Grade 8 How did different perspectives of slavery cause

Grade 8

How did different perspectives of slavery

cause the Civil War?

Document-Based Question for the

South Carolina Social Studies College- and Career-Ready Standards

South Carolina Department of Education

Office of Standards and Learning

2019

South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina

2019

Introduction of DBQ

● The outbreak of the Civil War was the culminating event in a decades long series of regional issues that threatened

American unity and South Carolina’s identity as of the United States. In this DBQ students will be able to understand how

different perspectives of slavery caused the Civil War.

● This DBQ supports the Profile of the SC Graduate. Students will do critical thinking and probleming solving, collaboration

and teamwork, communication, use information, media and technology, and knowing how to learn. Students will also use

integrity, self-direction, global perspective, perseverance, work ethic, and interpersonal skills.

● Estimated time frame will be for 3-4 days in a 50 minute class setting.

Standard(s) and/or Indicator(s)

Targeted:

Standard 8.3: Demonstrate an understanding of conflict and compromise in South Carolina, the Southern region, and the

United States as a result of sectionalism between the period 1816-1865.

Indicator 8.3.CO: The student will compare the debates between South Carolina and the federal government regarding slavery,

federalism, and the Constitution.

Indicator 8.3.CC: the student will analyze debates and efforts to recognize the natural rights of marginalized groups during the period

of expansion and sectionalism.

“I Can” Statements

“I Can” statements are learning targets of what students need to know and be able to do as it relates to the standard/indicator(s) the

DBQ is targeting.

● Day 1: I can analyze the Denmark Vesey plot and outline different perspectives of this event that resulted in the Civil War.

(8.3.CC)

● Day 2: I can develop multiple perspectives of daily life for a slave. (8.3.CC)


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● Day 3: I can develop a perspective about the abolitionist movement. (8.3.CO)

● Day 4: I can analyze the perspectives of southern slave owners. (8.3.CO)

Historical Question

● How did different perspectives of slavery cause the Civil War?

Domain of Knowledge

Analyze/Conceptual Knowledge- Level 2 and 3

Academic Vocabulary

● Sectionalism

● Slave Codes

● Abolitionist

Historical Thinking Skill(s)

Students will be shown that while the country was appearing to be doing well, there were issues related to slavery that were not

being addressed accordingly. These issues continuously reappeared that resulted in the Civil War. Students will be able to compare

the different primary sources that are provided in order to formulate a perspective of how slavery led to the Civil War.

Prior Knowledge

In grade four, students have learned about the economic conditions of people in South Carolina, the institution of slavery, how the

American Revolution affected attitudes about slavery and contributed to abolition in northern states, the effects of specific

legislation and events on the institution of slavery in the territories; the contributions of abolitionists to mounting tensions and

specific events and issues leading to the Civil War and secession.

Subsequent Knowledge

In U.S. History and the Constitution students will compare the social and cultural characteristics of the North, the South, and the

West during the antebellum period, including the abolitionist movement.

Teacher Guide


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This lesson was created based on South Carolina 8th Grade Standards. Students can complete the tasks independently or it can be

set up as a group assignment.

Historical Context (Background Information)

This DBQ was developed to help students understand that there were multiple perspectives about slavery. Students will complete

these activities to gain more knowledge and insight about slavery during the antebellum period. Students will observe how people at

that time viewed slavery and analyze primary sources to help them develop a perspective of how the issue of slavery caused the

Civil War.

Sources for the DBQ

Day 1 Resources:

1. Attempted Insurrection in 1822

http://digital.tcl.sc.edu/cdm/ref/collection/wpafwp/id/2016

2. This Far by Faith PBS

http://www.pbs.org/thisfarbyfaith/people/denmark_vesey.html

3. The Most Important Slave Revolt that Never Happened

http://time.com/4701283/denmark-vesey-history-charleston-south-carolina/

4. T-Chart

https://docs.google.com/document/d/1P84nk56aEF6doPqKIrNMa01a6AHuccEV4gf_ViS2NGs/edit

Day 2 Resources:

1. SC Map of Slave Population

http://digital.tcl.sc.edu/cdm/ref/collection/sclmaps/id/601

2. Stop the Runaway Slaves Flyer

http://digital.tcl.sc.edu/cdm/ref/collection/bro/id/118

3. Bill of Sale of a Slave

http://lcdl.library.cofc.edu/lcdl/catalog/lcdl:80748





http://digital.tcl.sc.edu/cdm/ref/collection/sclmaps/id/601

http://digital.tcl.sc.edu/cdm/ref/collection/bro/id/118



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4. Daily Record of the Hardscrabble Plantation, January 30, 1859


5. Slave Codes

http://www.scencyclopedia.org/sce/entries/slave-codes/

6. SLAVE AUCTION

https://ideologicalart.com/war/american-civil-war-gallery/union-cartoon-selling-a-mother-from-her-child/

