Underground Railroad: A Freedom MovementFugitive Slave Act Lesson Plan, Part OneStandards
8.1.3 Develop an understanding of historical sources; Understand fundamentals of historical interpretation; Understand historical research; Identify and describeprimary documents, material artifacts and historic sites important in Pennsylvaniahistory.
Paraphrase portions of a text read aloud or information presented indiverse media and formats, including visually, quantitatively, and orally.
: SWBAT analyze the effect the Fugitive Slave Act of 1850 had on key playersinvolved in the Underground Railroad.
Copies of Fugitive Act of 1850
Question Prompts For each group
Four pieces of butcher paper taped up to wall in different corners, labeled
Four cards at each table with the same labels
Boxes and bullets
thesis graphic organizer
Markers for each student
Sticky notes for gallery walk
and writer’s notebooks
Teacher will ask students if they ever had to compromise on something they wanted. Was it a fair compromise? What is the difference between a fair and unfair compromise?Teacher will make a t-chart on the Promethean Board. Class will help generate ideas
Introduction to New Material (5 minutes)
To tap into background knowledge, teacher will ask students why so many runaway slaves fled all the way to Canada instead of staying in the North. (Anticipated answers:Because they could still get captured and brought back south.) Teacher will ask students,if slavery was illegal in the North, why were southerners allowed to come up re-captureescaped slaves? (Anticipated answers: The Fugitive Slave Acts which made it illegal toharbor escaping slaves and actually mandatory to turn them in/bring them back.)Teacher will ask lingering question, why would the national government pass such a law if it was allegedly opposed to slavery? Think/Pair/Share
Guided Practice (15 minutes)
will read the Fugitive Slave Act of 1850 out loud to group
will look up the meanings of any words the reporter does not know
will summarize key events from the reading