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Downloadable Reproducible eBooks
Sample Pages
These sample pages from this eBook are provided for evaluation purposes. The entire eBook is available for purchase at www.socialstudies.com or www.writingco.com.
To browse more eBook titles, visit http://www.socialstudies.com/ebooks.html To learn more about eBooks, visit our help page at http://www.socialstudies.com/ebookshelp.html For questions, please e-mail [email protected]
To learn about new eBook and print titles, professional development resources, and catalogs in the mail, sign up for our monthly e-mail newsletter at http://socialstudies.com/newsletter/
Copyright notice: Copying of the book or its parts for resale is prohibited. Additional restrictions may be set by the publisher.
** FOR INDIVIDUAL TEACHER / PARENT USE ** All rights reserved. It is unlawful to reproduce all or part of this publication without prior written permission from the publisher. Student pages only (handouts and / or transparencies) may be photocopied or created for individual teacher or parent use. It is a breach of copyright to reproduce part or whole of this publication for any other purposes. Violators will be prosecuted in accordance with United States copyright law.
Simmering on the Back Burner (slavery) … pageSimmering on the Back Burner (slavery) … pageSimmering on the Back Burner (slavery) … pageSimmering on the Back Burner (slavery) … page 8888
WomenWomenWomenWomen WarriorsWarriorsWarriorsWarriors ((((abolitionism abolitionism abolitionism abolitionism and fand fand fand feminismeminismeminismeminism) … page) … page) … page) … page 18181818
The Gathering StormThe Gathering StormThe Gathering StormThe Gathering Storm ((((Bleeding Kansas and Harper’s FerryBleeding Kansas and Harper’s FerryBleeding Kansas and Harper’s FerryBleeding Kansas and Harper’s Ferry) … page) … page) … page) … page 45454545
Igniting the FlameIgniting the FlameIgniting the FlameIgniting the Flame (secession)(secession)(secession)(secession) … pa… pa… pa… pagegegege 52525252
(A (A (A (A ---- modified; B modified; B modified; B modified; B ---- average; C average; C average; C average; C ---- accelerated) … pageaccelerated) … pageaccelerated) … pageaccelerated) … page 97979797
Objective: The student will be able to explain how and why slavery was an issue in America from its founding.
Materials: But Why? (Springboard handout or transparency) The Wolf by the Ears (handout) Back to the Constitutional Convention (handout)
Terms to know: ideal - an honorable or worthy standard or goal institution - a practice, relationship, or behavior
pattern that is important to community life compromise - a settlement of differences in which
each side gives up some of its demands Constitution - document that outlines America’s
plan of government import - trade good brought into a country
Procedure: · During discussion of the Springboard, have the student(s) review why and
where slavery existed in America. (The South with an economy heavily dependent upon farming relied on slave labor, whereas busy trading states were generally opposed to slavery.) Then explain that this lesson takes a look back at the issue of slavery from the beginnings of the United States.
· Hand out “The Wolf by the Ears” and “Back to the Constitutional Convention.” · The student(s) should work individually or in pairs to read Jefferson’s
narrative and complete the problem-solving form. (NOTE: The Jefferson reading is an InspirEd creation based on the author’s research.)
· Have the student(s) share their ideas and discuss. (Answers will vary to the last question, but arguments for each side of the slavery issue include: BAN: Slavery is immoral; the nation is founded on the principle of human equality; in order for the country to be strong, it must live by its principles; the new federal government must be strong and given important powers such as banning slavery; etc. ALLOW: Slavery has always existed, right or wrong; the southern economy depends on slaves; the North also benefits from southern goods; the southern states will not join the new nation if the Constitution bans slavery; even without a ban, the institution will likely die out as it has in other places; etc.)
· Read The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people. Explain that the Bill of Rights including this 10th Amendment were added so states would sign the Constitution. Have the student(s) suggest how the 10th Amendment relates to the issue of slavery. (States should have the right to decide their own laws about it.)
