Day 2: Slavery
Materials to Distribute
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Slavery Informational Text Sheet
Slavery Map in America Graphic
Slavery Map in America – Histomatics (integrating math and history)
Slavery from Multiple Perspectives activity
Background:
Introduce: It might help to discuss slavery with an overall discussion of the dark parts of American
history. Brainstorm with students aspects of American history, that, collectively, we might not be
proud of. Examples might include slavery, and Native American policies. Students may bring up more
modern examples that might make for interesting discussion and debate.
Ask: What examples in history can you think of that us as Americans may not be proud of? Your
examples can be from early American history, or, from modern times.
Say: Slavery was an accepted fact in all parts of America well into the late 1700s (including the North).
By the early 1800s, however, slavery was banned or was dying out in most of the Northern states. With
the 1793 invention of the cotton gin, however, slavery became even more important in the southern
states as huge amounts of cotton could be processed, requiring more slave labor.
Say: As America acquired new territories and expanded in the early 1800s, it began to grow apart in
other ways. Serious questions arose over the future of slavery and if slavery would spread into
America’s new land. Opposition and support for slavery were tied to moral, political, and economic
reasons.
Ask: What moral reasons made people against slavery (known as abolitionists) oppose slavery?
Ask: What economic reasons made people support slavery?
Ask: Can you think of any political reasons why people would support or oppose slavery?
Distribute: The informational text sheet on slavery. The sheet will explain slavery from the perspectives
of those in the North and the South. Read aloud with students and discuss
Distribute: the Slavery Map in American Histomatics Activity. If you can’t print color copies, show the
graphic on your interactive whiteboard, or, have students access the graphic online at:
Have students work individually or in pairs on the math problems. This graphic and problems will help
illustrate the prevalence of slavery in the South. Point to South Carolina as a state in which the
population of slaves was greater than the population of non-slaves.
Distribute: the Slavery from Different Perspectives activity. In this activity, students must “speak” for
five different stakeholders concerning slavery: 1.) A plantation owner from Georgia; 2.) An “abolitionist
from Connecticut; 3.) A lawmaker from New York; 4.) A lawmaker from Alabama; and 5.) An importer
from England. Each of these will either be for or against slavery, but each will have a different reason
for their support or opposition.
Discuss: Student responses to the activity.
Southern Perspective
The issue of slavery became more and more contentious between northern states and
southern states in the middle part of the 19th century, especially as the United States
expanded westward and began to take in new territories and states. Slavery was
important to the southern economy because of the large labor force required to pick and
process cotton – the southern cash crop. The southern states scored a victory with the
passing of the Kansas-Nebraska Act of 1854. Introduced by Stephen A. Douglas, the bill
called for the residents of the particular territory to choose for themselves if they wanted
slavery (otherwise known as popular sovereignty). Northern politicians such as Abraham
Lincoln and abolitionists (those opposed to slavery) fought vigorously against the bill.
With the election of President Lincoln in 1860, southern officials began to fear that
Lincoln would repeal the bill and that the northern majority would threaten their way of
life – and their economic interests. Southern states began to fear that Lincoln would
emancipate slaves. The 1859 raid on the federal arsenal by John Brown, a radical
abolitionist, perpetuated fears and led many to believe in a northern conspiracy. Shortly
after Lincoln’s election, South Carolina officially seceded from the Union. Ten states
would follow soon after and form the Confederate States of America.
Northern Perspective
Although the North was divided on their views of slavery, political officials in power such
as Abraham Lincoln fought against the Kansas- Nebraska Act. Although many viewed
slavery as immoral, which was one reason for its proposed abolishment, officials in the
north were also worried that the extension of slavery into western states would give the
southern states disproportional influence in such areas. When Abraham Lincoln was
elected president, eleven states promptly seceded from the Union. Lincoln deemed this
unacceptable and declared war for the purposes of preserving the Union.
Slavery in the United States
Look at the map below and answer the questions.
1.) How would you describe the data in the map above? Are there any trends?
2.) How many more slaves did Georgia have than Missouri, Delaware, and Maryland combined?
3.) How many slaves were in the Carolinas?
4.) On the map below, did the yellow states combined total a population of one million slaves? How
many more or less?
5.) Based on the map, can you estimate the STATE that had the highest population?
6.) About what percentage of the total slaves in the South live in Georgia?
Answers
Slavery in the United States
Look at the map below and answer the questions.
1.) How would you describe the data in the map above? Are there any trends?
States in the “deep south” and along the Gulf Coast had the highest percentages of slave populations.
States farther north had lesser percentages of slave populations
2.) How many more slaves did Georgia have than Missouri, Delaware, and Maryland combined?
258,280
3.) How many slaves were in the Carolinas?
,280
4.) On the map below, did the yellow states combined total a population of one million slaves? How
many more or less? Yes: 4,490
5.) Based on the map, can you estimate the STATE that had the highest population? Virginia
6.) About what percentage of the total slaves in the South lived in Georgia? 11.7% = 12%
In the 1840s and 1850, the institution of slavery threatened to tear the nation part. In the assignment
below, play the role of a newspaper reporter interviewing various individuals about their beliefs on
slavery. Make up a pertinent quote that reflects what you believe that person would say. Remember,
while the individuals below will either support or oppose slavery, each will have a different reason.
Use: http://www.mrnussbaum.com/civil-war/slavery to gain perspective
Person
A Georgia planter
Quote
An Abolitionist from Connecticut
A politician (lawmaker) from New York
A politician (lawmaker) from Alabama
An importer from London, England
Example: “The Southern states are united in
their beliefs about state rights. The Federal
Government and Northern politicians should
mind their own business and stay out of our
affairs! We don’t need the government telling
us what to do, especially if it means destroying
our economy and way of life.”
Possible Answers:
In the 1840s and 1850, the institution of slavery threatened to tear the nation part. In the assignment
below, play the role of a newspaper reporter interviewing various individuals about their beliefs on
slavery. Make up a pertinent quote that reflects what you believe that person would say. Remember,
while the individuals below will either support or oppose slavery, each will have a different reason.
Use: http://www.mrnussbaum.com/civil-war/slavery to gain perspective
Person
A Georgia planter
Quote
“I need slaves to pick and process my cotton.
My slaves are my investments. I have paid good
money for my slaves and my livelihood would be
destroyed without the slaves.”
An Abolitionist from Connecticut
“Slavery is an abomination and a scourge upon
our nation. The reprehensible concept of
“owning” another person is a sin in the eyes of
God and mankind. We must rid our nation of the
disease of slavery and immediately beg God for
forgiveness.
A politician (lawmaker) from New York
“Slavery must not be allowed to spread into the
new territories and states! We must confine this
terrible practice to the states it is currently
allowed and refuse to allow it to define our nation
moving forward. If slavery is permitted in new
states and territories, slaves states may gain an
advantage in Congress, leading to the eternal
perpetuation of slavery!
Example: “The Southern states are united in
their beliefs about state rights. The Federal
Government and Northern politicians should
mind their own business and stay out of our
affairs! We don’t need the government telling
us what to do, especially if it means destroying
our economy and way of life.”
A politician (lawmaker) from Alabama
An importer from London, England
Slavery is a disgusting and immoral practice and
I am so thankful it is prohibited in England. That
being said, I fear I must tolerate it in America, for
how else will I get my cotton?