A PROJECT CRITICAL WEB
QUEST
American History Public
Policy Analsysis
SLAVERY
IN
A STUDY IN DEHUMANIZATION
Mr. R. Donaldson
Slavery was called the “Peculiar Institution”
by those who lived in the period from 1800-1865. No one really understood it.
It was irrational and inhumane. It supported a southern cash crop economy that
would have been better off without according to Hinton Helper’s book, “The Impending Crisis”
which proved slavery was an economic disaster for the American southern states.
Slavery kept four million people in bondage and created an underclass of
dehumanized individuals. Furthermore, slavery led to fear among whites in the
south that resulted in further dehumanization called the slave
codes that became law, in some form, in eleven southern states. Slavery
perpetuated the production of cotton which became the basis for a class society
in the south. Ironically, poor whites suffered from slavery as did the slaves
themselves. Large plantations, owned by a few wealthy, controlled the southern
economy in a medieval agricultural feudal system in a time which was witnessing
the dawning of a new industrial epoch.
More importantly, slavery was dividing
The FUGITIVE SLAVE
law enraged northerners while southerners viewed it as legal and
“constitutional”. It became part of the “
By 1860, slavery could no longer be compromised.
As
The only way, it seemed, to solve the
slavery issue was war. This resulted in the bloodiest conflict in American
history, The American Civil War”.
In this web quest you and your group will
investigate the SOCIAL
PROBLEM of slavery. You will research its background, causes and evaluate
the southern policies that instituted the peculiar institution.
Maybe your findings can prevent slavery
from ever recurring again in any form!
1: The class will be divided into groups
of FIVE
2: Each group will be responsible for TWO
products.
3: Each member of the group will have an
individual responsibility that will be decided upon by the group as a whole
4: THE POSTER BOARD
--Each
group will construct of POSTER BOARD, similar to the ones shown below
-The
poster board will include a study of slavery in Antebellum South
-The
headings for the poster board will follow the AMERICAN HISTORY PUBLIC POLICY
ANALYST
Format
describe in the process. You will have FOUR headings
--The
poster board should be attractive and have graphs, charts, pictures,
illustrations and text materials
5: Each group will also be responsible to
produce a 200 WORD MINIMUM, Newspaper article that would have appeared in an ABOLITIONIST newspaper
during the slavery period 1800-1865. This article will also follow the AHPPA
format and include the four headings. There should be a title to the article
along with historical facts.
MS Word should be used to construct the
article in 12 fonts. You may include pictures and illustrations in your article
as well.
6: Articles from all the class groups
will be collated into an abolitionist newspaper similar to the “LIBERATOR” of
William Lloyd Garrison.
1: The class will be
divided into groups of FIVE and group responsibilities will be divided by
consensus of the group members
2: HERE ARE THE INDIVIDUAL
ROLES AND RESPONSIBILITIES
-
TWO- RESEARCHERS= research information using
the internet and books about your topic
-STATISTICS
ANALYST-research statistics and create graphs and charts that represent the
statistics that will be used on the poster board and the 200 word newspaper
article
TWO
RECORDER/ORGANIZERS/WRITERS-record group findings and work closely with the
researchers and statistic analyst to organize the data. These members will complete
the AHPPA worksheets hyperlinked below. These students will organize the date
from the work sheets and create a 200 word minimum newspaper article as
described in the “task” section
ONE-POSTER
MAKER-work closely with the organizer to display your commission’s findings on
a poster which includes important written information, illustrations, charts,
graphs. This MEMBER will also proof read essays and check for accuracy. This
member will also be the time keeper and be cognizant of deadlines.
Please
coordinate supplies with your teacher.
THE
AMERICAN HISTORY PUBLIC POLICY ANALYST
Each
step of the AHPPA must be included on the poster board. Focus should be made on
the public policy
Step # 4 all worksheets must be filled out and
the NEWSPAPER ARTICLES should reflect each step.
THE AMERICAN HISTORY PUBLIC POLICY ANALYST
STEP # 1: IDENTIFY THE SOCIAL
PROBLEM OF SLAVERY
STEP # 2: GATHER THE EVIDENCE
FOR THE PROBLEM
STEP # 3: IDENTIFY THE CAUSES
FOR THE PROBLEM
STEP # 4: EVALUATE THE POLICY
OF SLAVERY
–These can be
used to find all information needed for completion of the worksheets in the
AMERICAN HISTORY PUBLIC POLICY ANALYST
READ THE FOLLOWING LINK FOR HELP-“Conducting
Internet searches”
A HISTORY OF SLAVERY IN AMERICA FACTS
& STATISTICS
IMAGES
OF SLAVERY LIFE ON THE PLANTATION
FUGITIVE SLAVE LAW A SLAVE AUCTION
SLAVERY
AND THE CIVIL WAR How Slavery
Caused the Civil War
A
Detailed Timeline Dred Scott V
Sanford
Slavery & Compromise Bleeding
Kansas
A History of Public Policy in US Many Primary Sources
Slave
codes-Virginia The
Underground Railroad Slave codes in Georgia SLAVE CODES-SOUTH CAROLINA Legal
Slave Codes SLAVE
REBELLIONS AMISTAD MUTINY
A
History of Resistance to Policy I.
