NEH LANDMARKS OF THE UGRR

LESSON PLAN: BOLD DEFIANCE AND DISSENT in the UGRR

Maria Vita, Penn Manor High School, Millersville, PA

Course: U.S. History I (Early U.S. History)

Unit: Slavery, Civil War

Length of lesson plan (days): 3, 90 minute classes or 5, 50 minute classes

RATIONALE: Matt Pinsker of Dickinson College offers scholars, historians, and teachers of the Underground Railroad a new paradigm to explain the fugitive experience in the north. While most students learn about the “secret” tactics used by abolitionists, Pinsker emphasizes the open defiance of anti-slave activists. In addition to publicly protecting blacks threatened by slave catchers and kidnappers, activists broadcasted their legal and financial efforts through flyers, books, newspapers, and committees. While there is some need for secret operations, many anti-slave activists were bold dissenters against slavery and the Fugitive Slave Act.

LESSON DESCRIPTION: Students will analyze primary source documents to critique false notions of the Underground Railroad: including the exclusive use of “secretive tactics” and exclusive white-membership in activist groups. Students will write an “editorial letter” in response to an anti-slavery newspaper’s publication: Based on student choice, this letter will reflect take a stance for or against the Fugitive Slave Act. Then students will create a brochure documenting and advertizing the efforts of a specific vigilance committee, activist, or event.

RELATED PA ACADEMIC STANDARDS

Civics and Government

5.2.12. C Interpret the causes of conflict in society and analyze techniques to

resolve those conflicts

History

8.1.9. B. Analyze and interpret historical sources

8.1.9. D. Analyze and interpret historical research using primary sources

8.2.6. A. Identifies political and cultural contributions of individuals to PA history

8.1.12. B. Synthesize and evaluate historical sources.

8.1.12. C. Evaluate historical interpretation of events

8.1.12. D. Synthesize historical research

8.2.12. D. Identify and evaluate conflict and cooperation among social groups and

organizations in PA history

Reading, Writing, Speaking, and Listening

1.1.5. G. Summarizes main ideas of the text

1.4.5. A. Writes multi-paragraph stories to include detailed descriptions of people,

places, and things

1.6.4. E. Participate in small and large group discussions and presentations giving

directions and explanations

Arts and Humanities:

9.1.5. E. Knows and demonstrates how arts can communicate experiences, stories

or emotions through the production of works in the arts.

OBJECTIVES

Students will be able to:

· Summarize, analyze, and interpret primary documents.

· Demonstrate an understanding of the role of the Underground Railroad in the history of Pennsylvania (and New York, Massachusetts).

· Describe the way anti-slave activists (Jermain Loguen, William Parker, William Still, Anthony Burns) reacted to the Fugitive Slave Act 1850.

· Apply information gained from primary sources to write an “editorial letter” and create a brochure that promotes significant activists, events, and committees in the north.

· Critique and debunk notions that the Underground Railroad was exclusively secret and white.

· Provide evidence to support a stance or belief.

· Promoting examples of the UGRR as a defiant, multi-racial movement.

· Tell various stories of escape and defiance used to protect fugitives and end slavery.

LEARNING ACTIVITIES

1. Do Now: Imagine you are a runaway slave living in a free black community in Pennsylvania. The Fugitive Slave Act is passed and your owner has the right to retrieve you –even though you are living in the north. How would you feel if someone told you that your owner was aware of your whereabouts? What would you do? Where would you go? Would you become violent?

2. Directed Reading: Students use a Three Level Guide to read and analyze excerpts from an actual letter of a slave-owner to her runaway slave. Students use student handout - SOURCE A and STUDENT WORKSHEET #1.

THREE LEVEL GUIDE INSTRUCTIONS adapted from:

http://www.education.vic.gov.au/studentlearning/teachingresources/english/literacy/strategies/4txtparttsl4.htm

° Read the “Letter from Mrs. Logue” SOURCE A with the students

° Students use STUDENT WORKSHEET #1. They read Level 1 statements individually and decide whether they agree or disagree with them. Students then form groups of three to try to reach a group consensus on the statements. They must use evidence (words and phrases) from the letter to support their stance. Repeat procedure for Level 2 and 3. As the questions require higher order thinking, students will need more time to discuss and reach a consensus. This approach gets students to think critically about the reading rather than “scan” for answers.

