ELD376--SS Unit Plan Part 2

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Laura Pantin, Sarah Sell, Brandie SullivanMarch 31, 2012ELD376SS Unit Plan Part 2

The Tears and Triumph of theGreat Slavery Debate

Unit Objectives:

1. Students will discuss the hardships faced by the individuals involved increating the balance between the free and slave states, and compare andcontrast the Missouri Compromise and the Compromise of 1850.

2. Students will discuss the trajectory of the slaves from entrapment tofreedom. Students will map the path that the slaves took on the UndergroundRailroad.

3. Students will investigate the key components of the Underground Railroadand they will journal their experiences on the Virtual Underground Railroad.

4. Students will identify the struggles and achievements of the abolitionists.They will create profiles of abolitionists that aided in the freedom of slaves.

5. Students will investigate the importance of Uncle Toms Cabin by

identifying key events in the story and by examining how the book wasreceived by northern and southern states. Students will reenact importantscenes from the book.

6. Students will create a timeline of the Battle of Kansas and identify themotives as to how it was a precursor to the Civil war.

7. Students will research the Lincoln-Douglas debates and hold a solution-centered debate discussing this specific issue.

8. Students will investigate the significance of the Dred-Scott decision and

how it affected the creation of the 13th

and 14th

Amendment. Students willbrainstorm ways in which this decision affected the rights of people of Africandescent for years to come.

9. Students will reason whether the events that led up to the Civil War couldhave been prevented based on the North and Souths motives. Students will beallowed to form an opinion of whether the deaths of 95,000 Southerners werebased on a worthy cause of just unjust decisions.


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Unit Questions:

1. How did the Missouri Compromise help change the balance between thenorthern and southern states? Who were the main individuals involved in thecreation of this compromise?

2. How did Henry Clay influence the initial creation of the Compromise of 1850? What were the main issues being decided upon with the Compromise of 1850? How did this compromise affect the northern and southern states?

3. What was it like to travel on the Underground Railroad? How didconductors communicate with safe houses? How did slaves join theUnderground Railroad? What resources were used in assisting slaves on theUnderground Railroad?

4. What role did Harriet Tubman play on the Underground Railroad? How didher relationship with God affect her leadership? How did her injury as a youngslave put her in danger on the Underground Railroad?

5. What were the roles of the abolitionists? How effective were theabolitionists in abolishing slavery? How did they communicate with the massestheir beliefs about slavery?

6. Consider the differences of beliefs between the North and the South. Howdid this affect the state of Kansas? What led to the Battle of Kansas?

7. Why was Dred Scotts appearance in court viewed as unconstitutionalduring this time period? How did the Dred-Scott decision further diminish therights of people of African descent during those years? In what way was thecreation of the 13 th and 14 th Amendments intended for?

8. How did Uncle Toms Cabin fuel the abolitionist movement? How did thebook portray both sides including the slaves and those who controlled them?

9. Why were the Lincoln-Douglas debates influential in the nomination of Lincolns Presidency? What were the main issues discussed during thedebates?

10. What were the major issues between the northern and southern states?How did government alleviate and perpetuate these issues?

11. What were the reasons that the North and South went to war? What wereeach sides motives and were they ethical or unethical? Support your opinionwith evidence and facts about the Norths perspectives and the Souths on theissue of slavery.


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Books:

1. Levine, Ellen and Nelson, Kadir (2007). Henrys FreedomBox: A True Story from the Underground Railroad. New

York: Scholastic Press.

This story is about a boy named Henry who describes his life as a slave. As achild, him and his family are slaves to a kind master. However, when the master passes away, he sends Henry to his son, who would be Henrys new master.Henry is separated from his family and sent away. His new boss isnt as kind anddemands that he work hard. After some years when Henry is older, he meets awoman named Nancy, who is also a slave. They continue talking and when their masters agree, they wed and years later have three children. But when Nancysmaster loses some money, he decides to sell her and her three children. Notknowing what to do, Henry decides he must escape from his master to find thefreedom hes never known. So with the help of Dr. James, a white man who doesnot support slavery, Henry travels in a crate to Pennsylvania to some of Dr.James friends house. He arrives after several days and declares the day that he

arrives at Pennsylvania his birthday, since as a slave he had never known whenhis real birthday was.

