Unit Outline Template Unit Name: Slavery Overarching Questions: present the big inquiries of a unit. These text based questions reach across and connect all unit texts. Each text allows students to deepen responses to the overarching questions. Subject: Social Studies Grade 7 Unit Duration: Administration Date: Discuss government efforts to deal with the issue of slavery. Discuss individual and/or group efforts to deal with the issue of slavery. Primary CCLS Addressed in the RH6-­‐8.1, RH6-­‐8.2, RH6-­‐8.4, RH6-­‐8.8, RH6-­‐8.9, RH6-­‐8.10 Unit: What are the standards of focus that WHST 6-­‐8.2a, WHST 6-­‐8.2b, WHST 6-­‐8.2c, WHST 6-­‐8.2d, WHST 6-­‐8.2e, WHST 6-­‐8.2f, WHST 6-­‐8.4, WHST 6-­‐8.5, WHST 6-­‐8.7, WHST 6-­‐8.9, WHST 6-­‐8.10 are developed throughout the unit? Sequenced Texts: Texts cohere around the same content/topic as assessment texts. Texts a) allow for CCLS-­‐based work that parallels assessments; b) are sequenced to prompt retrospective work; and c) at least one provides a model of the kind of writing required by the culminating assessment. Instructional Tasks: Text-­‐based questions/tasks to guide multiple readings of each text. The questions a) are sequenced to move learners from literal comprehension to higher level thinking about a text and b) mirror the assessment tasks in order to provide support for students to learn the content, habits, and skills they need to successfully and independently complete the unit's culminating task. Text 1 Why 1808 Marked a Pivotal Moment in US History Lexile 1360 Text 2 Popular Sovereignty Lexile 1320 TBQs 1. What impact did ending the African slave trade have on the slave population in the United States? 2. How did this new law lead to tension between the upper south and the lower south? 3. What role did paternalism play in the south after 1808? Do you agree or disagree with this philosophy and why? TBQs 1. According to Lewis Cass of Michigan, what was the premise of popular sovereignty? 2. What were 2 difficulties in putting this philosophy into practice? 3. What is mean by Stephen Douglas became the loudest proponent? Text 3 Dred Scott Decision Lexile 970 Text 4 Harriet Tubman: Kill the Snake Before It Kills You Lexile 790 Text 6 Narrative of William Wells Brown Lexile 1140 Text 7 th The 13
Amendment Is Ratified Lexile 1340 TBQ 1. “Chief Justice Roger B. Taney himself was from a slave holding family in Maryland. Taney was the person who would read the verdict in Dred Scott’s court case.” What type of bias would this judge have? 2. How did Taney support his claim that African Americans had no rights? How did this lack of rights impact a black man’s ability to file a suit in American courts? 3. “Congress could not ban slavery in any territory.” As the country expands, how will this decision affect other African Americans in a situation similar to that of Dred Scott? TBQs 1. What does the snake represent in Tubman’s allegory? 2. What does Tubman believe Lincoln must do to defeat the Confederacy? TBQs 1. “He was a regular Yankee from New England. The Yankees are noted for making the most cruel overseers.” How does this statement challenge the notion that Northerners were “all” abolitionists? 2. Describe the conditions under which Brown lived that would have encouraged him to attempt an escape? 3. In your opinion what is the most compelling part of this narrative and why? TBQs 1. Why was the Emancipation Proclamation viewed merely as a symbolic document? 2. Do you agree with Lincoln’s view that only a constitutional amendment would end slavery? Why or why not? 3. How did the Republican and Democrat differ on the issue of abolition? Text 5 Fugitive Slave Law 1850 Abolitionist Slave Poster Lexile 1360 TBQs 1. What is the date of the poster? 2. Who is meant to see the poster? 3. What did the poster give permission to the city’s watchmen and police officers to do? Excerpt from the Emancipation Proclamation 4. Why would a poster in by the President of the 1851 be telling people to United States look out for slave catchers? 1. Would Harriet Tubman have been happy with 5. How is this poster an President Lincoln issuing example of the conflict the Emancipation Proclamation? Use evidence between what is the right thing to do and from both documents to what is the legal thing to support your answer. do? Embedded Assessments: List the ways in which you will assess student learning during and after the instructional task. Specific CCLS: List the standard(s) or part(s) of standards related to each text (i.e., standards that can be addressed by tasks related to that text). Culminating Assessment Task: It may be helpful to use language from the primary CCLS addressed in the unit to write the task. Also note text(s) used. Annotated Text Graphic Organizer Response to TBQs DBQ: Constitution Excerpt RH6-­‐8.1, RH6-­‐8.2, RH6-­‐
