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D I S C O V E R I N G D E M O C R A C Y I N A C T I O N
D I S C O V E R I N G D E M O C R A C Y I N A C T I O N
T E A C H E R S G U I D E : G r a d e s 6 - 8
L O O K I N G A T E V I D E N C E A N D T A K I N G S I D E S
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I N D E P E N D E N C E
F R E E D O M A N D U N I O N
V O T E S F O R W O M E N
C I V I L R I G H T S www.TheHenryFord.org
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I N T R O D U C T I O N
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Overview, Objectives and Guiding Questions
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Related Michigan Curriculum Framework Content Standards
and Benchmarks
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Related Core Democratic Values and Vocabulary
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Materials Needed
P R E - V I S I T A C T I V I T I E S
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Getting Ready for Your Visit to With Liberty and Justice for All
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Take Your Corner
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Analyzing Primary Sources: Freedom vs. Enslavement
P O S T - V I S I T P R O J E C T A N D R U B R I C
E X T E N S I O N A C T I V I T I E S
B I B L I O G R A P H Y
A C K N O W L E D G E M E N T S
P R I M A R Y
S O U R C E S A N D P R I M A R Y S O U R C E
I N V E S T I G A T I O N W O R K S H E E T S
3-5
6- 8
9-10
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12-15
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17-28
T A B L E O F C O N T E N T S
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* With Liberty and Justice for All
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O V E R V I E W
Students will be investigating the ways citizens decide on and debate issues in a
democracy through classroom discussion, examination of primary sources evidence
and exploration of the exhibit With Liberty and Justice for All. Students will take
sides and write an editorial on an issue that divided citizens in the past.
O B J E C T I V E S
Students will :
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Explore and analyze a variety of resources in the classroom and the Museum
that offer multiple perspectives on issues and events from the past.
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Discover the ways that individuals and groups have supported and expressed
their views on issues of historic importance.
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Write an editorial that states and supports one perspective or side on an issue
of historic importance with reasons, examples and facts.
G U I D I N G Q U E S T I O N S
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What individuals and groups from the past took a stand by taking sides
in the struggle for liberty and justice?
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What words and actions were used to take a stand and take sides in the
struggle for liberty and justice?
I N T R O D U C T I O N
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* www.TheHenryFord.org
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R E L A T E D M I C H I G A N C U R R I C U L U M F R A M E W O R K ,
C O N T E N T S T A N D A R D S A N D B E N C H M A R K S
S S . I . M S . 2 . 3
Identify and explain how individuals in history have
demonstrated good character and virtue.
S S . I . M S . 2 . 4
Use historical biographies to explain how events from the
past affected the lives of individuals and how some individuals
influence the course of history.
S S . I . M S . 3 . 1
Use primary sources and secondary records to analyze significant
events that shaped the development of Michigan and the nation.
S S . I I I . M S . 3 . 2
Identify disparities between ideals and realities and propose ways
to reduce them.
S S . V I . M S . 1 . 3
Explain how culture and experience shape positions that
people take on an issue.
S S . V I . M S . 2 . 1
Engage each other in conversations which attempt to clarify
and resolve issues.
E L A . M S . 1 . 5
Respond to a variety of oral, visual, written and electronic texts
by making connections to their lives and the lives of others.
E L A . M S . 3 . 7
Recognize and use varied techniques to construct text, convey
meaning and express feelings to influence an audience.
Examples include identification with character and multiple
points of view.
E L A . M S . 3 . 8
Express their responses and make connections between oral,
visual, written and electronic texts and their own lives.
E L A . M S . 1 0 . 3
Use oral, written and visual texts to identify and research issues
of importance.
