TheUSConstitutionof1787andSlavery
Overview
StudentswillexplorethePreambletotheUSConstitutionandthelibertiesandfreedomsitsetsforth.
StudentswillthendiscussthetensionsbetweentheinstitutionofslaveryandConstitutionalfundamentals.
AssumingtheroleofaCongressionalrepresentativeintheyear1790,studentswilldebateaQuakerpetitionto
Congresscallingforanimmediateendtotheslavetrade,requiringthemtoexaminethehistoricalrealityof
theinstitutionofslaveryinthenewlyformedstates.
Courses
Civics&Economics
AmericanHistoryI
NorthCarolinaEssentialStandardsforAmericanHistory:TheFoundingPrinciples,CivicsandEconomics
• FP.C&G.1.4-AnalyzetheprinciplesandidealsunderlyingAmericandemocracyintermsofhowthey
promotefreedom(i.e.separationofpowers,ruleoflaw,limitedgovernment,democracy,consentofthe
governed/individualrights–life,liberty,pursuitofhappiness,self-government,representative
democracy,equalopportunity,equalprotectionunderthelaw,diversity,patriotism,etc.
• FP.C&G.2.3-EvaluatetheU.S.Constitutionasa“livingConstitution”intermsofhowthewordsinthe
ConstitutionandBillofRightshavebeeninterpretedandappliedthroughouttheirexistence(e.g.,
precedents,ruleoflaw,Staredecisis,judicialreview,supremacy,equalprotections,“establishment
clause”,symbolicspeech,dueprocess,righttoprivacy,etc.)
• FP.C&G.4.5-Explainthechangingperceptionandinterpretationofcitizenshipandnaturalization(e.g.,
aliens,Interpretationsofthe14thamendment,citizenship,patriotism,equalrightsunderthelaw,etc.
NorthCarolinaEssentialStandardsforAmericanHistoryI
• AH1.H.1.2-UseHistoricalComprehensionto:
• AH1.H.1.3-UseHistoricalAnalysisandInterpretationto:
• AH1.H.1.4-UseHistoricalResearchto:
• AH1.H.2.1-Analyzekeypolitical,economic,andsocialturningpointsfromcolonizationthrough
Reconstructionintermsofcausesandeffects(e.g.,conflicts,legislation,elections,innovations,leadership,
movements,SupremeCourtdecisions,etc.)
• AH1.H.2.2-EvaluatekeyturningpointsfromcolonizationthroughReconstructionintermsoftheirlasting
impact(e.g.,conflicts,legislation,elections,innovations,leadership,movements,SupremeCourtdecisions,
etc.).
• AH1.H.3.4-AnalyzevoluntaryandinvoluntaryimmigrationtrendsthroughReconstructionintermsof
causes,regionsoforiginanddestination,culturalcontributions,andpublicandgovernmentalresponse
(e.g.,Puritans,Pilgrims,AmericanIndians,Quakers,Scotch-Irish,Chinese,Africans,indenturedservants,
slavery,MiddlePassage,farming,ideasoftheEnlightenment,etc.)
• AH1.H.4.1-AnalyzethepoliticalissuesandconflictsthatimpactedtheUnitedStatesthrough
Reconstructionandthecompromisesthatresulted(e.g.,AmericanRevolution,ConstitutionalConvention,
BillofRights,developmentofpoliticalparties,nullification,slavery,states’rights,CivilWar)
• AH1.H.4.4-AnalyzetheculturalconflictsthatimpactedtheUnitedStatesthroughReconstructionandthe
compromisesthatresulted(e.g.,displacementofAmericanIndians,manifestdestiny,slavery,assimilation,
nativism,etc.)
EssentialQuestions
• WhatisaPreambleandwhatpurposedoesthePreambletotheUnitedStatesConstitutionserve?
1
•
•
WhatisthepurposeofAmericangovernmentaccordingtothePreamble?
WhataretheresponsibilitiesofacitizentoensuretheAmericangovernmentupholdsthetenantssetforth
intheConstitution?
HowdidtheConstitutionalConventionaddresstheissueofslavery?