8.4, RH6-­‐8.8, , RH6-­‐8.10 WHST 6-­‐8.2d, WHST 6-­‐
8.4, WHST 6-­‐8.8, WHST 6-­‐8.9, WHST 6-­‐8.10 Annotated Text Graphic Organizer Response to TBQs DBQ: Slavery in the Territories, 1854 RH6-­‐8.1, RH6-­‐8.2, RH6-­‐8.4, RH6-­‐8.8, , RH6-­‐8.10 WHST 6-­‐
8.2d, WHST 6-­‐8.4, WHST 6-­‐8.8, WHST 6-­‐
8.9, WHST 6-­‐8.10 Annotated Text Graphic Organizer Response to TBQs DBQ: Tombstone of Dred Scott in St. Louis, Missouri Annotated Text Graphic Organizer Response to TBQs DBQ: Emancipation RH6-­‐8.1, RH6-­‐8.2, RH6-­‐8.4, RH6-­‐8.8, , RH6-­‐8.10 WHST 6-­‐
8.2d, WHST 6-­‐8.4, WHST 6-­‐
8.8, WHST 6-­‐8.9, WHST 6-­‐8.10 RH6-­‐8.1, RH6-­‐8.2, RH6-­‐8.4, RH6-­‐8.8, , RH6-­‐8.10 WHST 6-­‐8.2d, WHST 6-­‐8.4, WHST 6-­‐8.8, WHST 6-­‐8.9, WHST 6-­‐
8.10 Proclamation Excerpt, Implementation of the Emancipation Proclamation Annotated Text Graphic Organizer Response to TBQs Annotated Text Graphic Organizer Response to TBQs DBQ: Excerpt from The North Star, April 3, 1851. RH6-­‐8.1, RH6-­‐8.2, RH6-­‐
8.4, RH6-­‐8.8, , RH6-­‐8.10 WHST 6-­‐8.2d, WHST 6-­‐
8.4, WHST 6-­‐8.8, WHST 6-­‐8.9, WHST 6-­‐8.10 RH6-­‐8.1, RH6-­‐8.2, RH6-­‐
8.4, RH6-­‐8.8, , RH6-­‐8.10 WHST 6-­‐8.2d, WHST 6-­‐
8.4, WHST 6-­‐8.8, WHST 6-­‐8.9, WHST 6-­‐8.10 Annotated Text Graphic Organizer Response to TBQs DBQ: Thirteenth Amendment Excerpt RH6-­‐8.1, RH6-­‐8.2, RH6-­‐8.4, RH6-­‐8.8, , RH6-­‐8.10 WHST 6-­‐8.2d, WHST 6-­‐
8.4, WHST 6-­‐8.8, WHST 6-­‐8.9, WHST 6-­‐8.10 Using the information from the documents and your knowledge of social studies, write an informative/explanatory essay in which you 1) discuss government efforts to deal with the issue of slavery, 2) discuss the methods that individual and/or group efforts to deal with the issue of slavery. Develop your essay with relevant, well-­‐chosen facts, definitions, concrete details, and quotations along with other information and examples from at least four of the documents. You may also include additional outside information. Be sure to maintain a formal style and objective tone throughout your essay. Why 1808 Marked a Pivotal Moment in US History The year 1808 is often overlooked when historians and commentators discuss
key moments in American history. Why was 1808 a pivotal year in American
history? Its significance has little to do with the fact that James Madison was
elected to succeed his friend Thomas Jefferson as President, extending the
Democratic-Republican party’s hold on the White House and increasing Federalist
frustration, or with the new nation’s early drift toward future hostilities with the
British. Instead, the signal event of the year was the end of the African slave trade.
Over the subsequent decades, this ban on the importation of slaves from overseas
dramatically reshaped the institution of slavery in the United States.
The end of the foreign slave trade limited forever the size of the slave
population in the United States. After 1808, the size of the nation’s slave population
depended on the natural increase of the slave population and the scope of slave
smuggling. Hence southern slaveholders, eager to secure enough slave labor to
cultivate their staples, knew that only practices which effectively encouraged slave
reproduction could insure the continued growth of their workforce. Once the federal
ban took effect, more lower South slaveholders accepted the idea that encouraging
longevity and reproduction among slaves held the key to the future of the region’s
economy. William Johnson, a United States Supreme Court Justice and a South
Carolinian, summed up these views in 1815 when he told a Charleston audience
that all slaveholders should “see in the propagation of their slaves the only resource
for future wealth.”
Moreover, this limit on size of the southern slave population prompted white
southerners to reconsider possible ways of addressing what many of them still saw,
in the tradition of the founders, as the problem of slavery. After the closing off the
foreign slave trade in 1808, both the upper and lower South sought answers to the
slavery question in their respective regions through an internal reconfiguration of
slavery. But the two regions sought very different reconfigurations.
