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2 ©InspirEd Educators, Inc.

** It is the goal of InspirEd Educators to create instructional materials that are

interesting, engaging, and challenging. Our student-centered approach

incorporates both content and skills, placing particular emphasis on reading,

writing, vocabulary development, and critical and creative thinking in the

content areas.

Edited by Christi Szrejter

Cover graphics by Sharon Coletti and Print1 Direct

Copyright © 2008 by InspirEd Educators, Inc.

ISBN # 978-1-933558-27-1

** FOR INDIVIDUAL TEACHER / PARENT USE ** All rights reserved. It is unlawful to reproduce all or part of this publication without prior written permission from the publisher. Student pages only (handouts and / or transparencies) may be photocopied or created for individual teacher or parent use. It is a breach of copyright to reproduce part or whole of this publication for any other purposes. Violators will be prosecuted in accordance with United States copyright law.

Printed in the United States of America

©InspirEd Educators, Inc. 5

Objectives (terms, questions, & answers) … pageObjectives (terms, questions, & answers) … pageObjectives (terms, questions, & answers) … pageObjectives (terms, questions, & answers) … page 6666

Simmering on the Back Burner (slavery) … pageSimmering on the Back Burner (slavery) … pageSimmering on the Back Burner (slavery) … pageSimmering on the Back Burner (slavery) … page 8888

Stop It! (aStop It! (aStop It! (aStop It! (abolitionism) … pagebolitionism) … pagebolitionism) … pagebolitionism) … page 12121212

WomenWomenWomenWomen WarriorsWarriorsWarriorsWarriors ((((abolitionism abolitionism abolitionism abolitionism and fand fand fand feminismeminismeminismeminism) … page) … page) … page) … page 18181818

Rise Up! (slave revolts) … pageRise Up! (slave revolts) … pageRise Up! (slave revolts) … pageRise Up! (slave revolts) … page 27272727

Bubble, Bubble (increasing tensions) … pageBubble, Bubble (increasing tensions) … pageBubble, Bubble (increasing tensions) … pageBubble, Bubble (increasing tensions) … page 34343434

LLLLegally Blindegally Blindegally Blindegally Blind ((((Dred ScottDred ScottDred ScottDred Scott)))) … page… page… page… page 38383838

The Gathering StormThe Gathering StormThe Gathering StormThe Gathering Storm ((((Bleeding Kansas and Harper’s FerryBleeding Kansas and Harper’s FerryBleeding Kansas and Harper’s FerryBleeding Kansas and Harper’s Ferry) … page) … page) … page) … page 45454545

Igniting the FlameIgniting the FlameIgniting the FlameIgniting the Flame (secession)(secession)(secession)(secession) … pa… pa… pa… pagegegege 52525252

Ready, Aim, Fire!Ready, Aim, Fire!Ready, Aim, Fire!Ready, Aim, Fire! ((((the war’s beginningthe war’s beginningthe war’s beginningthe war’s beginning) … page) … page) … page) … page 57575757

GeneralGeneralGeneralGenerally Speakingly Speakingly Speakingly Speaking ((((overviewoverviewoverviewoverview) … page) … page) … page) … page 63636363

UNUNUNUN----Civil WarCivil WarCivil WarCivil War (interpreting (interpreting (interpreting (interpreting sourcessourcessourcessources) … page) … page) … page) … page 67676767

Deadly by Design (technology) … pageDeadly by Design (technology) … pageDeadly by Design (technology) … pageDeadly by Design (technology) … page 74747474

Addressed in RagsAddressed in RagsAddressed in RagsAddressed in Rags ((((retrospective retrospective retrospective retrospective project) … pageproject) … pageproject) … pageproject) … page 78787878

Unfinished BUnfinished BUnfinished BUnfinished Businessusinessusinessusiness ((((war’s end, war crimes, etc.war’s end, war crimes, etc.war’s end, war crimes, etc.war’s end, war crimes, etc.) … page) … page) … page) … page 82828282

