Lesson 9: Anti-slavery Activists; Anti-slavery Revolts
Rationale:
This lesson will allow students to examine the civic ideals and practices of slavery during the Antebellum period. Students will analyze the civic ideals and practices of slavery and of slavery resistance. By learning about slavery resistance, students will understand how civic ideals and practices can be challenged and changed.
Curriculum Frameworks:
Massachusetts Frameworks: USI.31 Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism. (H)
A. Frederick Douglass
B. William Lloyd Garrison
C. Sojourner Truth
D. Harriet Tubman
E. Theodore Weld
-USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture. (H)
· NCSS Theme: Civic Ideals and Practices-“An understanding of civic ideals and practices is critical to full participation in society and is an essential component of education for citizenship, which is the central purpose of social studies. All people have a stake in examining civic ideals and practices across time and in different societies. Through an understanding of both ideals and practices, it becomes possible to identify gaps between them, and study efforts to close the gaps in our democratic republic and worldwide.”
Learning Objectives:
Students will understand the various ways that both white and African-American people resisted slavery and worked to create rebellions and uprisings through examining different pieces of literature. Students will understand the different methods and meanings of resistance such as speeches, writing narratives, physically fighting, etc.
Teaching Methods: Literature
Procedure:
1. Ask students to reflect on what was going on in the south and how slaves & African-Americans were being treated. Students will Think-Pair-Share.
2. Ask students to discuss what the word resistance means? Other discussion questions can include: How can someone or a group resist or fight against something? Does it always have to be violent? What are forms of resistance?
3. Explain to students that many African-Americans did begin to fight back against their owners and fight for their freedom. Discuss the ways that resistance can take form including speeches, personal narratives, physical fighting, etc.
4. Show students the clip of “Ain’t I a Woman” and give brief background on Sojourner Truth.
5. Discuss how Sojourner Truth’s speech could be a form of resistance.
6. Break students up into five groups of four students.
7. Each group will read a different piece of literature pertaining to slave resistance and slave revolts.
a. Gabriel Posser Slave Revolt
b. Excerpt on Nat Turner’s Revolt
c. Celia’s Slave Trial
d. Excerpts from Harriet Jacobs’ Incidents in the Life of a Slave Girl.
8. In a jigsaw set up, each group will report back out to the class about what they read, its importance, and how it was a form of resistance/revolt.
Assessment:
Formative assessment will be based upon student participation in jigsaw groups
Materials:
‘Ain’t I A Woman’ speech link, Excerpts on Gabriel Posser Slave Revolt, Nat Turner’s Slave Revolt, Celia’s Slave Trial, and Incidents in the Life of a Slave Girl (See internet links)
This lesson will allow students to examine the civic ideals and practices of slavery during the Antebellum period. Students will analyze the civic ideals and practices of slavery and of slavery resistance. By learning about slavery resistance, students will understand how civic ideals and practices can be challenged and changed.
Curriculum Frameworks:
Massachusetts Frameworks: USI.31 Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism. (H)
A. Frederick Douglass
B. William Lloyd Garrison
C. Sojourner Truth
D. Harriet Tubman
E. Theodore Weld
-USI.29 Describe the rapid growth of slavery in the South after 1800 and analyze slave life and resistance on plantations and farms across the South, as well as the impact of the cotton gin on the economics of slavery and Southern agriculture. (H)
· NCSS Theme: Civic Ideals and Practices-“An understanding of civic ideals and practices is critical to full participation in society and is an essential component of education for citizenship, which is the central purpose of social studies. All people have a stake in examining civic ideals and practices across time and in different societies. Through an understanding of both ideals and practices, it becomes possible to identify gaps between them, and study efforts to close the gaps in our democratic republic and worldwide.”
Learning Objectives:
Students will understand the various ways that both white and African-American people resisted slavery and worked to create rebellions and uprisings through examining different pieces of literature. Students will understand the different methods and meanings of resistance such as speeches, writing narratives, physically fighting, etc.
Teaching Methods: Literature
Procedure:
1. Ask students to reflect on what was going on in the south and how slaves & African-Americans were being treated. Students will Think-Pair-Share.
2. Ask students to discuss what the word resistance means? Other discussion questions can include: How can someone or a group resist or fight against something? Does it always have to be violent? What are forms of resistance?
3. Explain to students that many African-Americans did begin to fight back against their owners and fight for their freedom. Discuss the ways that resistance can take form including speeches, personal narratives, physical fighting, etc.
4. Show students the clip of “Ain’t I a Woman” and give brief background on Sojourner Truth.
5. Discuss how Sojourner Truth’s speech could be a form of resistance.
6. Break students up into five groups of four students.
7. Each group will read a different piece of literature pertaining to slave resistance and slave revolts.
a. Gabriel Posser Slave Revolt
b. Excerpt on Nat Turner’s Revolt
c. Celia’s Slave Trial
d. Excerpts from Harriet Jacobs’ Incidents in the Life of a Slave Girl.
8. In a jigsaw set up, each group will report back out to the class about what they read, its importance, and how it was a form of resistance/revolt.
Assessment:
Formative assessment will be based upon student participation in jigsaw groups
Materials:
‘Ain’t I A Woman’ speech link, Excerpts on Gabriel Posser Slave Revolt, Nat Turner’s Slave Revolt, Celia’s Slave Trial, and Incidents in the Life of a Slave Girl (See internet links)