Slavery: The Act of Buying, Selling, and Gifting Humans

Learning Resource Type

Lesson Plan

Subject Area

English Language Arts

Social Studies

Grade(s)

Overview

Through this lesson, students will explore primary sources related to the buying and selling of human beings for the purpose of slavery. Students will analyze receipts from stores and discuss what they demonstrate about modern society. Students will then analyze the language and iconography used in bills of sale pertaining to the buying and selling of slaves in the 19th century. The students will write a paragraph to compare and contrast the items from both eras.

This lesson was created in partnership with the Alabama Department of Archives and History.

Social Studies (2010) Grade(s): 4

SS10.4.6
Describe cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.

Vocabulary

plantation
Yeoman
townspeople
inequity
agriculture
fertile

Knowledge

Students know:

During this time, most families in Alabama did not own slaves; most slaves were owned by Plantation Owners.
Most of Alabama's families made a living through agriculture.
The Black Belt and fertile river valleys were major areas of agricultural production.

Skills

Students are able to:

Compare and contrast cultural, economic, and political aspects of the lifestyles of early nineteenth-century farmers, plantation owners, slaves, and townspeople.
Describe major areas of agricultural production in Alabama, including the Black Belt and fertile river valleys.

Understanding

Students understand that:

There were cultural, political, and economic inequities in Alabama in the early 19^th Century between slaves, Yeoman farmers, and Plantation owners.

ELA21.4.32

Primary Learning Objectives

The students will analyze primary sources from two eras to describe how African American people were viewed in 19th-century Alabama.

The students will write a paragraph to compare and contrast the primary sources from the 19th century and the modern era and to explain what they have learned about slavery.

Procedures/Activities

Before Activity

Ask students to think about things they or their parents may have bought/purchased in the past. Distribute the "Analyzing and Comparing Historical and Modern Day Documents" worksheet to all students. Review the questions and format of the worksheet. Distribute the modern-era folders to each group. Ask students to analyze the items and discuss what those sources tell them. Ask students to answer the questions on the "Analyzing and Comparing Historical and Modern Day Documents." Guide them to notice the types of things purchased and uses for such items.

During Activity:

Distribute the 19th-century era folder to each group. Ask students to analyze the items and discuss what these sources tell them. Ask students to answer the questions on the "Analyzing and Comparing Historical and Modern Day Documents" worksheet. Bring the class back together and lead a class discussion to determine students' understanding of the items and to share their thoughts. Draw a Venn Diagram on the board/chart and guide students to compare and contrast the modern primary sources to the 19th-century primary sources. Have students return to their seats and begin writing a paragraph describing how African American people were viewed in 19th-century Alabama by comparing and contrasting the historical and modern-day receipts. Encourage students to use primary sources as text evidence in their paragraphs. The teacher may choose for students to type their essays to print or publish to a class website.

After Activity:

Allow time for students to share their paragraphs with the whole group or in peer groups. Discuss with students how the 19th-century primary sources are reflective of other southern states in the nation at this time period. Ask students to share what the historical documents tell them about slavery.

Assessment Strategies

The students will be assessed informally through teacher observation during discussion of primary sources, their responses on the worksheet, and their paragraphs.

The teacher should ensure that students' oral and written responses demonstrate an understanding of the economic lifestyles of early nineteenth-century farmers, plantation owners, and slaves.

Acceleration

As an extension, have students research the Universal Declaration of Human Rights. Have them research the era these were created. Have them review the 19th-century receipts and determine which and how many rights were denied 19th-century enslaved people. Have them discuss why we have a need for such a document.

Suggested Reading List: From Slave Ship to Freedom Road by Julius Lester

Intervention

Students who need extra assistance with analyzing the primary sources may need the following guiding questions: What do you notice first? What do you notice that you can’t explain? Why do you think somebody made this? What do you think was happening when this was made? What can you learn from examining this?

Students who need extra assistance may require a graphic organizer with sentence stems to write their essays.

Total Duration

61 to 90 Minutes

Background/Preparation

Prior to this lesson, the students should be familiar with 19th-century life in antebellum Alabama. They should understand how agriculture impacted the economy of Alabama. They should be familiar with the concept of enslaved people and how they were connected to agriculture and daily living in 19th-century Alabama.

This link can be used to provide background information to students and teachers as needed. http://www.encyclopediaofalabama.org/article/h-2924

This bibliography provides additional options for background information.

Students should have previous practice with writing paragraphs.

Plan to divide students into groups of 3-5. Prepare two folders for each group-one with the modern-era primary sources (various receipts) and one with the 19th-century era primary sources (two Bill of Sale images). Make every attempt to pair high and low-reading-level students together.

Plan an area of the classroom to chart student responses (whiteboard, chart paper, etc.). Divide the area/chart paper into three columns: Ads/Receipts/Deeds or Wills

Materials and Resources

Secure the following materials (2-3 for each group)

Receipts from grocery stores, home improvement stores, etc.

Print the following materials- one for each group:

Bill of sale http://digital.archives.alabama.gov/cdm/ref/collection/voices/id/1617
Bill of sale http://digital.archives.alabama.gov/cdm/ref/collection/voices/id/1624

Print one for each student:

Analyzing and Comparing Historical and Modern-Day Documents

Technology Resources Needed

Computers and access to the internet if students publish to a website.

Printers

Approved Date

2017-05-18