System
The Plantation
of a Slave
• The Life
•
•
Activities, Parodies, Games, Jokes, Review Sheets,
“3-D Templates”, Cold Reading Passages,
and much more!
Homecourt
Publishers
•
vement
Abolitionist Mo
tion
Slavery Legisla
•
Motivations of
Greenville, SC
Secession
Copyright
2010 by Homecourt Publishers
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so that your students can learn and enjoy the material.
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Okay, now that you’ve got all of the disclaimers out of the way—go have fun!!!
For information or comments, contact:
Homecourt Publishers
2435 East North St., #245
Greenville, SC 29615-1442
[email protected]
www.homecourtpublishers.com
(864) 877-5123
Managing Editor - Ben Bache [email protected]
Lead Editor – Alissa Torzewski
Thank you to Joann Wood for contributing ideas, inspiration, and original work to this project.
Additional contributions made by Nancy Rechtman and Audrey Cook.
Cover illustration by Zach Franzen.
Copyright
2010 by Homecourt Publishers
Table of Contents
Section 1 — Favorites
5
Diary of a Slave (Creative Writing)
Slavery Legislation (Graphic Organizer)
Black Newspapers (Classroom Activity)
Secession Debate (Role-Play)
6
8
10
12
Section 2 — Information Overload
14
Slavery in America
The Runaway Slave
Division over Slavery
Dred Scott Decision
15
16
17
18
Section 3 — Pocket Activities
19
The Life of a Slave
Leading to Secession
Abolitionist Movement
20
20
21
Section 4 — Language Arts Integration
22
A Thriving Settlement
Women & Slavery
Timeline of Slavery
22
24
25
Section 5 — Printouts, Puzzles, & Games
26
Legislation Prior to the Civil War (Cryptoquote)
Slavery & Abolition (Hidden Quote & Crossword)
26
28
Section 6 — 3-D Templates
30
Slavery in America (Hands-on Study Sheet)
31
“A teacher
who is attempting to teach without
inspiring the pupil with a desire to learn is
hammering on cold iron.”
—Horace Mann (1796-1859)
“The Father of American Public Education”
Over the next few pages I will share some
of my personal classroom secrets that are
sure to engage and excite your students!
Here’s how it works:
The right-hand
page includes my
personal
commentary,
including the
reasons I’ve had
success with this
exercise, any key
directions, and
other tid-bits that
might be helpful.
The left-hand
page includes
the song parody,
activity, poem,
game, etc. for
you to share with
your students.
***The exercises on the next few pages are great to use for this topic area, but
you can easily modify them to use for other topics and even subject areas.
The simple format and extra notes that are provided will really help with this!
Page 5
Creative Writing
Description:
A pretend diary that students create from the point-of-view of a slave on a
Southern plantation
Instructions: Use as a creative writing assignment to see if students understand what they’ve
been taught about the time period
Give your students the following scenario:
You are an African slave working on a Southern Plantation in the late
1700s. Write a couple of journal entries about “A Day in My Life”. This
requires some research to answer certain questions. A few of the questions
you need to consider are:
•
•
•
•
•
•
•
•
•
•
•
•
•
What is your daily life like?
Where do you live?
What kind of work do you do?
How many hours a day do you work?
What kind of money/payment do you earn?
What are the conditions like on the plantation?
Do you enjoy being a slave?
How are you treated?
What kind of clothing do you have?
Do you go to school?
Do you have free time, and how do you spend any free time you do have?
What do the rest of the members in your family do?
What do you think will happen to you in the future?
Page 6
This is an easy way to integrate social studies and ELA, and it helps your
students ask the important question: “What was it really like back then?”
Your students will become engaged because it allows them to “step outside
the box” and tap into their creative side, and it gives them the opportunity to
imagine being in someone else’s shoes.
In this exercise, you want to give your students specific questions to
answer in their diaries (like any assessment, make sure you know what
feedback you are trying to obtain), but you also want them to feel free to
add a little of their own creativity. That’s why I usually have them write
multiple diary entries covering different days, thus creating an on-going
narrative.
You might also want to consider having each student write “Day 1” for
their character, and then trading the diaries and letting another student
write “Day 2,” and so on.
Before writing the diaries, I suggest going through a little “mental
exercise” with your students. Have them really try to put themselves into
character (i.e. What would it really be like to be an African Slave in the
18th century?) If they make a connection, it shows in the diaries, and also
gives them a better understanding of the time period.
Page 7
Graphic Organizer
Description:
Graphic organizer for legislation associated with slavery in the territories
Instructions: Copy these cards, cut them out, and hand copies to each student (shuffled in
random order). The students must paste them onto a sheet of paper in the correct
order and with the correct descriptions to form a study sheet.
Northwest Ordinance of 1787
Prohibited slavery from being
allowed in the new territories near
the Great Lakes.
Missouri Compromise
Prohibited slavery in the Louisiana
Territory north of the 36° 30’
latitude line. Missouri admitted as a
slave state – Maine as a free state.
Annexation of Texas
Large, southern territory added as a
slave state in 1845 and the resulting
Mexican War led to more fighting
over slavery.
