Title: Frederick Douglass Footsteps Developed by: Sari Bennett & Pat Robeson: Maryland Geographic Alliance.
|
|
- Morgan Simpson
- 6 years ago
- Views:
Transcription
1 Title: Frederick Douglass Footsteps Developed by: Sari Bennett & Pat Robeson: Maryland Geographic Alliance Grade Level: 4 Duration: class periods MD Curriculum - Grade 4: Geography A. Using Geographic Tools 1. Use geographic tools to locate places and describe the human and physical characteristics of those places a. Construct and interpret a variety of maps using map elements C. Movement of People, Goods and Ideas 1. Describe and analyze population growth, migration, and settlement patterns in Maryland and regions of the United States e. Identify the reasons for the movement of peoples to, from, and within Maryland and the United States History 4. Analyze how the institution of slavery impacted individuals and groups in Maryland a. Compare the lives of slave families and free blacks Maryland Common Core Standards - Standards for Reading Informational Text (RI) RI1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Participate actively and appropriately in discussions about informational text. (See CCSS 4 SL 1, 2, 3.) Rl2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. (SC, 4) Summarize an informational text, either orally or in writing, including the main ideas and significant supporting information from across the text. (See CCSS 4 RL 2; W9; SL4, 6;) RI5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. (SC, 4) Apply an understanding of text features (e.g., print features, graphic aids, informational aids, online features, etc.) to facilitate understanding. Objectives: Students will be able to: locate places on a map important in the life of Frederick Douglass. use images to identify important events in the life of Frederick Douglass, including why he moved from place to place. participate in discussion about informational text about the life of Frederick Douglass. apply an understanding of informational text to complete a chart. use evidence from informational text to explain why a statue of Frederick Douglass has a place of honor in our Nation s Capitol. Vocabulary: free African-Americans - African American who were born free or received freedom from their owners freedom papers - documents free African Americans had to carry to prove they were not an enslaved person trying to escape abolitionist - someone who wanted to end slavery ship caulker - a person who works to fill the cracks or holes in ships to keeps out water Emancipation Proclamation - Lincoln issued the Proclamation Jan. 1, It granted freedom to all slaves in all areas of the Confederacy still in rebellion. The Proclamation did not pertain to slaves in the border states, but it did allow for the use of African-Americans in the Union Army and Navy. Materials: Picture of Frederick Douglass - one copy for teacher or use PPT found on CD Frederick Douglass Sign - one copy for teacher or use PPT found on CD Handouts Frederick Douglass Footsteps one set for each student Handout, Places Frederick Douglass Lived & Worked - one for each student Frederick Douglass Footsteps Map and questions handout - one copy for each student
2 Web sites National Park Service websites: Museum Management Program: Frederick Douglass: American Visionaries exhibit Library of Congress: PBS feature: Frederick Douglass autobiography online: Frederick Douglass Timeline: Photographs: Baltimore s White House, Washington, DC 1800s Douglass Statue - Central Park New York City, NY New_york City: Teacher Background: This lesson offers opportunities not only to learn about the life of Frederick Douglass, but also to learn about other important aspects of African American history. Before teaching this lesson, it is important that students have background information in the following: Slavery in America, particularly in Maryland - MD was a slave state, but not all people in Maryland supported it. Enslaved people were critical for large tobacco farms because the crop demanded so much hand labor. Slave owners often sent their enslaved persons to work for other members of their families or for their neighbors. When a slave owner died, his enslaved persons were likely sold or inherited by others. Some may have been freed. Free blacks were required to carry freedom papers to prove they were not runaway slaves. The Fugitive Slave Act, passed by Congress in 1850, declared that all runaway slaves were, upon capture, to be returned to their holder. African Americans who had escaped from slavery, including Frederick Douglass, lived in fear of being captured even if they were living in the North. In 1860, Baltimore had more free blacks than any other large city in the country. Some had been born free and others freed by their owners. Some free blacks might also have purchased their freedom, paying the owner with money they earned working for others. Baltimore was a center of shipbuilding, and African Americans, free and enslaved, could find work in the shipyards. They often worked as caulkers. In 1838, African-American workers formed the Caulkers Association, one of the first black trade unions in the U.S. Lesson Development: Step 1: 1. Show students a picture and ask if anyone knows who this is. Next show them the sign and ask what do we know about Frederick Douglass. Where was he born? (Talbot County, Maryland) What were clandestine schools? (African Americans in areas such as Georgia, Louisiana, Maryland, Mississippi, North Carolina and South Carolina had to secretly educate themselves through clandestine institutions and private instruction because laws forbid them to receive an education.) What were some of his accomplishments? (orator, editor, U.S. Marshall for DC and served as DC recorder of Deeds and US. Minster to Haiti. 2. Tell students Frederick Douglass became one of the most famous intellectuals of his time. This lesson uses historical markers, monuments, statues, etc. to capture his memory, places, and events in this life. Step 2: 1. Give each student handouts Frederick Douglass Footsteps or place students in pairs and give a copy of the story to each pair. Ask students to volunteer to read parts of the story aloud until the entire story has been read. Discuss the story with students and apply appropriate strategies before reading, viewing, and listening to a text. 2. Have students participate actively in discussions about the life Frederick Douglass by asking the following questions: Name the county and state where Frederick was born. (Talbot County, Maryland) How did he learn to read? (Mrs. Auld taught him the alphabet and from boys in the neighborhood in which he lived.)
