This page shows questions in the Abolition public release module at MSDE. 8th Grade Social Studies
"Abolition"
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Note: This set contains more items than what would regularly appear on an operational test. An operational EBAS would contain four 2-point items and one 4-point item.
Items that have student responses were field-tested on MCAP assessments and may or may not have been used operationally prior to public release.
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Introduction
A student is researching the abolitionist movement for a class project. The compelling question is:
Was the abolitionist movement united or divided?
The student has found the following sources. Use the sources and source information to answer the questions.
Background Information
Between the 1830s and the end of the Civil War in 1865, the abolitionist movement in the United States and abroad focused on the ending of slavery. The movement included men and women of many races, as well as many religious leaders. Abolitionists used many different methods to achieve the same goal. They were a minority voice in the debate over slavery and were often met with violence, outrage, and disagreement.
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Source Information: Developed by the Philadelphia Female Anti-Slavery Society, “The Anti-Slavery Alphabet” was intended to be read at home to children. It provided anti-slavery messages for each letter of the alphabet. Originally published anonymously, authorship was later given to Quaker sisters Hannah and Mary Townsend.
Source A
![Figure. Four big letters, A, B, C, and D, are shown. Under A, the text reads, A is an Abolitionist — a man who wants to free the wretched slave — and give to all an equal liberty. Under B, the text reads, B is a Brother with a skin of somewhat darker hue, but to our Heavenly Fathers [Gods] sight, he is as dear as you. Under C, the text reads, C is the cotton field to which this injured brothers driven, when, as the white mans slave, he toils from early morn till even. Under D, the text reads, D is the driver, cold and stern, who follows, whip in hand, to punish those who dare to rest, or disobey command. End figure description.](https://itempra.org/tmp/IMG-0-PgdrH.png)
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Source Information: Frederick Douglass was born enslaved but escaped and gained his freedom at age 20. He became a famous and popular anti-slavery speaker and writer. A disagreement between Douglass and his fellow abolitionist William Lloyd Garrison created a split among anti-slavery leaders. Some wanted to make slavery illegal in the United States while others wanted to secede from the Union. Douglass gave this speech in Glasgow, Scotland, on March 26, 1860, as part of a world tour to bring attention to the problem of slavery in the United States.
Source B
. . . Does the United States Constitution guarantee to any class or description of people . . . the right to enslave, or hold as property, any other class or description of people . . . ? . . . . [I]s the refusal to exercise the elective franchise [right to vote], and to hold office in America, the surest, wisest, and best way to abolish slavery in America? To these questions the Garrisonians [followers of William Lloyd Garrison] say Yes. They hold the Constitution to be a slaveholding instrument [document]. . . .
I, on the other hand, deny that the Constitution guarantees the right to hold property in man, and believe that the way to abolish slavery in America is to vote such men into power as well [as] use their powers for the abolition of slavery. . . .
But it has been said that Negroes are not included within the benefits sought under this declaration [in the Constitution]. . . . Its language is “we the people;” not we the white people . . . if Negroes are people, they are included in the benefits for which the Constitution of America was ordained and established.
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Source Information: This editorial comes from The Liberator, a leading anti-slavery newspaper written and edited by William Lloyd Garrison. Garrison called for the immediate emancipation of enslaved persons. Garrison believed that slavery should not be opposed through political or violent action but instead through persuading people about the moral and religious wrongs of slavery.
Source C
There is much declamation [discussion] about the sacredness [importance] of the compact which was formed between the free and slave states, on the adoption of the Constitution. . . . No body of men ever had the right to guarantee the holding of human beings in bondage [slavery]. Who or what were the framers of our government, that they should dare confirm and authorise . . . such a savage war upon a sixth part of our whole population? —They were men, like ourselves —as fallible [able to make mistakes], as sinful, as weak, as ourselves. . . .
It is said that if you agitate [provoke] this question, you will divide the Union. . . . You must perform your duty . . . to cease from giving countenance [approval] and protection to southern kidnappers . . . . Be assured that slavery will very speedily destroy this Union, if it be left alone; but even if the Union can be preserved . . . we say it is not worth a price like this, and that it is in the highest degree criminal for you to continue the present compact [the Constitution].
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Source Information: This painting, titled “Tragic Prelude,” was completed in 1940 by John Steuart Curry and currently hangs in the Kansas State House. The image shows abolitionist John Brown who, on December 19, 1858, organized 20 abolitionists to conduct a raid into Missouri territory. The group freed 11 enslaved persons, stole the owner’s possessions, and killed one man.
Source D
This is a test question that allows you to enter extended text in your response.
Consider the Source Information provided for Source A.
Why might a historian question Source A’s usefulness for learning more about divisions among leaders in the abolitionist movement?
This is a test question that allows you to enter extended text in your response.
Frederick Douglass encourages the use of the Constitution as a tool to end slavery.
Explain how evidence from Source B supports the statement.
This is a question with 2 parts, including a question with drop-down menus from which you must select an option to fill in the blank, and, a test question that allows you to enter extended text in your response.
Part A
Part B
Briefly explain your answer with evidence from both sources.
Enter your answer in the space provided.
This is a question with 2 parts, including a test question that allows you to select spans of text directly from the passage, and, a test question that allows you to enter extended text in your response.
Part A
Consider the Source Information provided for Source B.
Select one detail from the Source Information that suggests that events of this time period impacted the information provided in the speech.
Source Information: Frederick Douglass was born enslaved but escaped and gained his freedom at age 20. He became a famous and popular anti-slavery speaker and writer. A disagreement between Douglass and his fellow abolitionist William Lloyd Garrison created a split among anti-slavery leaders. Some wanted to make slavery illegal in the United States while others wanted to secede from the Union. Douglass gave this speech in Glasgow, Scotland, on March 26, 1860, as part of a world tour to bring attention to the problem of slavery in the United States. |
Part B
Explain how the detail you selected in Part A suggests that events of this time period impacted the information provided in the speech.
Enter your answer in the space provided.
This is a question with 2 parts, including a question with drop-down menus from which you must select an option to fill in the blank, and, a test question that allows you to enter extended text in your response.
Part A
Part B
Briefly explain your answer with evidence from both sources.
Enter your answer in the space provided.
This is a test question that allows you to enter extended text in your response.
John Brown was a violent abolitionist.
Explain how evidence from Source D supports the statement.
This is a test question that allows you to enter extended text in your response.
Consider the Source Information provided for Source C.
What information raises concerns about Source C’s usefulness for learning about the variety of methods used in the abolitionist movement?
This is a test question that allows you to enter extended text in your response.
The information provided in Sources A through D is credible. Use these sources to respond to the compelling question.
Was the abolitionist movement united or divided?
Develop a claim that responds to the compelling question.
- Explain how one source supports your claim.
- Explain how one source does not support your claim.
- Use details and examples from the selected sources to support your response.
Enter your answer in the space provided.