Compromise of 1850
California applied to be admitted to
the Union after gold was discovered
and caused a “rush”. Result was that
California admitted as a free state.
Kansas- Nebraska Act
Repealed the line of the Missouri
Compromise. People here could
decide for themselves whether or
not to allow slavery.
Dred Scott Decision
Supreme Court ruled that African
Americans were not citizens and had
no right to sue.
Page 8
The term “legislation” can be overwhelming for some students. This
helps break down the “need to know” ones in a way students can understand.
After instruction, this organizer can be used as a formative assessment
piece or a study guide. It is tactile, visual, and written in an easy-tounderstand language for struggling readers.
Make copies of the cards on the left-hand page, and then hand each
student a stack of the cards (shuffled in random order). The students must
make the correct matches and glue them onto a new page.
After gluing, go over results together and put them on a large poster
that can be used as an anchor chart in the room. This review matrix can then
be put at a station for independent practice and can be revisited again for
end-of-year review.
If there are corrections to be made, note what they are and how many.
This will help with final review and when narrowing down the assessment.
I like to have students create an illustration for each piece of
legislation. This taps into a different way of thinking, thus helping them
grasp onto the true meaning of the legislation.
This is one of those times where students are going to struggle, but
they have be familiar with these items to truly understand the early 19th
century.
Page 9
Classroom Activity
Description:
Students prepare articles for a newspaper published for a black audience in the
early 1800s
Instructions: Students divide into small groups and create their own black newspaper to reflect
the events, political climate, and feelings of the early 1800s
The Classroom Gazette
In the early 1800s, a number of newspapers were published by Free
Blacks (such as Frederick Douglass) and Abolitionists (such as William
Lloyd Garrison). These newspapers focused on slavery, issues concerning
African Americans, and other current events of the time.
Ask your students to imagine that they are 19th century newspaper
publishers with a primary audience of African Americans.
Here are some major issues of the early 1800s to consider:
•
•
•
Tensions over slavery & states’ rights between North & South
The rising Abolitionist Movement
Talks about the Southern states seceding from the Union (with
slavery as one of the main issues)
New technology, and signs that industry is the future
Thriving cotton plantations in the South (that rely on slave labor)
The addition of new states to the U.S. & arguments whether
these new states will be Slave States or Free States
• Westward expansion and the rumors of vast land and fortune
•
•
•
Divide your students into groups of 4 or 5. Have each group create a
newspaper from that era that is being published specifically for the Black
population in America (the readers would most likely be free blacks). It
should be at least 5 pages, with articles regarding the above topics and
anything else you would like your students to consider.
The newspaper should have the standard sections of any newspaper:
Current Events
Community
Politics
Editorial Opinion
***Optional sections include political cartoons, comic strips, and even “sports and recreation”
•
•
•
•
Page 10
This activity is fun, and it allows you to cover a lot of ground in a
short amount of time. More importantly, it gives students a chance to look
at history from a different point-of-view (sometimes they forget that
we’re learning about real people!). Also, giving them the chance to “create”
something taps into a higher level of thinking.
First, bring in some old newspapers (or look some up on the computer).
You want your students to really get into the “reporter mood.” This makes
the activity more fun, and it also helps them imagine that they have a real
job to do.
Break your students into groups of 4 or 5, and each group creates its
own newspaper (they will enjoy comparing them with one another). You are
the “official editor” for all groups. Before the stories go into the
newspapers, they have to be approved by you. This allows you to keep an
eye on things, but also gives you the opportunity to challenge students about
what facts and perspectives you want to see in their articles.
Not every article in the newspaper has to be about the major events of
the time period! Take a look at current newspapers. There are a lot of
articles about ordinary people doing ordinary things. Remind your students of
this, and it will help them get in touch with the time period. That’s why I
like to have a “Community” and even a “Sports & Recreation” section in
addition to the “Current Events” section.
Page 11
Role-Play
Description:
A role-play where students debate whether Southern states should secede from
the Union in the years leading up to the Civil War
Instructions: After teaching the factors that led to secession, have students participate in a
role-play to further examine all the perspectives in history.
The Characters
A “Fire-Eater”
The “Fire-Eater” is a strong supporter of secession. He (or she) feels that the federal
government has no right to tell the Southern states what to do, especially when it comes to
slavery and states’ rights. Although a Civil War might be deadly, the “Fire-Eater” realizes
that it is important to stand for what you believe—no matter the consequences.
Plantation Owner
The Plantation Owner relies on slave labor to make a living. Therefore, he is worried about
anyone who wants to end slavery. He also recognizes that the agricultural economy of the
South (which relies on slavery) is important to the entire nation. This makes the slavery
issue complicated, and it is something that should be decided by individual states.
African Slave
The African slave has no political power, and there are even laws to prevent anyone from
helping him or her gain freedom. In other words, slaves are seen as “property.” Many want
to end the practice of slavery, and so do most slaves. However, slaves also live in the South
and that’s all they know. The idea of “freedom” is a little scary to a lifelong slave.
An Abolitionist
The Abolitionist wants to end slavery—period. It does not matter how much the Southern
economy relies on the practice. Not surprisingly, most abolitionists live in the North. They
wish that slavery would end peacefully (although they know it won’t); but, if necessary,
they are willing to fight a war to end the practice.
