c. Explain the purposes of the United States Constitution as identified in the
Preamble to the Constitution.
5.04 Recognize the role desire for freedom played in the settlement of the New
Students will be able to read and infer facts and inferences about slavery from historical documents.
Students will be able to write a reasonable historical account of slavery in colonies in Boston and Nashville.
The students will view primary documents from make reasonable assumptions about the documents.
The students will analyze personal inventories and draw conclusions from historical records.
Why did slavery exist and how was slavery different in various colonies?
We are going to take a pre-test with clickers on slavery in New England and the South. The purpose of the pre-test is to determine the amount of prior knowledge that the students already have and look at the areas that need to be covered in depth.
(Previous lessons have shown that the students lack knowledge about the existence of slavery in New England and how it was different than slavery in the South.)
2 groups of 4 will look at the Probate Inventory of Isaac Royall, Sr.
2 groups of 4 will look at the personal inventory of belongings found in and around the slave quarters at the Hermitage http://www.thehermitage.com/mansion-grounds/farm/slavery
2 groups of 4 will look at the personal inventory of Absalom Boston’s estate in 1855
Discuss what one can infer about a person based on their belongings.
Look and analyze photographs of slave quarters at the Isaac Royal Estate and The Hermitage.
The students will make inferences based on the primary documents about the owners’ views on slave families and units. (The Hermitage encouraged their enslaved people to develop close-knit family unit, whereas Sir Isaac Royal is documented as not being very concerned with keeping families together.) Students should make inferences as to why that would be.
Students in their original groups will look through sand boxes and analyze artifacts that are found and determine who would have owned the item and what it would have been used for. (Assessment)
Journal – each student will pick a artifact/primary document and write a fictional account of a person who would use this item and what their life would have been like.
Homework/Assessment: Students will make take an inventory of their personal belongings to bring to class. They will pair up and analyze each other’s inventory and make assumptions about one another.
Guiding Question: What events lead to the end of slavery in the United States?
Pace: 65 Minutes/ Class Period
Product Map of the first 13 states
A copy of the Constitution
Students will analyze a product map of the North and the South, looking at the industries that were available in different regions of the country. Students will discuss how those industries played a role in slavery and bringing about the end of slavery in the United States. (Ultimately, students will come to the conclusion that the plantations in the South depended on free labor to keep their farms prospering)
The students will be give a list of words – people, places, and events that were instrumental in the end of slavery
The students will write each word on a post-it. Then, the students will organize the words by categories that they select. Once, the students have put their words into groups, they will explain to their classmates, how they organized their words. (grade)
Read the Preamble to the Constitution and discuss how this document played a role in ending slavery. How did these principles apply to enslaved people?
Description: The students will write a diary as an enslaved person living in the Northern region of the United States, an enslaved person living in the Southern region of the United States, or as a free African-American living in either region.
The students will look at the following journal:
The students will write a minimum of five journal entries. The journal entries will include the following:
Their name (if they are named after someone and who)