LookLookLookLookiiiing Ahead (challenges) … pageng Ahead (challenges) … pageng Ahead (challenges) … pageng Ahead (challenges) … page 91919191

Reviewing Terms (vocabulary puzzle) … pageReviewing Terms (vocabulary puzzle) … pageReviewing Terms (vocabulary puzzle) … pageReviewing Terms (vocabulary puzzle) … page 95959595

Differentiated Assessments Differentiated Assessments Differentiated Assessments Differentiated Assessments

(A (A (A (A ---- modified; B modified; B modified; B modified; B ---- average; C average; C average; C average; C ---- accelerated) … pageaccelerated) … pageaccelerated) … pageaccelerated) … page 97979797

Resources (bibliography) … pageResources (bibliography) … pageResources (bibliography) … pageResources (bibliography) … page 101010102222


Objective: The student will be able to explain how and why slavery was an issue in America from its founding.

Materials: But Why? (Springboard handout or transparency) The Wolf by the Ears (handout) Back to the Constitutional Convention (handout)

Terms to know: ideal - an honorable or worthy standard or goal institution - a practice, relationship, or behavior

pattern that is important to community life compromise - a settlement of differences in which

each side gives up some of its demands Constitution - document that outlines America’s

plan of government import - trade good brought into a country

Procedure: · During discussion of the Springboard, have the student(s) review why and

where slavery existed in America. (The South with an economy heavily dependent upon farming relied on slave labor, whereas busy trading states were generally opposed to slavery.) Then explain that this lesson takes a look back at the issue of slavery from the beginnings of the United States.

· Hand out “The Wolf by the Ears” and “Back to the Constitutional Convention.” · The student(s) should work individually or in pairs to read Jefferson’s

narrative and complete the problem-solving form. (NOTE: The Jefferson reading is an InspirEd creation based on the author’s research.)

· Have the student(s) share their ideas and discuss. (Answers will vary to the last question, but arguments for each side of the slavery issue include: BAN: Slavery is immoral; the nation is founded on the principle of human equality; in order for the country to be strong, it must live by its principles; the new federal government must be strong and given important powers such as banning slavery; etc. ALLOW: Slavery has always existed, right or wrong; the southern economy depends on slaves; the North also benefits from southern goods; the southern states will not join the new nation if the Constitution bans slavery; even without a ban, the institution will likely die out as it has in other places; etc.)

· Read The powers not delegated to the United States by the Constitution, nor prohibited by it to the states, are reserved to the states respectively, or to the people. Explain that the Bill of Rights including this 10th Amendment were added so states would sign the Constitution. Have the student(s) suggest how the 10th Amendment relates to the issue of slavery. (States should have the right to decide their own laws about it.)

· EXTENSION: Referring back to the lesson activity, explain that Jefferson, like many of the Founding Fathers, was himself a slave owner. Have the student(s) explore other figures to learn their attitudes about the institution.

Simmering on the Back Burner

Springboard: Students should study the “But Why?” information and answer the question.

(Answers will vary and the question should stimulate some discussion.)


“We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.”

Declaration of Independence, 1776

4,500,000

4,000,000

3,500,000

3,000,000

2,500,000

2,000,000

1,500,000

1,000,000

500,000

0 1790 1800 1810 1820 1830 1840 1850 1860

THE SLAVE POPULATION OF THE UNITED STATES

Why do you think a nation founded upon such noble ideals as stated in the

Declaration of Independence would allow for the growth of slavery the way it did?


by Thomas Jeffersonby Thomas Jeffersonby Thomas Jeffersonby Thomas Jefferson

“We have the wolf by the ears, and we can neither hold him,

nor safely let him go.” I am much quoted for describing slavery in

this way, yet I fear this vision may seem strange to many. So

please, allow me to explain.

From the time I wrote in the Declaration of Independence that

“all men are created equal,” I well knew this was not so in America. Slavery

had existed in the colonies from the outset. By 1776 there were more than a

half million African slaves, almost one-fifth of the new nation’s population.

And slaves made up 40% of the people in the southern colonies. When I

wrote those noble words, I fully believed that terrible institution was unlikely

to disappear.