A “Cooperationist”
The “Cooperationist” wants each Southern state to be able to make its own decisions, but he
or she does not want to do anything “crazy.” Cooperationists feel that secession is a last
option, and should only be discussed if everything has failed. They know that the results of
secession will be a bloody Civil War—and they want to avoid it, if possible.
Page 12
This is a great “put yourself in their shoes” activity. It is active
learning at its best and allows your students to examine different
perspectives during that turbulent decade to the Civil War. Of course, it
also ties in ELA through persuasive language!
After reading articles and looking at primary sources (letters,
speeches, diaries, etc.) prior to the Civil War, I break the students into
groups and assign them roles. They are not to tell anyone else in the group
their role ahead of time. They start a discussion and each person has to
“become” their role.
The students try to persuade the others in their group that their
position is “right,” and back up their opinions with facts we have learned.
After about 5 minutes, pause and talk about what was said and learned
from the activity. Was it clear what “role” everyone was playing? You'll be
amazed at the level of conversation you get!
You pick the groups! You can balance the leaders and the followers as
well as the high-level readers with the struggling readers. After letting
them do the activity once, I revisited it a week later and told the students
to take their discussions to the next level, now that they knew what I
expected. It seemed to further solidify their learning.
Page 13
The next few pages feature a wide assortment of Primary Sources from this particular time period. These resources will help
engage your students and help them understand the “story behind history”.
Feel free to make copies of these “Primary Source” review sheets to give to your students.
What is a Primary Resource?
Primary resources are documents or other materials that give a
researcher a firsthand account of a historical event or time period.
These sources reflect the experiences, viewpoints, and observations of
individuals who actually lived through certain events.
Examples of Primary Resources
•
•
•
•
•
Letters
Diaries and Journals
Historic Speeches
Census Data
Audio / Visual Recordings
•
•
•
•
•
Public Records
Firsthand News Reports
Political Cartoons
Original Artwork
Physical Artifacts
Primary resources often give a more accurate view of history than secondary
resources. Secondary resources are materials that review an event after it has taken
place. An example of a secondary resource is an encyclopedia, or even your textbook.
The next few pages contain a variety of primary resources. Each document
has been carefully chosen to help explore a unique part of United States
history. We hope you enjoy the materials--& remember…
Have Fun!!!
Page 14
The life of a slave was strenuous and full of hardship. The African slaves were commonly separated from
their families, robbed of their freedom, and forced to labor in the fields. Not surprisingly, many slaves ran away from
the plantation in hopes of becoming freemen. During colonial times, there were a few instances of slave rebellion,
although the Abolitionist Movement did not hit full swing until the early 1800s.
81: p. 3.
3 March 17
a Packet.
Pennsylvani
Many hopeful abolitionists believed that slavery
would disappear when the American colonies declared
their independence. That didn’t happen. In fact, the
United States became more dependent than ever on
slavery. Notices like these (from 1781) were commonplace
in the decade after the American Revolution began.
As the 18th century rolled on, it became difficult for any man—even if he
owned slaves—to argue that slavery wasn’t a cruel and unpleasant practice.
Unfortunately, a longstanding tradition and an economic dependence kept the
institution alive. It was a true moral dilemma.
The letter to the left was written by Thomas Jefferson to Benjamin
Banneker in 1791. Banneker was a successful African American in the
18th century. He is best known for surveying Washington, DC, before it
became the nation’s official capital. In the letter, Jefferson admits that
he believes that African Americans are equally as talented as whites.
Though shared by many, this belief still wasn’t enough to end the
forced-labor institution that had existed since ancient times.
***all spelling left as it originally appeared
…nature has given
to our black brethren, talents equal to those of the other colours
of men, & that the appearance of a want of them is owing
merely to the degraded condition of their existence both in
Africa & America. I can add with truth that no body wishes
more ardently to see a good system commenced for raising the
condition both of their body & mind to what it ought to be, as
fast as the imbecillity of their present existence, and other
circumstance which cannot be neglected, will admit.
Page 15
Most plantations during the 18th and early 19th century could
not operate without slave labor. With no end in sight, many slaves
decided to try their luck on the run. It was common for a slave to use
a phony name and live in secret for years until he felt he could safely
enter the world as a free man.
Mobile Com
mercial Re
gister 30
p. 1.
March 1832
:
When a slave did manage to escape, the plantation owners
were quick to place notices in the local newspaper (like the ones
shown here) reporting the “Runaway Slave.” In most cases, a
tempting reward was offered for the capture and return of the slave.
This made it very difficult for a slave on the run to seek help or trust
any strangers.
Wade in the water
Wade in the water (children)
Wade in the water
God's gonna trouble the water
See that host all dressed in white,
God's a-gonna trouble the water.
The leader looks like the Israelite,
God's a-gonna trouble the water.
To the right is one version of lyrics to the spiritual song “Wade in
the Water,” which was popular among the African slaves. However,
it’s possible that this was much more than a comforting song! Many believe
that these lyrics actually carried a coded message to help slaves escape.