With the supply of slaves now permanently limited, whites in the upper
South could envision reducing their dependency on slaves and “whitening” their
region through a slow but steady demographic reconfiguration of slavery,
accomplished largely be selling off or “diffusing” their slaves to areas of high
demand in the cotton South. Demand for slaves in the domestic market from lower
South cotton growers provided an outlet for surplus slaves from the declining
tobacco regions of the upper South. The sale of slaves from the upper South to the
lower reduced the enslaved proportion of the upper South population, returned
capital to the upper South, and supplying the desired labor for lower South staple
growers.
But the newly essential internal slave trade also generated its share of
tension between the upper and lower South. Whites in the lower South resented
the outflow of capital to the upper South and often suspected that upper South
masters and traders dumped unhealthy, troublesome, and even incendiary slaves
on the lower South market. Thus, at times of heightened fear of slave unrest, lower
South states passed legislation either banning the importation of slaves for sale
altogether or restricting it significantly. In doing so, they sought to control racial
demography, preserve white security, and slow the drain of capital from the region.
These efforts of lower South legislatures to restrict the interstate slave trade posed
problems for the upper South’s strategy of whitening itself by selling off slaves to
the lower South.
In the lower South, the same growing dependence on slave labor that gave
rise to efforts to better control the domestic slave trade also accelerated the
region’s interest in its own reconfiguration of slavery. To achieve greater security
and peace of mind, lower South whites sought not a demographic but an ideological
reconfiguration of slavery, one centered around developing a better rationale for
the holding and managing of slaves. Led by a group of unlikely ideological
insurgents (Christian ministers and lay leaders), this movement found expression in
the ideology of paternalism. Beginning in the early 1800s as a small but vocal
group eager to “reform” slavery, the paternalist movement grew slowly to a
position of respectability and eventually to one of dominance by the late 1830s.
Paternalistic masters were expected to attend to their slaves’ spiritual welfare as
well as their physical needs, most often by inculcating Christian doctrine and
morality, or at least the masters’ version of them, among the enslaved. The end of
the African slave trade in 1808 made the paternalist project of “domesticating”
slavery plausible in a way unthinkable as long as large numbers of Africans
continued to flow into the slave population. Over the course of three decades, the
ideology of paternalism gradually gained hard-won acceptance among lower South
whites who sought an ideological reconfiguration that would render slaveholding
consistent with existing republican and emerging humanitarian ideals while
accepting the inevitability of the region’s reliance on slave labor.
To be sure, the paternalistic ideal was not the reality of plantation, farm or
urban life across the slaveholding South. The cotton boom and the rapid expansion
of slavery across the lower South in these decades produced as much cruelty and
as much disruption of slave family and community life as occurred in earlier
generations, and as much tension between masters and slaves as ever. But even
though the precepts of paternalism were honored mainly in their breech, southern
slaveholders increasingly conceived of themselves, and explained themselves to a
questioning world, through the prism of paternalism. By accelerating the
emergence of paternalism as dominant social ideology in the region, the end of the
foreign slave trade facilitated an ideological reconfiguration of slavery in the lower
South.
Thus the desire of whites in the upper South to whiten their region using the
internal slave trade ironically cemented upper South whites’ commitment to the
concept of “property in man” while lower South whites’ desire to rely heavily on
slave labor and yet convince themselves that slavery was both safe and consistent
with Christianity generated an ideology that reminded them that their slave
property consisted of men and women, who, as southern theologian James
Thornwell pointed out, “had a soul of priceless value.” In sum, the closing of the
foreign slave trade facilitated both the upper South’s desire to whiten itself and the
lower South’s eagerness to “domesticate” slavery as a way of making it seem safer
and less inhumane. In doing this, the end of transatlantic slave trade reshaped the
institution of slavery in antebellum America.
Source: www.hnn.us/articles/118969.html Name: Class: Title: _________________________________________________ Author: ____________________________ TBQ #1 1. What impact did ending the African slave trade have on the slave population in the United States? TBQ #2 2. How did this new law lead to tension between the upper south and the lower south? TBQ #3 3. What role did paternalism play in the south after 1808? Do you agree or disagree with this philosophy and why? Answer: Evidence found in paragraph # _____ Answer: Evidence found in paragraph # _____ Answer: Evidence found in paragraph # _____ Summarize the text in one sentence. My point of view or opinion: Part A
Short-Answer Questions
Directions: Analyze the documents and answer the short-answer questions that follow each document in the
space provided.