The southern colonies in particular relied heavily on slavery. Its cash crops

of tobacco, indigo, and rice depended upon cheap, slave labor. The region

simply could not and would not give up its slaves. When our young nation

formed its first government under the Articles of Confederation, slavery as

almost everything else, was left to the states to oversee. But of course we

soon found the Articles were too weak to guide the government of a nation.

Naturally, when our Founding Fathers began to draft the lasting framework

of our government, the Constitution, the subject of slavery arose. However, all

at the Constitutional Convention knew the issue was so difficult to resolve, it

could have divided and destroyed the new land at its very beginnings. Rather

than allowing that to happen, a compromise was reached.

The right or wrong of slavery was not addressed in the Constitution.

Slavery was considered only as it affected the number of state representatives

in Congress. What was called the Three-fifths Compromise stated that each

slave would be counted as 3/5 of a person in terms of a state’s population, to

be reflected in its number of representatives.

Yet even before the Constitution of the United States could be completed

and signed, the issue of slavery reared its ugly head over and again. A series

of compromises were made to keep the young nation whole.

One was the agreement that what was then the Northwest Territory, the

states of Ohio, Illinois, Indiana, Michigan, and part of Wisconsin, would ban

slavery. A controversy also arose over the slave trade itself. Though most

states had outlawed the import of slaves, Georgia and the Carolinas had not.

In response to those states’ threats to leave the Constitutional Convention and

the new land, the Founding Fathers agreed to postpone any trade bans until

at least 1808. A third compromise addressed escaped slaves, saying that non-

slave states would return any escapees they found.

In effect the issue of slavery was simply placed on the back burner so the

new United States could be formed. There were some, I know, who hoped that

those in states that relied on the institution would change their views. These

same men hoped, too, that slavery would die out as it had in other places and

times. Yet, alas, that did not occur. The issue would be one that would plague

the United States for many years to come.


Why slavery should be BANNED Why slavery should be BANNED Why slavery should be BANNED Why slavery should be BANNED bybybyby the United States Constitution:the United States Constitution:the United States Constitution:the United States Constitution:

Why slavery should be Why slavery should be Why slavery should be Why slavery should be ALLOWED in some placesALLOWED in some placesALLOWED in some placesALLOWED in some places bybybyby the United States the United States the United States the United States ConstitutioConstitutioConstitutioConstitution: n: n: n:

Do you think the Founding Fathers were wisDo you think the Founding Fathers were wisDo you think the Founding Fathers were wisDo you think the Founding Fathers were wise in setting aside the issue of e in setting aside the issue of e in setting aside the issue of e in setting aside the issue of slavery in order to form the new U.S. government under the Constitution? slavery in order to form the new U.S. government under the Constitution? slavery in order to form the new U.S. government under the Constitution? slavery in order to form the new U.S. government under the Constitution? Explain your answer. Explain your answer. Explain your answer. Explain your answer.

DIRECTIONS: DIRECTIONS: DIRECTIONS: DIRECTIONS: Considering what you know about the issue, list as many arguments as you can that support EACH side of the slavery debate at the Constitutional Convention. Remember, the primary goal of the Founding Fathers was to unite the states under a plan of government that would stand the test of time.


Stop It!

Objective: The student will be able to describe the Abolitionist Movement in 19th century America as well as the roles of some key abolitionists. Materials: Inhumane and Unjust (Springboard handout or

transparency) Breaking the Chains (4 handouts) Terms to know: abolitionism - 19th century anti-slavery movement Procedure: · In discussing the Springboard, explain that slavery was a serious issue in

America and increasingly people were speaking out against it. Introduce the term “abolitionism” and have the student(s) cite other efforts involved in the movement (either through speculation or based on previous study). Explain that this lesson examines the Abolitionist Movement of the 19th century and some of its key participants. Go on to explain that many people, both black and white, expressed anger and resentment about slavery and demanded its end.