This story can be used in a variety of ways to address some of the unitobjectives as well as the unit questions. This story focuses on the struggles onslaves in their everyday life and can aid to provide a general image of thepossible trajectory some slaves may have desperately taken in order to attainfreedom. This book can be utilized prior to delving into lessons about theUnderground Railroad, allowing children to activate what they know about thistopic. The book is also unique in that it begins with a young slave child, whichcan allow children to compare and contrast their own life as a child to the life of Henry as a child during this time period. In order for children to make these

connections so that they can understand the difficulty of slavery and traveling tofreedom, the teacher can ask questions such as, How would you feel notknowing your birthday? If you were Henry, how would you celebrate your firstbirthday of freedom? and How do you think it would feel to get into a box at oneplace and arrive in a completely strange place in that same box? Utilizingquestions like this will help students to make comparisons about Henrys life as aslave escaping to freedom to their own lives.


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2. Clinton, Catherine. When Harriet Met Sojourner . Illus.Shane W. Evans. New York: Harper Collins, 2007. Print.

When Harriet Met Sojourner is the perfect picture book to teach childrenabout two strong female abolitionists: Harriet Tubman and Sojourner Truth. Everyalternating page is a journey through each womans life from birth through

slavery up until the moment they meet. Sojourners story begins as she was bornin 1797 in New York where slavery was abolished in 1827, freeing her and her family. However, Isabellas master kept her enslaved until she walked away andfought to regain the sons she had lost when they were sold away. With her newfound freedom came her new name Sojourner Truth after her connection andinfluence by God. The power she gained propelled her to lecture across the northand south to work towards abolishing slavery.

Tubmans story was somewhat different having grown up in Maryland in 1825as Arminta Ross. Arminta endured physical pain and abuse from her master which would cause a permanent injury that followed and possibly endanger her life in her many escapes. One night while sewing together a quilt, she mapped

out her breakout and along her journey she took the name change of HarrietTubman for protection. Once she reached north, she turned around and pavedthe path better known as The Underground Railroad leading hundreds of slavesto freedom. Throughout the civil war, her sneaky skills were employed to be aspy behind enemy lines. Both Tubman and Truth reunited toward the end of thestory in an encounter not recorded but only of imagined conversation. They meton an October day in 1864 and either separate or together, they will always beremembered for their great impacts on slavery.

This text is a great contribution to students learning about the two abolitionistsas well as on some information on The Underground Railroad and the lifestyle of slaves. This book can be used to show the differences between slavery in the

south and north considering that Harriet and Sojourner were each enslaved intwo different parts of the nation. This book is also useful to help studentsunderstand the lifestyles slaves lead. For example, accounts of abuse on Harrietand the separation of Sojourners family are two major occurrences that severalslaves endured. Students can explore symbolism and how religion played a partin overcoming the hardships and dangers of slavery. Finally, When Harriett MetSojourner is an excellent resource to compare and contrast characters and their contributions and roles before, after and during the war to attain freedom for


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themselves and others.

3. Rappaport, Doreen. Abes Honest Words: The Life of Abraham Lincoln. Illus. Kadir Nelson. Hyperion Books,

2008. Print.This picture book begins with the childhood of Abraham Lincoln moving to

Indiana. He loved to read and enjoyed being read to by his father. As Abrahamgrew up, he moved southward where he was exposed to the negativity of slavery. During his adolescent years, he worked a variety of jobs and continuedto read. He felt that his education was valuable and he showed an interest inbecoming a lawyer. The first time he ran an election; he lost, but he continued toremain persistent. The second election, he won. Once elected, Abrahamprovided speeches regarding slavery. He lost the election for senator, but ran for President of the United States. This book ends with a dramatic overview of theCivil War and an overview regarding the freedom of slaves.

This book is an excellent resource for teaching because it discusses Abrahams significant contributions to American history. All of the information inthe book strongly connects with the upper elementary curriculum. This book cancover topics including: the rights of an individual, liberty, the pursuit of happiness,and of equality under the law. This is also a great resource because it exposeschildren to understanding what all of those topics means Abraham Lincoln andthe majority of the American population. Furthermore, the book displays Lincolnspersistency and determination in following his dreams, which can show studentswhat it is like having to take responsibility and consideration as a human beingand a government official. Since Lincoln was a crucial figure during this timeperiod, this book provides children with the opportunity to not only learn abouthim as a person, but to be able to apply that knowledge when discussing theLincoln-Douglass debates. Students will be able to utilize the information theylearn through the illustrations, text and quotations provided in the book toconnect to their learning of Lincolns role during these years.