Document 1
. . . Be it enacted by the Senate and House of Representatives of the United States of America
in Congress assembled, That from and after the first day of January, one thousand eight
hundred and eight [1808], it shall not be lawful to import or bring into the United States or
the territories thereof from any foreign kingdom, place, or country, any negro, mulatto, or
person of colour, with intent to hold, sell, or dispose of such negro, mulatto, or person of
colour, as a slave, or to be held to service or labour. . . .
Source: United States Statutes
1 According to this law, what restriction did the United States Congress place on slavery in 1808? [1]
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Inter.-Level Social Studies — June ’10
[4]
Popular Sovereignty
National Statuary Hall Collection, Lewis Cass of
Michigan, Democratic candidate for President in the
election of 1848, coined the term "popular sovereignty.
In the heat of the Wilmot Proviso debate,
many southern lawmakers began to
question the right of Congress to
determine the status of slavery in any
territory. According to John Calhoun, the
territories belonged to all the states. Why
should a citizen of one state be denied the
right to take his property, including slaves,
into territory owned by all? This line of
reasoning began to dominate the southern
argument. The Congress had a precedent
for outlawing slavery in territories. It had
done so in the Old Northwest with the
passing of the Northwest Ordinance in
1787. The Missouri Compromise also had
banned slavery above the 36º30' latitude
lines. But times were different.
As the Mexican War drew to a close and
no compromise could be reached in the
Wilmot argument, the campaign for
President became heated. The Democratic
standard bearer, Lewis Cass of Michigan,
coined the term "popular sovereignty" for
a new solution that had begun to emerge.
The premise was simple. Let the people of
the territories themselves decide whether
slavery would be permitted. The solution
seemed perfect. In a country that has
championed democracy, letting the people
decide seemed right, if not obvious.
Although Taylor didn't advocate any position regarding slavery during his campaign,
after his election he stated that California and New Mexico should be admitted to
the union and should decide their status by means of popular sovereignty. Taylor's
cabinet, shown here, had members of different sections of the nation with differing
opinions on slavery.
However simple popular sovereignty seemed, it was difficult to put into practice. By
what means would the people decide? Directly or indirectly? If a popular vote were
scheduled, what guarantees could be made against voter fraud? If slavery were
voted down, would the individuals who already owned slaves be allowed to keep
them? Cass and the Democrats did not say. His opponent, Zachary Taylor, ignored
the issue of slavery altogether in his campaign, and won the election of 1848.
As the 1840s melted into the 1850s, Stephen Douglas became the loudest
proponent of popular sovereignty. As long as the issue was discussed theoretically,
he had many supporters. In fact, to many, popular sovereignty was the perfect
means to avoid the problem. But problems do not tend to disappear when they are
evaded — they often become worse.
www.ushistory.org/us/30b.asp Name: Class: Title: ___________________________________________ Author: _____________________________ TBQ #1 1. According to Lewis Cass of Michigan, what was the premise of popular sovereignty? TBQ #2 2. What were 2 difficulties in putting this philosophy into practice? TBQ #3 3. What is mean by Stephen Douglas became the loudest proponent? Answer: Evidence found in paragraph # _____ Answer: Evidence found in paragraph # _____ Answer: Evidence found in paragraph # _____ Summarize the text in one sentence. My point of view or opinion: Document 2
2 Based on this map, state one way the United States government dealt with the issue of slavery in the
western territories. [1]
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[5]
[OVER]
The Dred Scott Decision
The Supreme Court issued a historic ruling about slavery. News of
the decision threw the country back into crisis about slavery. The Supreme
Court reviewed and made a decision about a slave named Dred Scott.
Dred Scott was a slave that was owned by Dr. John Emerson who
lived in Missouri. In the 1830’s Emerson moved to Illinois and the
Wisconsin territory where slavery was illegal. Dred Scott eventually
moved back to Missouri and Emerson died and Dred Scott became the
slave of Emerson’s wife. In 1846 Dred Scott sued for his freedom in a
Missouri court arguing that he had become free when he lived in free
territory.
The Dred Scott case reached the Supreme Court in 1857. The judges
were mostly from the South. The judges had to make up their minds about
three key issues. The first was whether Dred Scott was a citizen because
only citizens can sue in the Supreme Court. Second the Supreme Court
had to decide if the time that Dred Scott lived in the free state of Illinois if
that made him a free man and not a slave. And third the Supreme Court
had to decide if the constitution could prohibit slavery in parts of the
United States.
Chief Justice Roger B. Taney himself was from slave holding family in
Maryland. Taney was the person who would read the verdict in Dred
Scott’s court case. First he addressed the issue of Dred Scott’s citizenship.
