Border Lines Activity Border Lines
Historical Event Summary
Name:
Date:
Image 3A-1
Mason-Dixon Line
North (Slavery Not Allowed)
Mission Briefing
In 1850, Harriet Tubman crossed the Mason-Dixon Line to escape slavery. This imaginary line separated the North from the South.
Refer to the map image in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
Harriet Tubman ran away to Pennsylvania in 1850.
2
In 1850, slavery was allowed in Pennsylvania.
3
The Mason-Dixon Line is the border of Pennsylvania and Maryland.
4
The line was named after two men named Mason and Dixon.
5
Slavery was allowed above the Mason-Dixon Line.
6
The line helped divide the North and the South on a map.
North • South
Border Lines Answer Key Answer Key
Border Lines Activity
Teacher Reference
1
Harriet Tubman ran away to Pennsylvania in 1850.
Answer: True / Thumbs Up
2
In 1850, slavery was allowed in Pennsylvania.
Answer: False / Thumbs Down
3
The Mason-Dixon Line is the border of Pennsylvania and Maryland.
Answer: True / Thumbs Up
4
The line was named after two men named Mason and Dixon.
Answer: True / Thumbs Up
5
Slavery was allowed above the Mason-Dixon Line.
Answer: False / Thumbs Down
6
The line helped divide the North and the South on a map.
Answer: True / Thumbs Up
Instructional Support
Key Concepts
Students should understand that the Mason-Dixon Line was both a physical border (PA/MD) and a symbolic border between freedom and slavery.
Discussion Prompt
Ask students why they think Pennsylvania was a safe place for Harriet Tubman to run to in 1850.
Mason Dixon Visual Aid Historical Reference Map
The Mason-Dixon Line
Dividing the North and the South (c. 1850)
N
Pennsylvania
The North • Freedom
Maryland
The South • Slavery Allowed
The Mason-Dixon Line
Free States (North)
States above the line where slavery was not allowed in 1850.
Slave States (South)
States below the line where slavery was allowed.
"The Mason-Dixon Line is an imaginary line between the border of Pennsylvania and Maryland... it became an imaginary line between the North and the South."
Image Reference 3A-1
Surveyed by
Charles Mason & Jeremiah Dixon
Unit 3 • Lesson 3A
Fields of Difference Activity Fields of Difference
Historical Event Summary
Name:
Date:
Image 3A-2
Warm South
Cool North
Mission Briefing
While slavery was the biggest difference, the North and South also had very different economies. The South relied on farming warm-weather crops like cotton on large plantations.
Refer to the plantation scene in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
Slavery was the only difference between the North and the South.
2
The South's economy was based almost completely on agriculture, or farming.
3
Cotton, sugar, and tobacco grew well in the South's weather.
4
Plantation owners forced enslaved Africans to work for no wages.
5
The North had large plantations just like the ones in the South.
6
Northern farmers grew crops mainly for feeding people and animals.
Economy • Agriculture
Fields of Difference Answer Key Answer Key
Fields of Difference Activity
Teacher Reference
1
Slavery was the only difference between the North and the South.
Answer: False / Thumbs Down
2
The South's economy was based almost completely on agriculture, or farming.
Answer: True / Thumbs Up
3
Cotton, sugar, and tobacco grew well in the South's weather.
Answer: True / Thumbs Up
4
Plantation owners forced enslaved Africans to work for no wages.
Answer: True / Thumbs Up
5
The North had large plantations just like the ones in the South.
Answer: False / Thumbs Down
6
Northern farmers grew crops mainly for feeding people and animals.
Answer: True / Thumbs Up
Key Takeaways
Economic Differences
The South's economy was agrarian (cotton/tobacco), while the North's was more subsistence-based and industrial (though the text focuses on subsistence farming).
Human Cost
Emphasize that the Southern "growth" was built on the forced, unpaid labor of hundreds of thousands of enslaved people on plantations.
Industrial North Activity Industrial North
Historical Event Summary
Name:
Date:
Image 3A-3
Railroads
Industry
Mission Briefing
The North focused on industry and manufacturing. In large cities, workers were paid to make goods in factories. Railroads and shipping ports helped the North send these goods all over the world.
Refer to the railroad and factory scene in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
The northern economy relied almost completely on farming and agriculture.
2
In the North, workers were paid to make things in factories using machines.
3
Northern cities were trading centers for materials like iron, coal, and wood.
4
Steel from northern factories was used to make things like trains and bridges.
5
The North did not have any railroads or shipping ports to move their goods.
6
Manufacturing was the most important part of the northern economy.
Industry • Manufacturing
Industrial North Answer Key Answer Key
Industrial North Activity
Teacher Reference
1
The northern economy relied almost completely on farming and agriculture.
Answer: False / Thumbs Down
2
In the North, workers were paid to make things in factories using machines.
Answer: True / Thumbs Up
3
Northern cities were trading centers for materials like iron, coal, and wood.
Answer: True / Thumbs Up
4
Steel from northern factories was used to make things like trains and bridges.
