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37 lessons found; showing 10 per page, sorted by Title...
Showing Grade 8, Unit 9, Abolition
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Monument to the Underground Railroad - Problem-Based Learning

http://www.undergroundrailroad.org/freedomquests/monuments/introduction/

Description: Monuments help tell the story of a people. They define a nation's values and help preserve its memories. The word monument comes from Latin words that mean, "that which reminds." They are public reminders of who we are and where we have come from. A monument says "pay attention, this is a bit of our past that deserves our respect." The Freedom Center is seeking design packages for a monument honoring the importance of the Underground Railroad in American history. They invite school groups to submit designs and will display outstanding designs on their web site. Standard 8.9.1

Author: Karen Regina, National Underground Railroad Freedom Center

Lesson ID: 730

Old St. Louis Courthouse: Site of the Dred Scott Case

http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/9stlouis/9stlouis.htm

Description: Re-enact the Dred Scott case in this simple play set in the Old St. Louis Courthouse. The case has been called the pivotal event that led to the Civil War. After the Dred Scott ruling, abolitionists were discouraged that slavery could ever be ended through the law. Standards 8.9.5 and 11.10.2

Author: Diane James Weber, Jefferson National Expansion Memorial

Lesson ID: 772

Runaway Slaves WebQuest

http://www.nops.k12.la.us/SchoolWebs/Reed/departments/runaway_slaves_webquest.htm

Description: Historians often wish they could go back into the past to find out what slavery was like. Well, you will have an opportunity to do just that! You will read runaway slave ads and then develop a history of the one you select to write about. You will then develop your own runaway slave ad, describing your attributes, and telling why your master would need you back. You will also have the privilege of interviewing a famous runaway slave and tell his/her story as to why he ran away and how running away changed his/her life. And then finally you will visit the Underground Railroad. After visiting it you will tell us why it was so important. Standard 8.7.2 and 8.9.1

Author: , Sarah T. Reed Senior High School

Lesson ID: 922

Slavery and the Legal Status of Free Blacks: Analysis of Debates During the 1847 Illinois Constitutional Convention

http://lincoln.lib.niu.edu/teachers/afam1.html

Description: Today, rational people agree about the moral repugnancy of slavery, and are left with simplistic ideas about why many people supported the institution of slavery and why it was so difficult to eliminate that "peculiar institution." In this lesson plan, students will read actual arguments regarding the status of free blacks in Illinois and slavery in the United States more generally. In order to more effectively interpret the materials (which may be offensive to some readers), students should be offered a perspective from which to read such debates. Standard 8.9.2 and 8.9.6

Author: Tara L. Dirst, Abraham Lincoln Historical Digitization Project

Lesson ID: 522

Slavery: Point of View of Former Slaves

http://www.archives.state.al.us/teacher/slavery/slave2.html

Description: Here is your chance to be an amateur historian as you read and analyze oral accounts of slavery form those who lived it. These oral histories were done in the 1930's as part of the Federal Writer's Project. Standards 8.7.2, 8.9.6 and 8.11.3

Author: Alabama State Archives

Lesson ID: 959

Spirituals

http://edsitement.neh.gov/view_lesson_plan.asp?ID=318

Description: Learn about the role that spirituals have played in African American history and religion. Begin by reviewing the combination of history and cultural factors that contributed to the development of the spiritual. Then explore the community building power of this combination by listening to a performance of "Swing Low, Sweet Chariot." Then turn to the 19th-century biography of Harriet Tubman to examine how she used spirituals as a secret signal to fugitive slaves on the Underground Railroad. Against this background, reconsider the impact of the line from "an old Negro spiritual" with which Martin Luther King, Jr., ended his famous "I Have A Dream" speech and the influence of spirituals on his speaking style. Standards 8.9.0, 8.9.1, and 11.3.1

Author: EdSITEMent

Lesson ID: 972

Supreme Court of the Early 19th Century

http://www.c-spanclassroom.org/VideoDetail.aspx?video_id=163

Description: This C-SPAN special The Capitol provides an overview of the Old Supreme Court chamber and the early Supreme Court. Key cases such as the Dred Scott decision are discussed by the narrtors. The site has questions and issues for class discussion. Viewing the clip requries free registration to C-SPAN by the teacher. Standards 8.9.5, 12.1.5 and 12.5.1

Author: C-SPAN Classroom

Lesson ID: 1497

Supreme Court: The Judicial Power of the United States

http://edsitement.neh.gov/view_lesson_plan.asp?id=614

Description: This lesson presents an introduction to the U.S. Supreme Court. Students will read relevant sections of the Constitution and analyze how the Constitution works to enhance judicial independence. They will also learn about the landmark case of Dred Scott v. Sanford, and track the movement of that case through the court system. Standard 8.9.5, 12.4.5, and 12.5.4

Author: EDSITEment

Lesson ID: 1368

Sweet Clara and the Freedom Quilt

http://www.mcps.k12.md.us/curriculum/socialstd/grade5/Sweet_Clara.html

Description: This lesson is based on a true, little-known chapter in African American history retold by Deborah Hopkinson. As a seamstress in the Big House, Clara knows she's better off than the slaves who work the fields. But slavery has separated Clara from her mother, and she can never be happy. Clara dreams that they will be reunited one day and run away together - north to freedom. She sees how to use the cloth in her scrap bag to sew a map of the land - a freedom quilt - that no master will ever suspect is a map to freedom. Internet connectivity in the classroom not required. Standards K.1.1, 1.1.2, and 8.9.1

Author: Patricia King Robeson

Lesson ID: 998

The Amistad Case

http://www.archives.gov/education/lessons/amistad/

Description: Write an article for an 1841 newspaper describing the decision of the Supreme Court in the Amistad case. Research the provisions of the Congressional Act of March 19, 1819, for background information recognizing the differences in sectional reactions to the case. Standards 8.7.2 and 8.9.1

Author: National Archives

Lesson ID: 1016

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

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