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4. Lassieur, Allison (2008). The Underground Railroad: AnInteractive History Adventure. Minnesota: Capstone Press.

This nonfiction chapter book is provides children with an interactive read asthey experience several paths through the Underground Railroad, according tothe choices they make on certain pages. The story begins with backgroundknowledge of slaves and what is was like to be a slave in the south. Then on

page 11, you can choose to turn to one of three pages, to either see what it waslike to be a runaway slave, a slave catcher or to be an abolitionist. Then,throughout the story the reader is asked to make other choices, which willessentially lead them to different endings. The book also provides detailedillustrations of important aspects of the journey of the Underground Railroad,such as a map of some slave and free states, slave tags, and a reward offer for runaway slave capture. The book also contains illustrations of slaves clothing,wagons with hidden compartments for slave transfer, chains used to restrainslaves, and images of plantation owners homes. In the back of the book, there isa time line of important events during this time period between 1793 and 1870,there are also Other Paths to Explore, three other suggested readings and a listof safe Internet websites for children to explore for further investigation. There isalso a glossary with important terms.

This book is an easy-to-read chapter book for students who are looking togain a deeper, more conceptualized idea of The Underground Railroad. Thebook is written so that it is interactive and makes the reader feel as if they aretruly experiencing either being a runaway slave, a slave catcher or an abolitionist.During a social studies unit on slavery, this book can be utilized to demonstratethe importance of students understanding various perspectives, since everyperson has their own views and opinions on certain circumstances. Students canuse this book to experience three different perspectives and be able to connecttheir experience, for example, as an abolitionist to the actual information theyread about well-known abolitionists of this time period. In each scenario, thestudents can make even more choices and are able to come to difficult decisions,such as staying with your mother or fleeing with your father. Having studentsmaking these decisions and rationalizing their choices will allow them to developthe skills of critical thinking and defending ones responses. This book is not onlyuseful for having students document and map their journey on The UndergroundRailroad, but it can be also utilized for students to journal how they feel everytime they need to make a life-altering decision based upon the initial character


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they chose. This can allow for students to actually experience, even if it is acute,a sense of urgency and immediacy in making decisions and how those decisionswill affect the rest of their journey. This chapter book can certainly be utilized asan interactive way for children to experience the hardships and decision-makingskills needed during this time period and can be very beneficial in the classroom.


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5. Naden, Corinne J., and Rose Blue. Why Fight?: Causes of the American Civil War . Austin, Texas: Raintree Steck-Vaughn, 2000. Print. The House Divided.

Why Fight: The Causes of the American Civil War is a volume within TheHouse Divided: The Civil War, a four volume series that illustrates to youngreaders the trials and triumphs of the Civil War. Why Fight covers the mainevents leading up to the first fire that began the war at Fort Sumpter. Thisnonfiction chapter book begins with a setting of this scene as described throughthe eyes of Mary Chestnut of Charleston and her reaction to the first shot. It givesa brief description of the civil war, the battles won and lost by respective northand south regions and later translates into the causes of this bloody massacreagainst our nations own people. Why Fight credits most of the tension leadingup to the war to be slavery, Bleeding Kansas, the compromises of Missouri,1820 and 1850, the Dred Scott decision and Lincolns run for presidency includingthe famous Lincoln Douglas debates.

Chapter one highlights the great slavery debate. It discusses why and how itemerged, northern refusal and southern acceptance, and the movements byabolitionists through writing, speeches, and the ultimate means of escape: TheUnderground Railroad. Chapter two discusses Bandage Compromises or thosethat were to cover up incidences and disputes that could have possibly startedthe Civil War. The Missouri Compromise is explained in terms of why itdeveloped, who wrote it, and the issue of its reoccurrence in 1854. Alsodescribed in this chapter is the War with Mexico, which in the end gained Texasas a part of the United States. However, from this came more debates aboutwhat states were going to be free and those that would be slave. This issue wasevident in the Battle of Kansas as it was invaded by northerners and southernersboth fighting for it to be a non slave state or a slave state. Chapter 3 talks aboutDred Scott and John Brown and their role in igniting the emotions for thecommencement of the Civil War. Chapter 4 highlights the biography of AbrahamLincoln and how his life and election as President influenced the spark of theCivil War. Within this chapter is an account of the Lincoln and Douglas debates


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and the principle that Lincoln represented free states and that Douglas waspromoting slavery. The final chapter discusses the secession and JeffersonDaviss role as the first and only President of the Confederate States of Americahaving been established after Lincolns election by southerners to ensureslavery. Finally, this book concludes with a chapter devoted to the beginning of

the Civil War and ending with the picture painted at the beginning in theprologue. Why Fight also includes a chronology of important events, facts aboutkey personalities, a glossary, and supporting materials such as websites andbooks.