3. Independent Reading: “Jarm” was Jermain W. Loguen’s slave name. Students should summarize his reactions to Mrs. Logue’s letter. Students read student handout “Mr. Loguen’s Reply” SOURCE B independently and write Jermain W. Loguen’s reaction to the corresponding quotations from Mrs. Logue on STUDENT WORKSHEET #2.

4. Lecture/Discussion: Class discusses the significance of these letters, including their publication. The teacher shares information about Syracuse, N.Y.

° The Syracuse Vigilance Committee (made up of free-blacks and whites), of which Mr. Jermain W. Loguen was a member and leader, had a history of assisting runaways and defying the law.

° One example of defiance in Syracuse was on October 1, 1851. A runaway slave named William Henry (nicknamed “Jerry) was captured by his former owner, Daniel Webster. The owner traveled to New York to enforce the Fugitive Slave Law during the NYS Liberty Party Convention. A huge mob broke down the door where “Jerry” the slave was held and he escaped to Canada.

° According to the Wesleyan, a Methodist paper, Mr. Reverend Jermain W. Loguen was a respected “clergyman and gentleman of high standing” in Syracuse. Any attempt to capture him would enrage many.

° Jermain Loguen was “bold…” According to UGRR Coursebook Underground Railroad personality descriptions, Loguen “defiantly handed out business cards, upon which was emblazoned ‘Underground Railroad Agent.’”

Teachers can use this image of the Jerry rescue now standing in Syracuse, NY to help students visualize

the event; image from: http://img.groundspeak.com/waymarking/5746f75e-1989-4041-aff9-4dcb1ca3293b.jpg

5. Editorial Letter: Students respond to the correspondence between Jermain and his owner, Mrs. Logue. Students choose to write from the perspective of: a) a freed black who despises and defies the Fugitive Slave Act OR b) a lawyer who is an advocate of the Fugitive Slave Act.

STUDENT HANDOUT: SOURCE B

MR. LOGUEN'S REPLY. SYRACUSE, N. Y., March 28, 1860.

http://docsouth.unc.edu/neh/loguen/loguen.html

MRS. SARAH LOGUE:--Yours of the 20th of February is duly received, and I thank you for it. It is a longtime since I heard from my poor old mother, and I am glad to know she is yet alive, and as you say, "as well as common." What that means I don't know. I wish you had said more about her.

You are a woman; but had you a woman's heart you could never have insulted a brother by telling him you sold his only remaining brother and sister,…

You sold my brother and sister, ABE and ANN, and 12 acres of land, you say, because I run away. Now you have the unutterable meanness to ask me to return and be your miserable chattel, or in lieu thereof send you $1,000 to enable you to redeem the land, but not to redeem my poor brother and sister! If I were to send you money it would be to get my brother and sister, and not that you should get land. …

You say you have offers to buy me, and that you shall sell me if I do not send you $1,000, and in the same breath and almost in the same sentence, you say, "you know we raised you as we did our own children." Woman, did you raise your own children for the market? Did you raise them for the whipping-post? Did you raise them to be drove off in a coffle in chains? Where are my poor bleeding brothers and sisters? Can you tell? Who was it that sent them off into sugar and cotton fields, to be kicked, and cuffed, and whipped, and to groan and die; …

But you say I am a thief, because I took the old mare along with me. Have you got to learn that I had a better right to the old mare, as you called her, than MANASSETH LOGUE had to me? Is it a greater sin for me to steal his horse, than it was for him to rob my mother's cradle and steal me? … Have you got to learn that human rights are mutual and reciprocal, and if you take my liberty and life, you forfeit me your own liberty and life? Before God and High Heaven, is there a law for one man which is not law for every other man?

If you or any other… wish to know how I regard my rights, they need but come here and lay their hands on me to enslave me. Did you think to terrify me … The proposition is an outrage and an insult. I will not budge … I stand among a free people, who, I thank God, sympathize with my rights, and the rights of mankind; and if your emissaries and venders come here to re-inslave [sic] me,… I trust my strong and brave friends, in this City and State, will be my rescuers and avengers.

