Laura Pantin, Sarah Sell, Brandie Sullivan March 31, 2012 ELD376SS 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 Underground Railroad. 3. Students will investigate the key components of the Underground Railroad and 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 Toms Cabin by identifying key events in the story and by examining how the book was received by northern and southern states. Students will reenact important scenes from the book. 6. Students will create a timeline of the Battle of Kansas and identify the motives as to how it was a precursor to the Civil war. 7. Students will research the Lincoln-Douglas debates and hold a solutioncentered debate discussing this specific issue. 8. Students will investigate the significance of the Dred-Scott decision and how it affected the creation of the 13th and 14th Amendment. Students will brainstorm ways in which this decision affected the rights of people of African descent for years to come. 9. Students will reason whether the events that led up to the Civil War could have been prevented based on the North and Souths motives. Students will be allowed to form an opinion of whether the deaths of 95,000 Southerners were based on a worthy cause of just unjust decisions.

Unit Questions:
1. How did the Missouri Compromise help change the balance between the northern and southern states? Who were the main individuals involved in the creation 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 did conductors communicate with safe houses? How did slaves join the Underground Railroad? What resources were used in assisting slaves on the Underground Railroad? 4. What role did Harriet Tubman play on the Underground Railroad? How did her relationship with God affect her leadership? How did her injury as a young slave put her in danger on the Underground Railroad? 5. What were the roles of the abolitionists? How effective were the abolitionists in abolishing slavery? How did they communicate with the masses their beliefs about slavery? 6. Consider the differences of beliefs between the North and the South. How did this affect the state of Kansas? What led to the Battle of Kansas? 7. Why was Dred Scotts appearance in court viewed as unconstitutional during this time period? How did the Dred-Scott decision further diminish the rights of people of African descent during those years? In what way was the creation of the 13th and 14th Amendments intended for? 8. How did Uncle Toms Cabin fuel the abolitionist movement? How did the book portray both sides including the slaves and those who controlled them? 9. Why were the Lincoln-Douglas debates influential in the nomination of Lincolns Presidency? What were the main issues discussed during the debates? 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 were each sides motives and were they ethical or unethical? Support your opinion with evidence and facts about the Norths perspectives and the Souths on the issue of slavery.

Books:

1. Levine, Ellen and Nelson, Kadir (2007). Henrys Freedom

Box: 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 a child, 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 Henrys new master. Henry is separated from his family and sent away. His new boss isnt as kind and demands that he work hard. After some years when Henry is older, he meets a woman 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 Nancys master loses some money, he decides to sell her and her three children. Not knowing what to do, Henry decides he must escape from his master to find the freedom hes never known. So with the help of Dr. James, a white man who does not 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 he arrives at Pennsylvania his birthday, since as a slave he had never known when his real birthday was. This story can be used in a variety of ways to address some of the unit objectives as well as the unit questions. This story focuses on the struggles on slaves in their everyday life and can aid to provide a general image of the possible trajectory some slaves may have desperately taken in order to attain freedom. This book can be utilized prior to delving into lessons about the Underground Railroad, allowing children to activate what they know about this topic. The book is also unique in that it begins with a young slave child, which can 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 these connections so that they can understand the difficulty of slavery and traveling to freedom, the teacher can ask questions such as, How would you feel not knowing your birthday? If you were Henry, how would you celebrate your first birthday of freedom? and How do you think it would feel to get into a box at one place and arrive in a completely strange place in that same box? Utilizing questions like this will help students to make comparisons about Henrys life as a slave 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 children about two strong female abolitionists: Harriet Tubman and Sojourner Truth. Every alternating page is a journey through each womans life from birth through slavery up until the moment they meet. Sojourners story begins as she was born in 1797 in New York where slavery was abolished in 1827, freeing her and her family. However, Isabellas master kept her enslaved until she walked away and fought 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 and influence by God. The power she gained propelled her to lecture across the north and south to work towards abolishing slavery. Tubmans story was somewhat different having grown up in Maryland in 1825 as 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 mapped out her breakout and along her journey she took the name change of Harriet Tubman for protection. Once she reached north, she turned around and paved the path better known as The Underground Railroad leading hundreds of slaves to freedom. Throughout the civil war, her sneaky skills were employed to be a spy behind enemy lines. Both Tubman and Truth reunited toward the end of the story in an encounter not recorded but only of imagined conversation. They met on an October day in 1864 and either separate or together, they will always be remembered for their great impacts on slavery. This text is a great contribution to students learning about the two abolitionists as 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 the south and north considering that Harriet and Sojourner were each enslaved in two different parts of the nation. This book is also useful to help students understand the lifestyles slaves lead. For example, accounts of abuse on Harriet and the separation of Sojourners family are two major occurrences that several slaves endured. Students can explore symbolism and how religion played a part in overcoming the hardships and dangers of slavery. Finally, When Harriett Met Sojourner is an excellent resource to compare and contrast characters and their contributions and roles before, after and during the war to attain freedom for

themselves and others.