For starters, the title, “Wade in the Water,” was great advice to a slave
who was planning an escape. The best method of escape was by
water. By land, a runaway slave could easily be tracked by bloodhounds or
hunters. In this case, the reference to the “Jordan’s stream” may have
applied to the Mississippi River.
Page 16
See that band all dressed in red,
God's a-gonna trouble the water.
Looks like the band that Moses led,
God's a-gonna trouble the water.
Look over yonder, what do I see?
God's a-gonna trouble the water.
The Holy Ghost a-coming on me,
God's a-gonna trouble the water.
If you don't believe I've been redeemed,
God's a-gonna trouble the water.
Just follow me down to Jordan's stream,
God's a-gonna trouble the water.
While the practice of slavery was never fully accepted by everyone in
America, it wasn’t until the early 1800s that the issue began to tear the nation
apart. As new states were added to the Union, arguments arose as to whether
those new areas should be slave states or free states. Most people in the North
hoped to stop the spread of slavery. In the South, which was primarily agricultural
and relied on slave labor, most citizens hoped to protect the institution of slavery.
In 1820, Congress tried to resolve this problem with the Missouri
Compromise, which set a line of latitude that would divide future slave and free
states. This remained in place until 1854, when it was replaced by the
Kansas-Nebraska Act. This piece of legislature favored the idea of “popular sovereignty,” in which the people living in
each state had the right to choose whether or not to allow slavery. In the end, no policy worked for everyone, and the slavery
issue remained a source of tension through the Civil War of the early 1860s.
The Compromise of 1850 was actually a series of bills passed to address the issue of slavery,
an extremely tense issue between the North and South by that time. The negotiation was
spearheaded by Henry Clay, who was appropriately nicknamed “The Great Compromiser.”
The Compromise of 1850 addressed specific areas of the United States that were deciding
whether or not to allow slavery (i.e. Texas, California, and other western areas), and it also
touched on the idea of Popular Sovereignty, in which each state was given the freedom to
choose whether or not to allow slavery.
To the right is the first page of a resolution written by Henry Clay to address the issue of
slavery between the states. This resolution later became part of the Compromise of 1850.
It being desirable, for the peace, concord, and harmony of the
Union of these States, to settle and adjust amicably all existing
questions of controversy between them arising out of the institution
of slavery upon a fair, equitable and just basis…
In 1854, Congress passed the Kansas-Nebraska Act (shown to the left) with hopes of answering
the “slavery question.” The act proposed popular sovereignty, allowing the citizens of each new territory
to decide whether or not to legalize slavery.
Unfortunately, the Kansas-Nebraska Act did little to ease tensions. It created a series of violent
clashes in Kansas and Nebraska as pro-slavery and anti-slavery groups each tried to set their own agenda.
…a temporary government by the name of the Territory Nebraska; and
when admitted as a State or States, the said Territory or any portion
of the same, shall be received into the Union with or without slavery,
as their constitution may prescribe at the time of the admission…
Bleeding Kansas is the name given to the violent actions in the Kansas Territory during the 1850s.
During that time, pro-slavery and anti-slavery groups brutally tried to force their point of view.
One of the most legendary figures of “Bleeding Kansas” is John Brown, the infamous abolitionist. In
May 1856, John Brown and several of his sons and followers raided a settlement in Kansas and murdered
five innocent pro-slavery men by stabbing them with swords. This prompted retaliation
a few weeks later when a pro-slavery mob invaded and killed dozens of abolitionists.
These sorts of events continued back and forth until an anti-slavery constitution was
adopted by Kansas and approved by Congress in 1859.
To the right is a dramatic mural of John Brown’s fanaticism during the “Bleeding
Kansas” years. Displayed at the Kansas State Capital Building, the painting has an
enormous size of over 10’x30’.
Page 17
.
Steuart Curry
inting by John
e” (1937). Pa
Kansas.
,
lud
ka
Pre
pe
ic
To
rag
in
“T
ol
the state capit
Can be seen in
The Dred Scott Decision (1857) was a
ruling by the Supreme Court that blacks were not
citizens of the United States, and therefore could not
sue in federal court. It was prompted by Dred Scott,
an African-American who sued for his freedom
based on the fact that he had been held as a slave in
territories where slavery was illegal. His plea was
denied because he was legally “property,” which
could not be taken away from the owner without
due process. The decision also weakened the
terms of the Missouri Compromise, which had
established areas of the United States that were
to be free of slavery.
The Ne
w York
Daily
7 Marc
h 1857 Tribune.
: p. 4.
It is obvious by the tone of the
summary that the New York
Tribune took an abolitionist view.
This was common for most
Northern Republicans of the time.
The question is simply this:
Can a negro, whose ancestors were
imported into this country, and sold
as slaves, become a member of the
political community formed and
brought into existence by the
Constitution of the United States,
and as such become entitled to all
the rights, and privileges, and
immunities, guaranteed by that
instrument to the citizen? One of
which rights is the privilege of suing
in a court of the United States in
the cases specified in the
Constitution.
The above question was posed by Chief
Justice Roger Taney on March 6, 1857.
Taney, who was 80 years-old and in feeble
health at the time of the decision, believed
that the Dred Scott case really came down to
a question of “Negro citizenship.”