3 What was the first city he was sent to work? (Baltimore) What kind of work did he do in St. Michaels? (worked in the farm fields) What type of transportation did he take to get to New York? (trains, ferries and steamboat) Name the two cities and states where he worked in a shipyard. (Baltimore, MD & New Bedford, MA) In his book,the Narrative of the Life of Frederick Douglass, An American Slave what did he describe? (His life as an enslaved person in Maryland) In 1845, what European country did he go to in order to become a free person? How did his trip there allow him to become a free person when he returned to the United States? (England & he worked and had funding from friends which enabled him to buy his freedom) Why did he call his newspaper the North Star? (When enslaved people tried to reach freedom in the North they were often told to follow the North Star in the sky. ) What was the Massachusetts 54th Regiment? (one of the first Black army units formed) Where did Frederick meet with President Lincoln to discuss unfair treatment of Black soldiers? (White House, Washington, DC) During which war was Frederick an advisor to President Lincoln? (Civil War) What city and state did Frederick and his family live in for 25 years? (Rochester, NY) After leaving Rochester where did Frederick and family move? (Washington, DC) President Harrison appointed Frederick be a Minster and Consul to which country? (Haiti) Step 3: 1. Now, give each student the handout, Places Frederick Douglass Lived & Worked and tell them to cut out the ovals containing the pictures. 2. Tell students to reread the information in a footstep and match a picture to each one. Discuss the information with students and than tell them to paste the correct picture in the heel of each footstep. 3. Have students cut the footstep handouts down the middle on the dotted line. Next, sequence the footstep pages in chronological order. Staple them together at the top so each student will have a book to share about the life of Frederick Douglass. Closure: Tell students to apply what they have learned by using the information in the footsteps, images, photographs and the map to complete the chart and the map. Also use the information from the questions to place a number by each photograph and draw a line from the photograph to the state where each monument, sculpture, sign or building is located today. Check answers and locations with students. Answer Key: 1. Talbot County, Maryland 2. Baltimore, Maryland 3. New York City, New York 4. New Bedford, Massachusetts 5. Massachusetts 6. Rochester, New York 7. Washington, DC 8. Rochester, New York 9. Washington, DC Assessment: Tell students that Frederick Douglass, a former slave who became a champion for civil rights in the 19th century is now the fourth African-American with a statue in the Capitol, and the first representative of the District of Columbia. Emancipation Hall is also home to statues of Rosa Parks, Sojourner Truth and Martin Luther King Jr. Tell students to use what they know and have learned to write a paragraph that explains why Frederick Douglass deserved this place of honor in our Nation s Capitol. Their paragraph should include three reasons that explain why he was given this honor. Reasons could include: (He escaped slavery at age 20 and fled to New York, where he founded the abolitionist newspaper The North Star and advocated women s suffrage. In 1845, he wrote a memoir, Narrative of the Life of Frederick Douglass, an American Slave, which became a best seller and an influential abolitionist text. He spent the last 23 years of his life in Washington where he asked President Abraham Lincoln to end slavery and endorse voting rights for black Americans. He also served in international affairs, in the Council of Government for the District of Columbia, and as US Marshal for the District.)
4
5
6 1818 Frederick Augustus Washington Bailey was born on a tobacco, corn and wheat farm in Talbot County, MD. He was owned by Aaron Anthony who often sent his slaves to work for others At the age of eight Frederick was sent to Baltimore to live with Sophia and Hugh Auld as a house slave. Their home was located near the busy ship-building business. Mrs. Auld taught him the alphabet until her husband told her it was against the law to teach an enslaved person to read. Frederick often carried books with him and boys living in the neighborhood helped him to become a reader. FREDERICK DOUGLASS FOOTSTEPS
7 1833 Frederick was sent back to the Eastern Shore to work in the fields on a farm near St. Michaels, MD He was sent back to the Aulds in Baltimore to work in a shipyard and learn to be a caulker. There he met many free African- Americans including Anna Murray who later helped him escape to freedom In September, Frederick borrowed freedom papers from a free black sailor and climbed onto a train. He wanted to live as a free man and not an enslaved person. He needed to reach a state in the North where slavery was illegal. On his journey, he was in danger of being caught and returned to his owner. Finally, after riding trains, a ferry and steamboat, he arrived in New York City In New York, he found a safe place to stay in the home of an abolitionist. Abolitionists were people who worked to end slavery. Anna Murray joined him and they were married. Frederick and Anna then moved to New Bedford, MA, a port city with many shipyards. There he found work as a caulker and later as a laborer. It was here that he changed his name to Frederick Douglass to make it difficult for slave-catchers to find him Frederick and his family moved to Lynn, MA. Later that year, Frederick made a powerful speech against slavery. He was hired as an antislavery lecturer after large crowds of white abolitionists began to attend his speeches.