3. Rappaport, Doreen. Abes Honest Words: The Life of

Abraham Lincoln. Illus. Kadir Nelson. Hyperion Books, 2008. Print.

This picture book begins with the childhood of Abraham Lincoln moving to Indiana. He loved to read and enjoyed being read to by his father. As Abraham grew up, he moved southward where he was exposed to the negativity of slavery. During his adolescent years, he worked a variety of jobs and continued to read. He felt that his education was valuable and he showed an interest in becoming a lawyer. The first time he ran an election; he lost, but he continued to remain persistent. The second election, he won. Once elected, Abraham provided speeches regarding slavery. He lost the election for senator, but ran for President of the United States. This book ends with a dramatic overview of the Civil War and an overview regarding the freedom of slaves. This book is an excellent resource for teaching because it discusses Abrahams significant contributions to American history. All of the information in the book strongly connects with the upper elementary curriculum. This book can cover topics including: the rights of an individual, liberty, the pursuit of happiness, and of equality under the law. This is also a great resource because it exposes children to understanding what all of those topics means Abraham Lincoln and the majority of the American population. Furthermore, the book displays Lincolns persistency and determination in following his dreams, which can show students what it is like having to take responsibility and consideration as a human being and a government official. Since Lincoln was a crucial figure during this time period, this book provides children with the opportunity to not only learn about him as a person, but to be able to apply that knowledge when discussing the Lincoln-Douglass debates. Students will be able to utilize the information they learn through the illustrations, text and quotations provided in the book to connect to their learning of Lincolns role during these years.

4. Lassieur, Allison (2008). The Underground Railroad: An

Interactive History Adventure. Minnesota: Capstone Press.

This nonfiction chapter book is provides children with an interactive read as they experience several paths through the Underground Railroad, according to the choices they make on certain pages. The story begins with background knowledge of slaves and what is was like to be a slave in the south. Then on page 11, you can choose to turn to one of three pages, to either see what it was like to be a runaway slave, a slave catcher or to be an abolitionist. Then, throughout the story the reader is asked to make other choices, which will essentially lead them to different endings. The book also provides detailed illustrations of important aspects of the journey of the Underground Railroad, such as a map of some slave and free states, slave tags, and a reward offer for runaway slave capture. The book also contains illustrations of slaves clothing, wagons with hidden compartments for slave transfer, chains used to restrain slaves, and images of plantation owners homes. In the back of the book, there is a time line of important events during this time period between 1793 and 1870, there are also Other Paths to Explore, three other suggested readings and a list of safe Internet websites for children to explore for further investigation. There is also a glossary with important terms. This book is an easy-to-read chapter book for students who are looking to gain a deeper, more conceptualized idea of The Underground Railroad. The book is written so that it is interactive and makes the reader feel as if they are truly experiencing either being a runaway slave, a slave catcher or an abolitionist. During a social studies unit on slavery, this book can be utilized to demonstrate the importance of students understanding various perspectives, since every person has their own views and opinions on certain circumstances. Students can use this book to experience three different perspectives and be able to connect their experience, for example, as an abolitionist to the actual information they read about well-known abolitionists of this time period. In each scenario, the students can make even more choices and are able to come to difficult decisions, such as staying with your mother or fleeing with your father. Having students making these decisions and rationalizing their choices will allow them to develop the skills of critical thinking and defending ones responses. This book is not only useful for having students document and map their journey on The Underground Railroad, but it can be also utilized for students to journal how they feel every time they need to make a life-altering decision based upon the initial character

they chose. This can allow for students to actually experience, even if it is acute, a sense of urgency and immediacy in making decisions and how those decisions will affect the rest of their journey. This chapter book can certainly be utilized as an interactive way for children to experience the hardships and decision-making skills needed during this time period and can be very beneficial in the classroom.

5.

Naden, Corinne J., and Rose Blue. Why Fight?: Causes of the American Civil War. Austin, Texas: Raintree SteckVaughn, 2000. Print. The House Divided.