Answer: True / Thumbs Up
5
The North did not have any railroads or shipping ports to move their goods.
Answer: False / Thumbs Down
6
Manufacturing was the most important part of the northern economy.
Answer: True / Thumbs Up
Key Takeaways
Industrial Power
The North's focus on industry and transportation (railroads/ports) gave it a distinct economic advantage and connected it to global markets.
Infrastructure
Discuss how the production of steel allowed for the creation of essential infrastructure like bridges and railroads, which further fueled the economy.
Factory Workers Activity Factory Life
Historical Event Summary
Name:
Date:
Image 3A-4
Paid Wages
More Freedom
Mission Briefing
In the North, thousands worked in factories. While they were paid and had more freedom than enslaved people, the work was often dangerous and the pay was very low.
Refer to the factory workers scene in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
Thousands and thousands of people worked in northern factories.
2
Factory workers in the North were enslaved and worked for no wages.
3
Work in northern factories was often difficult, dangerous, and tiring.
4
"Pitiful" pay means that workers were paid a lot of money.
5
Slavery became illegal in the North before it became illegal in the South.
6
Everyone in the North was against slavery because they didn't have it.
Labor • Law
Factory Workers Answer Key Answer Key
Factory Workers Activity
Teacher Reference
1
Thousands and thousands of people worked in northern factories.
Answer: True / Thumbs Up
2
Factory workers in the North were enslaved and worked for no wages.
Answer: False / Thumbs Down
3
Work in northern factories was often difficult, dangerous, and tiring.
Answer: True / Thumbs Up
4
"Pitiful" pay means that workers were paid a lot of money.
Answer: False / Thumbs Down
5
Slavery became illegal in the North before it became illegal in the South.
Answer: True / Thumbs Up
6
Everyone in the North was against slavery because they didn't have it.
Answer: False / Thumbs Down
Key Takeaways
Worker Freedom
Ensure students understand that while factory life was hard, workers were free citizens who could seek a better life, unlike enslaved people.
Northern Complexity
It is important for students to realize that the North was not perfectly united against slavery. Some were indifferent because it wasn't part of their daily life.
Voices of Freedom Activity Voices of Freedom
Historical Event Summary
Name:
Date:
Image 3A-5
Truth
Action
Mission Briefing
Abolitionists were people who worked to end slavery. They believed all human beings should be treated as free and that slavery was evil and cruel.
Refer to the abolitionist leaders in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
A group of people in the North saw slavery as evil and hateful.
2
People who worked to end slavery became known as abolitionists.
3
Frederick Douglass was a famous abolitionist who had escaped slavery.
4
Susan B. Anthony was against ending slavery.
5
There were only three abolitionists involved in the movement.
6
An "abolitionist movement" means organized activities to end slavery.
Abolition • Movement
Voices of Freedom Answer Key Answer Key
Voices of Freedom Activity
Teacher Reference
1
A group of people in the North saw slavery as evil and hateful.
Answer: True / Thumbs Up
2
People who worked to end slavery became known as abolitionists.
Answer: True / Thumbs Up
3
Frederick Douglass was a famous abolitionist who had escaped slavery.
Answer: True / Thumbs Up
4
Susan B. Anthony was against ending slavery.
Answer: False / Thumbs Down
5
There were only three abolitionists involved in the movement.
Answer: False / Thumbs Down
6
An "abolitionist movement" means organized activities to end slavery.
Answer: True / Thumbs Up
Key Takeaways
Impact of Leaders
Emphasize Frederick Douglass's unique role as both a former enslaved person and a powerful orator in the movement.
Power of Organizing
Define "movement" as collective action—thousands of people working together toward a common moral goal.
Tracks to Freedom Activity Tracks to Freedom
Historical Event Summary
Name:
Date:
Image 3A-6
The Secret Route
Conductors
Mission Briefing
Harriet Tubman was a famous conductor on the Underground Railroad. She helped enslaved people escape and spoke to Northerners about why ending slavery was so important.
Refer to the Underground Railroad scene in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
Harriet Tubman was a famous conductor on the Underground Railroad.
2
Harriet Tubman only helped people escape and never talked to anyone else.
3
Abolitionists helped keep the Underground Railroad running smoothly.
4
Harriet Tubman told people in the North why it was important to end slavery.
5
The Underground Railroad was a real train with tracks that ran underground.
6
The goal of the railroad was for as many people as possible to escape slavery.
Rescue • Courage
Tracks to Freedom Answer Key Answer Key
Tracks to Freedom Activity
Teacher Reference
1
Harriet Tubman was a famous conductor on the Underground Railroad.
Answer: True / Thumbs Up
2
Harriet Tubman only helped people escape and never talked to anyone else.
Answer: False / Thumbs Down
3
Abolitionists helped keep the Underground Railroad running smoothly.
Answer: True / Thumbs Up
4
Harriet Tubman told people in the North why it was important to end slavery.