Yours, &c.,

J. W. Loguen.

NAME:_______________________________________ STUDENT WORKSHEET #1

THREE LEVEL GUIDE EVIDENCE FINDER: Read the LETTER FROM MRS. LOGUE and then look at the following statements. Respond to the statements in each section. Place a aif you agree and an rif you disagree. Use words and phrases from the letter to support your answer.

Level 1: LITERAL STATEMENTS

Use words and phrases from the letter to support your answer.

1 Jarm still has the horse he stole from Mrs. Logue.

1Mrs. Logue is from the south and once owned Jarm’s mother, brother, and sister.

__________________________________________________________

1Since Jarm ran away, Mrs. Logue has been able to care for herself; she is doing well physically and financially.

__________________________________________________________

1 Slaves were safe once they got to the north.

Level 2: INTERPRETIVE STATEMENTS WORKSHEET #1 (continued)

Use words and phrases from the letter to support your answer.

1Mrs. Logue wants Jarm to pay $1,000 for the stolen horse only.

1Mrs. Logue uses her disability and religion to make Jarm feel guilty for what he has done.

Level 3: APPLIED STATEMENTS

Use words and phrases from the letter to support your answer. Be ready to explain whether or not you agree or disagree with this.

1Mrs. Logue has the support of the Fugitive Slave Law.

1Slave owners treated their slaves like human being; they were more than just property.

__________________________________________________________

NAME:_____________________________ STUDENT WORKSHEET #2

Read MR. LOGUEN'S REPLY from Mr. Reverend Jermain Loguen. Notice how the perspective changes. Summarize the ways in which the newly freed Jermain responds to his former owner’s letter.

Mrs. Logue’s request/statements

Jarm’s response

To JARM

Cherry [your mom] is as well as common.

In consequence of your running away, we had to sell Abe and Ann [your brother and sister] and twelve acres of land; and I want you to send me the money [$1,000] that I may be able to redeem the land

You know that we reared you as we reared our own children; that you was never abused

I understand that you are a preacher. …I would like to know if you read your Bible? If so can you tell what will become of the thief if he does not repent?...You know where the liar has his part.

If you do not comply with my request, I will sell you to some one [sic] else, and you may rest assured that the time is not far distant when things will be changed with you.

WORKSHEET #2 (continued)

Not only did Jermain Loguen respond to his owner, Mrs. Sarah Logue, but he used the correspondence as an opportunity to publicize his defiance. Both letters were printed in William Lloyd Garrison’s anti-slavery newspaper, the Liberator on April 27, 1860.

Directions: Choose a perspective from which to write an editorial response to these letters. Write either from the perspective of: a) a freed black who despises and defies the Fugitive Slave Act OR b) a lawyer who is an advocate of the Fugitive Slave Act.

If writing from the freed black’s perspective, address each of the following. Considering at least two facts about the Syracuse community, predict what you think will happen if Mrs. Sarah Logue sends someone to NY to retrieve Jermain. Describe how you feel after reading the correspondence between Jermain and his former owner: Do you feel more fearful or more hopeful? Many consider Jermain’s response a bold act of defiance. Describe Syracuse and Jermain’s open defiance to the Fugitive Slave Law by explaining two quotations from his letter.

If writing from the perspective as a lawyer and advocate of the Fugitive Slave Act, address each of the following. Considering at least two facts about the Fugitive Slave Act and/or the Syracuse community, predict what you think will happen if Mrs. Sarah Logue sends someone to NY to retrieve Jermain. Pick two quotations from Jermain’s letter to evidence his bold act of defiance. Students should describe how they feel after reading these letters: Is the lawyer enraged? How and why should the law be upheld?

Dear William Lloyd Garrison of the Liberator,

I am writing in regard to the correspondence between Mr. Reverend Jermain “Jarm” and his former owner, Mrs. Sarah Logue.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________