Why Fight: The Causes of the American Civil War is a volume within The House Divided: The Civil War, a four volume series that illustrates to young readers the trials and triumphs of the Civil War. Why Fight covers the main events leading up to the first fire that began the war at Fort Sumpter. This nonfiction chapter book begins with a setting of this scene as described through the eyes of Mary Chestnut of Charleston and her reaction to the first shot. It gives a brief description of the civil war, the battles won and lost by respective north and south regions and later translates into the causes of this bloody massacre against our nations own people. Why Fight credits most of the tension leading up to the war to be slavery, Bleeding Kansas, the compromises of Missouri, 1820 and 1850, the Dred Scott decision and Lincolns run for presidency including the famous Lincoln Douglas debates. Chapter one highlights the great slavery debate. It discusses why and how it emerged, northern refusal and southern acceptance, and the movements by abolitionists through writing, speeches, and the ultimate means of escape: The Underground Railroad. Chapter two discusses Bandage Compromises or those that were to cover up incidences and disputes that could have possibly started the Civil War. The Missouri Compromise is explained in terms of why it developed, who wrote it, and the issue of its reoccurrence in 1854. Also described in this chapter is the War with Mexico, which in the end gained Texas as a part of the United States. However, from this came more debates about what states were going to be free and those that would be slave. This issue was evident in the Battle of Kansas as it was invaded by northerners and southerners both fighting for it to be a non slave state or a slave state. Chapter 3 talks about Dred Scott and John Brown and their role in igniting the emotions for the commencement of the Civil War. Chapter 4 highlights the biography of Abraham Lincoln and how his life and election as President influenced the spark of the Civil War. Within this chapter is an account of the Lincoln and Douglas debates

and the principle that Lincoln represented free states and that Douglas was promoting slavery. The final chapter discusses the secession and Jefferson Daviss role as the first and only President of the Confederate States of America having been established after Lincolns election by southerners to ensure slavery. Finally, this book concludes with a chapter devoted to the beginning of the Civil War and ending with the picture painted at the beginning in the prologue. Why Fight also includes a chronology of important events, facts about key personalities, a glossary, and supporting materials such as websites and books. Why Fight is an ideal book for upper elementary students to more effectively learn the causes of the war. The style of writing is easy and made relatable to students. In the prologue and throughout the chapters, students are prompted to think of the United States as a family and that these events leading up to the war as being disputes between the family, divisions or family members, and how we may hurt one another but still carry the scars. Therefore, this book is written perfectly so that students understand the material in a relatable way. Another great facet of this book to use in the classroom is the pictures and captions. They are either paintings or photographs and therefore give a more accurate and visual account of what went on during that time period. Some students will learn better through pictures so the fact that it is a chapter book with many illustrations is very helpful. In addition, with every character there is an accompanying imbedded biography of them and thus readers are able to access more information about the contributors from the back of the book under Facts About Key Personalities. It is important to note that this book stayed truthful to the causes of the Civil War in its explanations, images and information. There were numerous battles and court trials blacks freedom and the information provided is detailed enough so students can learn and engage in the complexities of this time period. All issues related to slavery and the greatly debated issues of the north and south made Why Fight an authentic read that was factional but understandable as well.

6. Stowe, Harriet Beecher. Uncle Toms Cabin. Bantam

Classics, 1982. Print.

This higher-level chapter book focuses on the topic of anti-slavery. Arthur Shelby, a very warm-hearted slave owner, is not rich enough to keep all of his slaves around. Therefore, he sells Uncle Tom along with his entire family and middle aged-slave. The initial plan was to sell Harry, the maids slaves son, but the mother, whose name is Eliza ends up running away with Harry. Thus, Tom goes off to live with St. Claire. Shortly before St. Claire passed, he had offered to free Tom. Unfortunately, he dies before this happens and Tom is therefore sold to a very mean man. His name is Simon Legree. He begins to dislike Tom once Tom is reluctant to listen to any orders regarding whipping other slaves. Tom is beat viciously, which results in deteriorating Toms faith in God. The challenges of farming resulted in Toms questioning his faith in God. However, later on he has two visions, which renew his faith. Since Tom does not tell Legree where Cassie and Emmeline fled to, Legree demands his followers to kill Tom. Even facing eminent death, Tom still forgives the men who are ordered to kill him. This causes those men to become followers of the Christian faith. Through Toms understanding and forgiveness, the men see the light of Christian ways and become avid believers. This complex chapter book offers students the opportunity to see various perspectives. The book begins to shed light on the idea that even during the worst of times, one should be challenged to see the good in people. The book covers topics such as tolerance, forgiveness, faith, and open-mindedness to change. Students will understand what it was like to fight for the cause in which one believes in through their reading and interpretation of Toms character. The book depicts the idea that some things are worth fighting for despite majority rule. Overall, this book introduces the entire anti-slavery unit. It will help lay the groundwork for investigation of The Civil War. For an upper elementary classroom, it is probably best if the book is broken down and children are given the opportunity to read important excerpts of the story without taking away the meaning. The book can provide students opportunities to engage in readers theatre activities, or activities where they are writing to the character, since they will probably have many questions as they read. Certainly, this novel was

