Day 1: Each table will be assigned a person or concept to research. Make it clear that each student is to become an “expert” on their assigned readings, and others will be relying on them later in the activity. (Introduce the idea of responsibility to increase effort and participation.)

Discussion will start amongst the group before handouts are given. Each person must speak. Graphic organizers will be provided during the initial discussion. Each student will write what they already know about their assigned historical figure before reading the handout. Students will read the handout on their own while highlighting and writing important information. After the allotted time (20 minutes?), students will share the information they found with their assigned group. One student will start by listing their first bullet/fact. Anyone that does not have that already written down should add the information to their graphic organizer. The next student will then explain a different bullet/fact. This process will continue until no group members have new bullets to share. (Make this a competition to see who can get the most information out of the handout.) Monitor each group to ensure all members are participating.

Day 2: Students will start by reading over the information they wrote the day before. They are now the “expert” on their assigned historical figure. Students will then write at least one thing they already know about each of the three remaining figures on the graphic organizer.

Each graphic organizer will have a number (1-6) at the top. 1s will group together, 2s will group together, and so on. Students will discuss their assigned figure with the rest of the group. Emphasize that the other group members have not read the same information. Don’t just read your bullets directly. Describe what you read and include any stories or interesting details. By the end of the lesson, each student should have a completed graphic organizer full of information on all four historical figures.

Time permitting: Make review: Students can make questions based on their research to quiz each other.

Frederick Douglass

Harriet Tubman

Harriet Beecher Stowe/Uncle Tom’s Cabin

Fugitive Slave Laws/Antislavery Societies

PRIMARY SOURCE

Below is a passage from Harriet Beecher Stowe’s novel, Uncle Tom’s Cabin. Carefully read the passage and consider the following guiding questions:

● What hardships did Tom have to deal with as a slave?● How does Tom describe is emotions and feelings?● What can you assume about slavery in the 1800s based on this

passage?

“But now what? Now here comes my master, he takes me right away from my work, and my friends, and all things I like, and grinds me down into the very dirt! And why? Because, he says, I forgot who I was; he says, it’s to teach me that I am only a slave! He comes between me and my wife, and says I shall give her up, and live with another woman. The laws give him power to do this, in spite of God. Look! All of these things that have broken the hearts of my mother and my sister, and my wife and myself, the laws allow and give every man power to do, in Kentucky! Do you call these the laws of my country? Sir, I don’t have a country. I don't want anything of your country, except to be left alone,--to go peaceably out of it; and when I get to Canada, where the laws will own me and protect me, that shall be my country.. But if any man tries to stop me, he should be careful, for I am desperate. I'll fight for my liberty to the last breath I breathe. You say your founding fathers did it; if it was right for them, it is right for me!”

― Harriet Beecher Stowe, Uncle Tom's Cabin

PRIMARY SOURCE

Below is a passage from the book The Underground Railroad written by William Still in 1871. Carefully read the passage and consider the following guiding questions:

● What was Harriet Tubman’s reason for her one “rule”?● How does the author describe Harriet?● How does the passage make you feel about the dangers of escaping

slavery?

“Harriet Tubman would not tolerate one of her party to complain or cry once about "giving up and going back," no matter how worn out they might be by the hard travel day and night. She had a very short and pointed rule of her own, in which she would shoot and kill anyone who talked of giving up and going back. Several who were rather weak-kneed and faint-hearted were greatly motivated by Harriet's positive attitude and threat of death.

Of course Harriet was powerful, and her followers generally had full faith in her, and would support any word she might say. So when she said to them that "a live runaway could do great harm by going back, but that a dead one could tell no secrets," her followers were sure to obey. It is obvious enough, however, that her success in going into Maryland as she did, was because of her adventurous spirit and fearlessness. The world will likely never see anyone like her.”

PRIMARY SOURCE

Below is a passage from Frederick Douglass’s autobiography, The Narrative of the Life of Frederick Douglass. Carefully read the passage and consider the following:What does the passage tell you about Frederick’s intelligence?Frederick does not trust the fishermen. What does this tell you about the hardships of slavery?What else can you assume about Frederick based on evidence found in the passage?

“One day, I went down on the wharf; after seeing two Irishmen unloading a load of stone, I went, unasked, and helped them. When we had finished, one of them came to me and asked me if I were a slave. I told him I was. He asked, "Are ye a slave for life?" I told him that I was. The good Irishman seemed to be deeply affected by the statement. He said to the other that it was a pity such a fine little fellow as myself should be a slave for life. They both advised me to run away to the north; that I should find friends there, and that I should be free. I pretended not to be interested in what they said, and treated them as if I did not understand them; for I feared they might untrustworthy. White men have been known to encourage slaves to escape, and then, to get the reward, catch them and return them to their masters. I was afraid that these seemingly good men might do this to me; but I nevertheless remembered their advice, and from that time I planned to run away. I looked forward to a time at which it would be safe for me to escape. I was too young to think of doing so immediately; besides, I wished to learn how to write, as I might have occasion to write my own pass. I consoled myself with the hope that I should one day find a good chance. Meanwhile, I would learn to write.”

PRIMARY SOURCE

Below is a fugitive slave ad that was published in a local Kentucky newspaper. Carefully read the ad and consider the following:

● How does the slave owner describe the slave?● What does the reward amount say about how the slave owner feels

about the slave?● What does the ad tell you about the difficulties of escaping slavery?

$150 REWARD - A Negro Man named Ben

Calling himself Ben Thomas - On the day he ran away, he opened a desk and took about $200 in gold and half dollars. In addition to this, it is believed that he has no less that $100, making it $300 total.

This Negro is about 50 years old, 5 feet 7 or 8 inches tall, remarkably stout built, and has unusually broad shoulders. His weight is about 180 pounds. He is uncommonly black with tolerably good looks. He wore whiskers (had a beard) when he ran away. He did not take much clothing, and I do not recall much of what he was wearing except a dark colored fur hat. He has probably changed his hat and cut off his whiskers. He was raised near Washington City and is well acquainted with that place. He is smart and artful. He is capable of telling very believable lies when answering questions. He sometimes gets drunk and gets very aggressive when in that situation. He has made some progress in learning to spell. He has for eight or nine months pretended to be a Methodist, and may attempt to try to pass as a church member.

The above reward of $150 will be given for Ben if found outside the state. I will also pay half of the money remaining of what he stole from me. If taken within the state of Kentucky, I will pay $75.