8 1845 He wrote his autobiography, The Narrative of the Life of Frederick Douglass, An American Slave. He told of his harsh life as an enslaved person in Maryland. The same year he met Susan B. Anthony, an advocate of women s rights, while on a speaking tour. Douglass became a champion of women's rights as well Douglass and his family returned to the United States and settled in Rochester, NY which was an important center for abolitionists. He started an anti-slavery newspaper along with Martin Delany, William Nell, and other free Blacks. The newspaper was called The North Star because enslaved people trying to reach freedom were often told to follow the North Star in the sky. His printing office was in the basement of an African American church. Douglass understood that the family of his original owner in Maryland still had papers that proved they owned him. In 1845, he left the United States for England where he would be free. There he made speeches and made friends who helped raise money to buy his freedom After President Lincoln issued the Emancipation Proclamation African Americans could join the Union Army. The Governor of Massachusetts asked Douglass to help recruit young black men to serve. The Massachusetts 54th Regiment was one of the first Black units to be formed. Two of his sons enlisted.
9 1860s Douglass became nationally known as a powerful speaker against slavery and racial prejudice. He was an important African American l leader Douglass went to the White House in Washington, DC to meet with President Lincoln because Black soldiers in the Union Army were not being treated equally to the white soldiers. Frederick Douglass served as an advisor to President Lincoln during the Civil War. When the War ended he fought for the adoption of amendments to the Constitution that abolished slavery and gave African Americans citizenship and the right to vote Douglass moved from Rochester, NY where he had lived for 25 years to Washington, DC. There he bought Cedar Hill" a 15-acre estate near the Anacostia River Douglass was appointed to a number of positions, including Recorder of Deeds for the District of Columbia. President Harrison appointed him as Minister and Consul to Haiti, a position he held for almost two years Douglass died at his home at the age of 72. He was buried in the family plot in Mount Hope Cemetery in Rochester, New York.
10 Places Frederick Douglass Lived & Worked
11 Places Frederick Douglass Lived & Worked ANSWER KEY
12 Name Date Directions: Use the information from the questions to place a number by each photograph and draw a line from the photograph to the state where each monument, sculpture, sign or building is located today.
13 Directions: Apply what you have learned by using the information in the footsteps, images, photographs and the map to complete the chart and the map. Question Answer Photo 1) Name the county and state where Frederick Augustus Washington Bailey was born. Today a sign contains this information. #1 2) Name the city and state where Frederick, as a young man, was sent to work as a caulker in the shipyards. 3) Name the city and state in the north where Frederick found a safe place to stay in the home of an aboltionist. 4) Name the city and state where Frederick and his wife moved and he worked as caulker. Here he changed his name to Douglass. 5) Name the state that formed the 54th Regiment to serve in the Civil War. 6) Name the city and state where the Douglass family lived for 25 years. Frederick published his newspaper, The North Star, in this city. 7) Name the city where Douglass moved after the Civil War to serve in international affairs, in the Council of Government for the District of Columbia, and as US Marshal for the District. 8) Name the city and state where the Douglass family plot is located. 9) Name the city where a statue of Frederick Douglass was placed in the nation s Capitol in Today a sculpture is located near the place where he worked. Today a statue in the city s large park shows Frederick as a young man making a speech. Today a Memorial Tablet is located outside the city s library. Today a plaza commemorates the contribution of the 54th Regiment. Today a bronze statue standing on a granite base features quotes from speeches by Douglass. Cedar Hill was his home in this city. Today it is National Park Service s Frederick Douglass National Historic site. Many abolitionists are buried in Mount Hope Cemetery including Susan B. Anthony. Today this statue stands in Emancipation Hall and was dedicated to honor the slave laborers who helped build the Capitol. Douglass grasps a paper in one hand, his other resting upon a lectern. #2 #3 #4 #5 #6 #7 #8 #9
14 ANSWER KEY
The Life of Frederick Douglass
The Life of Frederick Douglass 1701 Bailey, presumed great-great-grandfather of Frederick, born. 1745, December Jenny, great-grandmother of Frederick, born on Skinner Plantation. 1774, May Betsey, grandmother
More informationSeventh Sunday after Epiphany Sunday, February 19, 2017 The Collect:
Seventh Sunday after Epiphany Sunday, February 19, 2017 The Collect: O Lord, you have taught us that without love whatever we do is worth nothing: Send your Holy Spirit and pour into our hearts your greatest
More informationVariance in the Life of Slaves. of the different owner s views towards treatment of their slaves, as well as how large the area
Darcy Greer WRA 195H Dr. Charnley April 19, 2013 Variance in the Life of Slaves During the 1800 s, slaves were part of everyday life for many Americans. They were the labor for large plantations in the
More informationSeneca Falls. Declaration of Sentiments and Resolutions. Written by Douglas M. Rife. Illustrated by Bron Smith
Seneca Falls Declaration of Sentiments and Resolutions Written by Douglas M. Rife Illustrated by Bron Smith Teaching & Learning Company 1204 Buchanan St., P.O. Box 10 Carthage, IL 62321-0010 This book
More informationYou are Living Stones! Meditation on 1 Peter 2:2-10. May 14, Merritt Island Presbyterian Church
You are Living Stones! Meditation on 1 Peter 2:2-10 May 14, 2017 Merritt Island Presbyterian Church Like newborn infants, long for the pure, spiritual milk, so that by it you may grow into salvation 3
More informationElizabeth, Mother of John
Elizabeth, Mother of John We are introduced to Elizabeth, the mother of John the Baptist, in Luke s Gospel. Elizabeth was said to be a descendant of Aaron, Israel s first priest. She, like so many of the
More informationMaterials Colored sticker-dots Oh Captain, My Captain!; poem, questions, and answer key attached
Who was Abraham Lincoln? Overview Students will participate in a kinesthetic activity in which they review various quotes by and regarding Abraham Lincoln, discussing the various ideas and attitudes exhibited
More informationIt is not that I love Maryland less, but freedom more...
