Who should be allowed to live in this state? Oregon had already made it illegal for blacks to live there. A number of delegates favored a similar law because they believed that blacks degraded labor and society. Others felt that someone had to do the dirty work that whites would not do, while still others believed that the U.S. Constitution and supporters of freedom would look upon selective exclusion of blacks to be illegal and immoral. This issue, which probably took up more time than any other at the convention, was not resolved. Again, because the delegates hoped for quick approval and statehood from Congress, they chose to leave this controversial issue for the legislature to decide after California became a state. 

Alternative or Homework Assignments: 

The Primary Source readings and images may be used in other ways; some of them are described here. In many cases, an assignment or parts of one may be done as homework. (Other suggestions are given with Lesson 3.) 

1. Review the Primary Source Activities section in this binder for additional student worksheets and activities. 

2. Found Poems: Give each student six to eight strips of paper 
(8 1/2" x 1"); ask students to write on each strip a word, phrase or sentence from their reading that seemed especially significant. (This can be done for homework.) Each student should now select the three or four favorite statements. Groups should now arrange the strips of paper in any sequence that they find aesthetically or intellectually compelling and tape them to a larger sheet of paper, to create a "found poem." All strips must be used; none may be discarded, even if there is repetition. The finished product generally will contain the essence of the reading, often with main ideas repeated for emphasis. Encourage students to add
illustrations. 

3. Quaker Reading, or Popcorn: Each student underlines six or eight words, phrases or sentences that seemed especially significant. (This can be done for homework.) Ask one student to read one of those underlined statements, and invite the rest of the class to read their statements. They should do it Quaker style, as the spirit moves them, or like popcornwhen a student hears a statement that resonates with him or her, pop a similar or relevant statement (there may be a rash of statements, followed by a lull, then another statement that prompts another rapid series of statements). Statements may be repeated. The overall effect will be 

Part II, Lesson 2 

Page 21

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