Frederick Douglass
http://www.cr.nps.gov/
csd/exhibits/douglass/
overview.htm
Description: Some say that Frederick Douglass was the father of the Civil Rghts Movement. This site is a virtual museum of the artifacts of his life.
Resource Type: Mix of Text and Graphics
Graphics Content: High

Slave Voices
http://scriptorium.lib.
duke.edu/slavery/
Description: Duke University offers this exhibition of electronic texts, "Third Person, First Person Slave Voices from the Special Collections Library." This site includes such works as "Black Southerners in the Old South, "The Slave Community" and "Caesar" which examines life histories of slaves from the late 18th century through the 19th century.
Comments: This site contains valuable material on the slave culture.
Resource Type: Primary Source Text
Graphics Content: Low

Abolition Movement 1790's-1850's
http://www.loc.gov/
exhibits/african/
abol.html
Description: This site has primary source documents describing actions to eliminate slavery in the U.S. as early as the 1790's. The introductory narrative by scholars at the Library of Congress helps students put the Abolition Movement into historical context.
Resource Type: Primary Source Text
Graphics Content: High

African-American Mosaic
http://www.loc.gov/
exhibits/african/
intro.html
Description: This exhibit from the Library of congress covers four areas --Colonization, Abolition, Migrations, and the WPA. The "back-to-Africa" movement represented by the American Colonization Society is vigorously opposed by abolitionists, and the movement of blacks to the North is documented by the writers and artists who participated in federal projects of the 1930s.
Resource Type: Mix of Text and Graphics
Graphics Content: High

American Colonization Society
http://www.loc.gov/
exhibits/african/
perstor.html
Description: This site has letters from the freed slave of Robert E. Lee to their former masters and family in Virginia describing life in Liberia and what new colonists to Africa should expect.
Resource Type: Primary Source Text
Graphics Content: Low

Colonization of Africa
http://www.loc.gov/
exhibits/african/
acsbegin.html
Description: This site has documents related to the movement to send free blacks to colonize Africa in the late 18th and early 19th centuries.
Resource Type: Primary Source Text
Graphics Content: Low

Emancipation Proclamation
http://www.yale.edu/
lawweb/avalon/
emancipa.htm
Description: This is an easy to read transcription of Abraham Lincoln's Emancipation Proclamation freeing the slaves.
Comments: Required reading for AB3086
Resource Type: Primary Source Text
Graphics Content: Low

Emancipation Proclamation
http://www.nps.gov/
ncro/anti/emancipation.
html
Description: This is the text of Abraham Lincoln's proclamation on January 1, 1863 freeing the slaves in the states still in rebellion against the Union.
Comments: The commentary by Douglas Miller at the end of the document helps put the Proclamation in historical context. The document is required reading under AB 3086.
Resource Type: Primary Source Text
Graphics Content: Low

Excerpts from Slave Narratives
http://vi.uh.edu/
pages/mintz/primary.
htm
Description: This site has 46 excerpts from stories by and about slavery and the African American experience from 1682-1937.
Comments: The resources are clear and accurate but the format is text only and difficult for young students. The source is identified at the bottom of each passage.
Resource Type: Primary Source Text
Graphics Content: High

Harper's Ferry Virtual Visitor Center
http://www.nps.gov:
80/hafe/hf_visit.htm
Description: The National Park Service's Harper's Ferry Virtual Visitor Center gives an interesting look at the area's history and attractions. Included are related biographical sketches, photos, drawings, and links.
Resource Type: Mix of Text and Graphics
Graphics Content: High

A Point of View on Slavery: Slaveholders
http://www.archives.state.al.us/
teacher/slavery/slave3.html
This lesson studies slavery from the view of slaveholders. James A. Tait was a wealthy slaveholder in Wilcox County, Alabama. He recorded notes about his slaves, including births and family relationships, in a memorandum book. He also recorded his thoughts and advice to his children on the mangement of slaves and his plantation. As an amateur historian, it is your job to "read between the lines" to determine his beliefs about the institution of slavery and the nature of the enslaved peoples. 
Author: Alabama State Archives

Attitudes about Slavery in Franklin County, Pennsylvania
http://jefferson.village.virginia.
edu/vcdh/teaching/
vclassroom/
Northernatt.html
Students are asked to compare and contrast attitudes about slavery in Franklin County, Pennsylvania, by analyzing newspaper articles from a Republican point of view in the Franklin Repository & Transcript, and from the Democratic point of view in the Valley Spirit. 
Author: Alice Carter

