Claudia O’Brien
September 22, 2011
Teaching American History
Final Project
Slavery in the Colonies
I. State Standards: Grade 5
The Political, Intellectual, and Economic Growth of the Colonies, 1700-1775
5.12 – Explain the causes of the establishment of slavery in North America.
Describe the harsh conditions of the Middle Passage and slave life, and the
responses of slaves to their condition. Describe the life of free African Americans
in the colonies.
The Growth of the Republic
5.31 – Describe the significance and consequences of the abolition of slavery in
the northern states after the Revolution and of the 1808 law that banned the
importation of slaves in the United States.
II. Goal:
1. Students will be able to detail the history of slavery surrounding the time of
the American Revolution, focusing on its presence in the North, but also the
implications of slavery in the South.
2. Students will analyze the roles of slaves and the various perspectives; from
runaway slaves to those in captivity, both in the North and South as well as
slave owners.
III. Materials:
1. Textbook: United States History: The Early Years, Houghton Mifflin
Company, Boston, 2005
2. Website: http://www.nationalgeographic.com/
features/99/railroad/
3. Video: Slavery and the Making of America, Episode 2 “Liberty in the Air”
4. Map – Free/Slave States in America
5. Map – Status of Slavery in the Original 13 Colonies
6. Timeline of slavery handout
7. Website: http://ssad.bowdoin.edu:9780/
projects/flighttofreedom/
8. Character Profile slips
IV. Background: In class, we are discussing the American Revolution and why America
went to battle with Britain. Throughout this discourse between the states and Britain
there is another war brewing that won’t come to fruition for another 90 years. The
textbook discusses how slavery begun in the American, but doesn’t go into much detail
about its role in the colonies. It also rarely mentions that slavery existed in the North
well into the late 18th century and in fact only mentions that the Underground Railroad
was present here and that we were first to abolish slavery. All of those claims true, but
the students need to understand that the Northern part of the country had a major role
in perpetuating slavery and the slave trade well after the Declaration of Independence
was written. Prior to this lesson, we will have spent some time on the website:
www.slavenorth.com and read about the impact of slavery in the north and its role in
Early America. This lesson was designed to make light of the atrocities of slavery in the
United States, the roles Northerners had, and why there was so much controversy. Also,
we peak into the lives of slaves, their masters and the people who strongly were against
slavery.
V. Time Frame: Five to Six class periods
VI. Procedures:
1. Day One:
a. We are in the midst of studying the American Revolution and why the
Declaration of Independence was written. Meanwhile, most of America is
fighting this war for freedom, but there is a group of minorities that want
to be a part of this freedom as well; slaves. So, we will discuss what the
students know about slavery at this time in America. I will ask them
when slavery begun? Where is slavery happening?
b. Next, I will pass out a blank map of America. Then, I will have the
students identify and label the Thirteen Original Colonies. After they
have done that, then they will indicate which colonies participated in
slavery at the time of the Revolution.
2. Day Two:
a. I will ask the students to take out the maps from the previous class in
which they labeled the states in which slavery was present during the
Revolution.
b. Next, I will hand out the map in which I have written when slavery was
abolished so they can compare it to the one they have.
c. After they have had a few moments to analyze the information I want to
discuss their thoughts. Were you surprised? Perhaps, we can go into
more detail about what they know about slavery in the north.
3. Day Three:
a. We will begin to watch the PBS movie titled, Slavery and the Making of
America, part two: “Liberty in the Air”. We will forward to the section
that introduces us to Titus, a slave from New Jersey. Before we start the
video, I will ask for them to focus on the slaves they see. How are they
dressed, why do they run away?
b. After we watched some of the movie, I will pass out a worksheet for the
students to reflect upon and answer for homework.
4. Day Four:
a. Students should bring in the worksheet from homework so that we can
discuss their answers and have a discussion
b. After about 15 minutes or so, I will log into the Underground Railroad
Website and have students come up to read with the class the various
profiles of slaves. Students will gain a good perspective of the dangers slaves
faced as they fled their masters.
c. If time, we will then visit the website: Flight to Freedom to read about
stories of slaves who survived escape and lived to share their heroic stories.
5. Day Five:
a. Today I will be assessing the students knowledge and to see if they
understood the complexities of slavery. I also want to find out if they
understand how varying the opinions of slavery were at this time and that
slavery occurred in both the south and the north.
b. As a class, we will review some of the important points of slavery and what
we have covered in the last week.
c. I will randomly pass out the Character Slips and have them write a brief
essay describing their unique perspective on slavery. You have decisions to
make and you need to explain your actions.
d. I will collect their essays and we will share our characters and the
challenges we had to face.
e. In conclusion, I would like for them to share with me if their opinion of
slavery has changed since we began this lesson and why.
