Christy+McCanna's+Final+Project+Sources

**Maps - 6-D-1**

For this aspect of my local history project, I am focusing on maps due to the complete lack of video from the mid-19th century. The maps I have selected aim to demonstrate the Underground Railroad to the students and also to show them the area of Pennsylvania that is covered in the local history project.

Underground Railroad Map – shows routes of the underground railroad - []
 * Map Selections:**

Detailed Map of Underground Railroad – This map has a key to depict the slave and non-slave states as well as the territories. Students can see details of various slave escape routes to the North, to Canada, and to Mexico and the Caribbean - []

More Routes – Pennsylvania – this map highlights additional slave routes and shows the Underground railroad in southern Pennsylvania, which directly relates to the area of our local history project - []

Map of Christiana Township – this map shows Christiana township and the surrounding townships to give the students an idea of the area of discussion for the local history project - []

Local history map of Lancaster County townships - [] ===“Reynolds's political map of the United States”, this map compares the area of the free and slave states and the territory open to slavery or not - === ===[] ===

This is a population map showing the slave population – this is from the census of 1860 - []

- Students should choose two of the maps listed above. For each of the maps, they should complete a NARA map analysis worksheet to fully demonstrate an understanding of the map. Further research may be beneficial to complete this. - Students will then write a brief journal imagining themselves as a slave on the journey out of the South and into an area where slavery was illegal. Students should use information gathered throughout this project and all the primary sources to help them write this journal. There should be no fewer than three journal entries included.
 * Final Project Map Activity**

Sheet Music - 5-D-1

For this aspect of my local history project, I am focusing on sheet music exclusively due to the time period I am addressing. I have located the sheet music for five songs that deal directly with the Fugitive Slave Law and escaping slavery. These all lead directly into my overall project which is asking students if the violence at the Christiana Riot was justified. This sheet music helps to illustrate the culture of the American slaves in the 1800s.


 * Sheet Music Selections**

Don’t Take me Back to Slavery [] Song of the Fugitive Slave [] Aunt Harriet Beecha Stowe [] Massa Sound is Sleeping [] Poor Charlie or The Old Slave, Who Ran Away and Was Carried Back to his Master []

These songs will definitely provide a challenge for the students because of the dialect used by the slaves. They will have to really work to examine and analyze these pieces of sheet music. - Choose two of the above sheet music selections to analyze using the SEA method. Briefly scan the works, then spend a good deal of time examining and writing your thoughts about the sheet music you have chosen. Pay special attention to the lyrics and what they are trying to say. In your analysis portion, relate what you have found in your examination with the laws and other information you have gained throughout the project to these selections. Analyze the situation for the slaves as well as the slave owners. Use the analysis to further express your opinion of whether the violence at the Christiana Riot was justified.
 * Final Project Sheet Music Activity**:

For my pictures and posters, I have found a number of pictures (mostly artist renditions) of the events surrounding the Fugitive Slave Law and Christiana Riot. These pictures are found on the three websites that I have listed below. The descriptions are included next to the websites. How they will be used in my project is outlined below.
 * Photos and Posters - 4-D-1**

[] - “The Old Riot House” – William Parker’s Home – a picture of the home in Christiana where the riot took place.

[] - An April 24, 1851 poster warning colored people in Boston about policemen acting as slave catchers.

[] - Victims of the Fugitive Slave Law – several sources are included here: - A reward poster for a runaway slave - Runaway slave

[] - Pictures of men tried for the Christiana Riot.

[] - You have to scroll down a little, but there is a picture of the judge who was in charge of the treason trial.

[] - Christiana Resistance monument is shown in this picture.

For my project, students will be determining if the violence at the Christiana Riot was justified. These pictures and posters will be used to help them learn more about both the riot itself as well as the Fugitive Slave Law, as these are both very closely related. Understanding the law and prevailing feelings of the day will help them determine their opinion and support their argument. · Choose at least two pictures and one poster from the above sources. - For one of the items, complete an SEA Method chart. - For one of the items, complete the appropriate NARA worksheet (poster/picture) - For one of the items, you choose – SEA or NARA · Complete a Venn diagram for two of the items that you feel would be most suited for a compare / contrast · Add the information you have gained from this activity onto your KWL chart that you started after the document / political cartoon portion of the project.
 * Relating these sources to my final project:**
 * Final Project Poster/Picture Activity:**


 * Political Cartoons and Documents - 3-D-2**
 * Political Cartoons** – These cartoons serve to express opinions of the day about the Fugitive Slave Law and Christiana Riot. Most of these are a negative view of the law.

[]  - “Practical Illustration of the Fugitive Slave Law” [] - “Effects of the Fugitive Slave Law” [] - “The Tragedy at Christiana ”  [] - This link leads to a variety of information – images, documents, etc. A site that will provide a lot of information on the topic of the Fugitive Slave Law and Christiana Riot. This is where I found the above political cartoons.
 * Political Cartoons, etc...**

[] – This is a short “classified” advertisement to give students the idea of how slaves were treated prior to the Civil War. This was prior to the riot, but still speaks volumes. [] - This is a transcript of an article that was in the //Lancaster Intelligencer and Journal// on September 23, 1851. This is a pro-white article.
 * Newspaper Sources**

The Fugitive Slave Law of 1793 – University of Oklahoma Law Center: A Chronology of U.S. Historical Documents, [] - This is simply the law itself.  Henry Clay's Speech on the Fugitive Slave Law - A transcription of Henry Clay's speech in Congress on the Fugitive Slave Law as printed in the //Pennsylvania Freeman//, February 14, 1850. [] - This is a website that provides information about the laws of the day and also has a transcript of Henry Clay’s speech. Overall this website provides good detailed secondary and primary source information.
 * Law**
 * Speech**

For my project, students will be determining if the violence at the Christiana Riot was justified. These sources provide some information and some different viewpoints that they will need to consider in completing the assignment.
 * Relating these sources to my project:**