WhatiscompromiseandwhatrolediditplayingovernmentduringtheConstitutionalperiod?
WhatwastheeffectofcompromisessuchastheGreatCompromiseandtheThree-FifthsCompromise?
WhatoptionsdidCongresshaveindealingwithslaveryduringtheConstitutionalperiod?
•
•
•
•
Materials
• PhrasesofthePreamble,attached
• “The1790Controversy,”worksheetattached
Duration
60-90minutes(timewillvarybasedondepthofstudentdiscussion)
Procedure
ThePreambletotheUSConstitution
1. Asawarm-up,displaythePreambletotheConstitutionandaskstudentstoquietlyreadandthinkaboutit
forafewmoments.
• WethePeopleoftheUnitedStates,inordertoformamoreperfectUnion,establishJustice,insure
domesticTranquility,provideforthecommondefense,promotethegeneralWelfare,andsecurethe
BlessingsofLiberty,toourselvesandourPosterity,doordainandestablishthisConstitutionforthe
UnitedStatesofAmerica.
• Discuss:
o WhatisaPreamble?
o WhatistheoverallpurposeofthePreambleintheConstitution?
2. Next,tellstudentsthatsincethewordsandphrasesinfoundingdocumentssuchastheConstitutioncan
oftenbeconfusing,itisbeneficialtobreakthemdownformorespecificexploration.Dividestudentsinto
6groups,givingeachaphrasefromthePreamble(attached).Instructthemtodiscusstheirassigned
phrasefor4-5minutes:
• Whatdothesewordsmeantoyou?
• Whatpurposedoyouthinkthe“FoundingFathers”intendedforthesewordstohold?
• WhyisthispartofthePreambleimportant?
• HowisthispartofthePreamblerelevanttotoday’ssociety?
3. Allowstudentstoreportbacktotheclassasawholeandfurtherdiscuss:
• AccordingtothePreamble,whatarethepurposesofAmericangovernment?
• HowisthestructureoftheAmericangovernmentdesignedtoupholdtheselibertiesandfreedomsset
forth?
• Howdo“wethepeople”ensurethesetenetssetforthareupheld/enacted?
• Whatdoesittakeonthepartofournationalgovernmenttoensurethesetenetsareupheld/enacted?
Ourstategovernment?Ourlocalgovernment?
• Whatisourresponsibilityasacommunityandasindividualcitizenstoensurethesethemesare
evidentinourcommunity?
4. Finally,pointouttostudentsthatwhilethePreamblemaysetforthavisionofaunited,well-intentioned
government,atthetimeitwaswritten,theinstitutionofslaverywasingrainedintosociety.Askstudents
toconsider:
• HowmightourperspectiveregardingthePreambletodaycompareandcontrasttothoselivingin
1787?
• Imaginethatyouwereanenslavedpersonlivingin1787.HowwouldthisPreambleapplytoyou?
2
•
WhatmightanenslavedpersonhavetosayaboutthePreambleandwhatitsetsforth?(Teachersmay
wanttogivestudentsafewminutestoassumetheperspectiveofanenslavedpersonin1787and
writedownaresponsetothisquestion.Volunteerscanthensharetheirwritingoutloud.)
SlaveryandtheUSConstitution
5. ExplaintostudentsthatwhiledelegatesworkedontheUSConstitutionof1787manyquestionsremained
unsolved,oneofthemostimportantbeingtheissueofslaveryandtheslavetrade.Thoseenslavedmade
upone-fifthofthepopulationofthenewstates,withmostofthoseenslavedlivingintheSouth(slaves
accountedfor40percentofthepopulationinthesouthernstates).Whetherslaverywastobepermitted
andcontinuedunderthenewConstitutionwasamatterofconflictbetweentheNorthandSouth,with
severalSouthernstatesrefusingtojointheUnionifslaverywasended.
Askstudents:
• WhywouldSouthernstatesrefusingtojointheUnionbedetrimentaltoournewnationin1787?
• WhatdoyoupredictCongressdecidedtodoregardingtheissueofslaveryin1787?
