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RH.9-10.2 RH..11-12.2 RH.9-10.4 RH.11-12.4

Setup

Go to https://delicious.com/funactprep. Click “tags,” then select either “12 Years

a Slave” or “Webquest” to pull up the web links for this Webquset.

Introduction

Devastated American colonists in Chesapeake Bay find a way to prosper with the

procurement of kidnapped Africans. This is the origin of slavery in America.

Origins of Slavery in America Video - Slavery in America

http://www.history.com/topics/black-history/slavery/videos/origins-of-

slavery

Task

Students will analyze primary source documents about slavery in America and answer

questions related to each. Students will draw personal conclusions about slavery in

American and reflect on their own learning.

Process

Map showing the distribution of the slave population of the southern states of the

United States. Compiled from the census of 1860 | Library of Congress

http://www.loc.gov/resource/g3861e.cw0013200/

1. Based on the census information, in 1860, which state had the greatest number of

slaves?

__________________________________________________________________

2. Which two states had more slaves than free people?

a. __________________ b.____________________

https://delicious.com/funactprep

http://www.history.com/topics/black-history/slavery/videos/origins-of-slavery






3. Which three states had the least number of slaves?

a.___________________ b.____________________ c.___________________

4. Looking at the map, which areas have a population density of 60% or higher

concentration of slaves?

a.___________________ b.____________________ c.___________________

5. Why do you think the slave population is so dense in these three areas?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

First American West: The Ohio River Valley, 1750-1820

http://memory.loc.gov/cgi-

bin/ampage?collId=icufaw&fileName=bbf0004/icufawbbf0004.db&recNum=

24&itemLink=r?ammem/fawbib:@field(DOCID+@lit(bbf0004)) (image 25)

6. How much food and clothing must a master provide to his slaves?

__________________________________________________________________

7. Under what circumstances could a slave be transferred to a different master?

a._________________________________________________________________

b._________________________________________________________________

8. What course of action can a slave take if he or she is being treated cruelly?

__________________________________________________________________

9. Proposition XII states, “slavery is hereditary and perpetual.” What do the words

hereditary and perpetual mean in terms of a slave’s life?

__________________________________________________________________

http://memory.loc.gov/cgi-bin/ampage?collId=icufaw&fileName=bbf0004/icufawbbf0004.db&recNum=24&itemLink=r?ammem/fawbib:@field(DOCID+@lit(bbf0004))




Punishments for crimes committed by slaves and free people

http://memory.loc.gov/award/icufaw/bbf0004/0108v.jpg

10. What is the difference between the punishments for slaves committing a crime

versus white people committing the same crimes?

__________________________________________________________________

__________________________________________________________________

Of the conditions of the slave considered as a member of civil society


11. Suppose a slave witnesses a white person committing a crime against another

white person. Could that slave’s testimony be used in court? Why or why not?

__________________________________________________________________

__________________________________________________________________

12. Put article VII into your own words.

__________________________________________________________________

__________________________________________________________________

_____________________________________________________________________________________

13. Based on these articles, what rights do slaves have under the law?

__________________________________________________________________





A sketch of the laws relating to slavery




14. What would be required of a free black person crossing into Georgia? What would

happen if he or she could not meet this requirement?

__________________________________________________________________

15. What must a free black person present in Mississippi? What would happen if he or

she could not meet this requirement?

__________________________________________________________________

16. What conclusion can be drawn based on Maryland’s 1717 law about intermarriage?

__________________________________________________________________

__________________________________________________________________

Virginia law relating to emancipated slaves


17. What would happen to an emancipated slave if he or she remained in Virginia for

longer than a year?

__________________________________________________________________

18. Based on the previous two documents, draw conclusions about being a free black

man or woman or emancipated slave.

a. From the perspective of a free black or emancipated slave: __________________

__________________________________________________________________

__________________________________________________________________

b. From the perspective of the state: ______________________________________

__________________________________________________________________







Gang Of 25 Sea Island Cotton And Rice Negroes, By Louis D. De Saussure.

[Emergence of Advertising in America: 1850-1920]

http://library.duke.edu/rubenstein/scriptorium/eaa/broadsides/B03/B0317/

B0317-150dpi.html

19. Why would slave purchasers be interested in acquiring infants and young children,

such as Simon, Daphne, Delia, Hannah, John, etc.?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

20. For slave purchasers, what would it mean to see the word prime next to a slave’s

name? How might this affect the price of these slaves?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

http://library.duke.edu/rubenstein/scriptorium/eaa/broadsides/B03/B0317/B0317-150dpi.html




Conclusions and Learning Log

1. What information did you find most appalling? Please be specific.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. Based on the primary source documents, what type of conclusion can be drawn

about the life of a slave that you did not know before? Please elaborate.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

3. What questions do you have about what you learned throughout your investigation?

Pose at least TWO thoughtful questions.

a. ________________________________________________________________

__________________________________________________________________

__________________________________________________________________

b. ________________________________________________________________

__________________________________________________________________

__________________________________________________________________

4. What connections can you make to previous knowledge, other classes, films you

have seen, or other ideas you have thought about?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Setup

Go to https://delicious.com/funactprep. Click “tags,” then select either “12 Years

a Slave” or “Webquest” to pull up the web links for this Webquset.

