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Laura Pantin, Sarah Sell, Brandie Sullivan

April 28, 2012


ELD376SS Unit Plan Part 3
Project Description:
This project will be a unit project at the culmination of the class investigation of the
slavery debate. The class will have already examined all of the topics and information
through various activities and mini-projects, but this will consist of having partners of
students focus in on one specific topic of the unit and creating a presentation that
signifies the most important aspects of the topic.
Part I:
Students will be engaged in the creation of a Slavery Debate Museum where they
will each display some type of an artifact that demonstrates the information they
have learned through their research. Students will be working on this in
preselected partnerships. They will need to plan, research, write a summary of
their topic, create a visual representation and present their topic to the class during
the time in which the museum officially opens.
Part II:
After presenting and having students walk around and tour the museum, the
partners will be required to post their summary and any photographs of their
displays onto the class Wikispace. The students then will reference this class
Wikispace so that they can complete their homework assignment. This homework
assignment will include having each individual student write two questions they
still have, three connections they made to the unit and five facts that they learned.
Objectives:
Students will research, investigate and highlight the key points of their assigned
figure or event.
Students will create a summary of their research, which will be posted on the unit
Wikispace.
Students will create a visual representation of their topic.
Students will inform the class of their figure or event through an informal class
museum.

Welcome to The Slavery Debate Museum

Its been quite the trail of tears and triumph, but weve finally conquered our
understanding of the Slavery Debate and now its time to display our
knowledge. In this end-of-the-unit project, you and a partner will be creating
a museum exhibit for a specific topic within the unit.
This project will consist of five parts, including:
(1) Research
Notecard Organizer (page 2)
Timeline (page 3)
(2) Written Summary
You and your partner will need to write a summary of your
topic, including key events and figures and its significance as
a prelude to the Civil War (page 4)
(3) Visual Representation
Refer to the checklist on page 5 for the content criteria
(4) Presentation
Refer to the checklist on page 6 for the content criteria
(5) Homework
You and your partner will need to post your topic summary on
our class Wikispace (page 7)
Refer to page 8 and page 9 for your assignment
On page 10 of this packet, you will see a Resource List page, which will
provide some helpful websites for you to use during your research.
You will also need a Works Cited page, which should include at least three
sources you used for your researchat least one must be a book.
Presentation Topics
Missouri Compromise
Compromise of 1850
Underground Railroad
Harriet Tubman & the Railroad
William Lloyd Garrison
Frederick Douglas
Slave Owners
Sojourner Truth
Battle of Kansas
Dred Scott Decision
Uncle Toms Cabin
Lincoln-Douglas Debates

PAGE 1

Research Notecards
Topic: ___________________________________________________________
Who:_____________________________________________________________
What:____________________________________________________________
____________________________________________________________
When:____________________________________________________________
Where:___________________________________________________________
Why:______________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Facts:
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Resource:__________________________________________________________________________________________________
_____________________________________________________________________________________________________________

Topic: ___________________________________________________________
Who: ____________________________________________________________
What: ____________________________________________________________
____________________________________________________________
When: ___________________________________________________________
Where: ___________________________________________________________
Why: ______________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Facts:
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
Resource:__________________________________________________________________________________________________
_____________________________________________________________________________________________________________

PAGE 2

Name: _______________________________________________________ Date: ____________________________

Timeline
Topic:

Freeology.com

PAGE 3

Summary Outline
Person/ Event: _________________________________________________________
Date(s): _____________________________________
Place(s):
________________________________________________________________
What happened? What did they do?
Fact 1:

______________________________________________________
______________________________________________________
______________________________________________________
___
Fact 2:

______________________________________________________
______________________________________________________
______________________________________________________
___
Fact 3:

______________________________________________________
______________________________________________________
______________________________________________________
___
Fact 4:

______________________________________________________
______________________________________________________
______________________________________________________
___
Fact 5:

______________________________________________________
______________________________________________________
______________________________________________________
___
Why is it important/ why were they important?

______________________________________________________
______________________________________________________

PAGE 4

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
________

Presentation Checklist

Students:
________________________
_________________________
Students present an engaging lead
(2)
Voices are clear and audible (2)
Students reference their visual
throughout the presentation (2)

Students speak knowledgeably


and confidently on their topic (2)

Under 10 minutes (2)

Visual Representation Checklist


PAGE 5

Students:
_________________________
___________________________
The visual is neat and creative (2)
The visual is detailed (2)
The visual is relevant and clearly
expresses the topic (2)

/10

The visual demonstrates effort and


time (2)

The visual uses captions and labels


effectively (2)

/10

PAGE 6

Name: _____________________
Date: ______________________

POST
Directions: After every exhibit has been presented, you and your
partner will need to post the summary you have written onto the
class Wikispace. To do so, you will need to:
1. Log into the Wikispace website (www.wikispaces.com)
2. Click on our class Wikispace
3. Click on the tab Pages and Files

4. Click on New Page


5. Create a Page Name, which should be your topic name
6. Click Create
7. Post your summary (you can also post any images you may
have found while conducting your research)

Name: _________________________

PAGE 7

Date: __________________________

The Slavery Debate Museum


Directions: Using the information you remember from your tour of the Slavery Debate
Museum as well as using the class Wikispace, you will need to do the following:
1. Write down TWO questions you have.
2. Write down THREE connections you have made to the whole unit.
3. Write down FIVE facts that you have learned.
This is assignment is worth 10 points1 point for each item.
QUESTIONS:
1. _________________________________________________________________
________________________________________________________________?
2. _________________________________________________________________
________________________________________________________________?

