Introduction:
Until 1850, there were an equal number of slave and
free states in the Union. The South maintained a balance of power in the Senate
thus preventing any attempt to create a law that would abolish slavery. In
1850, California applied to become a free state thus violated the Missouri
Compromise and upset the balance of free states versus slave states in the
Senate. Debate raged and a new compromise was proposed called the Compromise of
1850 which included adding California as a free state, all other territories
from the Mexican Cession would decide free or slave status by popular
sovereignty, and the Fugitive Slave Act would be enacted expecting escaped
slave to be returned to the South. The North was expected to comply with
Southern slave catchers.
Task:
Imagine you are a congressman in the United States
deciding whether to enforce the Fugitive Slave Act within your state. You will
explore the problem and causes that fugitive slaves have caused in society. Determine
why the Fugitive Slave Act was enacted. Discuss the effectiveness of the
enforcement of the act in the United States. Why was it a problem in New York State
during the 1850’s.
You will create a well- written political speech
that tells your constituents why you support the enforcement of the Fugitive
Slave Act or you are against the enforcement of the Fugitive Slave Act based on
the primary source evidence. Your speech should include a visually enhanced
presentation including 5 power point slides summarizing your opinion.
Process:
Using the following resources construct your
position. You must accurately use the AHAPPA guide which includes the following
steps by filling out a worksheet provided within each step below:
1. Identify
the Problem: http://www2.maxwell.syr.edu/plegal/ppa/usppaip1.html
2. Gather
the Evidence: http://www2.maxwell.syr.edu/plegal/ppa/usppari1.html
3. Identify
the Causes: http://www2.maxwell.syr.edu/plegal/ppa/usppari1.html
4. Evaluate
the Policy: http://www2.maxwell.syr.edu/plegal/ppa/usppaep1.html
Resources:
http://www.nationalcenter.org/FugitiveSlaveAct.html
Read copy of Fugitive Slave Act
http://education.ucdavis.edu/NEW/STC/lesson/socstud/railroad/images/reward.gif
Reward Poster for Runaway Slave
Poster for Underground Railroad
http://education.ucdavis.edu/NEW/STC/lesson/socstud/railroad/images/caution.gif
Warning for slavecatchers
http://library.syr.edu/digital/exhibits/u/undergroundrr/case1.htm
Rescue of Harriet Powell
http://library.syr.edu/digital/exhibits/u/undergroundrr/case3.htm
The Jerry Rescue
http://library.syr.edu/digital/exhibits/u/undergroundrr/case4.htm
http://library.syr.edu/digital/exhibits/u/undergroundrr/maps.htm
Map of the Underground Railroad
http://www.nationalgeographic.com/railroad/j2.html
Harriet Tubman’s
Journey
http://www.nyhistory.com/harriettubman/life.htm
Harriet Tubman Biography
http://historymatters.gmu.edu/d/6811/
Nat Turner’s Revolt
http://www.harrietbeecherstowecenter.org/utc/
Uncle Tom’s Cabin
http://www.loc.gov/rr/program/bib/ourdocs/DredScott.html
Dred Scott Decision
Evaluation:
|
|
1 point |
2 Points |
3 Points |
4 Points |
Score |
|
Technical |
Project does not run satisfactorily. There
are too many technical problems to view the project. |
Project runs minimally. There are many
technical problems when viewing the project. |
Project runs adequately with minor technical
problems. |
Project runs perfectly with no technical
problems. |
|
|
Spelling & Grammar |
Project has multiple errors in spelling
and/or grammar. (Five or more errors) |
Project minimally honors rules of spelling
and/or grammar. (Four or less errors) |
Project adequately honors most rules of
spelling and/or grammar. (Two or less errors) |
Project honors all rules of spelling and/or
grammar. |
|
|
Completion |
Project is incomplete and contains many
unfinished elements |
Project is incomplete and contains several
unfinished elements. |
Project is incomplete and contains some
unfinished elements. |
Project is completely finished. |
|
|
Slide Design |
Screens are either barren or confusing and
cluttered. Exaggerated emphasis on graphics and special effects weakens the
message and interferes with the communication of content and ideas. |
Multimedia elements accompany content but
there is little sign of mutual reinforcement. There is no attention to visual
design criteria such as balance or proportion. There is some use of graphical
elements that do not reinforce message. |
Multimedia elements and content combine to
adequately deliver a high impact message with the elements and words
reinforcing each other. |
The combination of multimedia elements and
content takes communication to a superior level. There is clear attention
given to balance, and proportion. It reaches the intended audience with style
and pizzazz. |
|
|
Worksheets |
Less than 3 worksheets are used and
completed. |
Some of the 4 worksheets are used but not
completed |
Completed the 4 worksheet with some
inaccuracies |
All 4 worksheets are completed accurately
and thoughtfully |
|
Conclusion:
Each state had to determine how to deal with slavery politically and socially throughout the abolition period. The country was passionately divided and the reaction to the Fugitive Slave Act heightened tensions and led to the outbreak of the Civil War. You have just participated in the debate and discussions that surrounded the issue that engulfed our nation into war.
Standards:
New York Learning
Standards:
Social Studies
Standard 1:
History of the United States and New York
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 United States and New York
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 United States and other nations; the United States Constitution;
the basic civic values of American constitutional
democracy; and the roles, rights, and responsibilities of citizenship,
including avenues of participation.
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 3:
Language for Critical Analysis and Evaluation
Students will listen, speak, read, and write for critical analysis and
evaluation. As listeners and readers, students will analyze experiences, ideas,
information, and issues presented by others using a variety of established
criteria. As speakers and writers, they will use oral and written language that
follows the accepted conventions of the English language to present, from a
variety of perspectives, their opinions and judgments on experiences, ideas,
information and issues.