6. Explainthatwhileviewsonslaveryvaried,theissuewastoocontroversialtooutlawintheConstitution.
However,amorepressingissuedevelopedasourgovernmentalstructurewasbeingsetup-Wouldslaves
becountedaspartofthepopulationindeterminingrepresentationinCongress?Orwouldtheybe
consideredpropertynotentitledtorepresentation?Thisiswherecompromisebecomeskeyinratification
oftheConstitution.
7. AssignareadingoncompromisesmadebytheConstitutionalConventionfromyourtextbook,orexplain
tostudents:
• Delegatesfromstateswithlargepopulationsofslavesarguedthatslavesshouldbeconsidered
personsindeterminingrepresentation.Delegatesfromstateswhereslaverywaslessprevalentargued
thatslavesshouldbeincludedintaxationbutnotindeterminingrepresentation.Afterweeksof
fighting,onJuly2theConventiondecidedtoformacommitteeleadbyBenjaminFranklinand
includingonedelegatefromeachstatetoworkouttheissue.ThiscommitteeproducedtheGreat
Compromise,alsoreferredtoastheConnecticutCompromise.
TheGreatCompromisesetupadualsystemofrepresentation,withalowerhouse(Houseof
Representatives)andanupperhouse(Senate).Inthelowerhouse,eachstatewouldbeassigneda
numberofseatsbasedonitspopulation,anditwasdeterminedthateachslavewouldcountforthree
fifthsofafreepersonindeterminingbothrepresentationandtaxes.Intheupperhouse,allstates
wouldhavethesamenumberofseats,tworepresentativesapiece.Thiscompromisewasofficially
adoptedonJuly16th,1787.
WithHouserepresentationbeingbasedonpopulation,furtherdebateensuedregardingwhether
SouthernStateswouldbeallowedtocountslavesaspartoftheirpopulation.Thesameslaveholding
Southernerswhohistoricallydeniedthehumanityofthoseenslavednowfoughttohavethemcounted
inordertoraisetheirpopulationnumbers,thustheirrepresentationintheHouse.TheThree-Fifths
Compromiseresulted,statingthatthree-fifthsofthepopulationofslaveswouldbecountedwhen
determiningboththedistributionoftaxesandtheapportionmentofthemembersoftheUSHouseof
Representatives.
Withoutsuchcompromises,itislikelythattheConstitutioncouldnothavebeenagreedupon.
FollowingtheGreatCompromise,anothercontroversyerupted:Whatshouldbedoneabouttheslave
trade,theimportingofnewslavesintotheUnitedStates?Tenstateshadalreadyoutlawedit.Many
delegatesheatedlydenouncedit.Butthethreestatesthatallowedslavery(Georgia,SouthCarolina,
andNorthCarolina)threatenedtoleavetheConventioniftheslavetradewerebanned.Thedelegates
totheConventiondidnotwanttheratificationoftheConstitutiontofailbecauseoftheconflictover
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slavery.Therefore,aspecialcommitteeworkedoutanothercompromise:Congresswouldhavethe
powertobantheslavetrade,butnotuntilatleast20yearslater(January1,1808).
•
Discuss:
o Whatisacompromise?Whatcharacteristicsmightacompromiseembody?
o Whydogovernmentsoftenhavetoutilizecompromise?
o WhydidtheconventiondecideupontheGreatCompromise?TheThree-FifthsCompromise?
o Whatpositiveeffectdidthesecompromiseshaveonthenewnation?Whatnegativeeffectdid
theyhave?
o DoyouthinktheThree-FifthsCompromisewasawisedecision?Whyorwhynot?
o IfyouwereamemberoftheConstitutionalConvention,wouldyouhavevotedtoapprovethe
GreatCompromiseandtheThree-FifthsCompromise?Whyorwhynot?
o Arethereothergovernmentalcompromisesthroughouthistorythatyoucanconnectthisto?
8. ExplaintostudentsthattheConstitutionof1787wasratifiedby11statesasofJuly1788.NorthCarolina
finallybecamethe12thstatetoapproveitonNovember21,1789basedonCongress’sconsiderationof
addingaBillofRights.Finally,RhodeIslandapprovedtheConstitutioninMay1790.However,theissues
ofslaveryandtheslavetradewerenotover.