RUBRIC -Poster
Evaluation Making
A Poster CATEGORY 4 EXCELLENT 3 VERY GOOD 2 SATISFACTORY 1 UNSATISFACTORY Content - Accuracy At least 7
accurate facts are displayed on the poster. USES ALL STEPS OF AHPPA 5-6 accurate
facts are displayed on the poster. USES THREE OF THE FOUR STEPS OF THE AHPPA 3-4 accurate
facts are displayed on the poster. USES ALL STEPS OF THE AHPPA WITH SOME
ERRORS Less than 3
accurate facts are displayed on the poster. . INCORRECTLY USES OR FAILS TO
USE AHPPA STEPS Graphics - Relevance All graphics are
related to the topic and make it easier to understand. All borrowed graphics
have a source citation. All graphics are
related to the topic and most make it easier to understand. All borrowed
graphics have a source citation. All graphics
relate to the topic. Most borrowed graphics have a source citation. Graphics do not
relate to the topic OR several borrowed graphics do not have a source
citation. Graphics -Clarity Graphics are all
in focus and the content easily viewed and identified from 6 ft. away. Most graphics
are in focus and the content easily viewed and identified from 6 ft. away. Most graphics
are in focus and the content is easily viewed and identified from 4 ft. away.
Many graphics
are not clear or are too small. Labels All items of
importance on the poster are clearly labeled with labels that can be read
from at least 3 ft. away. Almost all items
of importance on the poster are clearly labeled with labels that can be read
from at least 3 ft. away. Several items of
importance on the poster are clearly labeled with labels that can be read
from at least 3 ft. away. Labels are too
small to view OR no important items were labeled. Knowledge Gained Student can
accurately answer all questions related to facts in the poster and processes
used to create the poster. Student can
accurately answer most questions related to facts in the poster and processes
used to create the poster. Student can
accurately answer about 75% of questions related to facts in the poster and
processes used to create the poster. Student appears
to have insufficient knowledge about the facts or processes used in the
poster. A=18-20
pts. B= 15-17 pts. C=12-14 pts. D=11 pts.
F=below 10 pts. II:
NEWSPAPER ARTICLE RUBRIC Research Report : SLAVERY IN
Teacher Name: Mr. DONALDSON CATEGORY 4 EXCELLENT 3 VERY GOOD 2 SATISFACTORY 1 UNACCEPTABLE Organization Information is
very organized with well-constructed paragraphs and subheadings. Information is
organized with well-constructed paragraphs. Information is
organized, but paragraphs are not well-constructed. The information
appears to be disorganized. 8) Amount of Information All topics are
addressed and all questions answered with at least 2 sentences about each. All topics are
addressed and most questions answered with at least 2 sentences about each. All topics are
addressed, and most questions answered with 1 sentence about each. One or more
topics were not addressed. Quality of Information Information
clearly relates to the main topic. It includes several supporting details
and/or examples. Information
clearly relates to the main topic. It provides 1-2 supporting details and/or
examples. Information
clearly relates to the main topic. No details and/or examples are given. Information has
little or nothing to do with the main topic. Paragraph Construction All paragraphs
include introductory sentence, explanations or details, and concluding
sentence. Most paragraphs
include introductory sentence, explanations or details, and concluding
sentence. Paragraphs
included related information but were typically not constructed well. Paragraphing
structure was not clear and sentences were not typically related within the
paragraphs. Internet Use Successfully
uses suggested internet links to find information and navigates within these
sites easily without assistance. Usually able to use
suggested internet links to find information and navigates within these sites
easily without assistance. Occasionally
able to use suggested internet links to find information and navigates within
these sites easily without assistance. Needs assistance
or supervision to use suggested internet links and/or to navigate within
these sites. Diagrams & Illustrations Diagrams and
illustrations are neat, accurate and add to the reader's understanding of the
topic. Diagrams and
illustrations are accurate and add to the reader's understanding of the
topic. Diagrams and
illustrations are neat and accurate and sometimes add to the reader's
understanding of the topic. Diagrams and
illustrations are not accurate OR do not add to the reader's understanding of
the topic Grading: “A” = 22-24 “B”= 19-21 “C” =15-18
“F” = Below 15 You should have learned from
completing this web quest, that slavery was a critical social problem in
Antebellum America. It was a form of dehumanization that leads to catastrophic
consequences. In this case it led to the American Civil War, which ironically
left millions of white citizens dead and an entire generation all but
decimated. Slavery, any where, is inhuman. Let’s hope your investigation of the
pre-Civil War south ahs found answers to eradicating slavery in our world
society. The life of the southern slave was
wrought with misery and death in a never ending cycle of deprivation and
humiliation. Probably, only a massive CIVIL WAR could have stopped the peculiar institution. You now also
understand the importance of historians and their public policy analysis. These
political scientists find answers in history to contemporary problems. Maybe
you will do the same some day… THANKS
FOR YOUR PARTICIPATION. YOU CAN MAKE A DIFFERENCE! English Language
Arts Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for
information and understanding. As listeners and readers, students will collect
data, facts, and ideas; discover relationships, concepts, and generalizations;
and use knowledge generated from oral, written, and electronically produced
texts. As speakers and writers, they will use oral and written language that
follows the accepted conventions of the English language to acquire, interpret,
apply, and transmit information. Standard 4: Language for Social Interaction Students will listen, speak, read, and write for
social interaction. Students will use oral and written language that follows
the accepted conventions of the English language for effective social
communication with a wide variety of people. As readers and listeners, they
will use the social communications of others to enrich their understanding of
people and their views. SOCIAL STUDIES Standard 1: History of the Students will use a variety of intellectual skills to
demonstrate their understanding of major ideas, eras, themes, developments, and
turning points in the history of the Standard 5: Civics, Citizenship, and Government Students will use a variety of
intellectual skills to demonstrate their understanding of the necessity for
establishing governments; the governmental system of the 