Answer: True / Thumbs Up
5
The Underground Railroad was a real train with tracks that ran underground.
Answer: False / Thumbs Down
6
The goal of the railroad was for as many people as possible to escape slavery.
Answer: True / Thumbs Up
Key Takeaways
Tubman's Advocacy
It is important for students to recognize that Harriet Tubman didn't just work in secret; she was a public advocate and educator in the North.
Network of Support
Clarify that the Underground Railroad was a metaphorical railroad—a secret network of houses and people dedicated to the cause of freedom.
Abolitionist Press Activity Abolitionist Press
Historical Event Summary
Name:
Date:
Image 3A-7
The Liberator
Public Voice
Mission Briefing
Abolitionists used the power of the press to spread their message. By printing newspapers and talking to leaders like Abraham Lincoln, they became a force that could not be ignored.
Refer to the abolitionist newspaper in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
Harriet Tubman worked alongside many famous abolitionists.
2
Abolitionists printed newspapers to share their ideas about ending slavery.
3
One of the abolitionist newspapers was named The Liberator .
4
Abolitionists tried to convince leaders like Abraham Lincoln that slavery was wrong.
5
The word "pressured" means they tried to convince or influence someone.
6
The abolitionist movement was a small force that America easily ignored.
Media • Influence
Abolitionist Press Answer Key Answer Key
Abolitionist Press Activity
Teacher Reference
1
Harriet Tubman worked alongside many famous abolitionists.
Answer: True / Thumbs Up
2
Abolitionists printed newspapers to share their ideas about ending slavery.
Answer: True / Thumbs Up
3
One of the abolitionist newspapers was named The Liberator .
Answer: True / Thumbs Up
4
Abolitionists tried to convince leaders like Abraham Lincoln that slavery was wrong.
Answer: True / Thumbs Up
5
The word "pressured" means they tried to convince or influence someone.
Answer: True / Thumbs Up
6
The abolitionist movement was a small force that America easily ignored.
Answer: False / Thumbs Down
Key Takeaways
Power of the Press
Discuss how newspapers served as the primary way for abolitionists to educate the public and build political pressure.
Inescapable Force
The text notes that the movement became a "strong force... that could not be ignored," leading to direct engagement with national leadership.
Rebel Spirit Activity Rebel Spirit
Historical Event Summary
Name:
Date:
Image 3A-8
Rebellion
Struggle
Mission Briefing
While many escaped, others chose to rebel or fight back. From John Brown at Harpers Ferry to Nat Turner's rebellion, people risked their lives to bring an end to slavery.
Refer to the Harpers Ferry scene in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
Abolitionists and enslaved Africans worked together to rebel against plantation owners.
2
John Brown was an abolitionist who tried to get weapons for enslaved people at Harpers Ferry.
3
Nat Turner led a group of enslaved people to rebel in Virginia.
4
Denmark Vesey's plan for a rebellion in Charleston was never discovered.
5
There were many small acts of rebellion by enslaved Africans.
6
The struggle to end slavery was always peaceful and no one lost their lives.
Resistance • Struggle
Rebel Spirit Answer Key Answer Key
Rebel Spirit Activity
Teacher Reference
1
Abolitionists and enslaved Africans worked together to rebel against plantation owners.
Answer: True / Thumbs Up
2
John Brown was an abolitionist who tried to get weapons for enslaved people at Harpers Ferry.
Answer: True / Thumbs Up
3
Nat Turner led a group of enslaved people to rebel in Virginia.
Answer: True / Thumbs Up
4
Denmark Vesey's plan for a rebellion in Charleston was never discovered.
Answer: False / Thumbs Down
5
There were many small acts of rebellion by enslaved Africans.
Answer: True / Thumbs Up
6
The struggle to end slavery was always peaceful and no one lost their lives.
Answer: False / Thumbs Down
Key Takeaways
Resistance Methods
Ensure students understand that resistance took many forms, from large organized rebellions to small, everyday acts of defiance.
High Stakes
The fight for freedom was dangerous and often violent. Many people, both enslaved and abolitionists, lost their lives in this struggle.
Divided Growth Activity Divided Growth
Historical Event Summary
Name:
Date:
Image 3A-9
Expansion
Conflict
Mission Briefing
As the United States grew west, the argument over slavery grew too. People disagreed on whether new states should allow slavery or be free, tearing the country apart.
Refer to the 1850 map in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
The United States was growing, spreading west, and adding new states.
2
Most states north of the Mason-Dixon Line were generally free states.
3
In states south of the Mason-Dixon Line, slavery was illegal.
4
Abolitionists wanted to make sure new territories did not allow slavery.
5
Everyone agreed that new states should decide for themselves about slavery.
6
The problem of slavery was tearing the country apart in the 1850s.
Nation • Territory
Divided Growth Answer Key Answer Key
Divided Growth Activity
Teacher Reference
1
The United States was growing, spreading west, and adding new states.
Answer: True / Thumbs Up
2
Most states north of the Mason-Dixon Line were generally free states.