VII. Assessment: Students will be informally assessed through discussions, the
Worksheet for homework and the final essay they completed.
Free vs. Slave States, prior to the Civil War
Status of Slavery in Original 13 Colonies
New Hampshire – 1783 Bill of Rights technically declared all men free, but
slavery not explicitly outlawed until 1857
Massachusetts – Slavery outlawed in 1780
New York – Slavery outlawed in 1789 (grandfather clause forced boys to
serve mothers’ master until 28, girls until 25)
Rhode Island – Slavery outlawed in 1784 (freed all slaves born after March
1, 1784)
Connecticut – Slavery outlawed in 1784 (all children born March 1, 1784 of
slaves would be free at the age of 25)
New Jersey – Slavery outlawed in 1804 (grandfather clause forced boys to
serve until 25, girls until 21)
Pennsylvania – Slavery outlawed in 1780 (boys to serve until 21, girls until
18)
Delaware – Slavery outlawed in 1865
Maryland – Slavery outlawed in 1865
Virginia – Slavery outlawed in 1865
North Carolina – Slavery outlawed in 1865
South Carolina – Slavery outlawed in 1865
Georgia – Slavery outlawed in 1865
Timeline of Slavery
1501—African Slaves in the New World Spanish settlers bring slaves from
Africa to Santo Domingo (now the capital of the Dominican Republic).
1522—Slave Revolt: the Caribbean Slaves rebel on the Caribbean island of
Hispaniola, which now comprises Haiti and the Dominican Republic.
1562—Britain Joins Slave Trade John Hawkins, the first Briton to take part in
the slave trade, makes a huge profit hauling human cargo from Africa to Hispaniola.
1581—Slaves in Florida Spanish residents in St. Augustine, the first permanent
settlement in Florida, import African slaves.
1619—Slaves in Virginia Africans brought to Jamestown are the first slaves
imported into Britain’s North American colonies. Like indentured servants, they
were probably freed after a fixed period of service.
1662—Hereditary Slavery Virginia law decrees that children of black mothers
“shall be bond or free according to the condition of the mother.”
1705—Slaves as Property Describing slaves as real estate, Virginia lawmakers
allow owners to bequeath their slaves. The same law allowed masters to “kill and
destroy” runaways.
1712—Slave Revolt: New York Slaves in New York City kill whites during an
uprising, later squelched by the militia. Nineteen rebels are executed.
1739—Slave Revolt: South Carolina Crying “Liberty!” some 75 slaves in South
Carolina steal weapons and flee toward freedom in Florida (then under Spanish
rule). Crushed by the South Carolina militia, the revolt results in the deaths of 40
blacks and 20 whites.
1775—American Revolution Begins Battles at the Massachusetts towns of
Lexington and Concord on April 19 spark the war for American independence from
Britain.
1775—Abolitionist Society Anthony Benezet of Philadelphia founds the world’s
first abolitionist society. Benjamin Franklin becomes its president in 1787.
1776—Declaration of Independence The Continental Congress asserts, “that
these United Colonies are, and of Right ought to be Free and Independent States”.
1783—American Revolution Ends
Peace of Paris treaty.
Britain and the infant United States sign the
1784—Abolition Effort Congress narrowly defeats Thomas Jefferson’s proposal
to ban slavery in new territories after 1800.
1790—First United States Census
nation of 3.9 million people.
Nearly 700,000 slaves live and toil in a
1793—Fugitive Slave Act The United States outlaws any efforts to impede the
capture of runaway slaves.
1794—Cotton Gin Eli Whitney patents his device for pulling seeds from cotton.
The invention turns cotton into the cash crop of the American South—and creates a
huge demand for slave labor.
1808—United States Bans Slave Trade
but smuggling continues.
Importing African slaves is outlawed,
1820—Missouri Compromise Missouri is admitted to the Union as a slave state,
Maine as a free state. Slavery is forbidden in any subsequent territories north of
latitude 36°30´.
1822—Slave Revolt: South Carolina Freed slave Denmark Vesey attempts a
rebellion in Charleston. Thirty-five participants in the ill-fated uprising are hanged.
1831—Slave Revolt: Virginia Slave preacher Nat Turner leads a two-day
uprising against whites, killing about 60. Militiamen crush the revolt then spend
two months searching for Turner, who is eventually caught and hanged. Enraged
Southerners impose harsher restrictions on their slaves.