Taney said the nation’s founders believed that African Americans had no
rights that a white man had to respect. So Taney concluded that all African
Americans whether slave or free were not citizens according the U.S.
constitution. Therefore, Dred Scott did not have the right to file suit in a
federal court.
Taney also made a decision as to whether Scott’s residence on free
soil made him free. Taney simply said, “It did not”. Because Dred Scott
had returned to the slave state of Missouri, Taney said, ‘his status, as free
or slave depended on the law of Missouri.
Finally Judge Taney declared that the Missouri Compromise was
unconstitutional. He referred to the Fifth Amendment in the United States
Constitution saying “no one could be deprived of life, liberty, or property
without due process of law.” Because slaves were considered property,
Congress could not prohibit someone from taking slaves into a federal
territory. Under this ruling, Congress had not right to ban slavery in any
federal territory.
Source: United States History and New York History: Beginnings to 1877, Holt McDougal
Name: Class: Title: ___________________________________________ Author: __________________________________ TBQ #1 1. “Chief Justice Roger B. Taney himself was from a slave holding family in Maryland. Taney was the person who would read the verdict in Dred Scott’s court case.” What type of bias would this judge have? TBQ #2 2. How did Taney support his claim that African Americans had no rights? How did this lack of rights impact a black man’s ability to file a suit in American courts? TBQ #3 3. “Congress could not ban slavery in any territory.” As the country expands, how will this decision affect other African Americans in a situation similar to that of Dred Scott? Summarize the text in one sentence. My point of view or opinion: Answer: Evidence found in paragraph # _____ Answer: Evidence found in paragraph # _____ Answer: Evidence found in paragraph # _____ Document 3
Tombstone of Dred Scott in St. Louis, Missouri
Source: Catholic Cemeteries of the Archdiocese of St. Louis
3 Based on the inscription on this tombstone, state two results of the decision reached by the United
States Supreme Court in the Dred Scott case. [2]
(1) _____________________________________________________________________________________________________
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(2) _____________________________________________________________________________________________________
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Inter.-Level Social Studies — June ’10
[6]
Harriet Tubman Warns "Kill the Snake Before It Kills You"
Harriet Tubman was among the best known conductors of the
Underground Railroad, a network of enslaved people, free blacks, and
white sympathizers that assisted thousands of runaway slaves escape
north. During the Civil War, Tubman offered her services to the
Union army, first as a nurse and cook, and later as an armed scout
and spy. In the allegory below, Tubman warns that the
Confederacy would never be defeated unless slavery was defeated
first. Tubman could not read or write, but her words were written
down by Lydia Maria Child, a white abolitionist and women’s rights
activist from Massachusetts. Child met Tubman in a Union camp in
Hampton, Virginia where both women volunteered helping
“contraband” slaves.
Vocabulary
scout: a person sent to gather
information
allegory: a story or picture
that represents an idea
abolitionist: a person who
advocates ending slavery
“contraband” slaves:
slaves who ran into Union
camps during the Civil War
flower: best
[The North] may send the flower of their young men down
South, to die of the fever in the summer, and of the ague in the
ague: fever with chills, often
caused by malaria
winter. They may send them one year, two year, three year, till they tired of sending, or till
they use up all the young men. All no use!...
God won’t let Master Lincoln beat the South until he does right thing. Master Lincoln, he’s a
great man, and I’m a poor Negro but this Negro can tell Master Lincoln how to save money
and young men. He can do it by setting the Negroes free.
Suppose there was an awful big
snake down there on the floor. He bites you. Folks all scared, because you may die. You send
for doctor to cut the bite; but the snake rolled up there, and while doctor is doing it, he bites
you again. The doctor cuts out that bite; but while he’s doing it, the snake springs up and bites
you again, and so he keeps doing it, till you kill him. That’s what Master Lincoln ought to know.
Source: Letter from Lydia Maria Child to John G. Whittier, January 21, 1862, in Letters from Lydia Maria Child
(Boston: Houghton Mifflin, 1882), 161.
Name: Class: Title: ___________________________________________ Author: _____________________ TBQ #1 1. What does the snake represent in Tubman’s allegory? TBQ #2 2. What does Tubman believe Lincoln must do to defeat the Confederacy? TBQ #3 1. Would Harriet Tubman have been happy with President Lincoln issuing the Emancipation Proclamation? Use evidence from both documents to support your answer. Summarize the text in one sentence. My point of view or opinion: Answer: Evidence found in paragraph # _____ Answer: Evidence found in paragraph # _____ Answer: Evidence found in paragraph # _____ Document 4a
EXCERPT FROM THE EMANCIPATION PROCLAMATION
BY THE PRESIDENT OF THE UNITED STATES
. . . That on the first day of January in the year of our Lord one thousand eight hundred
and sixty-three [1863], all persons held as slaves within any State or designated part of a
State, the people whereof [who] shall then be in rebellion against the United States, shall
be then, thenceforward, and forever free; and the Executive Government of the United
States, including the military and naval authority thereof, will recognize and maintain the
freedom of such persons, and will do no act or acts to repress such persons, or any of them,
in any efforts they may make for their actual freedom. . . .