FREDERICK DOUGLASS Driving Tour of Talbot County, Maryland Q It is not that I love Maryland less, but freedom more... Born a slave in Talbot County, Maryland, in 1818, Fred Bailey would escape his chains
More informationJohn Brown Patriot or terrorist?
John Brown was a radical abolitionist from the United States, who advocated and practiced armed insurrection as a means to abolish slavery for good. President Abraham Lincoln said he was a misguided fanatic
More informationFirst Day Covers are Primary Sources
Texas Revolution Founding of Baseball Samuel Morse and the Telegraph Kearny Expedition Mormons Moving West Henry D. Thoreau Seneca Falls Convention Frederick Douglass Harriet Tubman Sojourner Truth Gadsden
More informationPresidents Day Resources
Presidents Day s The following resources can be used when incorporating the study of the American presidency, George Washington, or Abraham Lincoln into your social studies instructional sequence. For
More informationA Correlation of. to the. Minnesota Academic Standards In History and Social Studies Grades K-6 G/SS-36
A Correlation of 2005 to the Minnesota Academic Standards In History and Social Studies Grades K-6 G/SS-36 This document demonstrates how meets the in History and Social Studies. Correlation page references
More informationsetting Stage For Fluency
setting TH E Stage A Readers Theater Script to Accompany A Slave s Education in Courage The Life of Frederick Douglass by Wim Coleman and Pat Perrin About the Play: Frederick Douglass (1818 1895) was a
More informationUnited States History A Level: 11 th Grade
United States History A Level: 11 th Grade Jeffrey Bourque, Alvirne High School: Hudson, New Hampshire Jennifer Henley, Morrow High School: Morrow, Georgia Unit: New England Colonial Slavery Lesson: Venture
More informationPractice & Review: Monday, 5/1
Practice & Review: Monday, 5/1 1. Strategically located slave states that remained in the Union were called Border States 2. At the beginning of the war, what was the Confederate strategy? To fight a defensive
More informationWorld Cultures and Geography
McDougal Littell, a division of Houghton Mifflin Company correlated to World Cultures and Geography Category 2: Social Sciences, Grades 6-8 McDougal Littell World Cultures and Geography correlated to the
More informationAnswers to Review Questions for Guide Training
1 Answers to Review Questions for Guide Training 1) Why did William Peters come to America? William Peters came to America in 1739 to escape personal problems with his wife in England and for economic
More informationPrentice Hall The American Nation: Beginnings Through Correlated to: Arkansas Social Studies Curriculum Frameworks (Grades 5 8)
Arkansas Social Studies Curriculum Frameworks (Grades 5 8) STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history
More informationVUS. 6d-e: Age of Jackson
Name: Date: Period: VUS 6d-e: Age of Jackson Notes VUS 6d-e: Age of Jackson 1 Objectives about VUS6d-e: Age of Jackson The Age of Andrew Jackson Main Idea: Andrew Jackson s policies reflected an interest
More informationAppleseed Expeditions Vision. Build Leadership Skills
Appleseed Expeditions Vision Appleseed Expeditions believes that each individual person is uniquely designed and has the power to improve our world through their own passions, talents, and education. Through
More informationClose Read Book of Exodus
Close Read OBJECTIVES 1. Complete a close reading of a passage from an informational text. 2. Practice and apply concrete strategies for identifying informational text elements. 3. Participate effectively
More informationGeva Theatre Center The Agitators Supplemental Content October, 2017
Time and Location The Agitators is set in 10 different locations across the United States, from Rochester to Washington D.C., and takes place over the span of 46 years. Consider how this impacts the design
More informationJohn Brown. & the raid on harpers ferry. Differentiated reading passages
John Brown & the raid on harpers ferry Differentiated reading passages A Note From The Seller: I have found that integrating whenever and wherever possible is a great way to make sure that I am addressing
More informationCivil War Lesson #5: Lincoln s Speeches
Civil War Lesson #5: Lincoln s Speeches Major Topics: Review of the Declaration of Independence Lincoln s Address to the Illinois Republican Convention (the House Divided Speech) Lincoln s First Inaugural
More informationThe Thirteen Colonies. Timeline Cards
The Thirteen Colonies Timeline Cards ISBN: 978-1-68380-183-2 Subject Matter Expert J.Chris Arndt, PhD Department of History, James Madison University Tony Williams Senior Teaching Fellow, Bill of Rights
More informationLET S BE MORE LIKE FREDERICK DOUGLASS
LET S BE MORE LIKE FREDERICK DOUGLASS JOURNALIST, ORATOR, SLAVE A STORY OF SELF-CREATION IN AMERICA WRITTEN FOR YOUNG ADULTS BY YVONNE F. BROWN Founder & President JAD Communications, LLC!2 TABLE OF CONTENTS
More informationLesson Objectives. Core Content Objectives. Language Arts Objectives. Core Vocabulary
The Louisiana Purchase 4 Lesson Objectives Core Content Objectives Students will: Locate the Mississippi River on a map Locate the Rocky Mountains on a map Identify and locate the Louisiana Territory on
More informationThe Gettysburg Address
RI 4 Analyze how an author uses and refines the meaning of a key term or terms over the course of a text. RI 5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition
More informationTable of Contents. Our Pennsylvania Story 5
Table of Contents United States Political Map...........................................2 Pennsylvania Political Map...........................................3 Pennsylvania Physical Map...........................................4
More informationWhen retired. Preserving Family Memories by. Rochester Blackalls are descended from a long line of anti-slavery activists.