1835—Censorship Southern states expel abolitionists and forbid the mailing of
antislavery propaganda.
1846-48—Mexican-American War Defeated, Mexico yields an enormous
amount of territory to the United States. Americans then wrestle with a
controversial topic: Is slavery permitted in the new lands?
1847—Frederick Douglass’s Newspaper Escaped slave Frederick Douglass
begins publishing the North Star in Rochester, New York.
1849—Harriet Tubman Escapes After fleeing slavery, Tubman returns south at
least 15 times to help rescue several hundred others.
1850—Compromise of 1850 In exchange for California’s entering the Union as a
free state, northern congressmen accept a harsher Fugitive Slave Act.
1852—Uncle Tom’s Cabin Published Harriet Beecher Stowe’s novel about the
horrors of slavery sells 300,000 copies within a year of publication.
1854—Kansas-Nebraska Act Setting aside the Missouri Compromise of 1820,
Congress allows these two new territories to choose whether to allow slavery.
Violent clashes erupt.
1857—Dred Scott Decision The United States Supreme Court decides, seven to
two, that blacks can never be citizens and that Congress has no authority to outlaw
slavery in any territory.
1860—Abraham Lincoln Elected Abraham Lincoln of Illinois becomes the first
Republican to win the United States Presidency.
1860—Southern Secession
follow the next year.
South Carolina secedes in December. More states
1861-65—United States Civil War
lives.
Four years of brutal conflict claim 623,000
1863—Emancipation Proclamation President Abraham Lincoln decrees that all
slaves in Rebel territory are free on January 1, 1863.
1865—Slavery Abolished The 13th Amendment to the United
States Constitution outlaws slavery.
Name: _________________________ Date: ___________________
Slavery & the Making of America
1. Why did the Declaration of Independence seem ironic to the slaves?
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2. Why were other slaves released but not Titus?
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3. Why did George Washington change his mind about enlisting black
soldiers? Why didn’t many white colonists object?
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4. What happened to Titus during the Revolution?
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5. Was Colonel Tye a good or bad guy? Explain.
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6. What did the British think about the system of slavery?
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7. Did Titus’ friends think it was appropriate to fight for the British? Why
or Why not?
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Character Slips – “It depends on your point of view”
YOU are a 21 year-old slave in Monmouth County, New Jersey in 1776. You
have heard that Colonel Tye's band of renegades is in the neighborhood.
YOU are a slave-owner in Monmouth County, New Jersey during the
American Revolution. You have heard that Colonel Tye's band of renegades is
in the neighborhood.
YOU are one of Colonel Tye's guerilla soldiers in Monmouth County, New
Jersey during the American Revolution.
YOU are a British general during the American Revolution. You have recently
met with a slave named Titus, who wants to help you.
YOU are Titus, and you are preparing to run away from your master.
YOU are a slave in New Jersey in 1774. Because you tried to run away, your
owner has put an iron collar with four-foot long poles attached to it around
your neck.
YOU are a slave on John Corlies' farm in Monmouth County, New Jersey. One
of your close friends, Titus, has recently run away.
YOU are John Corlies, a slave-owner in Monmouth County, New Jersey. Your
slave Titus has recently run away.
YOU are the editor of a Monmouth County, New Jersey newspaper. John
Corlies came to you today and put an ad for his runaway slave Titus in your
newspaper.
YOU are a Quaker slave-owner in New Jersey in 1774. Many of your
neighbors have been setting their slaves free.
YOU are a slave in Mississippi in 1854. You have recently run away, and you
are spending the night alone in a swamp.
YOU are a slave in 1859. You ran away from your owner, and you have made
it to Rochester, New York. You are waiting for a boat to take your across
Lake Ontario to Canada.
YOU are a Quaker who runs an Underground Railroad safe house. You have
three runaway slaves hiding in your cellar, and you know that a group of
slave catchers is searching houses in your neighborhood.
YOU are a runaway slave, hiding in the home of a Quaker on the
Underground Railroad. You know that a group of slave catchers is searching
houses in the area.
YOU are a slave catcher. You have heard that a nearby house is a "safe
house" on the Underground Railroad, and three escaped slaves may be
hiding in it.
YOU own a boat on Lake Ontario. You transport runaway slaves from
Rochester, New York to Canada.
YOU are a slave in 1850. Your son or daughter has recently run away.
YOU are a runaway slave in 1850. You recently ran away, and left your
family and friends behind.
YOU are a twelve year old slave in Tennessee in 1850. Your mother has told
you that the two of you will be running away in a day or two.
YOU are a slave owner in Tennessee in 1850. Recently, a number of your
slaves have run away.