ELD376--SS Unit Plan Part 2

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Laura Pantin, Sarah Sell, Brandie Sullivan March 31, 2012 ELD376—SS Unit Plan Part 2 The Tears and Triumph of the Great Slavery Debate Unit Objectives: 1. Students will discuss the hardships faced by the individuals involved in creating the balance between the free and slave states, and compare and contrast the Missouri Compromise and the Compromise of 1850. 2. Students will discuss the trajectory of the slaves from entrapment to freedom. Students will map the path that the slaves took on the U
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  Laura Pantin, Sarah Sell, Brandie SullivanMarch 31, 2012ELD376—SS 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 Tom’s 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 andhow it affected the creation of the 13 th and 14 th Amendment. Students will brainstorm 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 South’s 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.    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 Scott’s 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 Tom’s 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 Lincoln’s 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 North’s perspectives and the South’s on theissue of slavery.  Books: 1. Levine, Ellen and Nelson, Kadir (2007). Henry’s 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 Henry’s new master.Henry is separated from his family and sent away. His new boss isn’t 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 Nancy’smaster 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 he’s 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 hearrives 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 theseconnections 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 Henry’s life as aslave escaping to freedom to their own lives.  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 woman’s life from birth throughslavery up until the moment they meet. Sojourner’s story begins as she was bornin 1797 in New York where slavery was abolished in 1827, freeing her and her family. However, Isabella’s 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.Tubman’s 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 mappedout 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 thesouth 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 Sojourner’s 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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