Annotated Resource Set (ARS)
Content Theme:
The Abolitionist Movement
Developed by:
Terence Cline
Contextual Paragraph for Resource Set: How did the abolitionist movement increased
tensions between the Northern and Southern states? Failed Compromises were part of
many events that slowly angered the North and South to move in the direction of war. John Brown’s
raid inflamed the South and made him a martyr in the North. The Dred Scott case infuriated the North,
when the decision allowed slaves to live in free states. Abolitionists wrote anti-slavery rhetoric and
resolutions. The Fugitive Slave Law furthered tensions when free states were ordered to be part of
capturing and returning slaves. When Harriet Beecher Stowe wrote Uncle Toms Cabin, public outcry
came from both sides. The South cried it was overtly slanted and sensationalized, while the North was
shocked at the inhumanity. President Lincoln when he met Ms. Stowe said, “So you’re the little lady who
started this great war,” jokingly stating her role in dividing our nation.
Teaching with Primary Sources - Annotated Resource Set
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Resource Set
Anti-Slavery Abolitionist
resolution
Fugitive Slave Act
Fugitive Slave Act of
1850
Uncle Tom’s Cabin
Full Text
Satire on Uncle Tom’s
Cabin
John Brown
http://www.loc.gov/pict
ures/item/2004665375
http://www.loc.gov/rr/
print/list/picamer/paBr
own.html
Scenes of Anthony Burns Life
http://memory.loc.gov/
rbc/rbnawsa/n1926/004
.tif
http://loc.gov/pictures/resource/
cph.3g04550/
http://memory.loc.gov/am
mem/today/jun05.html
http://www.msa.md.gov/e
cp/10/223/0001/html/000
10000.html
Dred Scott Decision:
http://www.loc.gov/pict
ures/item/2002707034/
Notes/Comments:
A dream – is a satire on Harriet Beecher Stowe’s anti-slavery novel Uncle Tom’s Cabin.
Teaching with Primary Sources - Annotated Resource Set
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Annotations
Grade
Level
Curriculum
Connections
Curriculum
Standards
Learning Objectives
Content Objectives
8
Novel: Uncle Tom’s
Cabin
US History I 9.1e
Investigate how the abolitionist
movement increased tensions
between the Northern and
Southern states; e.g., John
Brown’s raid, Dred Scott
Decision, Uncle Tom’s Cabin and
The Fugitive Slave Law.
Suggested Learning
Strategies
Thinking Objectives
Assess how abolitionists felt
about slavery
Understand the impact of the
Fugitive Slave Law, John
Brown’s Raid and the Dred Scott
case Decision.
Determine the reaction caused
by the writing and publishing of
Uncle Tom’s Cabin
Form an opinion from facts about
the state/mood of the country
before Lincoln’s election.
Read the Anti-slavery Abolitionist
resolution. Assess their resolve
and roadblocks to ridding
America of slavery using the
Somebody-Wanted –But-So
organizer.
Determine a reaction to Uncle
Tom’s Cabin by analyzing A
Dream using the NARA cartoon
analysis worksheet.
Use the NARA poster analysis
for analyzing Scenes of Anthony
Burn’s Life. Ask: What did the
Fugitive Slave Law mean to
Anthony Burns?
View the Fugitive Slave Act
resource. Ask: Was he an
isolated case? How do you
know? What else might be going
on?
Use the NARA written analysis
for Frank Leslie’s Illustrated:
John Brown is a collection of
documents. Tell students to treat
this part of the assignment as if
they were detectives. They are to
piece together the story of his life
and his impact on America.
Suggested
Assessment
Strategies
Formative Assessment:
Create a list of abolitionist
movements from the
objectives. Instruct
students to complete a
quick write for each one.
Links to Other
Resources
Nara:
http://www.archives.gov/
education/lessons/index.
html
Summative Assessment:
Students are to be an
intelligence gatherer that
will brief the administration
of 1859 about the state of
the country. To do this,
create a 3 column chart.
Column one is the event,
column two is the Southern
point of view of the event
and column three is the
Northern View.
Ask: Do the events cause
more anger and tension or
less? What is your
recommendation to the
current president? Will war
be likely? What are the
facts?
Report to the class on their
findings.
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