Source: Library of Congress
Document 4b
4 Based on these documents, the Emancipation Proclamation was intended to free slaves in which area? [1]
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Inter.-Level Social Studies — June ’10
[7]
[OVER]
Boston Abolitionists Warn of Slave Catchers
In 1850, Congress passed the Fugitive Slave Law, which required police officers everywhere in the
country to capture escaped slaves and return them to their owners. Northern whites who were caught
helping escaped slaves could also be arrested and face heavy fines. As a result of the law, many free
African Americans who were not escaped slaves were still captured and sent into slavery in the
South. The Fugitive Slave Law made northerners whose states had long ago abolished slavery
responsible for helping to maintain slavery. This drew many new supporters to the abolitionist cause.
After the law was passed, abolitionists held mass meetings throughout the North and Midwest, and in
many places used force to protect fugitives from their hunters. This poster was created by Boston
abolitionist Theodore Parker.
External Link: hdl.loc.gov
Source | Theodore Parker, "Caution!! Colored people of Boston," poster, 1851, Boston; from the Library of Congress,
http://hdl.loc.gov/loc.rbc/rbpe.06002200.
Item Type | Poster/Print
Analysis Worksheet: Boston Abolitionists Warn of Slave Catchers
Complete the following from information you
get from the description at the top of the page
and the poster. If choices are given for the
answer, circle the correct choice.
Vocabulary for Poster
conversing: talking, having a
conversation
aldermen: elected city council
empowered: given authority or
permission to do something
1. The poster is dated [ 1841 / 1851 ]
welfare: health and happiness
2. Who is meant to see the poster?
a. escaped slaves
b. free African Americans
c. all of the above
fugitive: someone who has escaped
shun: avoid something or someone
on purpose
3. Use your vocabulary to answer the following:
The poster says they should avoid [ talking with / touching / fighting with ] the city’s watchmen
and police officers.
4. The mayor and aldermen of Boston gave permission to the city’s watchmen and police
officers to:
a. Go to the South and kidnap slaves
b. Capture any escaped slaves in the city of Boston
c. Keep their own slaves
5. Use the description at the top of the document to answer the following:
Massachusetts abolished slavery in 1780. Why would a poster in 1851 be telling people to look
out for slave catchers?
6. How is this poster an example of the conflict between what is the right thing to do and what
is the legal thing to do?
Narrative of
William Wells Brown (The Runaway Slave)
Soon afterwards, my master removed to the city of St. Louis, and
purchased a farm four miles from there, which he placed under the charge of
an overseer by the name of Friend Haskell. He was a regular Yankee from
New England. The Yankees are noted for making the most cruel overseers.
My mother was hired out in the city, and I was also hired out there to
Major Freeland, who kept a public house. He was formerly from Virginia, and
was a horse-racer, cock-fighter, gambler, and withal an inveterate drunkard.
There were ten or twelve servants in the house, and when he was present, it
was cut and slash—knock down and drag out. In his fits of anger, he would
take up a chair, and throw it at a servant; and in his more rational moments,
when he wished to chastise one, he would tie them up in the smoke-house,
and whip them; after which, he would cause a fire to be made of tobacco
stems, and smoke them. This he called "Virginia play."
I complained to my master of the treatment which I received from
Major Freeland; but it made no difference. He cared nothing about it, so long
as he received the money for my labor. After living with Major Freeland five
or six months, I ran away, and went into the woods back of the city; and
when night came on, I made my way to my master's farm, but was afraid to
be seen, knowing that if Mr. Haskell, the overseer, should discover me, I
should be again carried back to Major Freeland; so I kept in the woods. One
day, while in the woods, I heard the barking and howling of dogs, and in a
short time they came so near, that I knew them to be the blood-hounds of
Major Benjamin O'Fallon. He kept five or six, to hunt runaway slaves with.
