Unit Title: Exploring Primary Resources Relating to the Underground Railroad
Unit Title: Exploring Primary Resources Relating to the Underground Railroad
Grades: 6-8
Lesson 1: Runaway Slave Advertisements
Lesson 2: Fugitive Slave Act of 1793
Lesson 3: Fugitive Slave Act of 1850
Lesson 4: The Emancipation Proclamation
Written Document Analysis Worksheet: http://www.archives.gov/education/lessons/worksheets/written_document_analysis_worksheet.pdf
The Written Document Analysis Worksheet, provided by the Education Staff, National Archives and Records Administration can be used with other documents of study.
Additional resources and documents can be added to extend this unit.
This unit would take place following introductory knowledge of this time period (i.e. slavery and the Underground Railroad).
Objective: To research and analyze documents pertaining to slaverythat were an important part of American history between the late 1700’s-mid 1800’s.
Lesson 1: Runaway Slave Advertisements
Materials:
*Newspaper articles obtained from the following website:
*Chart on next page to record information from various runaway slave ads.
Procedure:
1.Students will be given advertisements from the Virginia Gazette and Maryland Gazette to read an interpret.
2. Students will then complete a many items pertaining to individual articles as possible.
3. Additional research may be done by searching additional runaway slave ads.
Evaluation:
Students will collect needed information from primary sources (runaway slave ads).
Student’s Name: ______
Lesson 1: Runaway Slave Advertisements
Item / Ad #1 / Ad #2 / Ad #3 / Ad #4 / Ad #5Name of Runaway
Gender
Age
Physical description
Clothing description
Other information given
Date of escape
Place escaped from
Where ad was placed
Lesson 2: Fugitive Slave Act of 1793
Materials:
*Website:
*Worksheet on next page
Procedure:
1.Students will read an edited version of the Fugitive Slave Act of 1793.
2. Students will then complete questions pertaining to the Act.
3. Meet in small groups to discuss.
Evaluation:
Students will read and analyze the Fugitive Slave Act of 1793 and discuss results with a small group.
Student’s Name: ______
Lesson 2: Fugitive Slave Act of 1793
Briefly summarize what each section (1-4) says:
Section 1:
Section 2:
Section 3:
Section 4:
- Who made this law?
- Where does it apply?
- Why did the government pass this law and what effect did it have on fugitive slaves?
- How does a state get a fugitive slave back?
- What is the penalty if someone tries to rescue a fugitive?
Lesson 3: Fugitive Slave Act of 1850
Materials:
*Website:
*Worksheet on next page
Procedure:
1.Students will read an edited version of the Fugitive Slave Act of 1850.
2. Students will then complete questions pertaining to the Act.
3. Meet in small groups to discuss.
Evaluation:
Students will read and analyze the Fugitive Slave Act of 1850 and discuss results with a small group.
Student’s Name: ______
Lesson 3: Fugitive Slave Act of 1850
Find the section of the act that explains each item.
1.______Federal marshals fined $1,000 for not arresting runaways when ordered to do so.
2.______Six months in jail for a person who aided a runaway in any way.
3.______Denied fugitive slave or free black a jury trial.
4.______Officers who captured a fugitive slave earned a fee.
5.______Citizens required to assist in the recovery of fugitive slaves.
6.______Those charged under law not allowed to testify on own behalf.
7.______Federal government allowed to deputize citizens.
8.______Heavy penalties for those who assisted runaways.
9.______Commissioners decided if slave owner’s testimony was valid or not.
10.______Marshals and clerks earned larger fees if the alleged fugitives were delivered to the claimant.
Compare this act with the Fugitive Slave Act of 1793.
Lesson 4: The Emancipation Proclamation
Materials:
*Website: http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/transcript.html
*Worksheet on next page
Procedure:
1.Students will read The Emancipation Proclamation
2. Students will then meet in small groups to discuss and translate into today’s language.
3. Complete questions
Evaluation:
Students will read The Emancipation Proclamation, meet in small groups to discuss and translate, and complete given questions.
Student’s Name: ______
Lesson 4: The Emancipation Proclamation
Read The Emancipation Proclamation and complete the following questions.
- Who made this proclamation?
- How is a proclamation different from a law?
- What major event was happening when it was issued?
- What and who does the phrase “be in rebellion against the United States” refer to?
- What does Lincoln ask freed people not to do? What advice does he give them?
- How was this Proclamation to be enforced?
- By what authority did Lincoln make this Proclamation?
- How do you think the slave owners felt about this Proclamation?
Written Document Analysis Worksheet
1. / TYPE OF DOCUMENT (Check one):___ Newspaper
___ Letter
___ Patent
___ Memorandum / ___ Map
___ Telegram
___ Press release
___ Report / ___ Advertisement
___ Congressional record
___ Census report
___ Other
2. / UNIQUE PHYSICAL QUALITIES OF THE DOCUMENT (Check one or more):
___ Interesting letterhead
___ Handwritten
___ Typed
___ Seals / ___ Notations
___ "RECEIVED" stamp
___ Other
3. / DATE(S) OF DOCUMENT:
______
4. / AUTHOR (OR CREATOR) OF THE DOCUMENT:
______
POSITION (TITLE):
______
5. / FOR WHAT AUDIENCE WAS THE DOCUMENT WRITTEN?
______
6. / DOCUMENT INFORMATION (There are many possible ways to answer A-E.)
A. List three things the author said that you think are important:
______
______
______
B. Why do you think this document was written?
______
______
C. What evidence in the document helps you know why it was written? Quote from the document.
______
______
D. List two things the document tells you about life in the United States at the time it was written:
______
______
E. Write a question to the author that is left unanswered by the document:
______
______
Designed and developed by the
Education Staff, National Archives and Records Administration, Washington, DC 20408.