Answer: True / Thumbs Up
3
In states south of the Mason-Dixon Line, slavery was illegal.
Answer: False / Thumbs Down
4
Abolitionists wanted to make sure new territories did not allow slavery.
Answer: True / Thumbs Up
5
Everyone agreed that new states should decide for themselves about slavery.
Answer: False / Thumbs Down
6
The problem of slavery was tearing the country apart in the 1850s.
Answer: True / Thumbs Up
Key Takeaways
Political Instability
As the nation physically expanded, its social and political foundation became increasingly fragile due to the central conflict over slavery.
Statehood and Agency
The debate over whether new states could "decide for themselves" was a critical point of contention that preceded the outbreak of the Civil War.
Watchful Guardian Activity Watchful Guardian
Historical Event Summary
Name:
Date:
Image 2A-1
Protection
Conditions
Mission Briefing
While the runaways slept in the hot, insect-swarmed forest, a woman named Harriet Tubman stood guard. She was a conductor who protected them from the catchers.
Refer to image 2A-1 in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
The summer air was cool and refreshing for the runaways as they slept.
2
Gnats, mosquitoes, and flies swarmed around and bit the people sleeping.
3
The runaways had tattered clothes and blistered, cut feet.
4
Catchers were paid great sums of money if they caught runaways.
5
Harriet Tubman was once a young girl who was called Minty.
6
Catchers often gave up easily when they couldn't find runaways.
Vigilance • Sacrifice
Watchful Guardian Answer Key Answer Key
Watchful Guardian Activity
Teacher Reference
1
The summer air was cool and refreshing for the runaways as they slept.
Answer: False / Thumbs Down
2
Gnats, mosquitoes, and flies swarmed around and bit the people sleeping.
Answer: True / Thumbs Up
3
The runaways had tattered clothes and blistered, cut feet.
Answer: True / Thumbs Up
4
Catchers were paid great sums of money if they caught runaways.
Answer: True / Thumbs Up
5
Harriet Tubman was once a young girl who was called Minty.
Answer: True / Thumbs Up
6
Catchers often gave up easily when they couldn't find runaways.
Answer: False / Thumbs Down
Key Takeaways
Environmental Reality
Ensure students grasp the physical hardship—extreme heat, insects, and injury—that made the journey to freedom so courageous.
Persistent Threat
Emphasize the role of catchers and the financial incentive they had, which made Harriet's job as a guardian so dangerous and vital.
Strong and Rebellious Activity Strong and Rebellious
Historical Event Summary
Name:
Date:
Image 2A-2
Field Work
Growing Tough
Mission Briefing
Harriet Tubman grew up working in the fields, which made her strong and tough. When her owner died, she faced the danger of being sold to the Deep South, where conditions were even worse.
Refer to image 2A-2 in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
When she grew up, Harriet Tubman worked in the "big house."
2
Rebellious means resisting the control of someone else.
3
Harriet was sent to work in the fields plowing, digging, and chopping wood.
4
When the plantation owner died, Harriet was safe from being sold.
5
Cotton plantations in Georgia had even worse conditions for enslaved Africans.
6
Harriet Tubman knew she had to run away from her life in slavery.
Resistance • Hardship
Strong and Rebellious Answer Key Answer Key
Strong and Rebellious Activity
Teacher Reference
1
When she grew up, Harriet Tubman worked in the "big house."
Answer: False / Thumbs Down
2
Rebellious means resisting the control of someone else.
Answer: True / Thumbs Up
3
Harriet was sent to work in the fields plowing, digging, and chopping wood.
Answer: True / Thumbs Up
4
When the plantation owner died, Harriet was safe from being sold.
Answer: False / Thumbs Down
5
Cotton plantations in Georgia had even worse conditions for enslaved Africans.
Answer: True / Thumbs Up
6
Harriet Tubman knew she had to run away from her life in slavery.
Answer: True / Thumbs Up
Key Takeaways
Character Profile
Emphasize how Harriet's "rebellious" nature and physical strength were key factors in her later success as a conductor.
Constant Danger
Point out that even a relatively "stable" situation could vanish instantly upon the death of a plantation owner, making escape an urgent necessity.
The Secret Railroad Activity The Secret Railroad
Historical Event Summary
Name:
Date:
Image 2A-3
Stations
Routes
Mission Briefing
The Underground Railroad was a secret system of routes and hiding places. Harriet Tubman used this network to reach freedom, and then she risked her life 19 more times to lead others to safety.
Refer to image 2A-3 in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
The Underground Railroad was a real railroad with real trains and iron tracks.
2
People traveling to freedom on the secret routes were called "passengers."
3
"Stations" were safe houses where runaways could rest during their journey.
4
Runaways were completely safe from catchers once they reached the North.
5
Harriet Tubman returned to the South 19 more times to help others escape.
6
Harriet was happy to stay in the North and never thought about her family again.
Freedom • Sacrifice
The Secret Railroad Answer Key Answer Key
The Secret Railroad Activity
Teacher Reference
1
The Underground Railroad was a real railroad with real trains and iron tracks.
