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37 lessons found; showing 10 per page, sorted by Title...
Showing Grade 8, Unit 9, Abolition
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Attitudes about Slavery in Franklin County, Pennsylvania

http://jefferson.village.virginia.edu/vcdh/teaching/vclassroom/Northernatt.html

Description: Students are asked to compare and contrast attitudes about slavery in Franklin County, Pennsylvania, by analyzing newspaper articles from a Republican point of view in the Franklin Repository & Transcript, and from the Democratic point of view in the Valley Spirit. Standard 8.9.5

Author: Alice Carter, University of Virginia

Lesson ID: 109

Barron v Baltimore (1833): Landmark Supreme Court Cases

http://www.billofrightsinstitute.org/Newsletters/LSCC/2006-2007/barronvbaltimore.pdf

Description: Before the Fourteeth Amendment, the Bill of Rights did not automatically apply in the states. In this 1833 case Barron v. Baltimore, the Court affirmed what they considered to be the Founders? intention that the Bill of Rights served to limit only the actions of the federal government. Protections in the Bill of Rights, including, in this case, that just compensation be paid for taken property, could not be applied to state governments. Standards 8.9.5, 11.1.3, 12.7.1 and 12.5.1

Author: Bill of Rights Institute

Lesson ID: 1559

California's First Constitution

http://www.museumca.org/goldrush/curriculum/8g/82202018.html

Description: How did California's constitution reflect the values of the political majority in the mid 19th century? Read excerpts from speeches made at the California Constitutional Convention, the Treaty of Guadalupe Hidalgo, newspaper editorials and articles, private journals, etc. From this range of opinions regarding the rights and responsibilities of California's multicultural population, predict what the state constitution will say about slavery and other issues concerning race. Standard 4.3.5, 5.8.6, and 8.9.4

Author: Jean Mundell, Oakland Museum of California

Lesson ID: 181

Compromise of 1850, The

http://www.congresslink.org/print_lp_compromise1850.htm

Description: The Compromise of 1850 was one of the most important pieces of legislation in ante-bellum America. Most historians judge it to have been a failure. Not only did it not avert war, but it imposed a harsh penalty on those working to end slavery through creating safe havens in the North. Using an example of the Compromise of 1850 and the Fugitive Slave Act, summarize the importance of compromise in the congressional process. Research the different sides and aspects of law-passing and compromise and chart the steps followed. Present to the class the most important arguments used in the debate on the Compromise of 1850 and state your position on the significance and importance of the debate. Standard 8.9.4 and 8.9.5

Author: Colleen Kahl, Pekin Community High School, Pekin, Illinois

Lesson ID: 250

Eyewitness to History

http://pathways.thinkport.org/eyewitness/

Description: Part of the Maryland Public Television "Maryland and the Underground Railroad" site, here are primary and secondary source materials on James Pennington, Charles Ball, Harriet Tubman, Frederick Douglass, Caroline Hammond, and Josiah Henson. They have questions and reading strategies included. Standard 8.7.2 and 8.9.1

Author: Pathways to Freedom, Maryland Public Television

Lesson ID: 392

Free Soil, Free Labor, Free Men: The Rise of the Republican Party

http://www.pinzler.com/ushistory/dbq3supp.html

Description: The Free-Soil movement was launched by Congressman David Wilmot in 1846, at the close of the Mexican War. He proposed a proviso that would outlaw the expansion of slavery into any territory that might be acquired from Mexico. Wilmot's followers, who became known as "Free- Soilers," were unified by the idea that slavery should be banned from newly acquired territories. Largely as a result of the Kansas-Nebraska Act of 1854, Northern Whigs joined the Free-Soilers, and thus formed the foundation of the new Republican Party in 1854. The primary sources here are representative of the defining beliefs of the new Republican party. As you read, think about how the Free-Soil movement was different from the abolitionist movement. If Free-Soilers were not abolitionists, what were their arguments against the extension of slavery in the territories? What do the views expressed indicate about the Republican view of racial equality? What critique do the Republicans offer of the ways in which slavery has impacted the economy of the South? Of the nation? Why might the new Republican party have been able to form a coalition among interests as diverse as Northern Whigs, poor northern laborers, and abolitionists? Standard 8.9.5

Author: Fieldston School

Lesson ID: 42

Freedom of Speech: Cooper Union Address (1860)

http://www.billofrightsinstitute.org/instructional/resources/Lessons/Lessons_List.asp?action=showDetails&id=139&ref=showCatD&catId=8

Description: One primary purpose of the First Amendment is to safeguard the individual?s right to participate in political discourse and the political process. Abraham Lincoln's 1860 Cooper Union Address, which he delivered as an unannounced presidential candidate, spotlights the way the First Amendment empowers individuals to express their political views in America's constitutional democracy. Standards 8.9.1, 8.9.2, and 12.6.4

Author:

Lesson ID: 1512

Harriet Tubman Integrated Unit

http://artsedge.kennedy-center.org/teaching_materials/curricula/curriculum_units.cfm?curriculum_unit_id=12

Description: Explore the life and accomplishments of Harriet Tubman through history, visual arts and music. First locate information about Harriet Tubman and use the information to write a report about her. Illustrate a scene from the life of Harriet Tubman, imitating the style of Jacob Lawrence. Listen to and sing some spirituals identifying the characteristics of spirituals, their religious meaning and syncopated rhythm. Then listen to a song about Harriet Tubman and use movements to express the words and music. Standard 8.9.1

Author: Gladys Van Der Woude, Reed Elementary, Lanham MD

Lesson ID: 486

Kansas-Nebraska Act of 1854: Popular Sovereignty and the Political Polarization over Slavery

http://edsitement.neh.gov/view_lesson_plan.asp?id=661

Description: Examine how the Kansas-Nebraska Act of 1854 affected the political balance between free and slave states and explore how its author, Stephen Douglas, promoted its policy of popular sovereignty in an effort to avoid a national crisis over slavery in the federal territories. This lesson will also consider Abraham Lincoln's counter-argument that both the Declaration of Independence and Constitution committed the national government to extending freedom, not slavery. Standard 8.9.5

Author: EDSITEment

Lesson ID: 1534

Lincoln-Douglas Debates of 1858

http://lincoln.lib.niu.edu/teachers/lesson1.html

Description: Examine the transcripts of the 1858 Lincoln-Douglas debates and create a platform for each candidate in the 1858 Senate race. Utilize the candidates' arguments to explore the historical and political impact of popular sovereignty, the Compromise of 1850, the Fugitive Slave Law, the Dred Scott case, the Kansas-Nebraska Act, the Lecompton Constitution, and the Missouri Compromise. Standards 8.9.4 and 8.9.5

Author: Jennifer Erbach, Abraham Lincoln Library

Lesson ID: 2

37 lessons found; showing 10 per page, sorted by Title...
Showing Grade 8, Unit 9, Abolition
<-- Previous | Next -->

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