· Hand out “Breaking the Chains” pages. Read together or have the student(s) read the primary sources and information and write one or two paragraphs summarizing the people and methods of the Abolitionist Movement of the 19th century. (NOTE: The primary sources included in this lesson are commonly available on the Internet, but specific sites used are listed in the “Resources” section of the unit. Two excellent sites about slavery and abolitionism are The United States Civil War Center @ www.cwc.lsu.edu/cwc/links/slave.htm and PBS’s “Africans in America” @ www.pbs.org/wgbh/aia.)

· Have the student(s) share their ideas and discuss. Have them review violent, non-violent, legal, and other methods used in the movement and the specific roles of William Lloyd Garrison, Nat Turner, Harriet Beecher Stowe, and Frederick Douglass. Also, note that both whites and blacks were involved in abolitionism (Garrison, the Quakers, Stowe, and other whites -- more in next lesson, and Turner, Tubman, Douglass, and other free black men and women and escaped slaves were active in the fight to abolish slavery.)

· EXTENSION: As applicable, have the student(s) find information about abolitionist activity in their state and/or the reactions of people there to abolitionism.

Springboard:

Students should study the documents and answer the question for

“Inhumane and Unjust.” (Meetings and fairs were being held, people

were speaking out and writing books, articles, and songs against slavery.)


What types of things were being done in attempt to end slavery in the United States?


"Slavery is a monster and he must be treated as such -- hunted down bravely, and

dispatched at a blow."

William Lloyd Garrison in Genius of Universal Emancipation, abolitionist

newspaper published by Benjamin Lundy - October 9, 1829

“I am aware, that many object to the severity of my language; but is there not

cause for severity? I will be as harsh as truth, and as uncompromising as justice. On

this subject, I do not wish to think, or speak, or write, with moderation. No! No!

Tell a man whose house is on fire, to give a moderate alarm; tell him to moderately

rescue his wife from the hand of the ravisher; tell the mother to gradually extricate

her babe from the fire into which it has fallen; -- but urge me not to use moderation

in a cause like the present. I am in earnest -- I will not equivocate -- I will not excuse --

I will not retreat a single inch -- AND I WILL BE HEARD.”

William Lloyd Garrison in the first issue of his newspaper, The Liberator, in 1831

“…I was placed under an overseer, from whom I ran away - and after remaining in

the woods thirty days, I returned, to the astonishment of the negroes on the

plantation, who thought I had made my escape to some other part of the country, as

my father had done before. But the reason of my return was, that the Spirit appeared

to me and said I had my wishes directed to the things of this world, and not to the

kingdom of Heaven, and that I should return to the service of my earthly master …

And about this time I had a vision - and I saw white spirits and black spirits engaged

in battle, and the sun was darkened - the thunder rolled in the Heavens, and blood

flowed in streams - and I heard a voice saying, ‘Such is your luck, such you are called

to see, and let it come rough or smooth, you must surely bear it.’…

It was intended … to have begun the work of death on the 4th of July last - Many

were the plans formed and rejected … and the time passed without our coming to

any determination how to commence - Still forming new schemes and rejecting

them, when the sign appeared again, which determined me not to wait longer. … On

Saturday evening, the 20th of August, it was agreed between Henry, Hark, and

myself … being joined by Sam, Nelson, Will, and Jack …

The murder of this family, five in number, was the work of a moment, not one of

them awoke; there was a little infant sleeping in a cradle, that was forgotten, until we

had left the house and gone some distance, when Henry and Will returned and

killed it; we got here, four guns that would shoot, and several old muskets, with a

pound or two of powder. …”

Adapted from Confessions of Nat Turner describing the beginning of the slave revolt he led

on August 21, 1831 in Southampton County, Virginia. “Turner’s Rebellion” as it is called

resulted in the deaths of 57 white men, women, and children and more than 100 slaves.


