Abolition: The Fight Against Slavery
How did abolitionists convince people that slavery was wrong?
 

Investigation

Preview: What do you think?

Consider these questions and make connections to your own life:
  • What freedoms do you feel you deserve?
  • Why do you deserve to be free?
  • How can you convince others that you deserve to be free?
Click on the runaway slave ads below. How was freedom denied to these men and women?
Ad for runaway slave Emily.
Ad for five runaway slaves.
When you know something is wrong, what can you do to stop it?


Step I: Picture Slave Life

First, with a partner, view these images from history to learn more about the experiences of slaves and record information on your own graphic organizer.

The images that you are about to view should help you to understand the journey the slaves took to America, how they were bought and sold, and the life they lived as the property of another human being.

Directions: Click on each link below, and record details for each image that you view.

A Slave's Life
Africa Middle Passage
Bought and Sold
Daily Life


Step II: Slaves Remember

Actual slaves had a lot to teach us. Thanks to the Federal Writer’s Project in 1938, many former slaves were asked to share their stories. Learn from their experiences by reading these interviews.

Work at a table of 3 or 4 and read your interview aloud to each other. Each table in the room will receive a different account and you will be given a chance to share what you learn with the rest of the class.

Look for the following information. Keep in mind that these questions will not all be answered in each narrative, but use them as a guide as you read. Record what you find on your own sheet.

What can you find about:

Food

  

Clothing

  

Housing

  

Health

  

Responsibilities/Jobs

  
Rules and Regulations  
Punishments  
Marriage and Family  
Attitudes towards Owners  
Religion  
Other Information  


Step III: Abolitionists Spread the Word

How did abolitionists spread their message?

Complete your own graphic organizer with a partner to evaluate the techniques that were commonly used. Decide for yourself whether the strategies had the desired effect.

Abolitionist Strategy
 How would you describe this strategy? Who used this strategy? What do you learn by looking at this? Who is the audience for the piece? How effective do you think this strategy was?
The Underground Railroad     1.
2.
3.		    
The North Star     1.
2.
3.		    
Uncle Tom’s Cabin     1.
2.
3.		    
Song of the Abolitionist     1.
2.
3.		    
A Broadside     1.
2.
3.		    
Raid on Harper’s Ferry (scroll down to John Brown for details)     1.
2.
3.		    
Anti-Slavery Fair     1.
2.
3.		    


Step IV: You are an Abolitionist!

Now you’re ready to make your own statement as an abolitionist! Educate and persuade your audience that slavery must be stopped immediately.

Choose from the list below to find the strategy that will work best for you:

Speech

 Write and present a speech to convince others to join your cause.

Broadside

 Design a poster that will be posted around town. Include a slogan and illustration to attract the viewer’s attention. Elaborate with captions to inform the viewer about abolitionism.

Story

 Write a fictional piece based on the facts that you find about slavery. Use your story to explain the hardships of slaves to convince the reader that it should be stopped. Consider Harriet Beecher Stowe’s Uncle Tom’s Cabin as you write your story.

Political Cartoons

Create three political cartoons that expose different aspects of slavery as well as your opinion about the best way to stop it. Include characters such as slaves, slave owners, government officials, and abolitionists. Each cartoon must include a title and a caption or dialogue to explain your message.

Newspaper

 Create a newspaper page that someone might read in 1860 containing at least two articles and a picture. Consider the famous abolitionist newspapers The North Star and The Liberator.
Song Compose a song that includes facts about slave life expressing the need to end slavery. Write new lyrics to the tune of a song you know. Consider William Lloyd Garrison’s song, Song of the Abolitionist.
Poem Write and present a poem that includes facts about slave life expressing the need to end slavery.

Share your work with the class and consider these questions when you view each other’s projects.

  • Which projects were the most convincing argument against slavery?
  • Be specific with what details were persuasive to you.
  • Does this remind you of anything in today’s world?
  • What do you see on TV or hear on the radio or other media that persuades you to act or think a certain way?

 
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Leah McFarlane & Allie Weber © 2004
This LibraryQuest is part of a collection of K-12 primary source-based lessons created by
the Teaching with Primary Sources Northern Virginia Partnership.