The1790SlaveryControversy
9. Withstudentsagaininsmallgroups,handouttheattached“1790SlaveryControversy,”andexplainto
groupsthattheywillbethinkingasamemberofCongressintheyear1790.Projectandexplainthe
assignment:
• YouareamemberofCongressin1790.Today,February11,1790twoQuakerdelegates(onefrom
NewYork,theotherfromPhiladelphia)havepresentedpetitionstotheHousecallingforthefederal
governmenttoputanimmediateendtotheAfricanslavetrade.Theissuehasbeenassignedtoa
Committeeforfurtherdiscussion.TheCommittee(yourgroup)isresponsibleforthefollowing…
• Consideringthehistoricalperspectivesthatrealisticallyexistedinthe1700s,deviseaplanforslavery
andtheslavetrade.Asacongressionalcommittee,youmust:
o Beginyourmeetingbyeducatingyourselvesontherealitiesofthetimesbyreadinganddiscussingthe
pointsbelow.
o Takeonaperspectiveofacongressionalrepresentativelivingin1790(remember,therewerevarying
degreesofsupportoroppositionforslaveryandtheslavetrade.)
o Together,decidehowtorespondtothepetitionpresentedtoyou.Locatedbelowyouwillfind
optionsthatwereactuallypresented.Youmaycombineideas,ordisregardthemallandcreateyour
own(again,betruetothetimeperiod).
o Asyoudeterminewhattodoregardingtheissueofslavery,youmustalsoconsiderthebudgetyour
decisionwill
o Require.Agreatideaisnothingwithoutthefundstobackit.
o Agreatideaisalsonothingwithoutyourgroup’sabilitytoconvinceothermembersofCongressto
supportit.BepreparedtopresentyourideatoCongress(therestofclass)inamannerthatwillgain
theirapproval.
10. Determinehowmuchtimetogivestudentstowork(atleast20minutesisrecommended).Asstudents
work,teachersshouldcirculatetoensurestudentsstayontask.Manygroupswillbeunabletodetermine
asolutiontotheissueiftheyareremainingtruetoallofthefactsofthetime.However,theywillgainan
understandingofthedifficultrealityofpleasingallparties(politicalandcivilian)in1790,aswellasthe
financialrealitiesfacingournewnation.Theywillalsounderstandhowingrainedtheissueofslaverywas
inthemakingofAmerica.
4
11. Aftersufficientworktime,allowgroupstopresenttheirdecisions.Ifnodecisionwasmade,groupscan
explainthedifficultiestheyfacedandwhynodecisionwasreached.Finally,debriefasaclass:
• Whatwasthisexperiencelike?Whywasitdifficulttosolvetheissueofslavery?
• Whatfactorsinfluencedthechoicesyouhadindealingwithslaveryandtheslavetrade?
• AreanyofthesesamefactorsdealtwithbymembersofCongresstoday?Explain.
• WasitlikelythatCongresswasgoingtobeabletopleaseeveryoneregardingtheissueofslavery?
Explain.
• Consideringyouranswertothepreviousquestion,howdoesCongressmaketheirfinaldecisions?
• Arepolicymakerslikelytosatisfyeveryoneinthedecisionstheymaketoday?Explain.
• Whatroledidcompromiseplayregardingtheissueofslavery?WhydoyouthinkCongressworkedso
hardtocreatesuchcompromises?
• Doyouthinkthecompromisesmaderegardingslaveryhelpedorhinderedtheissue?Explain.
• Whatmighthavebeendifferentifcitizens,suchastheQuakers,didnotmaketheirdispleasurewith
slaveryknown?Whatareourresponsibilitiesascitizensinregardstoourgovernmentandto
upholdingourrights?
• HowareourlivesimpactedtodaybytheConstitution,andthedecisionsmadethroughouthistory
regardingtheConstitution?
• Basedonthisexperience,whatskillsdoesoneneedtobeamemberofCongress?