· EXTENSION: Referring back to the lesson activity, explain that Jefferson, like many of the Founding Fathers, was himself a slave owner. Have the student(s) explore other figures to learn their attitudes about the institution.
Simmering on the Back Burner
Springboard: Students should study the “But Why?” information and answer the question.
(Answers will vary and the question should stimulate some discussion.)
“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.”
Declaration of Independence, 1776
4,500,000
4,000,000
3,500,000
3,000,000
2,500,000
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1,500,000
1,000,000
500,000
0 1790 1800 1810 1820 1830 1840 1850 1860
THE SLAVE POPULATION OF THE UNITED STATES
Why do you think a nation founded upon such noble ideals as stated in the
Declaration of Independence would allow for the growth of slavery the way it did?
Why slavery should be BANNED Why slavery should be BANNED Why slavery should be BANNED Why slavery should be BANNED bybybyby the United States Constitution:the United States Constitution:the United States Constitution:the United States Constitution:
Why slavery should be Why slavery should be Why slavery should be Why slavery should be ALLOWED in some placesALLOWED in some placesALLOWED in some placesALLOWED in some places bybybyby the United States the United States the United States the United States ConstitutioConstitutioConstitutioConstitution: n: n: n:
Do you think the Founding Fathers were wisDo you think the Founding Fathers were wisDo you think the Founding Fathers were wisDo you think the Founding Fathers were wise in setting aside the issue of e in setting aside the issue of e in setting aside the issue of e in setting aside the issue of slavery in order to form the new U.S. government under the Constitution? slavery in order to form the new U.S. government under the Constitution? slavery in order to form the new U.S. government under the Constitution? slavery in order to form the new U.S. government under the Constitution? Explain your answer. Explain your answer. Explain your answer. Explain your answer.
DIRECTIONS: DIRECTIONS: DIRECTIONS: DIRECTIONS: Considering what you know about the issue, list as many arguments as you can that support EACH side of the slavery debate at the Constitutional Convention. Remember, the primary goal of the Founding Fathers was to unite the states under a plan of government that would stand the test of time.
Objective: The student will be able to describe the Abolitionist Movement in 19th century America as well as the roles of some key abolitionists. Materials: Inhumane and Unjust (Springboard handout or
transparency) Breaking the Chains (4 handouts) Terms to know: abolitionism - 19th century anti-slavery movement Procedure: · In discussing the Springboard, explain that slavery was a serious issue in
America and increasingly people were speaking out against it. Introduce the term “abolitionism” and have the student(s) cite other efforts involved in the movement (either through speculation or based on previous study). Explain that this lesson examines the Abolitionist Movement of the 19th century and some of its key participants. Go on to explain that many people, both black and white, expressed anger and resentment about slavery and demanded its end.
· Hand out “Breaking the Chains” pages. Read together or have the student(s) read the primary sources and information and write one or two paragraphs summarizing the people and methods of the Abolitionist Movement of the 19th century. (NOTE: The primary sources included in this lesson are commonly available on the Internet, but specific sites used are listed in the “Resources” section of the unit. Two excellent sites about slavery and abolitionism are The United States Civil War Center @ www.cwc.lsu.edu/cwc/links/slave.htm and PBS’s “Africans in America” @ www.pbs.org/wgbh/aia.)
· Have the student(s) share their ideas and discuss. Have them review violent, non-violent, legal, and other methods used in the movement and the specific roles of William Lloyd Garrison, Nat Turner, Harriet Beecher Stowe, and Frederick Douglass. Also, note that both whites and blacks were involved in abolitionism (Garrison, the Quakers, Stowe, and other whites -- more in next lesson, and Turner, Tubman, Douglass, and other free black men and women and escaped slaves were active in the fight to abolish slavery.)
· EXTENSION: As applicable, have the student(s) find information about abolitionist activity in their state and/or the reactions of people there to abolitionism.
Springboard:
Students should study the documents and answer the question for
“Inhumane and Unjust.” (Meetings and fairs were being held, people
were speaking out and writing books, articles, and songs against slavery.)