14 Preserving Family Memories by Rochester Blackalls are descended from a long line of anti-slavery activists. BY SALLY PARKER When retired stenographer Gertrude Blackall sat down in 1929 to type up her
More informationPrograms to support your Curriculum
Programs to support your Curriculum 2017-2018 Heroes of the Underground Railroad Bright Star Theatre It's important to know that the Underground Railroad was neither underground nor a railroad, but rather
More informationReforming American Society
Date HAPTER 8 orm HAPTER TEST Reforming American Society Part 1: Main Ideas Write the letter of the best answer. (4 points each) 1. The Second Great Awakening centered on the belief that a person s salvation
More informationAbraham Lincoln 4. Lesson Objectives. Core Content Objectives. Language Arts Objectives
Abraham Lincoln 4 Lesson Objectives Core Content Objectives Students will: Demonstrate familiarity with slavery and the controversy over slavery in the United States Describe the adult life and contributions
More informationPAGE(S) WHERE TAUGHT (If submission is not a book, cite appropriate location(s)) CALIFORNIA HISTORY-SOCIAL SCIENCE STANDARDS FOR PUBLIC SCHOOLS
Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 California History-Social Science Standards for Public Schools (Grade 8) HISTORICAL AND SOCIAL SCIENCES ANALYSIS SKILLS CHRONOLOGICAL
More informationLesson Objectives. Language Arts Objectives
Lesson Objectives The Home of the President: 1 Washington, D.C. Core Content Objectives Students will: Name the current president of the United States Identify the White House as the president s home Describe
More informationDimension 2: Applying Disciplinary Concepts and Tools. History: Perspectives; Historical Sources and Evidence; Causation and Argumentation
African American Connecticut Explored Inquiry Resource: 5 th Grade For original text, see Venture Smith, from Slavery to Freedom, African American Connecticut Explored (Middletown: Wesleyan University
More informationVICKI & DON DAILY DATA REPORT: VOLUME 2018, EDITION - MONDAY, SEPTEMBER 3, 2018
VICKI & DON FROM HOME IS WHERE TO HEART IS: ROYAL CARIBBEAN CRUISE LINE ABOARD THE BRILLIANCE OF THE SEAS AT SEA ON IRELAND COAST 88888888888888888888 DAILY DATA REPORT: VOLUME 2018, EDITION - SEPTEMBER
More informationThis book, Lincoln: Through the Lens, is a unique book that follows Lincoln through a time in history when photography was in its infancy and the
This book, Lincoln: Through the Lens, is a unique book that follows Lincoln through a time in history when photography was in its infancy and the country was torn apart. 1 Abraham Lincoln was born in a
More informationTranscendentalism. Philosophical and literary movement Emphasized
Transcendentalism Philosophical and literary movement Emphasized Transcendentalist Thinking Man must acknowledge a body of moral truths that were intuitive and must TRANSCEND more sensational proof: 1.
More informationPresidents Day Packet
Name: Date: Presidents Day Packet Dear Mr. President By Readworks In 1860, 11-year-old Grace Bedell saw a picture of Abraham Lincoln and didn't like the way he looked. Grace wrote Lincoln a letter: "If
More informationColonies Take Root
Colonies Take Root 1587-1752 Essential Question: How did the English start colonies with distinct qualities in North America? Formed by the Virginia Company in search of gold Many original settlers were
More informationWest Roxbury, in 1855, had a population of 4,813; a few church families lived in Roxbury and Brookline.