Why Fight is an ideal book for upper elementary students to more effectivelylearn the causes of the war. The style of writing is easy and made relatable tostudents. In the prologue and throughout the chapters, students are prompted tothink of the United States as a family and that these events leading up to the war as being disputes between the family, divisions or family members, and how wemay hurt one another but still carry the scars. Therefore, this book is writtenperfectly so that students understand the material in a relatable way. Another

great facet of this book to use in the classroom is the pictures and captions. Theyare either paintings or photographs and therefore give a more accurate andvisual account of what went on during that time period. Some students will learnbetter through pictures so the fact that it is a chapter book with many illustrationsis very helpful. In addition, with every character there is an accompanyingimbedded biography of them and thus readers are able to access moreinformation about the contributors from the back of the book under Facts AboutKey Personalities. It is important to note that this book stayed truthful to thecauses of the Civil War in its explanations, images and information. There werenumerous battles and court trials blacks freedom and the information provided isdetailed enough so students can learn and engage in the complexities of this

time period. All issues related to slavery and the greatly debated issues of thenorth and south made Why Fight an authentic read that was factional butunderstandable as well.


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6. Stowe, Harriet Beecher. Uncle Toms Cabin. BantamClassics, 1982. Print.

This higher-level chapter book focuses on the topic of anti-slavery. Arthur

Shelby, a very warm-hearted slave owner, is not rich enough to keep all of hisslaves around. Therefore, he sells Uncle Tom along with his entire family andmiddle aged-slave. The initial plan was to sell Harry, the maids slaves son, butthe mother, whose name is Eliza ends up running away with Harry. Thus, Tomgoes off to live with St. Claire. Shortly before St. Claire passed, he had offered tofree Tom. Unfortunately, he dies before this happens and Tom is therefore soldto a very mean man. His name is Simon Legree. He begins to dislike Tom onceTom is reluctant to listen to any orders regarding whipping other slaves. Tom isbeat viciously, which results in deteriorating Toms faith in God. The challengesof farming resulted in Toms questioning his faith in God. However, later on hehas two visions, which renew his faith. Since Tom does not tell Legree where

Cassie and Emmeline fled to, Legree demands his followers to kill Tom. Evenfacing eminent death, Tom still forgives the men who are ordered to kill him. Thiscauses those men to become followers of the Christian faith. Through Tomsunderstanding and forgiveness, the men see the light of Christian ways andbecome avid believers.

This complex chapter book offers students the opportunity to see variousperspectives. The book begins to shed light on the idea that even during theworst of times, one should be challenged to see the good in people. The bookcovers topics such as tolerance, forgiveness, faith, and open-mindedness tochange. Students will understand what it was like to fight for the cause in whichone believes in through their reading and interpretation of Toms character. The

book depicts the idea that some things are worth fighting for despite majority rule.Overall, this book introduces the entire anti-slavery unit. It will help lay thegroundwork for investigation of The Civil War. For an upper elementaryclassroom, it is probably best if the book is broken down and children are giventhe opportunity to read important excerpts of the story without taking away themeaning. The book can provide students opportunities to engage in readerstheatre activities, or activities where they are writing to the character, since theywill probably have many questions as they read. Certainly, this novel was


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extremely popular in its time that utilizing this book in the classroom to help teachthis unit helps make history in its own.

Two Additional Activities/Assignments:

1. Underground Railroad Quilt An important aspect of the slaves journey throughout the Underground

Railroad to escape to freedom was their usage of quilts to communicate with oneanother. Prior to this activity, the students will already have learned about theconcept of utilizing quilts as a form of communication. The teacher would utilizethe Really Good Stuff Activity Guide: Underground Railroad Quilt Guide tobetter explore the codes that helped hundreds of slaves escape from the South.In this highly interactive activity, students use the quilt poster and guide to learnabout the codes utilized and thus assemble a coded quilt map. Through thisactivity, students will be able to tap into their multiple intelligences in order toresearch, learn and apply their knowledge to create a whole-class quilt.