“Whereas, we believe that Slavery is contrary to the precepts of Christianity,

dangerous to the liberties of the country, and ought immediately to be abolished;

and whereas, we believe that the citizens of New-England not only have the right to

protest against it, but are under the highest obligation to seek its removal by a moral

influence; and whereas, we believe that the free people of color are unrighteously

oppressed, and stand in need of our sympathy and benevolent co-operation;

therefore, recognizing the inspired declaration that God 'hath made of one blood all

nations of men for to dwell on all the face of the earth,' and in obedience to our

Savior's golden rule, 'all things whatsoever ye would that men should do to you, do ye

even so to them,' we agree to form ourselves into a Society…”

Preamble to the constitution of the New England Anti-Slavery Society founded by William Lloyd

Garrison and ten others in 1832. The following year the group also organized the American Anti-

Slavery Society (AASS). Many societies were formed, mainly in New England and the upper

Midwest, so that by 1838 the AASS claimed almost 250,000 members in 1,350 affiliate societies.

“Having been born a freeman, and for more than thirty years enjoyed the blessings

of liberty in a free State -- and having at the end of that time been kidnapped and

sold into Slavery, where I remained, until happily rescued in the month of January,

1853, after a bondage of twelve years -- it has been suggested that an account of my

life and fortunes would not be uninteresting to the public. …

I can speak of Slavery only so far as it came under my own observation -- only so

far as I have known and experienced it in my own person. My object is, to give a

candid and truthful statement of facts: to repeat the story of my life, without

exaggeration, leaving it for others to determine, whether even the pages of fiction

present a picture of more cruel wrong or a severer bondage. …”

Introduction to the Narrative of Solomon Northup describes the capture, captivity, cruel treatment, and

eventual rescue of Solomon Northup from slavery. Northup’s story, which sold more than 27,000

copies, was one of many such slave narratives published from about 1840-1860.

The most famous, the Narrative of Frederick Douglass sold over 30,000 copies.

FLING OUT THE ANTI-SLAVERY FLAG.

By W. W. Brown

Fling out the Anti-Slavery flag;

Forever let it be

The emblem to a holy cause,

The banner of the free.

And never from its guardian height

Let it by man be driven,

But let it float forever there,

Beneath the smiles of heaven.

Poem by William Wells Brown, who not only wrote a narrative, but also wrote poetry and was

a popular abolitionist lecturer. Poems such as this, stories, and other writings appeared

regularly in the North Star, a newspaper published by Frederick Douglass from 1847- 1874.


The Subscribers, legal voters of the County of Oswego, and State of New York

Respectfully pray Congress, to prevent the admission of Florida and Texas, into the

Union, except as free States -- To Abolish the Act authorizing the recapture of

fugitive Slaves in the free States…

“Follow the Drinking Gourd”

The riverbank will make a very good road

The dead trees show you the way;

Left foot, peg foot, traveling on

Follow the drinking gourd.

Chorus

Follow the drinking gourd


For the old man is a-waiting for to take you to freedom

If you follow the drinking gourd. (Chorus)

The river ends between two hills

Follow the drinking gourd;

There's another river on the other side

Follow the drinking gourd. (Chorus)

Where the great big river meets the little river


The old man is a-waiting for to take you to freedom

If you follow the drinking gourd. (Chorus)

This song sung by southern slaves offered a “road map” for the “Underground Railroad,” a network of

people, places, and secret routes that helped escaped slaves to freedom in the North. The “drinking

gourd” is the Little Dipper constellation with the North Star at the top of its handle. Harriet Tubman

and many families of Quakers are known for their roles in this noble quest for freedom.

Beginning in 1837 the AASS began petition drives like this one, which was signed by 215 men in 1842.

“…But, what can any individual do (about slavery)? Of

that, every individual can judge. There is one thing that

every individual can do; they can see to it that they feel

right. An atmosphere of sympathetic influence

encircles every human being; and the man or woman

who feels strongly, healthily and justly, on the great

interests of humanity, is a constant benefactor to the

human race. …”

On June 5, 1851, Uncle Tom's Cabin began to be printed in serial

form in the Washington National Era, an abolitionist weekly

publication. Harriet Beecher Stowe's story about the trials of the

good-hearted, intelligent slave, Tom, came out in forty

installments over ten months. More than 2 million copies were

sold by 1857, bringing focus to the slavery debate.

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