Answer: False / Thumbs Down
2
People traveling to freedom on the secret routes were called "passengers."
Answer: True / Thumbs Up
3
"Stations" were safe houses where runaways could rest during their journey.
Answer: True / Thumbs Up
4
Runaways were completely safe from catchers once they reached the North.
Answer: False / Thumbs Down
5
Harriet Tubman returned to the South 19 more times to help others escape.
Answer: True / Thumbs Up
6
Harriet was happy to stay in the North and never thought about her family again.
Answer: False / Thumbs Down
Key Takeaways
Metaphor vs. Reality
Clarify for students that the "Railroad" language was a code to keep the operation secret, not a literal description of the transportation.
True Safety
Emphasize that true safety often meant traveling all the way to Canada because of laws that allowed catchers to operate in free states.
Swamp Escape Activity Swamp Escape
Historical Event Summary
Name:
Date:
Image 2A-4
Tracking Dogs
Safe House
Mission Briefing
When Harriet heard dogs barking, she led the runaways through a creek to hide their scent. They traveled through the mud and water until they reached a safe house with a secret knock.
Refer to image 2A-4 in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
Harriet was startled by the sound of dogs barking and knew danger was near.
2
Harriet told the group to stay in the creek to hide their scent from the dogs.
3
Dogs find it very easy to follow a person's scent through water.
4
The runaways arrived at the farmhouse soaked in sweat and muddy water.
5
Harriet used a secret knock to let the people know she was a conductor.
6
A "station" was a safe place where runaways could get help.
Escape • Vigilance
Swamp Escape Answer Key Answer Key
Swamp Escape Activity
Teacher Reference
1
Harriet was startled by the sound of dogs barking and knew danger was near.
Answer: True / Thumbs Up
2
Harriet told the group to stay in the creek to hide their scent from the dogs.
Answer: True / Thumbs Up
3
Dogs find it very easy to follow a person's scent through water.
Answer: False / Thumbs Down
4
The runaways arrived at the farmhouse soaked in sweat and muddy water.
Answer: True / Thumbs Up
5
Harriet used a secret knock to let the people know she was a conductor.
Answer: True / Thumbs Up
6
A "station" was a safe place where runaways could get help.
Answer: True / Thumbs Up
Key Takeaways
Evasion Tactics
Discuss the cleverness of staying in the creek water—it wasn't just about moving fast, but about neutralizing the tracking dogs' greatest weapon: scent.
Secret Communication
The secret knock (3 taps, pause, 2 taps) highlights the organized and highly clandestine nature of the Underground Railroad.
Safe Haven Activity Safe Haven
Historical Event Summary
Name:
Date:
Image 2A-5
Kindness
Security
Mission Briefing
A brave woman provided a safe place for the runaways to hide in her chicken coop. She gave them food and milk, helping them stay safe until they could travel again at night.
Refer to image 2A-5 in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
A white woman helped the runaways by hiding them in a chicken coop.
2
The woman revealed a dark hole hidden under a trapdoor in the floor.
3
The woman was unkind and told the runaways she had no food for them.
4
The catchers' dogs found the runaways' scent immediately in the coop.
5
The runaways had to start moving again as soon as the sun went down.
6
Abolitionists believe it is their responsibility to fight against unjust systems.
Safe House • Nightfall
Safe Haven Answer Key Answer Key
Safe Haven Activity
Teacher Reference
1
A white woman helped the runaways by hiding them in a chicken coop.
Answer: True / Thumbs Up
2
The woman revealed a dark hole hidden under a trapdoor in the floor.
Answer: True / Thumbs Up
3
The woman was unkind and told the runaways she had no food for them.
Answer: False / Thumbs Down
4
The catchers' dogs found the runaways' scent immediately in the coop.
Answer: False / Thumbs Down
5
The runaways had to start moving again as soon as the sun went down.
Answer: True / Thumbs Up
6
Abolitionists believe it is their responsibility to fight against unjust systems.
Answer: True / Thumbs Up
Key Takeaways
Human Solidarity
Emphasize the risk taken by ordinary people who hid runaways, demonstrating that the fight for freedom involved people of all backgrounds.
Clandestine Survival
The mention of traveling only at night highlights the constant peril and the physical exhaustion of the journey toward freedom.
The Drinking Gourd Activity The Drinking Gourd
Historical Event Summary
Name:
Date:
Image 2A-6
North Star
Ladle
Mission Briefing
Harriet Tubman taught the children how to use the stars to find their way. By finding the "drinking gourd" in the sky, they could find the North Star to guide them to freedom.
Refer to image 2A-6 in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
Harriet Tubman showed a group of stars that looked like a ladle.
2
Harriet called this group of stars the "eating spoon."
3
A gourd can be hollowed out and used for scooping up water.
4
The North Star moves to different spots in the sky every night.
5
You can find the North Star by following a line from the end of the "cup."
6
Following the North Star would guide the runaways north to freedom.