7. Images to Make Comparisons Chart

https://docs.google.com/document/d/1V-6id5-yq5KYJJ2jRpe4vC5vgFadwJiXrXzBsJJ40Ps/edit

Day 3 Resources:

1. Effects of the Fugitive Slave Law

https://www.loc.gov/item/2008661523/

2. United States Slave Trade of 1830


3. The African American Odyssey: A Quest for Full Citizenship

https://www.loc.gov/exhibits/african-american-odyssey/abolition.html

4. The Fourth of July for the Negro

https://www.history.com/topics/black-history/abolitionist-movement/videos/the-meaning-of-july-4th-for-the-negro

Day 4 Resources:

1. The Southern Argument for Slavery

http://www.ushistory.org/us/27f.asp

2. The Pro-Slavery Argument , 1857

http://americainclass.org/a-pro-slavery-argument/

3. Images Chart

https://docs.google.com/document/d/13MIG_4D16efCmaprV1aBBPzNFr3xZ8c9P0kt6lcSsbw/edit

4. Abolition Frowned Down Cartoon




https://docs.google.com/document/d/1V-6id5-yq5KYJJ2jRpe4vC5vgFadwJiXrXzBsJJ40Ps/edit









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https://www.loc.gov/resource/cph.3a12359/

5. Slavery as it Exists in America Cartoon

http://www.loc.gov/pictures/resource/cph.3a05113/

6. Fitzhugh’s Quotes


7. The Negro in his Own Country Cartoon

http://www.digitalhistory.uh.edu/exhibits/ahd/slavery18.html

8. You can clearly see how Miserable I am Cartoon (Section II)

http://thosewhocansee.blogspot.com/2014/09/reparations-for-slavery.html

Potential Instructional Strategies

Day 1: I can analyze the Denmark Vesey plot and develop a perspective of how this event may have contribute to the cause of the

Civil War.

Students will analyze the following sources and answer questions.

Source A: Attempted Insurrection in 1822


1. What do you think motivated Denmark to plan this rebellion? What did he learned about previously that could have inspired

him?

2. From analyzing the plot, what would you have suggested?

3. Why do you think the slave told his master about the plot?

Source B: This Far by Faith


https://www.loc.gov/resource/cph.3a12359/

http://www.loc.gov/pictures/resource/cph.3a05113/


http://www.digitalhistory.uh.edu/exhibits/ahd/slavery18.html

http://thosewhocansee.blogspot.com/2014/09/reparations-for-slavery.html




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1. Why were whites monitoring the African church?

2. Why was a series of laws that restricted the rights of Charleston slaves passed after the Vesey plot?

3. When the slaves protested by leaving the white churches, why do you think they didn’t rebelled then?

Source C: The Most Important Slave Revolt That Never Happened


1. Students will complete the T-chart analyzing Denmark Vesey’s innocence.

2. Students will read over the article and collect evidence to suggest or not suggest that he was planning this revolt.


Evidence to Suggest Evidence to Not Suggest

Follow Up Question: From analyzing this evidence, was the punishment fair for Denmark Vesey and his conspirators? Do you think

this was the only punishment that should have been given to them? Why or Why Not?

Day 2

I can develop multiple perspectives of daily life of a slave.

Source A: Analyzing Slavery

Commented [1]: The rights to this doc need to be made available.




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Using the images to make a chart comparing these sources.

1. Flyer of a Runaway Slave


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2. Bill of Sale for a Slave


3. Record from Hardscrabble Plantation


4. Slave Codes


5. Slave Auction Picture


Day 3: I can develop perspectives about the abolitionist movement.

Students will analyze political cartoons related to the Abolitionist Movement by answering questions.

Source A: Effects of the Fugitive Slave Law Political Cartoon








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1. What was the Fugitive Slave Law of 1850?

2. Who benefitted from this law?


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3. What are the slaves attempting to do on this picture?

4. Why do you think the artist include a scripture of the Bible and a quote from the Declaration of Independence?

Source B: United States Slave Trade 1830


1. Describe the scene on this political cartoon.

2. Why do you think the woman and her children are separated from the others?

3. Why did the artist include a picture of the capital of the United States in the background?



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Source C: The African American Odyssey: A Quest for Full Citizenship


From viewing the website complete a web to collect information. In the center of the web will be Abolitionist and students will

choose 5 details from this exhibit.

Source D: The Fourth of July for the Negro by Frederick Douglass (Video Clip)


Before watching this video clip students will answer the following questions. After they finish watching the video clip they will

answer these questions again.

What impact do you think slavery had on white people who didn’t own slaves? On those who did own slaves? Why might someone

who wasn’t a slave owner support slavery? Why might someone be opposed to the spread of slavery, but not opposed to slavery

itself?