extremely popular in its time that utilizing this book in the classroom to help teach this unit helps make history in its own.

Two Additional Activities/Assignments:

1. Underground Railroad Quilt An important aspect of the slaves journey throughout the Underground Railroad to escape to freedom was their usage of quilts to communicate with one another. Prior to this activity, the students will already have learned about the concept of utilizing quilts as a form of communication. The teacher would utilize the Really Good Stuff Activity Guide: Underground Railroad Quilt Guide to better explore the codes that helped hundreds of slaves escape from the South. In this highly interactive activity, students use the quilt poster and guide to learn about the codes utilized and thus assemble a coded quilt map. Through this activity, students will be able to tap into their multiple intelligences in order to research, learn and apply their knowledge to create a whole-class quilt. The activity allows for students to hone in on this often overlooked aspect of the Underground Railroad, which will help them better comprehend the difficulty slaves endured even in just communicating. Also, it will allow them to see the precautions that slaves needed to take so that their messages could not be deciphered by anyone other them themselves, the other slaves and the people helping free them. This activity will also help address two of the unit objectives that discuss having students learn about the trajectory of slaves from entrapment to freedom and having students investigate the key components of the Underground Railroad, allowing them to more properly embody the character of a slave and be able to journal their experiences on a virtual Underground Railroad. Source: http://page.reallygoodstuff.com/pdfs/154227.pdf 2. Readers Theatre (Uncles Tom Cabin) An important aspect of the unit is the utilization of the book Uncle Toms Cabin, which was written about this time period. Thus, it is crucial to have students engaging in activities that further explore the intricacies of this novel. During this readers theatre activity (taken from www.civilwar.org), the teacher will have students read the following scene aloud by choosing one student as Eliza, one student as Mr. Symmes, and one as the narrator. Then there should be a discussion, with prompting utilizing the questions that follow. Narrator: Eliza, a slave, has run away from her master with her son Harry. Her master had sold Harry away from her, but Eliza fled before they could be separated. After a long journey, Eliza finally managed to cross the Ohio River by leaping across the floating blocks of ice. At the far bank of the river, a man helps her to shore:

Mr. Symmes: "Yer a brave gal, now, whoever ye ar!" Narrator: Eliza recognized the voice and face of a man who owned a farm not far from her old home. Eliza: "O, Mr. Symmes!--save me--do save me--do hide me!" Mr. Symmes: "Why, what's this? Why, if 'tan't Shelby's gal!" Eliza: "My child!--this boy!--he'd sold him! O, Mr. Symmes, you've got a little boy!" Mr. Symmes: "So I have. Besides, you're a right brave gal. I like grit, wherever I see it. I'd be glad to do something for ye but then there's nowhar I could take ye. The best I can do is to tell ye to go thar." Narrator: Mr. Symmes pointed to a large white house which stood by itself, off the main street of the village. Mr. Symmes: "Go thar; they're kind folks. Thar's no kind o' danger but they'll help you,-- they're up to all that sort o' thing." Eliza: "The Lord bless you!" Mr. Symmes: "No 'casion, no 'casion in the world. What I've done's of no 'count." Eliza: "And, oh, surely, sir, you won't tell any one!" Mr. Symmes: "Go to thunder, gal! What do you take a feller for? Of course not. Come, now, go along like a likely, sensible gal, as you are. You've arnt your liberty, and you shall have it, for all of me." Narrator: The woman folded her child to her bosom, and walked firmly and swiftly away. The man stood and looked after her. Mr. Symmes: "Shelby, now, mebbe won't think this yer the most neighborly thing in the world; but what's a feller to do? If he catches one of my gals in the same fix, he's welcome to pay back. Somehow I never could see no kind o' critter a strivin' and pantin', and trying to clar theirselves, with the dogs arter 'em and go agin 'em. Besides, I don't see no kind of 'casion for me to be hunter and catcher for other folks, neither." Narrator: So spoke this poor, heathenish Kentuckian, who had not been instructed in his constitutional relations, and consequently was betrayed into acting in a sort of Christianized manner, which, if he had been better situated and more enlightened, he would not have been left to do.