The Supreme Court controversially
decided that slaves were not citizens.
Front of Tombstone
DRED SCOTT
BORN ABOUT 1799
DIED SEPT. 17, 1858
Immediately following the
Dred Scott decision, the New
York Tribune published the
following summary of the
judgment.
The long trumpeted decision of the Supreme
Court in the Dred Scott case was pronounced
by Judge Taney yesterday, having been held
over from last year in order not too flagrantly
to alarm and exasperate the Free States on
the of an important Presidential election. Its
cardinal points are reported as follows:
1. A negro, because of his color, is denied
the rights of a citizen of the United States—
even the right to sue in our Courts for the
redress of the most flagrant wrongs.
2. A slave, being taken by his master into a
Free State and thence returning under his
master’s sway, is not therefore entitled to his
freedom.
3. Congress has no rightful power to
prohibit Slavery in the Territories: hence the
Missouri Restriction was unconstitutional.
Back of Tombstone
“DRED SCOTT
SUBJECT OF THE DECISION OF
THE SUPREME COURT OF THE
UNITED STATES IN 1857 WHICH
DENIED CITIZENSHIP TO THE
NEGRO, VOIDED THE MISSOURI
COMPROMISE ACT, BECAME
ONE OF THE EVENTS THAT
RESULTED IN THE CIVIL WAR”
Page 18
The judgment annihilates all Compromises
and brings us face to face with the great issue
in the right shape. Slavery implies slave
laws—that is, laws sustaining and enforcing
the claim of one man to own and sell another.
In the absence of such laws, Slavery cannot
exist; and a Republican ascendency in the
nation, insuring Republican rule over the
Territories, will prove a shield against the
enactment of any such laws. Under any other
rule, all our Territories are henceforth Slave
Territories, on the way to be ripened into
Slave States.
These are quick activities that can be used for class-openers,
ice-breakers, attention-grabbers, and so on.
Activity - Institution of Slavery
In the years prior to the Civil War, most southern states relied heavily on the institution of slavery. Many
of the states’ residents argued that owning slaves was necessary to run the plantations, and that abolishing
the practice would ruin the South’s economy.
However, there were also plenty of arguments against the practice of slavery. Ask your students to
brainstorm what some of these arguments were. A few are listed below:
Reasons AGAINST Slavery
•
•
•
•
•
•
It is immoral to subject human beings to slavery
America was founded on the principle that all people are created equal
Slaves could--and should--be replaced by paid workers who want to work in the fields to earn a living
An industrial economy will soon overtake an agricultural one
The addition of new states to the Union is complicating the issue (whether or not new states should allow slaves)
There are more slaves in the south than whites, making the possibility of a slave rebellion a serious risk
Ask your students to imagine that they are preparing to write a paper condemning the practice of slavery.
They must write a basic outline for the paper. The outline should list three or four main points to be
discussed, as well as the order in which the arguments will be best presented.
Activity—Cause & Effect
In the South, the institution of slavery was tied closely to the rise of cotton farming. Cotton wasn’t
difficult to grow – it was just difficult to harvest. Getting the seeds out of the plant was a tricky thing. Eli
Whitney invented the cotton gin in 1793, which made separating the seeds from the fibers faster and easier,
thus increasing the demand for cotton and for slaves to pick the cotton.
As a class, make a progression line of the cotton gin and its effects on the institution of slavery in the
South. For example:
Invention of the Cotton Gin
Faster Cotton Production
(from field to fabric)
Cotton Becomes More Profitable
Farmers Choose to Grow More Cotton
More Slaves Needed to Pick the Cotton
Page 19
Activity—The Life of a Slave
Ask your students to imagine that they are living in the 18th or early 19th century, when
slavery was common practice in the United States. They are having a conversation with a free
African American who was born in the North. Having never been to the South, the man is trying to
imagine what it would be like to be a slave.
Have your students try to answer the free man’s question: “What’s it like to be a
slave?” They should tell about some of the things that a slave might experience as he works on the
rice, cotton, or tobacco fields.
Remind your students to consider:
•
•
•
•
•
•
the living conditions & the slave quarters
the long work days and manual labor
the restricted freedoms and “slave codes”
the relationship with plantation owners and field hands
the treatment as “property” rather than as a human
the dim outlook for a better future
As a class, discuss the similarities and differences between the life of a slave and the life of a free
African American. How do they both differ from an average, white male at the time?
Activity—Leading to Secession
Based on what they know about the time period, ask your students to write a definition
for “secession.” A few examples of great answers are: “Breaking away from a country” or “Leaving a
government to form a new one” or “Declaring independence from a country.”
Technically, secession is defined as the “withdrawal or separation from fellowship or association
with others, such as a political organization.”
As a class, discuss why the South began considering secession from the Union in 1860.
The broadest issue was State’s Rights, but the heated issue was slavery and economics (the South
relied on agriculture, the North relied on industry). Ask your students if they think such tensions
(state vs. federal) could arise within the country today.