Introduction

Devastated American colonists in Chesapeake Bay find a way to prosper with the

procurement of kidnapped Africans. This is the origin of slavery in America.

Origins of Slavery in America Video - Slavery in America

http://www.history.com/topics/black-history/slavery/videos/origins-of-

slavery

Task

Students will analyze primary source documents about slavery in America and answer

questions related to each. Students will draw personal conclusions about slavery in

American and reflect on their own learning.

Process

Map showing the distribution of the slave population of the southern states of the

United States. Compiled from the census of 1860 | Library of Congress


1. Based on the census information, in 1860, which state had the greatest number of

slaves?

Virginia had the highest population of slaves, with 490,887 slaves.

2. Which two states had more slaves than free people?

a. South Carolina b. Mississippi

https://delicious.com/funactprep







3. Which three states had the least number of slaves?

a.Florida b.Maryland c.Delaware

4. Looking at the map, which areas have a population density of 60% or higher

concentration of slaves?

a.Virginia b.southeastern states (South Carolina, Georgia, Alabama)

c.areas along the Mississippi river

5. Why do you think the slave population is so dense in these three areas?

(answers may vary) Virginia, South Carolina, Georgia, and Alabama grew cash

crops like tobacco and cotton. Many slaves were sold and transported via

steamboat along the Mississippi River.

First American West: The Ohio River Valley, 1750-1820




6. How much food and clothing must a master provide to his slaves?

Proposition II leaves this to the master’s discretion; he is to provide the

amount he finds to be “proper or convenient.”

7. Under what circumstances could a slave be transferred to a different master?

a. He or she may be sold, mortgaged, or leased to another owner (prop. VI).

b. He or she may be sold to satisfy the debts of the master (prop. VII).

8. What course of action can a slave take if he or she is being treated cruelly?

None (props. VIII and IX)

9. Proposition XII states, “slavery is hereditary and perpetual.” What do the words

hereditary and perpetual mean in terms of a slave’s life? The children of slaves become

slaves themselves and will be enslaved their entire lives.





Punishments for crimes committed by slaves and free people


10. What is the difference between the punishments for slaves committing a crime

versus white people committing the same crimes?

Whites would face imprisonment but slaves would be sentenced to death.

Of the conditions of the slave considered as a member of civil society


11. Suppose a slave witnesses a white person committing a crime against another

white person. Could that slave’s testimony be used in court? Why or why not?

No, the slave could not testify, because Article I states that a slave cannot be a

witness against a white person.

12. Put article VII into your own words.

In slave states, slaves are punished much more severely than whites.

13. Based on these articles, what rights do slaves have under the law?

None.

A sketch of the laws relating to slavery




14. What would be required of a free black person crossing into Georgia? What would

happen if he or she could not meet this requirement?

A free black person would be required to pay a fee of $100 upon entering the

state of Georgia. If this fee were not paid, he or she could be sold into slavery.









15. What must a free black person present in Mississippi? What would happen if he or

she could not meet this requirement?

A free black person must present proof of his or her freedom or risk being sold

into slavery.

16. What conclusion can be drawn based on Maryland’s 1717 law about intermarriage?

Maryland strongly discouraged intermarriage by declaring that a free black

man or woman who married a white person would become a slave for the

remainder of his or her life.

Virginia law relating to emancipated slaves


17. What would happen to an emancipated slave if he or she remained in Virginia for

longer than a year?

If a free black man or woman remained in Virginia for over a year, he or she

would lose his or her freedom and become enslaved once more.

18. Based on the previous two documents, draw conclusions about being a free black

man or woman or emancipated slave.

a. From the perspective of a free black or emancipated slave: Most southern states

can be a danger to an individual’s freedom. Get out of the south or be put back

into slavery. Also, there is little chance for a free black to remain free,

especially with a $100 cost to enter Georgia or the loss of his or her papers that

can easily be taken or stolen in Mississippi.

b. From the perspective of the state: States seemingly did not want free black in

their states or wanted to make it near impossible for a free black to remain free

for long. The deck is stacked against free blacks in the South.



Gang Of 25 Sea Island Cotton And Rice Negroes, By Louis D. De Saussure.

[Emergence of Advertising in America: 1850-1920]

http://library.duke.edu/rubenstein/scriptorium/eaa/broadsides/B03/B0317/

B0317-150dpi.html

19. Why would slave purchasers be interested in acquiring infants and young children,

such as Simon, Daphne, Delia, Hannah, John, etc.? Save money by buying a young

slave, groom him or her into whatever role the owner wished.

20. For slave purchasers, what would it mean to see the word prime next to a slave’s

name? How might this affect the price of these slaves? Prime likely refers to “first-

rate” or “the period or state of greatness.” These were the most worthy, but

also most costly slaves. Discounts were given for impairments or disabilities as

some descriptions announced.

Thank you for your interest in our

.

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TeachersPayTeachers.com.

This assignment is part of our full-length film unit for

12 Years a Slave, also available on our TpT store.

www.teacherspayteachers.com/Store/Fun-ACT-Prep

©2014 Chris & Mary Kate Mikulskis, Fun ACT Prep





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