Title: Judgment Day: For and Against Freedom
Description: This lesson uses a program segment and primary sources to deepen understanding of the militant phase of anti-slavery activism inspired by the pamphlets, newspapers, speeches, and organized campaigns of early 19th-century abolitionists. Students can perform guided research into the lives and ideologies of famous abolitionists, notably women abolitionists, and create fictional dialogues between them.
Standard(s):
[T1] UH3 (10) 8: Trace the development of efforts to abolish slavery prior to the Civil War.
[T1] UH3 (10) 9: Summarize major legislation and court decisions from 1800 to 1861 that led to increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Act, the Kansas-Nebraska Act, and the Dred Scott decision.
[T1] UH3 (10) 10: Describe how the course, character, and effects of the Civil War influenced the United States.
[ELA] (10) 3: Read with literal and inferential comprehension a variety of informational and functional reading materials, including making inferences about effects when passage provides cause; inferring cause when passage provides effect; making inferences, decisions, and predictions from tables, charts, and other text features; and identifying the outcome or product of a set of directions.
[ELA] (10) 15: Use the research process to document and organize information to support a thesis on a literary or nonliterary topic.
[ELA] (11) 3: Read with comprehension a variety of informational and functional reading materials, including recognizing organizational patterns, evaluating strengths and weaknesses of argument, and identifying directions implied or embedded in a passage.
[ELA2010] (10) 6: Analyze a particular point of view or cultural experience reflected in a work of early American literature to 1900, drawing on a wide reading of American literature. [RL.9-10.6] (Alabama)
[ELA2010] (10) 16: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. [RI.9-10.7]
[ELA2010] (10) 27: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; and synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]
[ELA2010] (11) 25: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.11-12.7]
[ELA2010] (11) 27: Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.11-12.9]

Title: Judgment Day: For and Against Freedom
Description: This lesson uses a program segment and primary sources to deepen understanding of the militant phase of anti-slavery activism inspired by the pamphlets, newspapers, speeches, and organized campaigns of early 19th-century abolitionists. Students can perform guided research into the lives and ideologies of famous abolitionists, notably women abolitionists, and create fictional dialogues between them.
Standard(s):
[T1] UH3 (10) 8: Trace the development of efforts to abolish slavery prior to the Civil War.
[T1] UH3 (10) 9: Summarize major legislation and court decisions from 1800 to 1861 that led to increasing sectionalism, including the Missouri Compromise of 1820, the Compromise of 1850, the Fugitive Slave Act, the Kansas-Nebraska Act, and the Dred Scott decision.
[T1] UH3 (10) 10: Describe how the course, character, and effects of the Civil War influenced the United States.
[ELA] (10) 3: Read with literal and inferential comprehension a variety of informational and functional reading materials, including making inferences about effects when passage provides cause; inferring cause when passage provides effect; making inferences, decisions, and predictions from tables, charts, and other text features; and identifying the outcome or product of a set of directions.
[ELA] (10) 15: Use the research process to document and organize information to support a thesis on a literary or nonliterary topic.
[ELA] (11) 3: Read with comprehension a variety of informational and functional reading materials, including recognizing organizational patterns, evaluating strengths and weaknesses of argument, and identifying directions implied or embedded in a passage.
[ELA2010] (10) 6: Analyze a particular point of view or cultural experience reflected in a work of early American literature to 1900, drawing on a wide reading of American literature. [RL.9-10.6] (Alabama)
[ELA2010] (10) 16: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. [RI.9-10.7]
[ELA2010] (10) 27: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; and synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]
[ELA2010] (11) 25: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.11-12.7]
[ELA2010] (11) 27: Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.11-12.9]