American History Lesson Template
Name: William Donohue
E-mail: wdonohue33@yahoo.com , wdonohue@everett.k12.ma.us
School District
Everett
Malden
Medford
Revere
Standard:
Massachusetts History Framework Standards: US1.31
Describe the formation of the abolitionist movement, the roles of various abolitionists,
and the response of southerners and northerners to abolitionism.
a. Frederick Douglass
b. William Lloyd Garrison
c. Sojourner Truth
d. Harriet Tubman
e. Theodore Weld
Essential Question:
How did Americans imagine their natural rights and then attempt to institutionalize these
as law, and with what effects on the disenfranchised?
Title
Issues and Arguments Surrounding Slavery
Introduction
Ladies and gentlemen of the 7th grade, you will be taking part in one of the biggest
debates in the history of the United States. This issue divided states and drove this great
country to war claiming hundreds of thousands of lives. States and families fought
against each other over the issue of slavery. Your task is to understand the economics of
slavery and how people throughout time have justified their positions. You are going to
cover a time period that covers Roman slavery and slavery in the United States while
trying to explain the need for slavery.
Task
As a class we will be looking at the economies of Ancient Rome and the American South
to try to understand the need for slavery. We’ll also be looking at the North and examine
why slavery wasn’t necessary. We will be investigating letters, posters and newspaper
articles as you try to understand the thought process of those that supported and opposed
slavery. The goal of this task is to:
1. Understand the economic systems of Ancient Rome, the North and the South.
2. Understand the conditions of slavery and its impact on slaves. You will examine
The Liberator to get an idea of how newspapers of this type were formatted
during this period. You will also have the opportunity to read articles written
about slavery.
3. You will chose a role as a Roman slave owner, a Southern slave owner or a
Northern factory owner and describe your economic needs
Compare the economies of the American South, American North and Ancient
Rome
The goal is to understand what was needed to maintain their economic success
4. Create your own opinion about why slavery was or was not necessary in the
North, South or Ancient Rome
5. Understand the opinion of someone who lived during that time
6. Create a summary of how a certain group felt about slavery:
a. South Plantation Owner
b. Northern Factory Owner
c. Roman Republic Citizen
7. Create and record a podcast of your team’s findings and opinions
Lesson Process:
Introductory Activity:
First, as a class, we will complete a poster version of the Economic System Worksheet.
This will be based on the state of Massachusetts to introduce you to some aspects of an
economy.
As a group, you will explore the differences that existed between the economies of
Ancient Rome, the North and the South. Each group will use websites and a textbook
(see resources section) that details the economic systems of Ancient Rome, the North or
the South. It will be your job to compare the three economic systems.
The following information must be included:
1. Location
2. Climate
3. Products
4. Type of Work
5. Type of labor needed
Note: Use the attached Economic System Worksheet.
Resources for Introductory Activity:
1. Source explaining what an economic system is:
a. The World Past and Present – p.72
2. Sources describing Rome
a. The Roman News
3. World Studies The Ancient World pp. 208-233
4. Source describing the South
a. A History of US pp.110-131
5. Source describing the North
a. Statistics of Lowell Manufactures, January 1, 1845
http://library.uml.edu/clh/All/doc03.htm
b. A History of US – Joy Hakim 1993, Oxford University Press
c. Lowell National Historic Park
http://www.nps.gov/archive/lowe/loweweb/Lowell%20History/prologue.h
tm
d. Department of the Interior
http://www.itd.nps.gov/cwss/manassas/economic/introecon.htm
Economic System Worksheet
Type of System (circle): Ancient Rome North South
Category
Location
Climate
Products
Type of
Work
Labor
Needed
Description
Activity One:
Read selections from “To Be A Slave” and “Slavery Bondage Throughout History” (pages
1-4 and 97-105) to give you an idea of the role slavery has played in world history. You
will then take an opportunity to discuss the selections in a group of four. After the
discussion, as a group you will fill out a two-column chart that details your questions
about slavery. We will then complete a class question and answer session. The goal is to
address and answer any questions that you may have as a class.
Complete slavery question and answer.
1. Complete side one with any of your group’s questions about slavery
2. Discuss questions as a class
3. Complete second part with any answers you receive – Answer Section
4. Hold on to this sheet throughout the unit to make sure that your questions have
been answered.
Resources for Activity One:
1.