Next, have your students try to consider another point of view. They must imagine they are
delegates at one of the Secession Conventions in the Southern States. Ask them to write a letter to
the United States government, explaining why their state is seceding. Consider some of the actual
arguments used in support of secession at the time, such as state’s rights (largely dealing with slavery,
but also with the Federal government overstepping its authority), and differences between the North and
South (the industrial North didn’t relay on slave labor).
Page 20
Activity - "Abolitionist Movement" (Antebellum Era)
When Abraham Lincoln first met Harriet Beecher Stowe in 1862, he greeted her
with the words, “So you are the little woman who wrote the book that
started this great war!”
At the beginning of class, write this quotation on the board or overhead, and
see if your students can determine what ”book” Lincoln was referring to. If none of
them are aware of Stowe’s Uncle Tom’s Cabin have them guess what controversial
storyline a book would need to be powerful enough to start the Civil War (Uncle
Tom’s Cabin told about the mistreatment of slaves).
Harriet Beecher Stowe
Abolitionist who wrote
about the horrors of slavery
It’s not uncommon for the publication of a book or pamphlet to raise the
public conscience and ultimately result in protest, reform, or even war. As a class, try
to think publications other than Uncle Tom’s Cabin that have had an enormous impact
on historical events. Here are a few:
Publications that have had a large impact on history
•
•
•
•
•
•
The Bible Perhaps the most influential book in Western society
Common Sense pamphlets (1776) Thomas Paine’s pamphlets became a motivating factor for the American Revolution
The Wealth of Nations (1776) Adam Smith’s treatise that laid the foundation for capitalism
Communist Manifesto (1848) Karl Marx’s short work that defines the Communist Party
The Origin of Species (1859) Charles Darwin’s book introduced the theory of evolution
Mein Kampf (1924) Adolf Hitler’s book that defined the goals of the Nazi Party prior to World War II
Discuss with your students the role that media plays in forming the opinions of the people.
What forms of media are most important in today’s society (i.e. internet, books, magazines, newspapers, television, radio, etc.)? What forms of media were most important in 1850 and the years leading up to the
Civil War?
***Bonus Activity
Very rarely are books, magazines, or television reports completely unbiased. Harriet Beecher
Stowe was an abolitionist who disapproved of the practice of slavery. When writing Uncle Tom’s
Cabin, she used her beliefs to help effectively reveal the injustices of slavery. Would the novel have
been different if it was written by a southern plantation owner?
Cut out articles from newspapers and magazines and see if the writer reveals his/her own
viewpoints. Discuss how the articles would be different if they were written by someone else.
Page 21
The next few pages include passages that focus on this
historical topic, but can also be used for practice with
Reading Comprehension and other Language Arts
skills. Please feel free to make copies.
A Thriving Settlement
The First African Slaves Arrive in Jamestown
When an English ship landed at Jamestown, Virginia, in 1607, there were really no signs that
the settlement was going to be any more successful than previous ones. The 104 men and boys who
made the trip were just as inexperienced as the earlier settlers had been, and Jamestown wasn’t exactly
a prized piece of land. For starters, it was mostly a swamp, and the English set up camp near the
Paspahegh Indian tribe that wasn’t too happy to have them around. Within a week, the attacks from
the Natives had already begun.
The first few years were tough. The local Native American tribes were constantly harassing the
English settlers, and food and money were in short supply. Then Jamestown discovered tobacco.
James Rolfe, who arrived in the settlement in
1609, was the first to have a successful tobacco crop in
the area. He had picked up some seeds in Bermuda,
which proved to be far higher quality than the
tobacco that had been grown up to that point. Rolfe
made another mark in the history books. He married
Pocahontas, the daughter of the local Indian chief
who became a key negotiator between the settlers and
the Indians.
Before long, James Rolfe had made a fortune by sending his tobacco to Europe, and other
Jamestown farmers followed his lead. It became obvious that the more tobacco that could be grown,
the more money there was to make.
There was just one problem— labor. Working in the fields was a tough gig, and there weren’t
enough able bodies to keep up with the increasing number of crops. The settlers came up with a
solution to that problem, which unfortunately would haunt the United States for the next two
centuries.
Page 22
What happened next...
In 1619, a Dutch ship brought to Jamestown about 2O Africans
who had been raided from a Spanish ship. This delivery marked the
beginning of slavery in America.
This single event changed history. The labor problem was solved (or so it seemed). The Africans that
were brought into Jamestown were healthy and strong. Because they were of a different skin color and
religion—and they were uneducated—the English settlers didn’t hesitate to put them to work in the fields.
Technically, the first Africans were not considered “slaves” — the term was not used in English law.
They were referred to as “indentured servants,” which meant that they were supposed to work without pay
for a certain period of time in exchange for a free trip to America. However, unlike typical indentured
servants, the Africans had no definite period of time for which they were working, and they hadn’t intended
to come to America in the first place.
In 1655, the first large shipment of Africans arrived in New Amsterdam (which we know today as
“New York”), and it wasn’t long before slaves were a crucial part of the American colonies. It was hard to
ignore the obvious moral issues with slavery, but the practice seemed necessary to make the farms and
plantations run successfully.