12. Inculmination,projectthefollowingquoteanddiscuss:
•
•
•
“SlaverywouldbecomethecentralanddefiningproblemforthenextseventyyearsofAmerican
history…Theinabilitytotakedecisiveactionagainstslaveryinthedecadesimmediatelyfollowingthe
Revolutionpermittedthesizeoftheenslavedpopulationtogrowexponentially(meaningcontinueto
doubleanddouble)…thisalsoallowedlegalandpoliticalinstitutionsofthedevelopingU.S.
governmenttobecomeentwinedwithcompromiseswithslavery’spersistence…Eventuallyover
600,000Americanswoulddieinthenation’sbloodiestwartoresolvethecrisis[ofslavery].”~Joseph
Ellis,authorof“FoundingBrothers”
SlaverywasnotendeduntilaftertheCivilWar,withthepassingofthe13Amendmentin1865,75
yearsaftertheQuaker’spetition.DoyouthinktheCivilWarwasinevitable?Wastherenootherway
tosolvetheissueofslavery?Explain.
DoyouthinkthatCongresswouldhavemadedifferentchoicesiftheywereabletoseeintothefuture
andknowthattheCivilWarwoulderupt,largelyovertheissueofslavery?Explain.
5
PhrasesfromthePreamble
WethepeopleoftheUnitedStates,inordertoforma
moreperfectUnion…
Discuss:
• Whatdothesewordsmeantoyou?
• Whatpurposedoyouthinkthe“FoundingFathers”intendedforthesewordstohold?
• WhyisthispartofthePreambleimportant?
• HowisthispartofthePreamblerelevanttotoday’ssociety?
"
establishJustice
Discuss:
• Whatdothesewordsmeantoyou?
• Whatpurposedoyouthinkthe“FoundingFathers”intendedforthesewordstohold?
• WhyisthispartofthePreambleimportant?
• HowisthispartofthePreamblerelevanttotoday’ssociety?
"
insuredomesticTranquility
Discuss:
• Whatdothesewordsmeantoyou?
• Whatpurposedoyouthinkthe“FoundingFathers”intendedforthesewordstohold?
• WhyisthispartofthePreambleimportant?
• HowisthispartofthePreamblerelevanttotoday’ssociety?
"
provideforthecommondefense
Discuss:
• Whatdothesewordsmeantoyou?
• Whatpurposedoyouthinkthe“FoundingFathers”intendedforthesewordstohold?
• WhyisthispartofthePreambleimportant?
• HowisthispartofthePreamblerelevanttotoday’ssociety?
"
promotethegeneralWelfare
Discuss:
• Whatdothesewordsmeantoyou?
• Whatpurposedoyouthinkthe“FoundingFathers”intendedforthesewordstohold?
• WhyisthispartofthePreambleimportant?
• HowisthispartofthePreamblerelevanttotoday’ssociety?
"
6
securetheBlessingsofLiberty
Discuss:
• Whatdothesewordsmeantoyou?
• Whatpurposedoyouthinkthe“FoundingFathers”intendedforthesewordstohold?
• WhyisthispartofthePreambleimportant?
• HowisthispartofthePreamblerelevanttotoday’ssociety?
"
toourselvesandourPosterity,doordainandestablishthis
ConstitutionfortheUnitedStatesofAmerica.
Discuss:
• Whatdothesewordsmeantoyou?
• Whatpurposedoyouthinkthe“FoundingFathers”intendedforthesewordstohold?
• WhyisthispartofthePreambleimportant?
• HowisthispartofthePreamblerelevanttotoday’ssociety?
7
The1790Controversy
YouareamemberofCongressinthe1790.Today,February11,1790twoQuakerdelegates(onefromNew
York,theotherfromPhiladelphia)havepresentedpetitionstotheHousecallingforthefederalgovernmentto
putanimmediateendtotheAfricanslavetrade.
Yourgrouprepresentsacongressionalcommitteethatmustresearchthesituationandmakea
recommendationtotheHouseregardingthesituation.Consideringthehistoricalperspectivesthatrealistically
existedinthe1700s,deviseaplanforslaveryandtheslavetrade.Asacongressionalcommittee,youmust:
1.Beginyourmeetingbyeducatingyourselvesontherealitiesofthetimesbyreadinganddiscussingthe
pointsbelow.