As soon as I was convinced that it was them, I knew there was no
chance of escape. I took refuge in the top of a tree, and the hounds were
soon at its base, and there remained until the hunters came up in a half or
three quarters of an hour afterwards. There were two men with the dogs,
who, as soon as they came up, ordered me to descend. I came down, was
tied, and taken to St. Louis jail. Major Freeland soon made his appearance,
and took me out, and ordered me to follow him, which I did. After we
returned home, I was tied up in the smoke-house, and was very severely
whipped. After the Major had flogged me to his satisfaction, he sent out his
son Robert, a young man eighteen or twenty years of age, to see that I was
well smoked. He made a fire of tobacco stems, which soon set me to
coughing and sneezing. This, Robert told me, was the way his father used to
do to his slaves in Virginia. After giving me what they conceived to be a
decent smoking, I was untied and again set to work.
http://docsouth.unc.edu/fpn/brownw/menu.html
Name: Class: Title: ___________________________________________ Author: ______________________________ TBQ #1 Answer: Evidence found in 1. “He was a regular paragraph Yankee from New England. # _____ The Yankees are noted for making the most cruel overseers.” How does this statement challenge the notion that Northerners were “all” abolitionists? Answer: Evidence TBQ #2 found in 2. Describe the conditions paragraph under which Brown lived # _____ that would have encouraged him to attempt an escape? TBQ #3 Answer: Evidence found in 3. In your opinion what is paragraph the most compelling part # _____ of this narrative and why? Summarize the text in one sentence. My point of view or opinion: The 13th Amendment is Ratified
On this day in 1865, the 13th Amendment to the U.S. Constitution,
officially ending the institution of slavery, is ratified. "Neither slavery nor
involuntary servitude, except as a punishment for crime whereof the party
shall have been duly convicted, shall exist within the United States, or any
place subject to their jurisdiction." With these words, the single greatest
change wrought by the Civil War was officially noted in the Constitution.
The ratification came eight months after the end of the war, but it
represented the culmination of the struggle against slavery. When the war
began, some in the North were against fighting what they saw as a
crusade to end slavery. Although many northern Democrats and
conservative Republicans were opposed to slavery's expansion, they were
ambivalent about outlawing the institution entirely. The war's escalation
after the First Battle of Bull Run, Virginia, in July 1861 caused many to
rethink the role that slavery played in creating the conflict. By 1862,
Lincoln realized that it was folly to wage such a bloody war without plans
to eliminate slavery. In September 1862, following the Union victory at the
Battle of Antietam in Maryland, Lincoln issued the Emancipation
Proclamation, declaring that all slaves in territory still in rebellion on
January 1, 1863, would be declared forever free. The move was largely
symbolic, as it only freed slaves in areas outside of Union control, but it
changed the conflict from a war for the reunification of the states to a war
whose objectives included the destruction of slavery.
Lincoln believed that a constitutional amendment was necessary to ensure
the end of slavery. In 1864, Congress debated several proposals. Some
insisted on including provisions to prevent discrimination against blacks,
but the Senate Judiciary Committee provided the eventual language. It
borrowed from the Northwest Ordinance of 1787, when slavery was
banned from the area north of the Ohio River. The Senate passed the
amendment in April 1864.
A Republican victory in the 1864 presidential election would guarantee the
success of the amendment. The Republican platform called for the "utter
and complete destruction" of slavery, while the Democrats favored
restoration of states' rights, which would include at least the possibility for
the states to maintain slavery. Lincoln's overwhelming victory set in
motion the events leading to ratification of the amendment. The House
passed the measure in January 1865 and it was sent to the states for
ratification. When Georgia ratified it on December 6, 1865, the institution
of slavery officially ceased to exist in the United States. http://www.history.com/this-­day-­in-­history/13th-­amendment-­ratified Name: Class: Title: ___________________________________________ Author: _______________________________ TBQ #1 Answer: Evidence found in 1. Why was the paragraph Emancipation # _____ Proclamation viewed merely as a symbolic document? TBQ #2 Answer: Evidence found in 2. Do you agree with paragraph Lincoln’s view that only a # _____ constitutional amendment would end slavery? Why or why not? TBQ #3 Answer: Evidence found in 3. How did the Republican paragraph and Democrat differ on # _____ the issue of abolition? Summarize the text in one sentence. My point of view or opinion: Key Ideas from the Articles/Documents
Government efforts to deal with the issue of slavery
prior to 1865
Document
Individual and/or group efforts to deal with the issue
of slavery prior to 1865
Document
TASK
Historical Context
Prior to 1865, a major issue that faced the United States was the institution of slavery.
Some individuals and groups were against slavery, and they promoted abolition in a
variety of ways. During the same time, the government attempted to deal with the issue
of slavery in other ways.
Using the information from the documents and your knowledge of social studies, write
an informative/explanatory essay in which you
•
•
discuss government efforts to deal with the issue of slavery;
discuss the methods used by individuals and/or groups to deal with the issue
of slavery.