When the American colonies declared independence from Britain in 1776, there was talk about freeing
slaves in the new nation. Unfortunately, the economy of too many areas — especially in the south (cotton
began to replace tobacco as the leading crop)— couldn’t survive without slavery. Many states established
anti-slavery laws on their own, but it wasn’t until the Civil War in the 1860s that slavery was abolished
throughout the entire nation.
Americans questioned the morality of
slavery long before the United States was
officially a nation. To the left is a passage
denouncing slavery that was almost included
in the Declaration of Independence.
Though a slave owner like many
prominent people at the time, Thomas Jefferson
wrote this section in an early draft—but the
delegates of the Continental Congress
considered it too radical.
Early draft of
the Declaration
of Independence,
written in June
1776.
Written by Thomas
Jefferson, this draft
was most likely
shown only to
Benjamin Franklin
and John Adams,
and it includes their
edit marks.
Page 23
“There was one of two things I had a right to—liberty or death…”
Harriet Tubman
(1886)
As she looked back on her daring escape from slavery in 1849, abolitionist Harriet Tubman
recalled being faced with these simple options. She explained to Sarah H. Bradford, the woman who
would write her biography in 1886, “There was one of two things I had a right to—liberty or death; if I
could not have one, I would have the other! For no man should take me alive!” To her, death was less
terrible than being taken away by a slave-trader from her husband and family to spend the rest of
her days as a field hand.
Tubman did manage a successful escape to the north—however, escape wasn’t enough for
her. She later made nineteen trips back to the south to free other slaves, including her own parents.
Leading the slaves to freedom through the immortal “Underground Railroad”, Harriet Tubman
began to be referred to as the Moses of her people.
When the Civil War began in 1861, Tubman continued to fight slavery by aiding the Union
army in any way she could. She served as an aide, nurse, and even a spy during the war.
“Ain’t I a woman?”
Sojourner Truth
(1851)
Abolitionist Sojourner Truth asked this question repeatedly on May 28,
1851, as she spoke at one of the earliest women’s rights conventions in Akron,
Ohio. She stated, “That man over there says that women need to be helped into
carriages, and lifted over ditches, and to have the best place everywhere. Nobody ever helps
me into carriages, or over mud-puddles, or gives me any best place!” Truth then
followed with, “And ain’t I a woman?”
Sojourner Truth, originally named Isabella, was making the argument that
upper class women aren’t the only ones who should be recognized in the rising
suffrage movement. Born as a slave, Truth ran away at age thirty and made her way to New York
City with the help of northern abolitionists. Shortly after her escape, New York passed the
emancipation of all slaves, so she no longer had to hide.
Despite being free, Sojourner Truth felt it was her responsibility to fight against the slavery
that still existed in other parts of the country. She used her skills as a terrific speaker and traveled
around New England, preaching against slavery and in support of women’s rights. After the Civil
War, when slaves were freed across the nation, Sojourner Truth helped provide the new refugees
with aid until they could support themselves.
Page 24
The institution of slavery is an ugly part of American history. However, it should be noted that slavery has existed in many cultures
throughout the world at different times. This timeline gives some prominent examples:
—
—1790 BC
With the rise of civilization and agriculture in Mesopotamia, large farms and workshops need cheap labor.
In 1790 BC, the Babylonian Code of Hammurabi prescribes strict laws and mentions the use of slaves.
— 600 BC
In the 7th century BC, slavery exists in the major Greek cities of Athens and Sparta. In Athens, slaves have no
rights, though their treatment varies quite a bit. Most Athenian slaves are domestic servants such as nannies
and stewards. However, even skilled professionals like bankers and businessmen can be stripped of their
rights and treated as slaves. It is believed that at least two-fifths of the population of classical Athens
consisted of slaves.
Beginning in the 4th century BC, Asian slaves called hemu work in Ancient Egypt. The hemu usually have only
— 300 BC. one task which they perform for a specific period of time until they are set free. Many of these slaves work in
temples as assistants to the Egyptian gods.
— 100 BC
—
— 400 900 AD
— 1400
In the 2nd century BC, Ancient Rome thrives on the institution of slavery. With the exception of the privileged
secretarial slaves of the emperor, these slaves are treated brutally. Slaves working in mines are whipped, field
workers are chained in groups, and many slaves are forced to fight each other to the death as gladiators in
public arenas.
During the Middle Ages, the Mediterranean regions use prisoner slaves to work in households, offices, and
armies. In the 10th century, Germans capture Slavs and take them as slaves (“Slav” becomes the root of the
word “slaves”). On the other side of the Mediterranean, Islamic dynasties begin an African slave trade.
In the 1400s, the Portuguese settle the Cape Verde Islands near the western coast of Africa and take part in
the African slave trade. Slaves work on cotton plantations and in textile factories. When the Portuguese cross
the Atlantic to colonize Brazil, they transport many of their slaves across the sea. Other European countries
follow, which eventually begins the triangular trade route that leads to slavery in colonial America.
American slavery takes place at this point in history over about a 200 year block (mid-1600s to mid-1800s)
— Present Today, slavery still exists across the world, especially in parts of Africa, the Middle East, and South Asia.