“Slavery Bondage Throughout History” Richard Watkins, 2001
2. “To Be A Slave” Julius Lester, 2000
3. Slavery question and answer worksheet
Slavery Question and Answer
Questions
Answers
Activity Two:
The American North, South or Ancient Rome
As a group of four, you will examine the three economies of the American North, South
or Ancient Rome. Each group will use this information to try to understand why they felt
slavery was necessary for their economic system. As a group you will write a newspaper
article like that in the Boston Liberator (The North and the South, Vol.XXIV no.22 April
(June)2, 1854 p.85) that we reviewed to begin this unit.
Creating your article:
1. Choose a group – Ancient Rome, the American North, or the South
2. Include title
3. Explain what life was like for slaves (in Ancient Rome and in the South) as
well as slave owners or describe (in the North) what life was like for factory
workers.
4. Define slavery’s impact, if any on the economic system
Resources for Activity Two:
1. All resources and worksheets from Activity 1
2. Liberator – newspaper article: The North and the South, Vol.XXIV no.22 April
(June)2, 1854 p.85
3. Lowell National Historical Park
http://www.nps.gov/archive/lowe/loweweb/Lowell_History/working_conditions.h
tm
4. Newspaper worksheet
1
American
North, South
or Rome
2
Title of article
3
Living
conditions of
slaves/factory
workers
4
Economic
conditions that
impacted
slavery/factory
workers
5
Why some
justified:
slavery (South)
-orpoor working
conditions
(North)
Activity Three:
Today your group will assume the role of one of the following groups:
A. Southern Slave-owner
B. Roman Slave-owner
C. Northern Factory Owner
Your goal will be to understand each of these groups’ views about slavery and the impact
it had on the economy. You will use your knowledge of the economies of the American
South, American North and Ancient Rome plus a packet that has been prepared for each
group to complete the attached worksheet.
Complete the attached worksheet:
A. Describe living conditions for the group you chose
B. Economy
C. Working conditions
D. Labor needed
E. Why they may have supported slavery
This worksheet will work as a guide when your group presents their finding to the class.
These findings will be used to educate your fellow classmates about the lives of the
people involved with slavery.
Resources for Activity Three:
1. All information and worksheets from activities 1 and 2
2. Southern primary source packet
3. Northern factory owner primary source packet
4. Rome primary source packet
5. Living Worksheet
Resources for Southern Economy
Samuel Cartwright – The Education, Labor and Wealth of the South
http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=42
William J. Grayson – Pro-slavery Poem
http://www.smithsoniansource.org/display/primarysource/viewdetails.aspx?PrimarySourc
eId=1053
Resources for Southern Citizen
Thornton Stringfellow – The Bible Argument
http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=22
E.N. Elliot – Cotton is King
http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=41
Resources for the economy of the North
A Week in the Mill – Lowell Offering, Vol.5 (1845)
http://www.albany.edu/history/history316/WeekintheMill.html
Factory Rules from the Handbook to Lowell, 1848
http://www.kentlaw.edu/ilhs/lowell.html
Merrimack Corporation Picture
Statistics of Lowell Manufactures, January 1, 1845
http://library.uml.edu/clh/All/doc03.htm
Resources for Rome
Pliny the Younger (61/62 – 113 CE) – The Life of a Refined Roman Gentlemen
http://www.fordham.edu/halsall/ancient/plinyyoung-letters3-1.html
American History Sourcebook: Slavery in Roman Republic
http://www.fordham.edu/halsall/ancient/slavery-romrep1.html
Murder of Pedanius Secundus
http://www.umich.edu/~classics/programs/class/cc/372/sibyl/db/Tac-Ann-xiv42to45.html
Understanding the Lives Worksheet
Describe the lives of one of the following: Southern slave owner, Northern
factory owner or Roman slave owner.
Living conditions
Economy
Working
Conditions
Labor needs
Slavery
Activity Four: Culminating Activity
Today your group will combine all of the previous four activities into a two to three
minute podcast where a selected group member will assume the role of a member of your
assigned group. You will create a name and some background information based on the
information gathered during the previous activities. You will record a podcast that
describes the position of the group that you researched throughout the unit
Steps for podcast –
1. Create character
2. Write podcast
3. Choose presenter
Final step will be recording your podcast.
Conclusion
You have spent the previous lessons understanding the impact that slavery has in the
economies of the American South and Ancient Rome. You have also analyzed the
American Northern economy and the pros and cons of slavery. You have looked at life
from many angles included the slaves, slave-owners and Northerners. Your knowledge of
this subject has been displayed in worksheets, presentations and podcasts. This
knowledge will serve as a guide for understanding economies, living conditions and
treatment of people in other civilizations. Was the success of the economies of the
American South and Ancient Rome justification for slavery? Were there any similarities
between the slaves of Ancient Rome and the South and Northern factory workers?