2.Takeonaperspectiveofacongressionalrepresentativelivingin1790(remember,therewerevarying
degreesof
supportoroppositionforslaveryandtheslavetrade.)
3.Together,decidehowtorespondtothepetitionpresentedtoyou.Locatedbelowyouwillfindoptionsthat
wereactually
presented.Youmaycombineideas,ordisregardthemallandcreateyourown(again,betruetothetime
period).
4.Asyoudeterminewhattodoregardingtheissueofslavery,youmustalsoconsiderthebudgetyour
decisionwillrequire.
Agreatideaisnothingwithoutthefundstobackit.
5.Agreatideaisalsonothingwithoutyourgroup’sabilitytoconvinceothermembersofCongresstosupport
it.Be
preparedtopresentyourideatoCongress(therestofclass)inamannerthatwillgaintheirapproval.
A.CongressionalBriefing:Considersomeissuesandopinionsofthetimeasyoubegintobrainstormideas
withyourfellowRepresentativesregardingwhattodoaboutslaveryandtheslavetrade:
•TheConstitutionoftheUnitedStates,onlyrecentlyratified,specificallyprohibitedCongressfrompassingany
lawabolishingorrestrictingtheslavetradeuntil1808.
•TheConstitution,whichboundallofthestatesintoaUnion,wouldnothavebeenratifiedbysomesouthern
stateswithouttheprotectionofslavery.ItisimportantforournewnationtosticktogetherandSouthern
statesmay“leavetheunionifthefederalgovernmenteverattemptedtoimplementanationalslave
emancipationpolicy.”
•TheQuakerpetitionclaimedthatbothslaveryandtheslavetradeareincompatiblewiththeidealssetforth
intheAmericanRevolution(meaning,whatabout“…allmenarecreatedequal…”).Thus,theQuakersfeel
you,asCongress,couldinfactusetheDeclarationofIndependenceasentitlementtorevoketheslavery
clause.
•Ontheotherhand,removingslaveryisnotlikeremovingtheBritish.Slaveryiswovenintothefabricof
Americansociety,inwaysthatdefylogicormorality.ManypeoplelivinginAmericafeelthatCongress
“controllingtheir‘property’(slaves)”isjustasbadaspreviousBritishcontrol.
•Manysoutherndelegatesbelievethatthenation’seconomy,particularlyinthesouth,dependsonthe
availabilityofslavelabor(“Ricecannotbebroughttomarketwithoutthesepeople”).Manybelievethat
slaveryisaninstitutionnecessaryforoureconomy,as“Nowhitemanwouldperformthetasksrequiredto
draintheswampsandcleartheland.”
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•SomeAmericans,citizensandgovernmentrepresentativesalike,believethattheBibleandtheConstitution
endorse(agreewith)slavery,thusitisacceptable(“anecessaryevil”).Othersbelievethemoralspresentedin
theBibleshowslaverytobecruelandunjust.
•Therewaswidespreadbeliefbysomeinthelate1700’sthatslaverywouldeventuallybeended,overtime.
“Slaverycouldbetoleratedintheshortrunbecausetherewastheideathatitwouldbeendedinthelong
run.”Otherscalledforanimmediateendtotheslavetrade.
•In1782theVirginialegislaturepassedalawwhereslaveownerscouldfreeslavesattheirowndiscretion.
Meanwhile,ThomasJeffersonwaswritingNotesontheStateofVirginia,wherehesketchedoutaplanthatall
slavesbornafter1800wouldeventuallybefree.In1784JeffersonalsoproposedabilltoCongresstoprohibit
slaveryinallwesternterritories(itfailedtopassbyasinglevote).
B.CongressionalCompromises…Didtheyfurtherslavery?ConsiderpastdecisionsmadebyCongress.
•DevelopedinJulyof1787,theNorthwestOrdinanceforbadeslaveryintheterritorynorthoftheOhioRiver
(outwest).Thiscouldbeinterpretedasthefirstpoliticalmeasuretoexcludeslaveryfromnewstates.But…on
theotherhand,thissecuredslaveryinthesouthernstates,andcouldbeseenasbeingfavorabletoslavery.