THREE CIVIL WAR SOLDIERS from First Church in Jamaica Plain Also known in mid-19 th century as Third Parish in Roxbury and as part of West Roxbury. compiled by Ellen McGuire, spring 2018 West Roxbury,
More informationIn many African-American communities across the United States, the last day of
Date Observed: December 31 Location: African-American Communities In many African-American communities across the United States, the last day of the year is observed as Watch Night, also known as Freedom
More informationPrentice Hall: The American Nation, Survey Edition 2003 Correlated to: Colorado Model Content Standards for History (Grades 5-8)
Colorado Model Content Standards for History (Grades 5-8) STANDARD 1: STUDENTS UNDERSTAND THE CHRONOLOGICAL ORGANIZATION OF HISTORY AND KNOW HOW TO ORGANIZE EVENTS AND PEOPLE INTO MAJOR ERAS TO IDENTIFY
More informationClose. Week. Reading of the. Middle Colonies
Close Reading of the Week Middle Colonies 10 Day Scope and Sequence Thank you for purchasing Close Reading of the Week! Below is the Scope and Sequence of the 10 Day Format for this unit. Day #1 Activating
More informationManuscript Material Related to Abraham Lincoln
Howard University Digital Howard @ Howard University Manuscript Division Finding Aids 10-1-2015 Manuscript Material Related to Abraham Lincoln MSRC Staff Follow this and additional works at: http://dh.howard.edu/finaid_manu
More informationAnthony Burns was born into slavery in Stafford County, Virginia in 1834, the youngest of 13 children. His mother was the cook of a slaveholder named
Anthony Burns was born into slavery in Stafford County, Virginia in 1834, the youngest of 13 children. His mother was the cook of a slaveholder named John Suttle. Suttle owned just over a dozen enslaved
More informationLaura Haviland: A Michigan Abolitionist
1 2 Laura Haviland was born in 1808 to Quaker parents. In 1815, her family moved to Cambria, New York, where she was raised. She married Charles Haviland, a devout Quaker, in 1825 and moved with him to
More informationSojourner Truth (Isabella Baumfree)
Sojourner Truth (Isabella Baumfree) Source: Abraham Lincoln: The War Years Vol. 2, Harcourt, Brace & World, Inc (photograph circa 1862) www.arttoday.com NAME: Isabella Baumfree (Sojourner Truth) BIRTHDATE:
More informationAt the age of 20, Frederick Douglass stepped
RESPONSIBILITY Frederick Douglass and Responsibility At the age of 20, Frederick Douglass stepped onto a northbound train and into freedom. A previous attempt two years earlier had landed him in jail.
More informationIn this packet, you will find
Paul Revere QR Codes Bulletin Board Posters Pre-Reading Graphic Organizer Nonfiction Reading Passage Comprehension Questions PowerPoint Jeopardy Game Close Reading Text Constructed Response Question Character
More informationMock Lincoln-Douglas Debate Transcript 1. Opening Statements
Mock Lincoln-Douglas Debate Transcript 1 Background: During the mid-1800 s, the United States experienced a growing influence that pushed different regions of the country further and further apart, ultimately
More informationLeaders of the Underground Railroad
Leaders of the Underground Railroad Harriet Tubman The greatest conductor of the Underground Railroad was a runaway slave named Harriet Tubman, known to those she helped escape as Moses. Born as one of
More information2 nd Grade Social Science Course Map Heritage Studies
2 nd Grade Social Science Course Map--2013 Heritage Studies Course Title: Second Grade Social Studies Duration: 1 year Frequency: 4 times per week Year: May 2013 Text: Heritage Studies 2 for Christian
More informationPre-Visit Activities. Learning Objectives. Materials World Map or Globe Historic photographs Dry erase board or chalk board.
Pre-Visit Activities Learning Objectives To begin thinking about the immigrant experience prior to the museum visit. Activities can include: Reviewing and building vocabulary. Discussing reasons why people
More informationRHODE ISLAND SOCIAL STUDIES STANDARDS, CERTIFICATE OF INITIAL MASTERY (CIM) (1999)
Prentice Hall America: Pathways to the Present 2005, Survey Edition Rhode Island Certificate of Initial Mastery (CIM) & Southern Rhode Island Regional Collaborative (SORICO), Social Studies Standards (Grades
More informationLincoln Timeline
If you missed the Lincoln lecture notes, read this timeline. Choose 20 entries to put into your notebook. These entries should offer the important historical events of the time. Limit the entries that
More informationConflicts & Compromises
Conflicts & Compromises Today, you will be able to: Identify the provisions and compare the effects of congressional conflicts and compromises during the Pre-Civil War period Directions: 1. Label/Color
More informationBritish North America Part I
British North America Part I Charter Colonies Received a charter from the King. Were commercial ventures. Elected their governments and the governor was appointed by the English Parliament. Proprietary
More informationHallowed Grounds: Sites of African-American Memories. Courtesy of the archival collection at the Albany County Hall of Records
Hallowed Grounds: Sites of African-American Memories Courtesy of the archival collection at the Albany County Hall of Records The history of African-Americans in the United States can be remembered not
More informationOverview: Students will examine Civil War era African American perspectives on Lincoln s emancipation policies.
African American Views of Lincoln Overview: Students will examine Civil War era African American perspectives on Lincoln s emancipation policies. Materials: Excerpt from 1861 view of Lincoln by Harriet
More informationEmancipation Proclamation
Emancipation Proclamation A classroom play by Team HOPE Cast List Salmon P. Chase ()...Secretary of the Treasury John Nicolay ()...Personal Secretary to President Lincoln Elijah Lovejoy ()...anchor of
More informationMemorial Day Mini Study. Sample file
Memorial Day Mini Study Created and designed by Debbie Martin Memorial Day Mini Study The Whole Word Publishing The Word, the whole Word and nothing but the Word." Copyright March 2011 by Debbie Martin
More informationCivil War Lesson #8: Final Assessment
Civil War Lesson #8: Final Assessment Major Topics: Perspectives of Historical Figures Assessing the Civil War as a War for Freedom Was the Civil War a War for Freedom? Throughout this unit, students have
More informationWorld Book Online: The trusted, student-friendly online reference tool. Name: Date: 1. Abraham Lincoln was born on, in the state of.