Navigation • Freedom
The Drinking Gourd Answer Key Answer Key
The Drinking Gourd Activity
Teacher Reference
1
Harriet Tubman showed a group of stars that looked like a ladle.
Answer: True / Thumbs Up
2
Harriet called this group of stars the "eating spoon."
Answer: False / Thumbs Down
3
A gourd can be hollowed out and used for scooping up water.
Answer: True / Thumbs Up
4
The North Star moves to different spots in the sky every night.
Answer: False / Thumbs Down
5
You can find the North Star by following a line from the end of the "cup."
Answer: True / Thumbs Up
6
Following the North Star would guide the runaways north to freedom.
Answer: True / Thumbs Up
Key Takeaways
Celestial Navigation
Emphasize how Harriet used her knowledge of nature (the stars) to navigate when there were no maps or roads to follow safely.
Coded Language
The term "drinking gourd" was a way to describe the Big Dipper constellation using a familiar everyday object from their lives.
Gathering Storm Activity Gathering Storm
Historical Event Summary
Name:
Date:
Image 4A-1
October
Platform
Mission Briefing
In October 1858, a crowd gathered in Alton, Illinois. Workers were finishing a wooden platform while two old friends met in the cold autumn breeze to wait for a big event.
Refer to image 4A-1 in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
The story takes place on a cool October morning in 1858.
2
Workers were building a wooden platform in the town of Alton, Illinois.
3
A warm, summer breeze blew green leaves through the air.
4
The two men in the crowd were old friends who had not seen each other in a long time.
5
The farmer arrived in a dusty horse and buggy on dirt roads.
6
Both men were farmers who lived far away from the town.
Alton, IL • 1858
Gathering Storm Answer Key Answer Key
Gathering Storm Activity
Teacher Reference
1
The story takes place on a cool October morning in 1858.
Answer: True / Thumbs Up
2
Workers were building a wooden platform in the town of Alton, Illinois.
Answer: True / Thumbs Up
3
A warm, summer breeze blew green leaves through the air.
Answer: False / Thumbs Down
4
The two men in the crowd were old friends who had not seen each other in a long time.
Answer: True / Thumbs Up
5
The farmer arrived in a dusty horse and buggy on dirt roads.
Answer: True / Thumbs Up
6
Both men were farmers who lived far away from the town.
Answer: False / Thumbs Down
Key Takeaways
Setting the Stage
The vivid description of the autumn morning and the meeting of two friends from different backgrounds (farmer vs. townsperson) sets a relatable scene for the upcoming historic debate.
Historical Context
Ensure students note the year 1858 and the town of Alton, IL, which were central to the Lincoln-Douglas debates that preceded the Civil War.
The Eager Crowd Activity The Eager Crowd
Historical Event Summary
Name:
Date:
Alton Scene
Missouri
Kentucky
Mission Briefing
While waiting for the politicians, Frank and Tom notice that the crowd is full of strangers. People have traveled from Kentucky and across the river from Missouri just to listen.
Think about why so many people came
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
Frank is a farmer who grew a corn crop this year.
2
Frank's corn crop was perfect because the rains came early.
3
Frank hardly recognized anyone in the crowd.
4
Almost everyone in the crowd was from the local town of Alton.
5
Some people in the crowd came from Kentucky and Missouri.
6
Politicians are people who help lead a country's government.
Government • Community
The Eager Crowd Answer Key Answer Key
The Eager Crowd Activity
Teacher Reference
1
Frank is a farmer who grew a corn crop this year.
Answer: True / Thumbs Up
2
Frank's corn crop was perfect because the rains came early.
Answer: False / Thumbs Down
3
Frank hardly recognized anyone in the crowd.
Answer: True / Thumbs Up
4
Almost everyone in the crowd was from the local town of Alton.
Answer: False / Thumbs Down
5
Some people in the crowd came from Kentucky and Missouri.
Answer: True / Thumbs Up
6
Politicians are people who help lead a country's government.
Answer: True / Thumbs Up
Key Takeaways
Scale of Interest
The fact that people traveled from neighboring states (MO and KY) emphasizes the high stakes and national importance of these political debates.
Vocabulary
Reinforce the definition of "politicians" as individuals who play a role in governing and leading the country.
The Great Debate Activity The Great Debate
Historical Event Summary
Name:
Date:
Image 4A-3
Rights
Dialogue
Mission Briefing
Mr. Foote, a newspaper owner, explains that the politicians are debating a problem that impacts the whole country. Tom and Mr. Foote disagree on whether the government or the people should decide about slavery.
Refer to image 4A-3 in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
Mr. William Foote is the owner of the Daily Pentagraph newspaper.
2
The problem the politicians are discussing only affects the state of Illinois.
3
Tom believes people should have the right to decide for themselves about slavery.
4
Lincoln says he doesn't see how the U.S. can survive if the country is divided over slavery.
5
Tom thinks the government in Washington, D.C., should tell Missouri how to live.