E L A . M S . 1 1 . 3
Organize, analyze and synthesize information to draw
conclusions and implications based on their investigation
of an issue or problem. With Liberty and Justice for All
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M A T E R I A L S N E E D E D
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Blackboard or flip charts and markers
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Looking at Evidence and Taking Sides Primary Source Materials
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Newspaper Ads:
Runaway slave ads, 1768-1837
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Poster:
Coddings Lectures on the Slavery Question, about 1858
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Newspaper Excerpts
Two Different Sets of Reactions to the
September 11, 1851 Incident in Christiana, Pennsylvania, 1851
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From a Philadelphia newspaper, September 1851, cited
in newspapers on the Christiana Riot, Lancaster County
Historical Society, 1911
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Memphis,Tennessee newspaper The Enquirer, September 1851
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Philadelphia Ledger, September 13, 1851
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Boston Transcript quoted in the Roxbury [Massachusetts]
Norfolk County Journal, September 20, 1851
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The Liberator, September 19, 1851
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National Anti-Slavery Standard, September 18, 1851
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The Anti Slavery Bugle, September 20, 1851
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The Pennsylvania Freeman as quoted in David R. Forbes
A True Story of the Christiana Riot, (Quarryville, PA, 1898)
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Quoted by Frederick Douglass in September 1851
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Excerpt from Book:
Speech excerpt, What to the Slave is the 4th of July?,
Frederick Douglass, July 5, 1852
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Excerpt from Book:
Slavery in the Light of Social Ethics by
Chancelor Harper in Cotton is King and Pro-Slavery Arguments:
Comprising the Writings of Hammond, Harper, Christy, Stringfellow,
Hodge, Bledsoe, and Cartwright on this Important Subject, 1860
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Primary Source Investigation Worksheets
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Writing an Editorial Rubric
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With Liberty and Justice for All Student Exploration Guide can be previewed
and requested online; booklets and already sharpened pencils to be picked up at
Henry Ford Museum
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the day of visit.
R E L A T E D C O R E
D E M O C R A T I C V A L U E S
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Liberty
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Justice
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Truth
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Equality
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Diversity
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Common Good
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Rule of Law
V O C A B U L A R Y
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investigate
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evidence
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viewpoint
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primary sources
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leaders
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agitators
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freedom
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consequences
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struggle
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patriot
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loyalist
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abolitionist
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suffragette
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boycott
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segregation
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desegregation
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Fugitive Slave Law
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Dred Scott Decision
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multiple perspectives www.TheHenryFord.org
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Visit our website at www.HistoryFieldTrips.org to:
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Get a brief overview of the exhibit With Liberty and Justice for All.
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Preview and request the Museum visit booklet With Liberty and Justice for All
Student Exploration Guide. Request the number of booklets and already
sharpened pencils to be picked up the day of your visit.
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Download and print the Looking at Evidence and Taking Sides
Primary Source Materials, Primary Source Investigation Worksheets
and Action Plan Rubric.
Develop with students a class definition of liberty and justice. Ask students to
consider and discuss with a partner and then with the entire class their responses
to these questions:
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What do the words liberty and justice mean to them?
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To their families?
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To U.S. citizens?
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To immigrants to the U.S.?
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Post their definitions in the classroom and revisit and revise them before and
after their visit to the exhibit With Liberty and Justice for All.
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Tell students that in the exhibit they will be meeting individuals and
groups who wanted change and took sides in the struggle for freedom, liber-
ty and justice. Invite them to discuss who some of those individuals and
groups were and what some of their beliefs and actions might have been?
1.
G E T T I N G R E A D Y F O R Y O U R V I S I T
to With Liberty and Justice for All
P R E - V I S I T A C T I V I T I E S
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* With Liberty and Justice for All
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2.
T A K E Y O U R C O R N E R
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In this activity, students take one of four positions on an issue.
Ask students to identify issues from the past that divided citizens
and caused people to take sides.
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Develop discussion topics based on enduring historic themes, interests and
concerns that they will be encountering in the exhibit.
These could include:
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The founding fathers did not believe that all men were created equal.
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Liberty and justice for all is impossible.
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Laws that trample the rights of others should be disobeyed.
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Differences should be resolved through nonviolent means only.
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Place a large card in each corner of the room that says one of the following:
Agree, Strongly Agree, Disagree or Strongly Disagree.
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Read the discussion topic out loud and have students write down their choice
before asking them to move to their chosen corner. Have st