Questions (taken from the same aforementioned website): 1. What reasons does Mr. Symmes give for not returning Eliza and Harry to their masters? 2. What is the narrator saying about the Fugitive Slave Act in the last sentence? 3. How does this narrative compare with Stowe's arguments against slavery in the book's conclusion? Is it more convincing? Is it more compelling? Why or why not? 4. Have the students read the following excerpt from the novel and answer the discussion questions at the end: Two slaves, Cassy and Emmeline, are hiding from their cruel master, Simon Legree. Simon threatens to beat Tom if he will not tell where Cassy and Emmeline are hiding. Tom, a Christian who has always been a loyal, hard-working slave, refuses and Simon swears that he'll conquer Tom or kill him: "Tom looked up to his master, and answered, "Mas'r, if you was sick, or in trouble, or dying, and I could save ye, I'd give ye my heart's blood; and, if taking every drop of blood in this poor old body would save your precious soul, I'd give 'em freely, as the Lord gave his for me. O, Mas'r! don't bring this great sin on your soul! It will hurt you more than 't will me! Do the worst you can, my troubles'll be over soon; but, if ye don't repent, yours won't never end!" "Like a strange snatch of heavenly music, heard in the lull of a tempest, this burst of feeling made a moment's blank pause. Legree stood aghast, and looked at Tom; and there was such a silence, that the tick of the old clock could be heard, measuring, with silent touch, the last moments of mercy and probation to that hardened heart. It was but a moment. There was one hesitating pause,--one irresolute, relenting thrill,--and the spirit of evil came back, with seven-fold vehemence; and Legree, foaming with rage, smote his victim to the ground." "Scenes of blood and cruelty are shocking to our ear and heart. What man has nerve to do, man has not nerve to hear. What brother-man and brother-Christian must suffer, cannot be told us, even in our secret chamber, it so harrows the soul! And yet, oh my country! these things are done under the shadow of thy laws! O, Christ! thy church sees them, almost in silence!" How does Stowe portray slaveholders in this scene? How does she portray slaves? How do you think white Southerners felt when they read of Simon Legree's cruelty in Uncle Tom's Cabin?

Source: http://www.civilwar.org/education/teachers/lesson-plans/uncletoms-cabin-lesson/uncletomscabin.html

Sarah Sell, Laura Pantin, Brandie Sullivan ELD376: Social Studies Unit Plan- UPDATED KWL CHART

K
Harriet Tubman and her role in the Underground Railroad she helped free slaves from their masters and guided them to freedom. Fredrick Douglas was involved in this time periodhe was an abolitionist.

W
What did Fredrick Douglass do during this time period?

L
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. 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

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? 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?

The Southern states were considered the slave states. Slaves picked cotton and endured whippings/lashes from their masters. Slaves were traded and sold from across the world and throughout the United States

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.

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

Many slaves were illiterate since they were not allowed to have an education.

Northerners to the harsh reality of slavery. It was praised in the North but banned in the South. What was The Dred Scott Sojourner Truth, after a decision? What came from message from God began this decision? to preach about sinful slavery. Who is Phyllis Wheatley Lincoln chose Truth to be and what was his role during a counselor to the freed this time period? men in Washington. What exactly was The Battle William Lloyd Garrison of Kansas? What came out was the lightning rod of of this event? the abolitionist movement with his articles in the liberator (editor) and his leadership of the National Anti Slavery Society. What does The Missouri Bleeding Kansas was the Compromise entail? What debate over the Nebraska came out of this territory and whether it compromise? would be a free or slave state. New Englanders and Missourians stormed the territory and after establishing two contradicting governments, the battle turned violent. What was the Compromise Governor John W. Geary of 1850? What was the restored order in Kansas, importance of this declared it a free state in compromise? 1859 but it was not claimed a state until 1961 due to the delay of its induction into the Union. Who were key abolitionists Vigilance Committees during this time period? were safe points What were their roles? throughout the

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.

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 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

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.

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.