Letter to Editor as “freed black” defying Fugitive Slave Act

Content	Exemplary (A)	Accomplished (B)	Developing (C)	Beginning (D/F)
Shows significant evidence about Syracuse, N.Y. and predicts what will happen if someone attempts to retrieve Jermain	At least two significant examples of Syracuse’s background and history; these examples are creatively woven into the prediction	Two examples are provided on Syracuse, but only one supports the prediction.	Only one example is provided on Syracuse and the prediction is unclear	Partial examples are provided on Syracuse to support prediction and/or there is no prediction
Describes feelings toward letters: Does it induce fear or provide hope?	Sympathizes and identifies with Jermain’s experience; refers to the letters; shows why he/she is more fearful or hopeful	Explains why he/she is more fearful or hopeful, and refers to the letters	Unclear if he/she is more fearful or hopeful; references the letters at least once	Feelings are not described about the letters and/or no reference to the letters are made
Jermain’s letter is a bold act of defiance	Describes why the letter is bold and explains with at least two quotations to support	Describes why the letter is bold, but only explains one quotation to support	Unclear why the letter is bold and/or the quotations used do not support stance	Unclear why the letter is bold; no quotations used

Letter to Editor “as lawyer” in support of Fugitive Slave Act

Content	Exemplary (A)	Accomplished (B)	Developing (C)	Beginning (D/F)
Shows significant evidence about Syracuse, N.Y. and/or the Fugitive Slave Act and predicts what will happen if someone attempts to retrieve Jermain	At least two significant examples of Syracuse’s background/ history or two facts on the Fugitive Slave Act; these details are creatively woven into the prediction	Two examples are provided on Syracuse or the Fugitive Slave Act, but only one supports the prediction.	Only one example is provided on Syracuse or the Fugitive Slave Act and the prediction is unclear	Partial examples are provided on Syracuse or the Fugitive Slave Act to support prediction and/or there is no prediction
Jermain’s letter is a bold act of defiance; does it enrage the lawyer?	Describes why the letter is bold and explains with at least two quotations to support; Explains feelings with great detail	Describes why the letter is bold, but only explains one quotation to support; Also explains some feelings	Unclear why the letter is bold and/or the quotations used do not support stance; Feelings stated, but vague	Unclear why the letter is bold; no quotations used; May or may not explain feelings at all
How and why should the Fugitive Slave Act be upheld?	Describes a plan that he/she may enact to enforce the law and argues why this is important for the country as a whole	Argues why the Fugitive Slave Act is important for the country as a whole; does not have a clear plan how to enforce	States that the Fugitive slave Act is important, but is unclear why; few to no details on how it will be enforced	The letter does not strongly advocate for the enforcement of the Fugitive Slave Act

Name_____________________________________ STUDENT HANDOUT C

BROCHURE PROJECT: BOLD DEFIANCE, DISSENT

Student Task: Anti-slave activists publicized their efforts at helping runaway slaves. Design a brochure to promote an agent, city, or committee that was integral to the Underground Railroad. Examples should be provided to show how the agent, city, or committee “provided legal, financial and physical protection to help black people threatened by slave catchers.” The message should be one of bold defiance, dissent.

Target Audience: Imagine that other anti-slave activists and fugitives will read your brochure. However, the brochure could get into the wrong hands: what is your opinion if a slave catcher reads it? Will you present a message of bold defiance and dissent? What does your agent, committee, or city do to make you so proud?

Content: Students will research primary documents, including committee records, newspapers, books, speeches, and posters. Students will choose one area of focus and use the brochure to propagate dissent, defiance against the Fugitive Slave Law and slavery.

° William Still, the Philadelphia Vigilance Committee (1841), and Henry “Box” Brown (1848) or other escape story

° The life of William Parker; the Christiana Riot (1851)

° The story of Anthony Burns (post 1850); the Boston Vigilance Committee and Lewis Hayden

Requirements: Students should create an appealing, neat, and informative brochure that provides at least 10-15 details about the agent, committee, and/or escape story. The brochure should include excerpts of primary resources to support the message of bold defiance and dissent. The brochure should also include a student-made advertisement that elaborates on the tactics of the agent, committee, and/or escape. See below for partial example.

Reverend J.W. Loguen

UNDERGROUND RAILROAD AGENT

Rounded Rectangle: FIND
FREEDOM
IN SYRACUSE, N.Y.

“I trust my strong and brave friends, in this City and State, will be…rescuers…”
-Loguen’s Reply, 1860 Rounded Rectangle: “The Underground Railroad was never doing a better business than at present…” -Loguen,
April 1855 Frederick Douglass’ Paper

LET THE
SYRACUSE VIGILANCE COMMITTEE
ASSIST YOU!