Day 4: Defending Slavery

I can analyze the perspectives of white southern slave owners.

Source A:


Students will view the website and analyze different points from white southerners that defended slavery. They will fill in a web

collecting their details. In the center of the web will be defending slavery and they will be write 5 details on this topic.

Source B: Fitzhugh’s Argument


Students will get into groups and be given a quote from Fitzhugh. Students will view the 5 quotes stated by Fitzhugh and answer the

text questions. Afterwards students will have a class discussion about their quotes.






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1. What kind of text are we dealing with?

2. When was it written?

3. Who wrote it?

4. For what audience was it intended?

5. For what purpose was it written?

Source C: Propaganda Posters

Students will view the following posters and fill in the Images Comparison Chart.


https://docs.google.com/document/d/1vqnPQRVe4pFKxjg4-pt3lZrMnxaOfpHb__bF3iLALgQ/edit

Note: Some handouts were created by the teacher in google docs. However the webs can be created by the students on their papers.

This will also give them more flexibility if you as the teacher may want them to have more than 5 details.

Possible Scaffolding and Differentiation

Students can complete the assignments in the order that is presented. These assignments can be done independently or done as

group work. To add more discussion to the class, you can have each group present their answers along with creating questions for

their peers to answer related to the topics. Also students can also create newspaper articles with the information they learned as well

as they can also create a skit related to the topics at hand. Each group can represent one of the perspectives about slavery.

Potential Assessment Task/Final Product

Students will write a letter to the president addressing their concerns about how slavery. They will use 3-5 primary sources that they

previously viewed to support their viewpoints. Students will provide 3-5 concerns they have about slavery along with their

evidence.

Materials

● Computing device

Commented [2]: This doesn't make sense



https://docs.google.com/document/d/1vqnPQRVe4pFKxjg4-pt3lZrMnxaOfpHb__bF3iLALgQ/edit


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● Internet

Resources

(1829, December 14) Bill of Sale to Thomas Grimke for the purchase of a slave named August. [manuscript]. Retrieved from


(1830) United States slave trade. Pennsylvania Philadelphia Washington D.C, 1830. [Philadelphia?: s.n] [Photograph]

Retrieved from the Library of Congress, https://www.loc.gov/item/2008661746/.

(1850) South Carolina[map]Retrieved from http://library.sc.edu/p/Collections/Digital/Browse/sclmaps

(1859, January 30). Daily Record of the Hardscrabble Plantation.[manuscript]. Retrieved from


Denmark Vesey in Charleston: Slave Revolt That Didn't Happen

Olivia Waxman - http://time.com/4701283/denmark-vesey-history-charleston-south-carolina/

Jennings, M.H. (2016, August 1st) Slave Codes, South Carolina Encyclopedia. Retrieved from


Kaufmann, T. & Hoff & Bloede. (1850) Effects of the Fugitive-Slave-Law. , 1850. New York: Publ. by Hoff & Bloede.

[Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2008661523/.

Ladson, Augustus (1822). Attempted Insurrection [manuscript]. Retrieved from

http://digital.tcl.sc.edu/cdm/ref/collection/wpafwp/id/2016.

Commented [3]: The APA formatting is wrong on many of these.



http://library.sc.edu/p/Collections/Digital/Browse/sclmaps






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“Oh Carry Me Back to Ole Virginny,” tobacco package label, lithograph by Robertson, Seibert & Shearman, New York,

1859 (detail). Library of Congress, Prints & Photographs Division, LC-DIG-ppmsca-08346. Courtesy of the Library of

Congress.

Peter A. Coclanis, Albert Ray Newsome Distinguished Professor of History and Director of the Global Research Institute,

University of North Carolina at Chapel Hill; National Humanities Center Fellow

©2012–2015 National Humanities Center

SCASA Superintendents Roundtable (n.d.) Profile of the South Carolina Graduate.[chart] Retrieved

from:https://ed.sc.gov/about/profile-of-sc-graduate/

South Carolina Department of Education. (2011). South Carolina. Social Studies Academic Standards. South Carolina Department

of Education. Columbia: SC Department of Education

The African American Odyssey: A Quest For Full Citizenship Abolition, Anti-slavery Movements, and the Rise Of the Sectional

Controversy

Douglass -Frederick -Brown -John -Stowe -Harriet Beecher-William -Garrison -William Lloyd- Reynolds -


The Southern Argument For Slavery,http://www.ushistory.org/us/27f.asp


http://www.pbs.org/thisfarbyfaith/site_credits.html


Commented [4]: Citations needed

https://ed.sc.gov/about/profile-of-sc-graduate/




http://www.pbs.org/thisfarbyfaith/site_credits.html



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Grade 8 How did different perspectives of slavery cause