Assessment
Students will be
able to:
Understand
economic
conditions that
justified
slavery/conditions
of northern factory
worker
Inadequate
Adequate
Good
Strong
Using the
Newspaper
Instructions Sheet,
students cannot
provide accurate
information
Use historical
documents,
websites, and other
sources of
information to
interpret history
Shows no
understanding of
their selected
group. Resources
not/incorrectly
used.
Using the
Newspaper
Instructions Sheet,
students can
provide a
minimum of:
-1 detail each of
living conditions,
economic
conditions and
why slavery/poor
working conditions
were justified in
their chosen
civilization
Shows limited
understanding of
their selected
group. Provides
few details from
the resources in
their podcast.
Using the
Newspaper
Instructions Sheet,
students can
provide a
minimum of:
-3 details each of
living conditions,
economic
conditions and
why slavery/poor
working conditions
were justified in
their chosen
civilization
Demonstrate
interpretive skills
by displaying a
thorough
knowledge of their
selected group.
Provide detailed
evidence from the
resources in their
podcasts
Use language and
character
development to
inform and
persuade their
opinion of why
slavery was/was
not necessary
Does not assume
role throughout
podcast. Unknown
perspective
Using the
Newspaper
Instructions Sheet,
students can
provide a
minimum of:
-2 details each of
living conditions,
economic
conditions and
why slavery/poor
working conditions
were justified in
their chosen
civilization
Demonstrate
interpretive skills
by displaying
general
understanding of
their selected
group.
Provide some
evidence from the
resources in their
podcasts
Assumes role
throughout most of
podcast.
Conveys some
perspective of
chosen group
Assumes limited
role throughout
podcast.
Conveys minimal
perspective of
chosen group
Assumes role
throughout
podcast.
Conveys correct
perspective of
chosen group
Resources:
Books/Texts:
The World Past and Present. MacMillan/McGraw Hill, 1993
Langley, Andrew, and Philip DeSouza. The Roman News. Cambridge: Candlewick
Press, 1999
World Studies The Ancient World. Pearson/Prentice Hall, 2005
Hakim, Joy. A History of US. Oxford University Press, 2007
Watkins, Richard. Slavery Bondage Throughout History. Houghton Mifflin Company,
2001.
Lester, Julius. To Be A Slave. Puffin, 2000.
Websites:
Lowell National Historic Park
http://www.nps.gov/archive/lowe/loweweb/Lowell%20History/prologue.htm
http://www.nps.gov/archive/lowe/loweweb/Lowell_History/working_conditions.htm
Department of the Interior
http://www.itd.nps.gov/cwss/manassas/economic/introecon.htm
Statistics of Lowell Manufactures, January 1, 1845
http://library.uml.edu/clh/All/doc03.htm
Samuel Cartwright – The Education, Labor and Wealth of the South
http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=42
William J. Grayson – Pro-slavery Poem
http://www.smithsoniansource.org/display/primarysource/viewdetails.aspx?PrimarySourc
eId=1053
Thornton Stringfellow – The Bible Argument
http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=22
E.N. Elliot – Cotton is King
http://www.digitalhistory.uh.edu/documents/documents_p2.cfm?doc=41
A Week in the Mill – Lowell Offering, Vol.5 (1845)
http://www.albany.edu/history/history316/WeekintheMill.html
Factory Rules from the Handbook to Lowell, 1848
http://www.kentlaw.edu/ilhs/lowell.html
Statistics of Lowell Manufactures, January 1, 1845
http://library.uml.edu/clh/All/doc03.htm
Pliny the Younger (61/62 – 113 CE) – The Life of a Refined Roman Gentlemen
http://www.fordham.edu/halsall/ancient/plinyyoung-letters3-1.html
American History Sourcebook: Slavery in Roman Republic
http://www.fordham.edu/halsall/ancient/slavery-romrep1.html
Murder of Pedanius Secundus
http://www.umich.edu/~classics/programs/class/cc/372/sibyl/db/Tac-Ann-xiv42to45.html
Documents:
The North and the South." The Liberator [Boston]02June1854: 85. (Being digitized)
Merrimack Corporation Picture
Statistics of Lowell Manufactures, January 1, 1845
Software/Hardware
Podcasting software and hardware w/Audacity