CONNECTIONS:
1. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________

FACTS I LEARNED:

PAGE 8

1. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
3. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________

4. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________
5. _________________________________________________________________
_________________________________________________________________
_________________________________________________________________

PAGE 9

Name: _____________________________
Date: _____________________________

Resource List: Some Helpful Websites

http://www.history.com/topics/slavery
http://www.pbs.org/wnet/slavery/
http://slaveryfootprint.org/
http://www.history.com/topics/abolitionist-movement
http://www.loc.gov/rr/program/bib/ourdocs/NationalExpanHome.html

PAGE 10

Rubric: The Slavery Debate Unit Project


Unacceptable
1
Students do not provide
any relevant information
on their topic through
their graphic organizers.

Acceptable
3
Students demonstrate some
use of the graphic
organizers, but do not
provide enough detail to
support their research.

Target
5
Students organize their
research effectively by
properly using the
graphic organizer and
providing sufficient
detail.

Students do not
demonstrate any
knowledge on their topic
and do not include key
events, figures

Students demonstrate some


knowledge of their topic but
omit details expressing their
topics significance as a
prelude to the Civil War.

Students demonstrate
mastery of their topic by
expressing key events,
figures and its
significance as a prelude
to the Civil War.

Summary
Context

Students make multiple


errors that interfere with
comprehension of the
summary.

Students make some errors


but it does not interfere with
comprehension of the
summary.

Students make little to


no errors and
comprehension is not
affected.

Sources

Students only list one


source and it is not a
book

Students list two sources


and one is a book.

Students list at least


three sources and one is
a book.

Planning

Summary
Content

Total Score

Score

Sarah Sell, Laura Pantin, Brandie Sullivan


ELD376: Social Studies Unit Plan- FINAL KWL
CHART

Harriet Tubman and her role


in the Underground
Railroadshe helped free
slaves from their masters
and guided them to freedom.

What did Fredrick Douglass


do during this time period?

Fredrick Douglas was


involved in this time periodhe was an abolitionist.

What was Fredrick


Douglass debate with
Abraham Lincoln about?

The underground railroad


was a pathway utilized to
help slaves escape from their
slaveholders and it led to the
North.
An abolitionist was a person
who fought for the freedom
of slaves and who opposed
slavery in all states.
The Northern states were
considered free states.

What were the compromises


during this time period?
What was accomplished
from each compromise?

Harriet Tubman led 300


slaves in 19 trips from the
South (Maryland) to the
North (Canada) on the
Underground Railroad to
freedom.
Fredrick Douglas was a
runaway slave that taught
himself to read and write
and with his literacy skills
wrote about slavery in
autobiographies and papers
to persuade the public that
slavery was a sin.
Fredrick Douglas advised
Abraham Lincoln to make
slavery the focus of the
Civil War.

The Southern states were


considered the slave
states.

What was The Dred Scott


decision? What came from
this decision?

What was Abraham


Lincolns role in the slavery
debate time period?
What was Uncle Toms
Cabin about and how was it
received by the nation?

Henry Brown mailed


himself from Virginia to
Philadelphia to escape
freedom.
Harriet Beecher Stowe
authored Uncle Toms
Cabin, a story of her
observations from a visit to
the South exposing
Northerners to the harsh
reality of slavery. It was
praised in the North but
banned in the South.
Sojourner Truth, after a
message from God began
to preach about sinful
slavery.

Slaves picked cotton and


endured whippings/lashes
from their masters.
Slaves were traded and sold
from across the world and
throughout the United States

Who is Phyllis Wheatley


and what was his role during
this time period?
What exactly was The Battle
of Kansas? What came out
of this event?

Many slaves had to travel


across the Atlantic to be
shipped to the United States.
During this journey, many
slaves caught deadly
diseases and were separated
from their families and
acquaintances.

What does The Missouri


Compromise entail? What
came out of this
compromise?

People who condoned


slavery did not want the
slaves to be literate because
that would give them power.

What was the Compromise


of 1850? What was the
importance of this
compromise?

Many slaves were illiterate


since they were not allowed
to have an education.

Who were key abolitionists


during this time period?
What were their roles?