World Book Online: The trusted, student-friendly online reference tool. World Book Advanced Database Name: Date: Abraham Lincoln Abraham Lincoln was one of the truly great men of all time. As the 16 th
More informationLincoln was President during our country s most conflict-ridden period in history and managed to keep the United States together.
The Assassination of Lincoln HS311 Activity Introduction Hi, I m (name.)today, you ll learn all about the assassination of Abraham Lincoln. It s not a real happy topic but this event had a pretty big impact
More informationHISTORICAL CAUSATION AND ARGUMENTATION The Second Great Awakening & Reforms
Unit 3, Period 4 HISTORICAL CAUSATION AND ARGUMENTATION The Second Great Awakening & Reforms From the 2015 and 2017 Revised Framework: Causation Students will be able to Describe causes or effects of a
More informationELA CCSS Grade Five. Fifth Grade Reading Standards for Literature (RL)
Common Core State s English Language Arts ELA CCSS Grade Five Title of Textbook : Shurley English Level 5 Student Textbook Publisher Name: Shurley Instructional Materials, Inc. Date of Copyright: 2013
More informationWhy Men Fought in the Civil War
1998 Lincoln Prize Winner James McPherson for For Cause and Comrades: Why Men Fought in the Civil War Lincoln Prize Acceptance Speech I am not often at a loss for words before an audience. But this is
More informationMANIFEST DESTINY Louisiana Territory
Louisiana Territory 1. Southwest Santa Fe Trail- Independence, MO to Santa Fe, NM, 1 st attempt thru TX and Mexico William Becknell- developed trade route, caravan system - traded goods to settlers 2.
More informationThe Webbs. A Tompkins County Family
The Webbs A Tompkins County Family In honor of our county s bicentennial The History Center is celebrating one long-established family from Caroline, the Webbs and their descendants, who exemplify the
More informationReligion, Intellectual Growth and Reform in Antebellum America
http://www.learner.org/courses/amerhistory/units/8/video/ See first 23 minutes of video above for introduction to Religion, Intellectual Growth and Reform in Antebellum America http://www.youtube.com/watch?v=t62fuzjvjos&list=pl8dpuualjxtmwmepbjtsg593eg7obzo7s&index=15
More informationHenry Adams Testimony Before Congress By Henry Adams 1880
Name: Class: Henry Adams Testimony Before Congress By Henry Adams 1880 Henry Adams (1843-?) was a born into slavery. He received his freedom in 1865 in Mississippi, where he stayed briefly after the end
More informationIndividualism. Religion and Reform. Ralph Waldo Emerson. Transcendentalism. Literary Influence. Unitarian minister
Chapter 11 Religion and Reform Individualism Transcendentalism truth transcends the senses knowledge of reality comes from intuition self-reliance, self-discipline, nonconformity Ralph Waldo Emerson Unitarian
More informationReligion, Intellectual Growth and Reform in Antebellum America
http://www.learner.org/courses/amerhistory/units/8/video/ See first 23 minutes of video above for introduction to Religion, Intellectual Growth and Reform in Antebellum America (Chapter 11) http://www.youtube.com/watch?v=t62fuzjvjos&list=pl8dpuualjxtmwmepbjtsg593eg7obzo7s&index=15
More informationGrace Episcopal Church, Silver Spring A Racial History
Grace Episcopal Church, Silver Spring A Racial History Please note: While this timeline is accurate to the best of its creators' knowledge, it is a living document and will continue to be added to and
More informationWorld Book Online: The trusted, student-friendly online reference tool. Name: Date: 1. Abraham Lincoln was born on, in the state of.
World Book Online: The trusted, student-friendly online reference tool. World Book Student Database Name: Date: Abraham Lincoln Abraham Lincoln was one of the truly great men of all time. As the 16 th
More informationReading Comprehension/Fiction MARIE HAS A DREAM
When Marie visited Washington, D.C. with her family, everyone had a different place they wanted to see. Her father was interested in the history of aviation, and wanted to visit the Smithsonian Institute
More informationTable of Contents. Leaders in the Ancient World Socrates Archimedes Hannibal Alexander the Great... 36
Table of Contents Introduction The Connection Between Fluency and.................................... 4 A Note to Teachers from a Working Teacher............................................. 6 Differentiation.....................................................................
More informationThe Civil War. Timeline Cards
The Civil War Timeline Cards Introduction By 1619, tobacco was the chief crop grown in Jamestown. Introduction By the 1660s, enslaved people were brought from Africa to grow tobacco in North America. CHAPTER
More informationChapter 8 From Colony to Territory to State
Chapter 8 From Colony to Territory to State Standard 2 Key Events, Ideas and People: Students analyze how the contributions of key events, ideas, and people influenced the development of modern Louisiana.
