Grade 8 How Did Different Perspectives Of Slavery Cause .

Grade 8How did different perspectives of slaverycause the Civil War?Document-Based Question for theSouth Carolina Social Studies College- and Career-Ready StandardsSouth Carolina Department of EducationOffice of Standards and Learning2019

Introduction of DBQ The outbreak of the Civil War was the culminating event in a decades long series of regional issues that threatenedAmerican unity and South Carolina’s identity as of the United States. In this DBQ students will be able to understand howdifferent perspectives of slavery caused the Civil War. This DBQ supports the Profile of the SC Graduate. Students will do critical thinking and probleming solving, collaborationand teamwork, communication, use information, media and technology, and knowing how to learn. Students will also useintegrity, 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 theUnited 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 periodof 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) theDBQ 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)South Carolina Department of Education Office of Standards and Learning in partnership with the University of South Carolina2019

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 KnowledgeAnalyze/Conceptual Knowledge- Level 2 and 3Academic Vocabulary Sectionalism Slave Codes AbolitionistHistorical 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 notbeing addressed accordingly. These issues continuously reappeared that resulted in the Civil War. Students will be able to comparethe different primary sources that are provided in order to formulate a perspective of how slavery led to the Civil War.Prior KnowledgeIn grade four, students have learned about the economic conditions of people in South Carolina, the institution of slavery, how theAmerican Revolution affected attitudes about slavery and contributed to abolition in northern states, the effects of specificlegislation and events on the institution of slavery in the territories; the contributions of abolitionists to mounting tensions andspecific events and issues leading to the Civil War and secession.Subsequent KnowledgeIn U.S. History and the Constitution students will compare the social and cultural characteristics of the North, the South, and theWest during the antebellum period, including the abolitionist movement.Teacher GuideSouth Carolina Department of Education Office of Standards and Learning in partnership with the University of South Carolina2019

This lesson was created based on South Carolina 8th Grade Standards. Students can complete the tasks independently or it can beset 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 completethese activities to gain more knowledge and insight about slavery during the antebellum period. Students will observe how people atthat time viewed slavery and analyze primary sources to help them develop a perspective of how the issue of slavery caused theCivil War.Sources for the DBQDay 1 Resources:1. Attempted Insurrection in pafwp/id/20162. This Far by Faith k vesey.html3. The Most Important Slave Revolt that Never ory-charleston-south-carolina/4. aEF6doPqKIrNMa01a6AHuccEV4gf ViS2NGs/editDay 2 Resources:1. SC Map of Slave tion/sclmaps/id/6012. Stop the Runaway Slaves bro/id/1183. Bill of Sale of a l:80748South Carolina Department of Education Office of Standards and Learning in partnership with the University of South Carolina2019

4. Daily Record of the Hardscrabble Plantation, January 30, :802595. Slave ve-codes/6. SLAVE -her-child/7. Images to Make Comparisons 5KYJJ2jRpe4vC5vgFadwJiXrXzBsJJ40Ps/editDay 3 Resources:1. Effects of the Fugitive Slave Lawhttps://www.loc.gov/item/2008661523/2. United States Slave Trade of 1830https://www.loc.gov/item/2008661746/3. The African American Odyssey: A Quest for Full erican-odyssey/abolition.html4. The Fourth of July for the th-for-the-negroDay 4 Resources:1. The Southern Argument for Slaveryhttp://www.ushistory.org/us/27f.asp2. The Pro-Slavery Argument , nt/3. Images Charthttps://docs.google.com/document/d/13MIG 4D16efCmaprV1aBBPzNFr3xZ8c9P0kt6lcSsbw/edit4. Abolition Frowned Down CartoonSouth Carolina Department of Education Office of Standards and Learning in partnership with the University of South Carolina2019

https://www.loc.gov/resource/cph.3a12359/5. Slavery as it Exists in America 05113/6. Fitzhugh’s ment/7. The Negro in his Own Country hd/slavery18.html8. You can clearly see how Miserable I am Cartoon (Section rations-for-slavery.htmlPotential Instructional StrategiesDay 1: I can analyze the Denmark Vesey plot and develop a perspective of how this event may have contribute to the cause of theCivil War.Students will analyze the following sources and answer questions.Source A: Attempted Insurrection in pafwp/id/20161. What do you think motivated Denmark to plan this rebellion? What did he learned about previously that could have inspiredhim?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 ark vesey.htmlSouth Carolina Department of Education Office of Standards and Learning in partnership with the University of South Carolina2019

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 ory-charleston-south-carolina/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 aEF6doPqKIrNMa01a6AHuccEV4gf ViS2NGs/editEvidence to SuggestEvidence to Not SuggestFollow Up Question: From analyzing this evidence, was the punishment fair for Denmark Vesey and his conspirators? Do you thinkthis was the only punishment that should have been given to them? Why or Why Not?Day 2I can develop multiple perspectives of daily life of a slave.Source A: Analyzing SlaverySouth Carolina Department of Education Office of Standards and Learning in partnership with the University of South Carolina2019Commented [1]: The rights to this doc need to bemade available.

Using the images to make a chart comparing these sources.1. Flyer of a Runaway SlaveSouth Carolina Department of Education Office of Standards and Learning in partnership with the University of South Carolina2019

South Carolina Department of Education Office of Standards and Learning in partnership with the University of South Carolina2019

2. Bill of Sale for a l:807483. Record from Hardscrabble g/lcdl:802594. Slave ve-codes/5. Slave Auction -her-child/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 Cartoonhttps://www.loc.gov/item/2008661523/South Carolina Department of Education Office of Standards and Learning in partnership with the University of South Carolina2019

1. What was the Fugitive Slave Law of 1850?2. Who benefitted from this law?South Carolina Department of Education Office of Standards and Learning in partnership with the University of South Carolina2019

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 1830https://www.loc.gov/item/2008661746/1. 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?South Carolina Department of Education Office of Standards and Learning in partnership with the University of South Carolina2019

Source C: The African American Odyssey: A Quest for Full erican-odyssey/abolition.htmlFrom viewing the website complete a web to collect information. In the center of the web will be Abolitionist and students willchoose 5 details from this exhibit.Source D: The Fourth of July for the Negro by Frederick Douglass (Video th-for-the-negroBefore watching this video clip students will answer the following questions. After they finish watching the video clip they willanswer 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 someonewho wasn’t a slave owner support slavery? Why might someone be opposed to the spread of slavery, but not opposed to slaveryitself?Day 4: Defending SlaveryI can analyze the perspectives of white southern slave owners.Source A:http://www.ushistory.org/us/27f.aspStudents will view the website and analyze different points from white southerners that defended slavery. They will fill in a webcollecting 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 gument/Students will get into groups and be given a quote from Fitzhugh. Students will view the 5 quotes stated by Fitzhugh and answer thetext questions. Afterwards students will have a class discussion about their quotes.South Carolina Department of Education Office of Standards and Learning in partnership with the University of South Carolina2019