SPE 382 Group: Keith Kizer, Miles Snider, Douglas Taylor, and Ty Ford

SLAVERY AND ITS IMPLICATIONS ON THE UNITED STATES

OVERVIEW

This unit will discuss the following topics of study:•The Triangle Trade and The Middle Passage

•Underground Railroad

•The Missouri Compromise

•Kansas-Nebraska Act of 1854

•Emancipation Proclamation

•Slavery’s Opponents and Defenders

THE TRIANGLE TRADE AND THE MIDDLE PASSAGE

Objectives

•Students will work together in small groups to find data and information about the seventeenth and eighteenth century slave trade.

•Students will identify a popular triangular trade route and the distance from one port to another on a world map.

•Students will further understand the harsh and inhumane treatment of Africans during the Middle Passage.

Adapted from: Triangular Trade in the Atlantic Ocean. (n.d.). Retrieved April 23, 2012, from Teacher Vision: http://www.teachervision.fen.com/slavery/lesson-plan/3370.html

SLAVERY’S OPPONENTS AND DEFENDERS

Objectives

•Identify influential opponents and defenders of American slavery and compare their respective biographies

•Explain the reasons given for and against the morality and legitimacy of slavery under the U.S. Constitution

•Articulate an economic argument in favor of slavery and an opposing argument on behalf of free labor

Adapted from: Natural Environment for the Humanities. (n.d.). Lesson 2: Slavery's Opponents and Defenders. Retrieved April 23, 2012, from EDSITEment: http://

edsitement.neh.gov/lesson-plan/slaverys-opponents-and-defenders#sect- assessment.

UNDERGROUND RAILROAD

Objectives

•Students will be able to analyze primary source documents.

•Students will be able to list some of the major points of the Fugitive Slave Law of 1850.

•Students will be able to describe what life was like for runaway slaves and free men.

•Students will create artifacts that relate their understanding of the Underground Railroad.

Adapted from: Bowman, M. (n.d.). Underground Railroad, Route to Freedom. Retrieved April 23, 2012, from Alabama Learning Exchange: http://alex.state.al.us/lesson_view.php?id=11458

THE MISSOURI COMPROMISE

Objectives

•Use a map of the Missouri Compromise to understand the geographical changes it brought to the U.S. and why the changes provoked a debate over the expansion of slavery in the U.S.

•Explain how the proposed admission of Missouri as a state threatened the Senate balance between free and slaveholding states

•List the main provisions of the Missouri Compromise of 1820

•Highlight the basic economic differences between the commerce of the North and the South

•Describe South Carolina's application of the theory of nullification and explain the compact theory of federal government upon which it is based

•Articulate President Andrew Jackson's understanding of the federal government's supremacy over the states

Adapted from: National Environment for the Humanities. (2010, July 8). Lesson 1: An Early Threat of Secession: The Missouri Compromise of 1820 and the Nullification Crisis . Retrieved April 23, 2012, from EDSITEment: http://edsitement.neh.gov/lesson- plan/early-threat-secession-missouri-compromise-1820-and-nullification- crisis#section-16340

KANSAS-NEBRASKA ACT OF 1854

Objectives:

•Students will gain a visual understanding of how the nation had changed from 1820 to 1854 by making comparisons between interactive maps of 1820 and 1854, and analyzing the new developments on the map of 1854.

•Students will explain why Stephen Douglas thought the policy of popular sovereignty in the Kansas-Nebraska Act of 1854 would settle the growing agitation over slavery.

•Students will articulate why Abraham Lincoln opposed the Kansas-Nebraska Act and its policy of popular sovereignty.

•Students will distinguish Lincolns understanding of self government from Douglas’s understanding of popular sovereignty.

Adapted from: Morel, L., & Murray, C. (n.d.). Lesson 3: The Kansas-Nebraska Act of 1854: Popular Sovereignty and the Political Polarization over Slavery. Retrieved April 23, 2012, from

EDSITEment: http://edsitement.neh.gov/lesson-plan/kansas-nebraska-act-1854-popular-sovereignty-and-political-polarization-over-slavery#sect-thelesson

EMANCIPATION PROCLAMATION

Objectives

•Evaluate the provisions of the Emancipation Proclamation and its intended effect on the waging of the Civil War

•Trace the stages that led to Lincoln's formulation of this policy

•Explore African American opinion on the Proclamation

•Document the multifaceted significance of the Emancipation Proclamation within the context of the Civil War era

Adapted from: National Environment for the Humanities. (n.d.). Retrieved April 23, 2012, from EDSITEment: http://edsitement.neh.gov/lesson-plan/emancipation-proclamation-

freedoms-first-steps#sect-objectives

RESOURCES• Bowman, M. (n.d.). Underground Railroad, Route to Freedom. Retrieved April 23, 2012, from Alabama Learning

Exchange: http://alex.state.al.us/lesson_view.php?id=11458

• Morel, L., & Murray, C. (n.d.). Lesson 3: The Kansas-Nebraska Act of 1854: Popular Sovereignty and the Political Polarization over Slavery. Retrieved April 23, 2012, from EDSITEment: http://edsitement.neh.gov/lesson-plan/kansas-nebraska-act-1854-popular-sovereignty-and-political-polarization-over-slavery#sect-thelesson

• National Environment for the Humanities. (n.d.). Retrieved April 23, 2012, from EDSITEment: http://edsitement.neh.gov/lesson-plan/emancipation-proclamation-freedoms-first-steps#sect-objectives

• National Environment for the Humanities. (2010, July 8). Lesson 1: An Early Threat of Secession: The Missouri Compromise of 1820 and the Nullification Crisis. Retrieved April 23, 2012, from EDSITEment: http://edsitement.neh.gov/lesson-plan/early-threat-secession-missouri-compromise-1820-and-nullification-crisis#section-16340

• Natural Environment for the Humanities. (n.d.). Lesson 2: Slavery's Opponents and Defenders. Retrieved April 23, 2012, from EDSITEment: http://edsitement.neh.gov/lesson-plan/slaverys-opponents-and-defenders#sect-assessment.

• Triangular Trade in the Atlantic Ocean. (n.d.). Retrieved April 23, 2012, from Teacher Vision: http://www.teachervision.fen.com/slavery/lesson-plan/3370.html