Develop your essay with relevant, well-chosen facts, definitions, concrete details, and
quotations along with other information and examples from at least four of the following
documents:
•
•
•
•
•
•
•
•
Why 1808 Marked a Pivotal Moment in US History
Popular Sovereignty
Dred Scott Decision
Harriet Tubman: Kill the Snake Before It Kills You
Fugitive Slave Law 1850
Abolitionist Slave Poster
Narrative of William Wells Brown
13thAmendment Is Ratified
You may also include additional outside information. Be sure to maintain a formal style
and objective tone throughout your essay.
Use this checklist to organize your essay:
☐
An introduction that contains a concise explanation of how individuals and
the U.S. government dealt with the issue of slavery prior to 1865
☐
At least 3 body paragraphs, each addressing a distinct idea and/or event
and contains supporting details from the articles/documents
☐
Transition words that sequence the ideas and information
☐
A conclusion that summarizes individual and government efforts to deal
with the issue of slavery prior to 1865
☐
Proper grammar, punctuation, and paragraph structure
☐
Unit vocabulary
☐
A formal style and objective tone
Name ___________________________________________
Class _________
Unit ________________________________________________________________
Introduction
Hook (How will you draw your readers in?) _________________________________
____________________________________________________________________
____________________________________________________________________
Background Information (What general information does your reader need?)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Thesis statement (How did individuals and the U.S. government deal with the issue
of slavery prior to 1865?)
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Body Paragraph 1
Topic Sentence (Introduce this paragraph and transition from introduction.)
________________________________________________________________
________________________________________________________________
Government or individual effort to deal with slavery
________________________________________________________________
________________________________________________________________
1. Detail:
________________________________________________________________
________________________________________________________________
Source: _________________________________________________________
2. Detail:
________________________________________________________________
________________________________________________________________
Source__________________________________________________________
Concluding/transition sentence
________________________________________________________________
________________________________________________________________
________________________________________________________________
Body Paragraph 2
Topic Sentence (Introduce this paragraph and transition from body paragraph 1.)
________________________________________________________________________
________________________________________________________________________
Government or individual effort to deal with slavery
________________________________________________________________________
________________________________________________________________________
1. Detail: ________________________________________________________________
_______________________________________________________________________
Source: _________________________________________________________________
2. Detail: ________________________________________________________________
________________________________________________________________________
Source:__________________________________________________________________
Concluding/transition sentence
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
Body Paragraph 3
Topic Sentence (Introduce this paragraph and transition from body paragraph 2.)
________________________________________________________________________
________________________________________________________________________
Government or individual effort to deal with slavery
________________________________________________________________________
________________________________________________________________________
1. Detail: ________________________________________________________________
_______________________________________________________________________
Source: ________________________________________________________________
2. Detail: ________________________________________________________________
________________________________________________________________________
Source: _________________________________________________________________
Concluding/transition sentence
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
Conclusion
Restate your thesis.
________________________________________________________________
________________________________________________________________
Summarize individual and government efforts to deal with the issue of slavery
prior to 1865.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
Informational Essay Rubric CRITERIA 4 Articulates a clear, well-­‐
Thesis developed thesis that addresses all parts of the task Presents topic in a way Introduction that educates the reader. Introduction and Conclusion and conclusion are creative and insightful. 3 Contains a thesis that is partially developed and/or addresses only part of the task Presents topic in a way that educates the reader. Introduction and conclusion are clearly aligned to essay. Details Incorporates multiple relevant, well-­‐chosen facts, definitions and concrete details that support the thesis. Incorporates relevant, well-­‐chosen facts, definitions and concrete details that support the thesis. Use of documents Effectively employs relevant information from at least 4 documents. Satisfactorily employs relevant information form at least 3 documents. Incorporates Outside substantial relevant Information outside information. Incorporates relevant outside information. Essay is very well organized and contains at least 5 complete paragraphs. The text is Organization exceptionally organized and one idea follows another in logical sequence with clear transitions. Essay is well-­‐organized and contains 5 paragraphs. The text is clearly written and consists of only minor errors. 2 1 Presents a thesis that may be Lacks a thesis or simplistic, confused, or simply restates the underdeveloped question. Presents topic in a way that educates the reader but can be improved. Improvement is needed. Introduction and/or conclusion is missing. Incorporates few Incorporates some relevant, relevant, facts well-­‐chosen, facts, definitions definitions and and concrete details that are concrete details that related to the thesis. are related to the thesis. Incorporates limited relevant Makes vague, unclear information from the references to the documents or consists documents with little primarily of relevant or no evidence of information copies from the understanding. documents. Presents little or no Incorporates limited relevant relevant outside outside information. information. Essay is hard to follow. Paragraphs and transitions are unclear. Ideas seem to be randomly arranged with little to no effort at paragraph organization,.