•TheGreatCompromise,alsoknownastheConnecticutCompromise,wasdeterminedatthePhiladelphia
Conventionof1787.Inpart,itdefinedthelegislativestructureandrepresentationthateachstatewouldhave
undertheUnitedStatesConstitution.Itproposedabicamerallegislature,resultinginthecurrentUnitedStates
SenateandHouseofRepresentatives.Itdesignatedthatthenumberofrepresentativeseachstatehasinthe
HouseofRepresentativeswouldbebasedoneachstate’spopulation,andthatthenumberofSenatorseach
statehadwouldbeequal,regardlessofpopulation.TheGreatCompromisealsoinvolvedanexchangeofvotes
whereNewEnglandagreedtobackanextensionoftheslavetradefor20years,sothattheSouthwould
supportfederalregulationofcommerce.
WithHouserepresentationbeingbasedonpopulation,furtherdebateensuedregardingwhetherSouthern
Stateswouldbeallowedtocountslavesaspartoftheirpopulation.ThesameslaveholdingSouthernerswho
historicallydeniedthehumanityofthoseenslavednowfoughttohavethemcountedinordertoraisetheir
populationnumbers,thustheirrepresentationintheHouse.TheThree-FifthsCompromiseresulted,stating
thatthree-fifthsofthepopulationofslaveswouldbecountedwhendeterminingboththedistributionoftaxes
andtheapportionmentofthemembersoftheUSHouseofRepresentatives.
C.BelowareoptionsthatwereactuallypresentedtoCongressatvarioustimes.Youmaywishtodecideon
oneofthesetoimplement,combineoraltertheseideas,orcomeupwithsomethingentirelynew.
•Stoptheslavetrade,allowingplantationownerstokeepwhatslavestheyhave.
•Stoptheslavetradeandfreeallexistingslaves.
•Compensateslaveownersbypurchasingtheirslavesandfreeingthem.Slaveownerswouldneedtobegiven
between$100-$200perslave.
•Establishanationalfundofmoneytopayforfreeingslaves.Thismoneywouldcomefrom:
a. anationaltax? b.sellinglandinthewest?
•Freetheslaves&colonizethemelsewhere.(“Thetworacescannotlivetogetheronequaltermsbecauseof
deeprootedprejudicesentertainedbythewhites-tenthousandrecollectionsbytheblacksoftheinjuries
theyhavesustained…”)
a. AreturntoAfrica? b.Caribbean?
c.AmericanWest?
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Yourideas:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
D.Considerthebudgetyouareworkingwith.Ifyourplanrequiresanytypeofmoney,youmustfigureout
howtoraisethemoneygiventhefollowingbudgetaryguidelines.
Federalbudgetin1790:
$7million
Totaldebt(afterAmericanRevolution):
$77million
Estimatedcosttobuyslavesintofreedom:
$140million
1790Census
States
FreeWhite
Vermont
NewHampshire
Maine
Massachusetts
RhodeIsland
Connecticut
NewYork
NewJersey
Pennsylvania
Delaware
Maryland
Virginia
Kentucky
NorthCarolina
SouthCarolina
Georgia
Total
85,268
141,097
96,002
373,324
64,470
232,674
314,142
169,954
424,099
46,310
208,649
442,117
61,133
288,204
140,178
52,886
3,140,205
AllOtherFree
Persons
255
630
538
5,463
3,407
2,808
4,654
2,762
6,537
3,899
8,043
12,866
114
4,975
1,801
398
59,150
Slaves
Total
16
158
None
None
948
2,764
21,324
11,423
3,737
8,887
103,036
292,627
12,430
100,572
107,094
29,264
694,280
86,539
141,885
96,540
378,787
68,825
237,946
340,120
184,139
434,373
50,094
319,728
747,610
73,677
393,751
249,073
82,548
3,893,635
E.Decisiontime:Together,deviseaplanforslaveryandtheslavetrade.Usethespacebelowtowriteyour
finaldecision.ThisshouldincludeanoutlineofwhatyouwillsharewithyourcolleaguesinCongressto
convincethemyourCommittee’splanmakesmostsense:
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