The activity allows for students to hone in on this often overlooked aspect of the Underground Railroad, which will help them better comprehend the difficultyslaves endured even in just communicating. Also, it will allow them to see theprecautions that slaves needed to take so that their messages could not bedeciphered by anyone other them themselves, the other slaves and the peoplehelping free them. This activity will also help address two of the unit objectivesthat discuss having students learn about the trajectory of slaves from entrapmentto freedom and having students investigate the key components of theUnderground Railroad, allowing them to more properly embody the character of aslave and be able to journal their experiences on a virtual Underground Railroad.

Source: http://page.reallygoodstuff.com/pdfs/154227.pdf

2. Readers Theatre (Uncles Tom Cabin) An important aspect of the unit is the utilization of the book Uncle Toms Cabin,which was written about this time period. Thus, it is crucial to have studentsengaging in activities that further explore the intricacies of this novel. During thisreaders theatre activity (taken from www.civilwar.org ), the teacher will havestudents read the following scene aloud by choosing one student as Eliza, onestudent as Mr. Symmes, and one as the narrator. Then there should be adiscussion, with prompting utilizing the questions that follow.

Narrator: Eliza, a slave, has run away from her master with her son Harry.Her master had sold Harry away from her, but Eliza fled before they couldbe separated. After a long journey, Eliza finally managed to cross the OhioRiver by leaping across the floating blocks of ice. At the far bank of theriver, a man helps her to shore:
http://page.reallygoodstuff.com/pdfs/154227.pdfhttp://www.civilwar.org/http://page.reallygoodstuff.com/pdfs/154227.pdfhttp://www.civilwar.org/


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Mr. Symmes: "Yer a brave gal, now, whoever ye ar!"

Narrator: Eliza recognized the voice and face of a man who owned a farmnot far from her old home.

Eliza: "O, Mr. Symmes!--save me--do save me--do hide me!"Mr. Symmes: "Why, what's this? Why, if 'tan't Shelby's gal!"

Eliza: "My child!--this boy!--he'd sold him! O, Mr. Symmes, you've got alittle boy!" Mr. Symmes: "So I have. Besides, you're a right brave gal. I likegrit, wherever I see it. I'd be glad to do something for ye but then there'snowhar I could take ye. The best I can do is to tell ye to go thar."

Narrator: Mr. Symmes pointed to a large white house which stood byitself, off the main street of the village.

Mr. Symmes: "Go thar; they're kind folks. Thar's no kind o' danger butthey'll help you,-- they're up to all that sort o' thing."

Eliza: "The Lord bless you!"

Mr. Symmes: "No 'casion, no 'casion in the world. What I've done's of no'count."

Eliza: "And, oh, surely, sir, you won't tell any one!"

Mr. Symmes:"Go to thunder, gal! What do you take a feller for? Of course not. Come, now, go along like a likely, sensible gal, as you are.

You've arnt your liberty, and you shall have it, for all of me."

Narrator: The woman folded her child to her bosom, and walked firmlyand swiftly away. The man stood and looked after her.

Mr. Symmes: "Shelby, now, mebbe won't think this yer the mostneighborly thing in the world; but what's a feller to do? If he catches one of my gals in the same fix, he's welcome to pay back. Somehow I never could see no kind o' critter a strivin' and pantin', and trying to clar theirselves, with the dogs arter 'em and go agin 'em. Besides, I don't seeno kind of 'casion for me to be hunter and catcher for other folks, neither."

Narrator: So spoke this poor, heathenish Kentuckian, who had not beeninstructed in his constitutional relations, and consequently was betrayedinto acting in a sort of Christianized manner, which, if he had been better situated and more enlightened, he would not have been left to do.


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Questions (taken from the same aforementioned website) :1. What reasons does Mr. Symmes give for not returning Eliza and Harry to

their masters?2. What is the narrator saying about the Fugitive Slave Act in the last

sentence?

3. How does this narrative compare with Stowe's arguments against slaveryin the book's conclusion? Is it more convincing? Is it more compelling?Why or why not?

4. Have the students read the following excerpt from the novel and answer the discussion questions at the end: Two slaves, Cassy and Emmeline,are hiding from their cruel master, Simon Legree. Simon threatens to beatTom if he will not tell where Cassy and Emmeline are hiding. Tom, aChristian who has always been a loyal, hard-working slave, refuses andSimon swears that he'll conquer Tom or kill him:

"Tom looked up to his master, and answered, "Mas'r, if you was sick,

or in trouble, or dying, and I could save ye, I'd give ye my heart'sblood; and, if taking every drop of blood in this poor old body wouldsave your precious soul, I'd give 'em freely, as the Lord gave his for me. O, Mas'r! don't bring this great sin on your soul! It will hurt youmore than 't will me! Do the worst you can, my troubles'll be over soon;but, if ye don't repent, yours won't never end!"