6
July 4, 1776, is the date the Declaration of Independence was approved.
Debate • Constitution
The Great Debate Answer Key Answer Key
The Great Debate Activity
Teacher Reference
1
Mr. William Foote is the owner of the Daily Pentagraph newspaper.
Answer: True / Thumbs Up
2
The problem the politicians are discussing only affects the state of Illinois.
Answer: False / Thumbs Down
3
Tom believes people should have the right to decide for themselves about slavery.
Answer: True / Thumbs Up
4
Lincoln says he doesn't see how the U.S. can survive if the country is divided over slavery.
Answer: True / Thumbs Up
5
Tom thinks the government in Washington, D.C., should tell Missouri how to live.
Answer: False / Thumbs Down
6
July 4, 1776, is the date the Declaration of Independence was approved.
Answer: True / Thumbs Up
Key Takeaways
State Sovereignty
Tom represents the "popular sovereignty" view—the idea that local populations should decide the slavery issue rather than the federal government.
A House Divided
Lincoln's warning about the nation's survival highlights the growing moral and political instability that would soon lead to the Civil War.
A Choice to Make Activity A Choice to Make
Historical Event Summary
Name:
Date:
Image 4A-4
Unsure
Listening
Mission Briefing
Frank isn't as sure as Tom. He thinks Lincoln might have a point about slavery tearing the country apart. This debate is the seventh and final meeting between the two politicians.
Refer to image 4A-4 in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
Frank is completely sure that Tom's ideas about slavery are correct.
2
Frank thinks Lincoln might have a good point about slavery tearing the country apart.
3
Frank came to the debate to get a better understanding of the issues.
4
Mr. Foote has been to all seven of the Lincoln-Douglas debates.
5
The Senate election is going to happen next year.
6
The word "expand" means to grow or spread to more places.
Alton Debate • Choice
Choice to Make Answer Key Answer Key
A Choice to Make Activity
Teacher Reference
1
Frank is completely sure that Tom's ideas about slavery are correct.
Answer: False / Thumbs Down
2
Frank thinks Lincoln might have a good point about slavery tearing the country apart.
Answer: True / Thumbs Up
3
Frank came to the debate to get a better understanding of the issues.
Answer: True / Thumbs Up
4
Mr. Foote has been to all seven of the Lincoln-Douglas debates.
Answer: True / Thumbs Up
5
The Senate election is going to happen next year.
Answer: False / Thumbs Down
6
The word "expand" means to grow or spread to more places.
Answer: True / Thumbs Up
Key Takeaways
Doubt and Inquiry
Frank represents the undecided voters of the time—those who were beginning to see the moral weight of the slavery issue but were still seeking information.
Final Showdown
The Alton debate was the last of seven historic encounters. It represents the peak of political tension before the critical 1858 Senate election.
Heart of the Debate Activity Heart of the Debate
Historical Event Summary
Name:
Date:
Image 4A-5
Expansion
Mississippi
Mission Briefing
The heart of the debate was whether slavery should expand to new states in the West. Lincoln wanted to stop it from spreading, even while territories like Kansas were already fighting over the issue.
Refer to the 1858 map in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
The heart of the debate was whether slavery should expand to new states.
2
In 1858, Abraham Lincoln wanted to end slavery in the South immediately.
3
The wide Mississippi River ran right past the town of Alton.
4
Slavery was illegal in Illinois, but it was legal in Missouri.
5
A territory is a region with its own government that is not yet a state.
6
People in the Kansas Territory were all in agreement about allowing slavery.
Expansion • Statehood
Heart of the Debate Answer Key Answer Key
Heart of the Debate Activity
Teacher Reference
1
The heart of the debate was whether slavery should expand to new states.
Answer: True / Thumbs Up
2
In 1858, Abraham Lincoln wanted to end slavery in the South immediately.
Answer: False / Thumbs Down
3
The wide Mississippi River ran right past the town of Alton.
Answer: True / Thumbs Up
4
Slavery was illegal in Illinois, but it was legal in Missouri.
Answer: True / Thumbs Up
5
A territory is a region with its own government that is not yet a state.
Answer: True / Thumbs Up
6
People in the Kansas Territory were all in agreement about allowing slavery.
Answer: False / Thumbs Down
Key Takeaways
Lincoln's Compromise
It is a common misconception that Lincoln was a strict abolitionist in 1858. His focus was on containment, not immediate abolition in the South.
Bloody Kansas
The mention of "severe fighting" in Kansas refers to the violence that broke out as proponents of both sides rushed into the territory to influence the vote.
The Two Candidates Activity The Two Candidates
Historical Event Summary
Name:
Date:
Image 4A-6
Douglas
Lincoln
Mission Briefing
The two candidates, Abraham Lincoln and Stephen Douglas, finally took the stage. While they looked and sounded very different, they were debating the most important issue in the country.
Refer to image 4A-6 in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
Abraham Lincoln and Stephen Douglas were candidates running for a position.
2
Stephen Douglas was a tall, thin man who was a very poor speaker.