Harriet Tubman: Famous Person Mini-Unit
http://www.teacherlink.usu.edu/
resources/ed_lesson_plans/
famous/tubman.html
A woman with tremendous courage, strong as a man, and cunning as a fox was Harriet Tubman. She was unable to read or write and yet Harriet made 19 journeys back to the Southern States to help free over 300 slaves, moving them to the Northern States and Canada. Harriet chose a dangerous way of life. Working with the Underground Railroad gave her popularity that angered slave owners but gave inspiration to slaves. During this time, the United States was close to war over the issue of slavery and Harriet was ready to help the Northern States in any way she could. Her vision was to give freedom to every black slave.
Author: Bruce Helgeson

Harriet Tubman: Guide to Freedom
http://www.sdcoe.k12.ca.us/
score/tub/tubtg.html
In this SCORE Language Arts Cyberguide, students read Harriet Tubman by Ann Petry and then visit the Internet to gather information about Tubman. After reading, the students create an acrostic poem using either Harriet Tubman or descriptive words that characterize her. Students the create a timeline that includes Tubman's birth and death with five life events in between. Students also write five other details of Harriet's life along with five quotes from their reading.
Author: Cathy Scholte

Old St. Louis Courthouse: Site of the Dred Scott Case
http://www.cr.nps.gov/
nr/twhp/wwwlps/lessons/
9stlouis/9stlouis.htm
Re-enact the Dred Scott case in this simple play set in the Old St. Louis Courthouse. The case has been called the pivotal event that led to the Civil War. After the Dred Scott ruling, abolitionists were discouraged that slavery could ever be ended through the law.
Author: Diane James Weber

Slavery: Point of View of Former Slaves
http://www.archives.state.al.us/
teacher/slavery/slave2.html
Here is your chance to be an amateur historian as you read and analyze oral accounts of slavery form those who lived it. These oral histories were done in the 1930's as part of the Federal Writer's Project .
Author: Alabama State Archives

Sweet Clara and the Freedom Quilt
http://www.mcps.k12.md.us/
curriculum/socialstd/grade5/
Sweet_Clara.html
This lesson is based on a true, little-known chapter in African American history retold by Deborah Hopkinson. As a seamstress in the Big House, Clara knows she's better off than the slaves who work the fields. But slavery has separated Clara from her mother, and she can never be happy. Clara dreams that they will be reunited one day and run away together - north to freedom. She sees how to use the cloth in her scrap bag to sew a map of the land - a freedom quilt - that no master will ever suspect is a map to freedom. 
Author: Patricia King Robeson

The Amistad Case
http://www.nara.gov/
education/teaching/
amistad/home.html
Write an article for an 1841 newspaper describing the decision of the Supreme Court in the Amistad case. Research the provisions of the Congressional Act of March 19, 1819, for background information recognizing the differences in sectional reactions to the case.
Author: National Archives

To Be a Slave
http://www.sdcoe.k12.ca.us/
score/slave/slavetg.html
After eading To Be A Slave (a collection of nonfictional accounts of slavery interwoven with historical narrative), by Julius Lester, you will complete activities which will help you answer the following questions: 1. What was a typical slave's day like? 2. What role did African-Americans play in the Civil War? 3. How do the lives of slaves and free blacks compare? Note: This is a great lesson for a humanities core class. 
Author: Liz Nichols

Two Tickets to Freedom
http://www.mcps.k12.md.us/
curriculum/socialstd/grade5/
Two_Tickets.html
The story begins on a winter morning in 1848 when Ellen Craft, a light-skinned young slave, disguises herself in men's clothing and walks into a train station in Macon, Georgia, and purchases two tickets, one ticket was for herself and the other for her husband. Follow their adventures as they escape to freedom. 
Author: Patricia King Robeson

Underground Railroad
http://catalog.socialstudies.com/
c/@Wmpv2OzYB_jKE/Pages/
article.html?article@underground
After an introduction to the Underground Railroad and its function, interpret primary source documents and read about a modern-day journey in order to assess the larger historical significance of the Underground Railroad. 
Author: Social Studies School Service

Underground Railroad
http://www.ash.udel.edu/
ash/teacher/teacherframe/html
As a runaway on the Underground Railroad you must plan your escape route, produce a map, and keep a diary of your journey.
Author: Debbie James

White Southerners' Defense of Slaveholding
http://jefferson.village.virginia.
edu/vcdh/teaching/
vclassroom/proslaveinst.
html
Through an analysis of newspaper articles, students examine Southern attitudes in defense of slavery.
Author: Alice Carter