"Like a strange snatch of heavenly music, heard in the lull of atempest, this burst of feeling made a moment's blank pause. Legreestood aghast, and looked at Tom; and there was such a silence, thatthe tick of the old clock could be heard, measuring, with silent touch,

the last moments of mercy and probation to that hardened heart. Itwas but a moment. There was one hesitating pause,--one irresolute,relenting thrill,--and the spirit of evil came back, with seven-foldvehemence; and Legree, foaming with rage, smote his victim to theground."

"Scenes of blood and cruelty are shocking to our ear and heart. Whatman has nerve to do, man has not nerve to hear. What brother-manand brother-Christian must suffer, cannot be told us, even in our secretchamber, it so harrows the soul! And yet, oh my country! these thingsare done under the shadow of thy laws! O, Christ! thy church sees

them, almost in silence!"How does Stowe portray slaveholders in this scene?How does she portray slaves?How do you think white Southerners felt when they read of Simon Legree's cruelty in Uncle Tom's Cabin ?


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Source: http://www.civilwar.org/education/teachers/lesson-plans/uncle-toms-cabin-lesson/uncletomscabin.html

Sarah Sell, Laura Pantin, Brandie Sullivan

ELD376: Social Studies Unit Plan- UPDATEDKWL CHART

K W L

Harriet Tubman and her rolein the Underground Railroadshe helped free slaves

from their masters andguided them to freedom.

What did Fredrick Douglassdo during this time period?

Harriet Tubman led 300slaves in 19 trips from theSouth (Maryland) to the

North (Canada) on theUnderground Railroad tofreedom.

Fredrick Douglas wasinvolved in this time period-he was an abolitionist.

What was Fredrick Douglass debate withAbraham Lincoln about?

Fredrick Douglas was arunaway slave that taughthimself to read and writeand with his literacy skillswrote about slavery inautobiographies and papersto persuade the public thatslavery was a sin.

The underground railroadwas a pathway utilized tohelp slaves escape from theirslaveholders and it led to theNorth.

What were the compromisesduring this time period?What was accomplishedfrom each compromise?

Fredrick Douglas advisedAbraham Lincoln to makeslavery the focus of theCivil War.

An abolitionist was a personwho fought for the freedomof slaves and who opposedslavery in all states.

What was AbrahamLincolns role in the slaverydebate time period?

Henry Brown mailedhimself from Virginia toPhiladelphia to escapefreedom.

The Northern states wereconsidered free states.

What was Uncle TomsCabin about and how was itreceived by the nation?

Harriet Beecher Stoweauthored Uncle TomsCabin, a story of herobservations from a visit tothe South exposing
http://www.civilwar.org/education/teachers/lesson-plans/uncle-toms-cabin-lesson/uncletomscabin.htmlhttp://www.civilwar.org/education/teachers/lesson-plans/uncle-toms-cabin-lesson/uncletomscabin.htmlhttp://www.civilwar.org/education/teachers/lesson-plans/uncle-toms-cabin-lesson/uncletomscabin.htmlhttp://www.civilwar.org/education/teachers/lesson-plans/uncle-toms-cabin-lesson/uncletomscabin.html


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Northerners to the harshreality of slavery. It waspraised in the North butbanned in the South.

The Southern states wereconsidered the slavestates.

What was The Dred Scottdecision? What came fromthis decision?

Sojourner Truth, after amessage from God beganto preach about sinfulslavery.

Slaves picked cotton andendured whippings/lashesfrom their masters.

Who is Phyllis Wheatleyand what was his role duringthis time period?

Lincoln chose Truth to bea counselor to the freedmen in Washington.

Slaves were traded and soldfrom across the world andthroughout the United States

What exactly was The Battleof Kansas? What came outof this event?

William Lloyd Garrisonwas the lightning rod of the abolitionist movementwith his articles in theliberator (editor) and hisleadership of the NationalAnti Slavery Society.

Many slaves had to travelacross the Atlantic to beshipped to the United States.During this journey, manyslaves caught deadlydiseases and were separatedfrom their families andacquaintances.