Frontispiece

BROCHURE EVALUATION

Promoting Dissent, Defiance	Exemplary (A)	Accomplished (B)	Developing (C)	Beginning (D/F)
Accurate Content	Highlights significant agents, escape stories, events, and/or committee records with 15 or more specific details	Highlights significant agents, escape stories, events, and/or committee records with 12-14 specific details	Highlights significant agents, escape stories, events, and/or committee records with 10-11 specific details	Less than 10 specific details on agents, escape stories, events, committee records
Primary Sources supporting bold defiance against slavery and/or the Fugitive Slave Act	Four to five relevant primary sources supporting bold defiance; The sources are explained	Two to three relevant primary sources supporting bold defiance; An explanation connects the sources to bold stance	A primary source is included and supports bold defiance; Minimal explanation provided	One primary source is included, but bold defiance unclear (may be a picture of an important agent); OR no primary sources used to support bold defiance
Self-made advertisement (want ad; personal ad; poster; flyer; notice; announcement) promoting the tactics of a particular organization, person, or event	Creative invitation to other fugitives to be inspired by agents, actions, or events in that region; cites three specific reasons why a particular organization, city, and/or person would be of great service to a fugitive	Well-written ad; Cites 1-2 specific reasons why a particular organization, city, and/or person would be of great service to a fugitive	One of two elements are unclear (ad or reasoning); few details provided	There is no self-made advertisement and/or no city, person, or organization is promoted in brochure
Appearance: Shows quality research and design	Graphics and photos are well-placed and utilized; it is evident that time spent on research citations and design	Good use of graphics and photos; some sources cited in the design	Few graphics or photos used to enhance design; few sources cited in design	Little to no graphics, photos, citations

Name____________________________________ STUDENT WORKSHEET #3

Research guide for students

Topic researched Name, committee, event	Website used – is it trustworthy?	Type, date of source: flyer, letter, book, autobiography, speech, image, journal/diary	Author of source – if no direct author can be found – who created the website?	Information gained; use quotations that show a bold stance against slavery

Recommended Student Resources for Brochure WORKSHEET #3 (continued)

General

° Digital Bookshelf – includes documents on William Still and Henry Box Brown

http://housedivided.dickinson.edu/ugrr/digital_bookshelf.html

° Documents Resource: http://www.dickinson.edu/departments/hist/NEHworkshops/NEH/resource/ugrrDocs.htm

Anthony Burns

° Daily Pittsburgh Gazette on March 8, 1855

http://www.explorepahistory.com/odocument.php?docId=102

° PBS Collection – includes images and speech made by Burns to church in 1855

http://www.pbs.org/wgbh/aia/part4/4p2915.html

° Engraving

http://itech.dickinson.edu/hd/index.php?q=node/1283

Boston Vigilance Committee; Lewis Hayden

° Fugitive Slave Aid and membership expenses (actual records of committee activities, finances)

http://www.primaryresearch.org/bh/research/woitunski/index.php

° Biographies, posters

http://www.wordsofthunder.org/education.htm

William Still; Henry “Box” Brown

° Exhibit of the Box he traveled in

http://housedivided.dickinson.edu/exhibits/

° Text document from William Still

http://housedivided.dickinson.edu/library/still_brown_book/

http://www.dickinson.edu/departments/hist/NEHworkshops/NEH/resource/ugrrDocs.htm#box

http://www.explorepahistory.com/odocument.php?docId=100

° Escape stories according to William Still, Philadelphia Vigilance Committee

http://housedivided.dickinson.edu/ugrr/fugitive_notices.html

William Parker; Christiana

° Letter from Padgett to Gorsuch

http://housedivided.dickinson.edu/ugrr_old/Padgett1851.htm

° Philadelphia Vigilance Committee Journal

http://housedivided.dickinson.edu/ugrr_old/PVC1853.htm

° Parker’s Narrative http://www.millersville.edu/~ugrr/christiana/Parker.html OR

NEH UGRR 2008 Course Book – lessons, documents

housedivided.dickinson.edu/ugrr/documents/Lesson_Plan_Fugit.doc

Maps of Free Black Communities in the mid-nineteenth century

(Determine if your city had large, free black population; compare/contrast with other years – especially prior to the Fugitive Slave Act and/or other cities.)

http://fisher.lib.virginia.edu/collections/stats/histcensus/