt on his claim that the war was not to free enslaved African
    Americans.
    He mostly talked about the fact that they were fighting them because they had slaves
    and they wanted the slaves to be free

    3) (Close reading) According to Logan, who was responsible for freeing enslaved
    African Americans?

    The African Americans were freeing them selfs

    Document B: The Emancipation Proclamation


    1) (Sourcing) When did Lincoln issue this proclamation? January 1st, 1863

    2) (Close reading) This proclamation was issued to emancipated people enslaved in


    which states? The rebellious states

    Which other states still allowed slavery at the time that were unaffected?

    Unrebellious states

    3) (Close reading) Who did this proclamation allow to enlist in the Union army?

    People in suitable condition

    4) (Close reading) Based on this proclamation, what would the Union army’s response
    be to enslaved African Americans who escaped and made it to Union lines? They
    would help them fight.
    STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu

    5) (Contextualization) The Confederate states counted on English and French support


    in the war, but the Emancipation Proclamation made that unlikely, since it cemented
    the Union’s anti-slavery position. How might this context help you understand
    Lincoln’s proclamation? Lincon’s proclamation prevented slavery in the confederate
    states which weakened the support of the foreign states for the confederate states.

    Document C: Report on Freedmen


    1) (Sourcing) Who was John Eaton?

    He was a Union army chaplain

    When did he write this report?

    Tennessee, August 1863

    2) (Close reading) According to this report, how were the freedmen emancipated?

    They thought that by going to their masters enemies, they would be freed

    Document D: Lincoln’s Letter


    1) (Sourcing) When did Lincoln write this letter? March 1864

    2) (Close reading) According to Lincoln, what was an effect of his Emancipation


    Proclamation? The emancipation Proclamation freed slaves in rebellious
    states and allowed their enlistment in the union army.

    3) (Close reading) According to this letter, was Lincoln eager or reluctant to end slavery
    in the United States? Explain. Lincoln was reluctant to end slavery because he didn’t
    think it was necessary

    4) (Close reading) Who does Lincoln credit with “the nation’s condition,” including
    wartime emancipation? God
    5) (Contextualization) This letter recounts Lincoln’s remarks to three Kentuckians: a
    newspaper editor, the governor, and a former senator. The governor and former
    senator had come to Washington to protest Lincoln’s decision to admit African
    Americans to the Union army. How might this context help you understand Lincoln’s
    letter? This context reveals the political tensions and resistance he faced, reflecting
    broader regional attitudes toward race.

    STANFORD HISTORY EDUCATION GROUP sheg.stanford.edu

    You might also like