What does The MissouriCompromise entail? Whatcame out of thiscompromise?

Bleeding Kansas was thedebate over the Nebraskaterritory and whether itwould be a free or slavestate. New Englanders andMissourians stormed theterritory and afterestablishing twocontradicting governments,the battle turned violent.

People who condonedslavery did not want theslaves to be literate becausethat would give them power.

What was the Compromiseof 1850? What was theimportance of thiscompromise?

Governor John W. Gearyrestored order in Kansas,declared it a free state in1859 but it was not

claimed a state until 1961due to the delay of itsinduction into the Union.

Many slaves were illiteratesince they were not allowedto have an education.

Who were key abolitionistsduring this time period?What were their roles?

Vigilance Committeeswere safe pointsthroughout the


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Underground Railroad thatassisted slaves in escapeand worked for rights forNortherners to free blacks.

The people who owned theslaves were known as theirmasters.

About 100,000 escapedfrom the south between1810 and 1850.

Some slaves were houseslaves which meant thattheir duties mostly occurredinside the house.

The Underground Railroadgot its name from theemerging railroads acrossAmerica.

Some slaves were fieldslaves which meant thattheir duties mostly occurredin the field and doingrigorous manual labor.

Slaves traveled 10 to 20miles a day, usually bynight and on feet.Sometimes abolitionistswould donate money sothat they could travel byboat or train; money alsobought them disguises andfood.

Slaves who were escapingfrom their mastersfrequently stopped at safehouses during their trip sothat they could rest and planfor the remainder of their

journey.

Part of the Compromise of 1850, the new fugitiveslave act made it possibleand profitable to arrestslave holders and catchslaves on their escape.

The MissouriCompromise, also knownas the Compromise of 1820, entailed admittingMissouri as a slave state

and Maine as a free state tothe Union.The Compromise of 1850entailed admittingCalifornia as a free stateand allowed the


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legislatures of NewMexico and Utah to settlethe issue of slavery in theirown territories and created

a strict federal law for thereturn of runaway slaves.Uncle Toms Cabin wasthe best selling novel of the 19 th century. It helpedlay the groundwork for theCivil War.The character of UncleTom, in the book UncleToms Cabin is a sufferingblack slave. The noveldepicts the realities of slavery and howChristianity helped manyovercome this horrific timeperiod.The Dred-Scott Decisionwas a case of Scott vs.Stanford, which was aruling that people of African descent brought tothe U.S and held as slaveswere not protected by theConstitution and were notcitizens of the U.S.Dred Scott lost the casebecause the judges ruledthat the Court lacked

jurisdiction because Scotthad no standing to sue inthe Court since he was of African descent.The Lincoln-Douglasdebates occurred in 1858.


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Lincoln was theRepublican candidate forsenate in Illinois andStephen Douglas was the

Democratic candidate.Both wanted to win controlof the Illinois legislature.The main issue in all theirdebates was on slavery.Lincoln published all of the debates and had thempublished in a book afterlosing the election forSenator in Illinois. This ledto Lincolns nominationfor Presidency of the U.S.There are several onlineprograms that will allowchildren to experience thevirtual undergroundrailroad, such as onNational Geographic.Henrys Freedom Box is agreat childrens book resource that can providechildren with a view of ayoung slave childs

journey through life as aslave and to freedom.Slavery first appeared inthe English colonies and asindentured servants.

Indentured servants arepeople who work for acertain amount of time inorder to earn theirfreedom.At the end of the 17 th


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century, blacks werebrought over from theWest Indies to be indentureservants and then later

became slaves.The slave trade network existed between NorthAmerica, Africa and theWest Indies.In 1681, slavery was legalin all 13 colonies.The ConstitutionalConvention of 1787created a new nation inwhich 5 states bannedslavery.Slaves were counted as 3/5of a person in some states,but counted as propertytax.Quakers opposed slaveryon religious accounts.The North developed citiesin which people wanted towork in, hence, slaverywas not a necessity ordesired way of life forNortherners.The Cotton King wouldaccount for over of American exports and forthe demands for slaves inthe South.Slavery auctions were heldbetween the months of October and May.Slave children beganworking in the fields at the


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age of 12.Slaves had a highersurvival rate if they had aspecial skill.

In 1862, AfricanAmericans were permittedto join the army that wouldfight in the Civil War.

ELD376--SS Unit Plan Part 2

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Transcript of ELD376--SS Unit Plan Part 2