Activity Overview
When introducing historical documents, it can be helpful for students to create a simple analysis to understand the background and aim of the document.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.
Template and Class Instructions
(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.
- Click "Start Assignment".
- In the title box for each cell, type Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
Activity Overview
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.
Template and Class Instructions
(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.
- Click "Start Assignment".
- In the title box for each cell, type Who, What, When, Where and Why.
- In the descriptions, answer the question.
- Create an image for each cell with appropriate scenes, characters, and items.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient 5 Points | Emerging 3 Points | Beginning 1 Points | |
|---|---|---|---|
| Explanation | The student clearly, thoroughly, accurately chooses and answers the who, what, where, when, and why questions. | The student chooses and answers the who, what, where, when, and why questions. Some of the information is clear, thorough, and accurate. | The who, what, where, when, and why questions and answers are incomplete, confusing, or inaccurate. |
| Illustrations | The illustrations represent the written information using appropriate scenes, characters and items. | The illustrations relate to the written information, but are difficult to understand. | The illustrations do not clearly relate to the written information. |
| Evidence of Effort | Work is well written and carefully thought out. | Work shows some evidence of effort. | Work shows little evidence of any effort. |
| Conventions | Spelling, grammar, and punctuation are mostly correct. | Spelling, grammar, and punctuation are somewhat correct. | Spelling, grammar, and punctuation are mostly incorrect. |
How Tos about Emancipation Proclamation 5 Ws - Who What Where When Why
How to Facilitate a Class Debate on the Emancipation Proclamation’s Impact
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.
Select debate teams and assign positions
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.
Guide students to research supporting evidence
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.
Model respectful debate practices
Review debate etiquette, including active listening, taking turns, and using respectful language. Set clear expectations so students feel safe sharing their views.
Facilitate the debate and a class reflection
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.
Frequently Asked Questions about Emancipation Proclamation 5 Ws - Who What Where When Why
What are the 5 Ws of the Emancipation Proclamation?
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).
How can students use a spider map to analyze the Emancipation Proclamation?
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.
Why is understanding the 5 Ws important for teaching historical documents?
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.
What is an example of connecting the Emancipation Proclamation with another historical speech?
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.
What did the Emancipation Proclamation actually do for African Americans?
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.
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