Alabama Social Studies SS24.US1.10

SS24.US1.10 is a cluster heading. These are the individual standards under it.

• SS24.US1.10a

  Describe forms of resistance to slavery demonstrated by enslaved and free Black Americans, and assess the impact of resistance on southern states’ slave codes.

• SS24.US1.10b

  Describe the rise of religious opposition to slavery during the Second Great Awakening, including the objections of Quakers, and how this fostered schisms withi...

• SS24.US1.10c

  Identify leading abolitionists, including Frederick Douglass and William Lloyd Garrison, and summarize the arguments they made in opposition to slavery and in r...

• SS24.US1.10d

  Evaluate how the Underground Railroad and its leaders shaped the national discussion over slavery, including the passage of the Fugitive Slave Act and publicati...

01

What Students Need to Do

Students trace how the campaign to end slavery grew through churches, newspapers, speeches, and escape networks. They describe resistance by enslaved and free Black Americans. They compare abolitionists’ arguments with northern and southern reactions.

02

What Mastery Looks Like

Students can explain how Douglass’s firsthand account and Garrison’s call for immediate abolition challenged claims that slavery helped enslaved people. They can connect escape and revolt to tighter slave codes and explain how the Fugitive Slave Act and Stowe’s novel widened the debate. They can identify Quaker opposition, church splits, southern crackdowns, and divided northern opinion.

03

Common Misconceptions

Students may assume everyone in the North opposed slavery or that resistance always meant armed revolt. They may think Quakers first opposed slavery during the Second Great Awakening, or that the Fugitive Slave Act created the Underground Railroad.

04

How to Assess It

Exit ticket: Name one way enslaved or free Black people resisted slavery and one law or reaction that followed. Then explain how Douglass, Garrison, or Tubman brought slavery into national debate.

1. 01

   Give pairs an Underground Railroad map and a Fugitive Slave Act excerpt; have them mark escape routes and circle risks in northern states.

2. 02

   Read short Douglass and Garrison excerpts, then ask: How does each rebut the claim that slavery benefited enslaved people?

3. 03

   Sort cards labeled Quaker petition, Black-led escape, church split, slave code, northern meeting, and southern censorship into causes and reactions.

4. 04

   Compare an abolitionist petition with a petition to change a school rule; have students identify each audience and requested action.

• SS24.US1.12

  Explain the progression of the Civil War, analyzing the events and the decisions by key figures that led to United States victory and the abolition of slavery.

• SS24.4.13b

  Describe the influence of abolitionists, including enslaved persons and self-liberated Black Americans, on efforts to end slavery in the United States.

• SS24.US1.4a

  Describe the growth of an anti-slavery movement in northern states through the founding of the first abolitionist societies, passage of gradual emancipation law...