The people who owned the


slaves were known as their
masters.
Some slaves were house
slaves which meant that
their duties mostly occurred
inside the house.
Some slaves were field
slaves which meant that
their duties mostly occurred
in the field and doing
rigorous manual labor.

Lincoln chose Truth to be


a counselor to the freed
men in Washington.
William Lloyd Garrison
was the lightning rod of
the abolitionist movement
with his articles in the
liberator (editor) and his
leadership of the National
Anti Slavery Society.
Bleeding Kansas was the
debate over the Nebraska
territory and whether it
would be a free or slave
state. New Englanders and
Missourians stormed the
territory and after
establishing two
contradicting governments,
the battle turned violent.
Governor John W. Geary
restored order in Kansas,
declared it a free state in
1859 but it was not
claimed a state until 1961
due to the delay of its
induction into the Union.
Vigilance Committees
were safe points
throughout the
Underground Railroad that
assisted slaves in escape
and worked for rights for
Northerners to free blacks.
About 100,000 escaped
from the south between
1810 and 1850.
The Underground Railroad
got its name from the
emerging railroads across
America.
Slaves traveled 10 to 20
miles a day, usually by
night and on feet.
Sometimes abolitionists
would donate money so

Slaves who were escaping


from their masters
frequently stopped at safe
houses during their trip so
that they could rest and plan
for the remainder of their
journey.

that they could travel by


boat or train; money also
bought them disguises and
food.
Part of the Compromise of
1850, the new fugitive
slave act made it possible
and profitable to arrest
slave holders and catch
slaves on their escape.
The Missouri
Compromise, also known
as the Compromise of
1820, entailed admitting
Missouri as a slave state
and Maine as a free state to
the Union.
The Compromise of 1850
entailed admitting
California as a free state
and allowed the
legislatures of New
Mexico and Utah to settle
the issue of slavery in their
own territories and created
a strict federal law for the
return of runaway slaves.
Uncle Toms Cabin was
the best selling novel of
the 19th century. It helped
lay the groundwork for the
Civil War.
The character of Uncle
Tom, in the book Uncle
Toms Cabin is a suffering
black slave. The novel
depicts the realities of
slavery and how
Christianity helped many
overcome this horrific time
period.
The Dred-Scott Decision
was a case of Scott vs.
Stanford, which was a
ruling that people of

African descent brought to


the U.S and held as slaves
were not protected by the
Constitution and were not
citizens of the U.S.
Dred Scott lost the case
because the judges ruled
that the Court lacked
jurisdiction because Scott
had no standing to sue in
the Court since he was of
African descent.
The Lincoln-Douglas
debates occurred in 1858.
Lincoln was the
Republican candidate for
senate in Illinois and
Stephen Douglas was the
Democratic candidate.
Both wanted to win control
of the Illinois legislature.
The main issue in all their
debates was on slavery.
Lincoln published all of
the debates and had them
published in a book after
losing the election for
Senator in Illinois. This led
to Lincolns nomination
for Presidency of the U.S.
There are several online
programs that will allow
children to experience the
virtual underground
railroad, such as on
National Geographic.
Henrys Freedom Box is a
great childrens book
resource that can provide
children with a view of a
young slave childs
journey through life as a
slave and to freedom.
Slavery first appeared in
the English colonies and as
indentured servants.

Indentured servants are


people who work for a
certain amount of time in
order to earn their
freedom.
At the end of the 17th
century, blacks were
brought over from the
West Indies to be
indenture servants and then
later became slaves.
The slave trade network
existed between North
America, Africa and the
West Indies.
In 1681, slavery was legal
in all 13 colonies.
The Constitutional
Convention of 1787
created a new nation in
which 5 states banned
slavery.
Slaves were counted as 3/5
of a person in some states,
but counted as property
tax.
Quakers opposed slavery
on religious accounts.
The North developed cities
in which people wanted to
work in, hence, slavery
was not a necessity or
desired way of life for
Northerners.
The Cotton King would
account for over of
American exports and for
the demands for slaves in
the South.
Slavery auctions were held
between the months of
October and May.
Slave children began
working in the fields at the
age of 12.
Slaves had a higher

survival rate if they had a


special skill.
In 1862, African
Americans were permitted
to join the army that would
fight in the Civil War.
The Southern States
depended on slavery to
support their economy.
Abolishionism began with
religious revivals and was
upheld by womens groups
that organized meetings,
petitions, and lectures.
Alton Observer was an
anti-slavery newspaper
that lead to the Antislavery society in Illinois
The Mexican war created
further argument between
the northern and southern
states as to whether or not
the newly adopted land
would be free or slaved.
Henry Clay of Kentucky is
known as the great
compromiser by issuing
the compromise of 1850,
ending the debate between
the north and south over
Missouris position as a
free or slave state
John C. Calhoun set forth
grievances for the south in
their lost of the
compromise of 1850 since
it granted the north the
power to determine
whether western territories
to be free or slave, and not
the south