3
Douglas believed the U.S. government should decide the issue of slavery for every state.
4
Lincoln was self-educated, meaning he taught himself by reading many books.
5
Lincoln went to school for many years to learn everything he knew about law.
6
Lincoln surprised people because he had a high-pitched, squeaky voice.
Self-Education • Leadership
The Two Candidates Answer Key Answer Key
The Two Candidates Activity
Teacher Reference
1
Abraham Lincoln and Stephen Douglas were candidates running for a position.
Answer: True / Thumbs Up
2
Stephen Douglas was a tall, thin man who was a very poor speaker.
Answer: False / Thumbs Down
3
Douglas believed the U.S. government should decide the issue of slavery for every state.
Answer: False / Thumbs Down
4
Lincoln was self-educated, meaning he taught himself by reading many books.
Answer: True / Thumbs Up
5
Lincoln went to school for many years to learn everything he knew about law.
Answer: False / Thumbs Down
6
Lincoln surprised people because he had a high-pitched, squeaky voice.
Answer: True / Thumbs Up
Key Takeaways
Character Study
Douglas was the polished, establishment "Little Giant," while Lincoln was the rugged, self-taught outsider. Their physical differences were as striking as their political ones.
Self-Education
Emphasize Lincoln's discipline and love for reading. Despite poverty and a lack of formal schooling, he reached the highest levels of the legal and political professions.
Harriet Tubman Escape Slides Unit 3 • Lesson 2 & 4
Harriet Tubman
Escape to Freedom and the Divided Nation
Image Reference 3A-1
The Mason-Dixon Line
"The Mason-Dixon Line is an imaginary line between the border of Pennsylvania and Maryland... it became an imaginary line between the North and the South."
Mason-Dixon
North
Freedom
South
Slavery
Thumbs Up or Thumbs Down?
1
Harriet Tubman escaped to Pennsylvania in 1850.
2
In 1850, slavery was allowed in Pennsylvania.
3
The line is the border of Pennsylvania and Maryland.
4
The line was named after two men named Mason and Dixon.
5
Slavery was allowed above the Mason-Dixon Line.
6
The line helped divide the North and South on a map.
Image Reference 3A-2
Fields of Difference
"The South relied almost completely on agriculture, or farming, for its economy... especially cotton, sugar, and tobacco."
Cotton
Tobacco
Sugar
Economy based on growing and selling crops.
Thumbs Up or Thumbs Down?
1
Slavery was the only difference between the North and South.
2
The South's economy was based almost completely on farming.
3
Cotton, sugar, and tobacco grew well in the South's weather.
4
Plantation owners forced enslaved Africans to work for no wages.
5
The North had large plantations just like the South.
6
Northern farmers grew crops mainly for feeding people and animals.
Image Reference 3A-3
The Industrial North
"The northern economy was focused more on industry and manufacturing. That meant workers were paid to make things in factories."
Railroads
Steel
Thumbs Up or Thumbs Down?
1
The northern economy relied almost completely on farming.
2
In the North, workers were paid to make things in factories.
3
Northern cities were trading centers for iron, coal, and wood.
4
Steel was used to make things like trains and bridges.
A House Divided Activity A House Divided
Historical Event Summary
Name:
Date:
Image 4A-7
United
Divided
Mission Briefing
Lincoln argued that slavery was a threat to American freedom. He famously warned that "a house divided against itself cannot stand." While he lost the Senate election, the country was now paying close attention to him.
Refer to image 4A-7 in your book
Instructions
Circle the Thumbs Up if the statement is true. Circle the Thumbs Down if it is false.
1
Lincoln said that our own freedom and wealth are what we hold most dear.
2
Lincoln thought that expanding slavery to more places would improve the country.
3
Lincoln said, "A house divided against itself cannot stand."
4
Mr. Foote could tell that the crowd liked what Lincoln was saying.
5
Stephen Douglas lost the election for the Senate seat in 1858.
6
Lincoln and Douglas met again two years later to run for president.
Unity • History
A House Divided Answer Key Answer Key
A House Divided Activity
Teacher Reference
1
Lincoln said that our own freedom and wealth are what we hold most dear.
Answer: True / Thumbs Up
2
Lincoln thought that expanding slavery to more places would improve the country.
Answer: False / Thumbs Down
3
Lincoln said, "A house divided against itself cannot stand."
Answer: True / Thumbs Up
4
Mr. Foote could tell that the crowd liked what Lincoln was saying.
Answer: True / Thumbs Up
5
Stephen Douglas lost the election for the Senate seat in 1858.
Answer: False / Thumbs Down
6
Lincoln and Douglas met again two years later to run for president.
Answer: True / Thumbs Up
Key Takeaways
Winning the Argument
Even though Lincoln lost the election, the text notes he was "winning the debate" in the minds of the people, which set the stage for his presidency.
A Divided Nation
The "House Divided" speech is one of Lincoln's most famous. It underscores the impossibility of maintaining a nation that is half-slave and half-free.
