Collection 3 The Move Toward Freedom

This is the general plan.

Part I of this unit: Abolitionist Hall of Fame

In this unit, we will be researching slavery and its conditions, and the abolitionists who wanted to end it. You will be responsible for reading three pieces from our books and researching two abolitionists assigned to you. You will create a presentation on one abolitionist which you will deliver to the class. You will explain the conditions of slavery, why people were opposed to slavery, and what was done to end it from your abolitionist's point of view.

Your first job is to explore two abolitionists using our text: Fredrick Douglass and Harriet Tubman. You should be able to explain how these abolitionists helped end slavery in America.

Then you will learn about two abolitionists first:

You should be able to explain these topics in detail about the following two abolitionists:

    1. Give a brief biography of the abolitionist.
    2. What did you learn about the conditions of slavery from the abolitionist's point of view?
    3. Why was the abolitionist opposed to slavery?
    4. What did your abolitionist do about slavery?
    5. Bibliography

The abolitionist presentation is due February 15!

    1. Begin researching your abolitionist
      1. Here is the assignment
      2. Here is the person you will be researching and the order you will present.
      3. Due around February 15th (I will finalize soon.)

Take notes on this page:

Create your presentation here:

Submit your name on this page if you would like some help.

Abolitionist Literature

    1. WATCH: America: The Story of us: Division
      1. Here is the video
      2. Answer the questions on these worksheets.
      3. Can you explain how the both the North and the South and a great interest in whether the slaves were freed.
    2. READ: from Narrative of the Life of Fredrick Douglass, an American Slave
      1. Check-up 1 questions
      2. Check-up 2 questions
      3. Check-up 3 questions
      4. Take the book test on responder
      5. Fill in the Frederick Douglass abolitionist worksheet.
    3. from Harriet Tubman: Conductor on the Underground Railroad
      1. Guiding questions #1 (Closed)
        1. Guiding questions #2 (Closed)
        2. Guiding questions #3 (Closed)
        3. Guiding questions #4 (Closed)
      2. Writer's Choices
      3. Take the book test on responder
      4. Fill in the Harriet Tubman abolitionist worksheet.
      5. From the Harriet Tubman video: Her escape.
        1. From the Harriet Tubman video: Taking the 11 north.

Finish your presentations

We will begin our presentations February 15

Part II of this Unit: Civil War Literature

Bloody Times

Watch these two videos on the burning of Richmond:

Video 1

Video 2


Read through the text using the Google doc version of the story.

Highlight the details the focus on Davis leaving Richmond, Davis entering Danville, Lincoln entering Richmond, and Lincoln walking through Richmond.

Describe the scene

You details should clearly show the same event can be seen from many points of view.

Focus on what the event meant to Davis, Lincoln, blacks, and whites.

Chart for comparing how Davis, Lincoln, whites, and blacks viewed the fall of Richmond.

(Observe how the author organized the comparisons using a timeline, yet he weaves together the varying points of view using quotes from letters and diaries.)

The Drummer Boy of Shiloh

We will watch the following videos for context

Animated Battle of Shiloh

Excerpt from the movie Gettysburg

Possible other pieces we will read:

A Mystery of Heroism

Civil War Journal

Don't know if we will do the following yet:


Drummer Boy: Multiple Choice Test

A Mystery: Short Response

Civil War Journal: Short Response

Standards and focus:

Historical fiction





Citing evidence

Creative Writing Assignment (if we have time)

Create a new mood for Joby from The Drummer Boy of Shiloh


Ideally, I would like students to write a short story about Joby and his experiences sometime after that first night. The focus of the assignment is to change the mood by including imagery, symbolism, setting, and allusions.

The different version is very open-ended. I have heard ideas to write about Joby’s changed mood when he is in battle the next day, his mood after the first day, and some have even made it years later when he is looking back on his career!


Because we don’t have the time, students will be presenting their idea for a short story.

Using Google Slides, students will be ready to lead us through the story they would write if they had the time. Students are expected to state the mood of their version and clearly explain how the imagery, symbols, setting, and allusions create that mood.

If students just tell us the plot of the story, they will not get full credit, even if it is a very entertaining story.

Share with me:

Students should share their slideshow with me so I can pull them up easily.