Several countries only “officially” outlawed slavery in recent years (Saudi Arabia and Yemen in 1960, and
Mauritania in 1980). Unfortunately, slavery is much larger than a legal issue. There were an estimated 29.2
million slaves in the world at the end of 2009.
Asia
North
America
.
Rome
Greece
Medite
rranea
n
Ancient
Egypt
Cape Verde
Islands
Africa
South
America
Page 25
Me
so
pot
am
ia
Middle East
South Asia
Listed below are key events that affected slavery leading up to the Civil War.
Directions: Break the code to reveal a phrase about each event!
*Each phrase has a different code. Keep track of the letters on the chart.
Not all letters will be used.
The Compromise of 1850:
The Kansas-Nebraska Act:
The Dred Scott Decision:
Page 26
Not sure
where to
start?
Look for
easy-to-s
pot word
like “the
s,
,” “and,”
or “to.”
y!
Enjo
Feel free to make copies of the puzzles to distribute to your students for review
The Compromise of 1850:
10 17
O L D
O
19 8
4
2
S E E K E R S
N E R S
F O R
14 20
D N
S E
S O
A
25 23
D
O
O L D
21
A N
S L A
A L
F R E E
E S
O
F O R N
S
S L A
A
A
E
D
B E
A
E
E
The Kansas-Nebraska Act
2
O
19 8
H
S L A
M I
H A
26 20
E
A
E
E
12 13
OW
R A
E D
S A
I
A
S L A
14
E R S
O
E
5
9
A
A
D
16
A
O L I
S A S
W H E
H E R
O R
R E E
18
I O
O
I
W O U L D
S
A
E
The Dred Scott Decision:
7
18 13
E
9
O U R
E R E
R O
R E E
E V E N
O
5
6
20
1
R U L E D
E R
Y
3 21
A
AN D
I
E Y
R E E
4
S
Page 27
A
17
S L A V E S
E R E
N O
R A V E L E D
E S
I S
S
1. Write the answer to each clue in the empty cells to the right.
2. Copy the letters in the numbered cells to other cells with the same number.
1.
Former slave who helped slaves to freedom:
2.
Publisher of The Liberator newspaper: . . . .
3.
The growing trend of people against slavery:
4.
Former slave who became a popular
female speaker: . . . . . . . . . . . . . . . . . . . . . . . .
The secret process of moving
5.
R
W
M
J
R
slaves to the North: . . . . . . . . . . . . . . . . . . . .
6.
The woman who wrote Uncle Tom’s Cabin: . . .
7.
Anti-slavery activist who
raided Harper’s Ferry: . . . . . . . . . . . . . . . . . .
A self-educated former slave who
published The North Star newspaper: . . . . .
8.
B
H
D
- Harriet Tubman
Use the clues below to solve the crossword puzzle!
Page 28
Feel free to make copies of the puzzles to distribute to your students for review.
1.
Former slave who helped slaves to freedom:
H A R R I E T
T U B MA N
2.
Publisher of The Liberator newspaper: . . . .
W I L L I A M
L L O Y D
3.
The growing trend of people against slavery:
A B O L I T I O N I S T
4.
Former slave who became a popular
female speaker: . . . . . . . . . . . . . . . . . . . . . . . .
The secret process of moving
S O J O U R N E R
5.
U N D E R G R O U N D
6.
The woman who wrote Uncle Tom’s Cabin: . . .
H A R R I E T
7.
Anti-slavery activist who
raided Harper’s Ferry: . . . . . . . . . . . . . . . . . .
A self-educated former slave who
published The North Star newspaper: . . . . .
8.
E V E R Y
G R E A T
D R E A M E R
- Harriet Tubman
Page 29
R A I L R O A D
B E E C H E R
S T OW E
B R OW N
F R E D E R I C K
D R E AM
MO V E M E N T
T R U T H
slaves to the North: . . . . . . . . . . . . . . . . . . . .
J O H N
G A R R I S O N
D O U G L A S S
B E G I N S
W I T H
A
Why 3-D Templates?
Our 3-D Templates give students a hands-on way to interact with information.
This kinesthetic technique engages the learner while the information is being presented, and also
helps in the processing and cognitive organization of it. To put it another way:
Slavery in America
This template is a great way for students to become familiar with the names that need to be
remembered when studying the history of slavery in America. This template lists a few individuals
who played major roles, but it can easily be modified to include other key players (or even used for
an entirely different topic). Once completed, the 3-D Template will make a great review sheet!
Step 1: Students cut and fold the template
Step 2: Students unfold the template.
At each tab, they write the person’s
“Claim to Fame” that explains why he
or she is remembered in the history of
slavery. This activity can be easily
modified for any lesson.
so that the “Claim to Fame” for each
person listed can not be seen.
Known as “Moses”, she led
Southern slaves to freedom in the
North via the “Underground Railroad”
Repeat
this
step
for
each
person
listed
The template is provided on the next page.
Make copies to hand out to your students.
Page 30
Harriet Tubman
Frederick Douglass
William Lloyd Garrison
John Brown
Nat Turner
Harriet Beecher Stowe
Sojourner Truth
Claim to fame:
Claim to fame:
Claim to fame:
Claim to fame:
Claim to fame:
Claim to fame:
Claim to fame:
Fold
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