More informationAbraham Lincoln and the Upper Mississippi Valley 1 Last Updated Nov 27, Timeline. Lecture 2: Lincoln and the Black Hawk War
Abraham Lincoln and the Upper Mississippi Valley 1 Last Updated Nov 27, 2015 Timeline Lecture 2: Lincoln and the Black Hawk War 1787 Northwest Ordinance Article VI bans institution of slavery in present-day
More informationReforming American Society
Date HAPTER 8 orm A HAPTER TEST Reforming American Society Part 1: Main Ideas Write the letter of the best answer. (4 points each) 1. or which action is Nat Turner well known? a. leading a violent slave
More informationName: 8 th Grade U.S. History. STAAR Review. Manifest Destiny
8 th Grade U.S. History STAAR Review Manifest Destiny FORT BURROWS 2018 VOCABULARY Annexation - To take a piece of land and add it to existing territory. Cede - To give up Compromise - An agreement where
More informationTitle: Dear Wife & children every one
Lesson Plans Title: Dear Wife & children every one GRADES: 6-8 Kansas Standards Social Studies: KH8B3I4: Describe role of important individuals during territorial period (e.g., John Brown) KH8B8I3 8: Examine
More informationThe Pearl Escape. The Pearl Coalition. A Milestone in America s Struggle from Slavery to Freedom
The Pearl Escape A Milestone in America s Struggle from Slavery to Freedom The Pearl Coalition Education, Arts, Tourism and Social Enterprise www.pearlcoalition.org The Pearl Coalition Education, Arts,
More informationTeacher Guide for FAST-R Passage: FAST-R: Formative Assessments of Student Thinking in Reading
Teacher Guide for FAST-R Passage: FAST-R: Formative Assessments of Student Thinking in Reading At a Glance Approximate Grade Range: 2 3 4 5 6 7 8 9 10 11 Genre: Topic: Nonfiction biography A chronological
More informationHIST-VS VS.3 Jamestown Colony Unit Test Exam not valid for Paper Pencil Test Sessions
HIST-VS VS.3 Jamestown Colony Unit Test 2017-18 Exam not valid for Paper Pencil Test Sessions [Exam ID:139D07 1 When was Jamestown founded? A 1619 B 1620 C 1607 D 1606 2 Which was NOT a reason for England
More informationELA CCSS Grade Three. Third Grade Reading Standards for Literature (RL)
Common Core State s English Language Arts ELA CCSS Grade Three Title of Textbook : Shurley English Level 3 Student Textbook Publisher Name: Shurley Instructional Materials, Inc. Date of Copyright: 2013
More informationP E R I O D 2 :
13 BRITISH COLONIES P E R I O D 2 : 1 6 0 7 1754 KEY CONCEPT 2.1 II. In the 17 th century, early British colonies developed along the Atlantic coast, with regional differences that reflected various environmental,
More informationProtestant Reformation and the rise of Puritanism
Protestant Reformation and the rise of Puritanism 1517, Martin Luther begins break from Catholic church; Protestantism Luther declared the bible alone was the source of God s word Faith alone would determine
More informationRead-Aloud Play. The. of Henry Box B 20 STORYWORKS
Read-Aloud Play Daring The Esca of Henry Box B 20 STORYWORKS Circle the character you will play. *Indicates large speaking role *Mr. McKim: an abolitionist *Box Brown: our narrator, Henry Brown as an older
More informationThe Fall of the Roman Empire
The Fall of the Roman Empire 7.2 Summarize the consequences of the fall of the Roman Empire including the continuation of the Eastern Roman Empire as the Byzantine Empire, Justinian and the significance
More informationMiddleburg Life, June Story and photos by Caitlin Scott
Middleburg Life, June 2017 Story and photos by Caitlin Scott A car ride across the grounds of Oatlands Historic House and Gardens, a National Historic Landmark and a National Trust for Historic Preservation
More informationArkansas Historic Preservation Program Civil War Sites and Battlefields in Arkansas PowerPoint Teacher Notes
Arkansas Historic Preservation Program Civil War Sites and Battlefields in Arkansas PowerPoint Teacher Notes Slide 1: Slide 2: Slide 3: Slide 4: Slide 5: The Arkansas Historic Preservation Program (AHPP)
More informationAssessment: The Legacy of the Roman Empire
Name Date Mastering the Content Assessment: The Legacy of the Roman Empire Circle the letter next to the best answer. 1. Which of the following methods was commonly used to choose a new Roman emperor?
More informationRubric for DBQ Essay. A. Thesis
Rubric for DBQ Essay A. Thesis 2 Points B. Document Analysis 2 points Targeted Skill: Argumentation Presents a thesis that makes a historically defensible claim and responds to all parts of the question.
More informationDay 6: Kansas-Nebraska Act ( minutes)
Day 6: Kansas-Nebraska Act (90-120 minutes) Materials to Distribute Kansas-Nebraska Act Text Sheet America Label-me Map 1854 Futility versus Immortality Activity Come to Bleeding Kansas Abolitonist billboard
More informationFITZGERALD-WILLIAMS-GREER FAMILY PAPERS
FITZGERALD-WILLIAMS-GREER FAMILY PAPERS 1821-1904 Processed by: Ted Guillaum Archives & Manuscript Unit Technical Services Section Accession Number: 68-127 and 97-028 Date Completed: 3-30-98 Location:
More informationFord s Theatre. Student Museum Guide. Where Lincoln s Legacy Lives
Ford s Theatre Student Museum Guide Where Lincoln s Legacy Lives Welcome to Ford s Theatre jk KJ This guide is intended to get you thinking and talking about some of the things you will see at Ford s.
More information