Last updated: March 23, 2023
Lesson Plan
Freedom for All?
- Grade Level:
- Upper Elementary: Third Grade through Fifth Grade
- Subject:
- Social Studies
- Lesson Duration:
- 60 Minutes
- State Standards:
- Massachusetts Curriculum Framework for History and Social Science 3.T5 #3, #4, #5 and 3.T6 #3, #4
Essential Question
Can one person own another? Despite what the Constitution states, was freedom granted to all citizens?
Objective
As a result of this lesson plan, students will:
1. Learn that freedom was not granted for all U.S. citizens in the new republic.
2. Learn that slavery existed in the northern Colonies.
3. Learn that the enslaved did not have control over their lives to live freely and pursue their own happiness.
4. Learn the enslaved did not reap the same rewards as the enslaver.
Background
These lessons were chunked into nine to ten, 45-minute blocks. Some lessons took longer, as many students had many questions, and thoughtful discussions ensued. As this is a lengthy lesson, each teacher can determine whether or not to complete all of the activities included.
Preparation
1. This was students’ first exposure to enslavement in Colonial New England; therefore, a lot of background knowledge needed to be taught before this lesson. The Teaching Hard History Framework K-2 has many suggestions to build background knowledge.
2. For a greater understanding of this lesson, students should have general knowledge about the U.S. Constitution. *This look at the Founding Documents needs to be taught in a developmentally appropriate way, which will be studied later in more detail in upper grade levels.
3. Teachers must also take some time to introduce students to primary and secondary sources. There are many teacher resources available for this such as Engaging Young Learners with Primary Sources | Library of Congress (loc.gov).
Materials
This packet includes 7 scanned images of a primary source documents and their transcriptions.
Download Freedom for All? Primary Source Packet
Lesson Hook/Preview
Teacher Directed: (one to two sessions/45 minutes each)
1. Teacher asks students to define property.
2. Teacher opens with the question, “Can one person own another, and consider another human his or her property?”
3. Teacher asks students, "What do the first three words in the U.S. Constitution mean?"
4. Introduce and explain primary and secondary sources to students.
Procedure
Small Groups: (three sessions/45 minutes each to analyze seven primary sources in groups)
1. Teacher divides the class into smaller groups to investigate the 7 primary sources and their transcriptions in the packet.
2. Students can take notes on each one and make an inference by answering the following questions:
- What do I notice? - Text Evidence/Clues
- What do I know? - Background Knowledge
- What can I infer?
Whole Class: (two to three sessions/45 minutes each)
1. Each small group shares out and teaches peers what they learned from investigating primary sources in their small groups. Students should take notes and offer input. They will use these notes as details later in their argument or essay.
2. The whole class will look more closely at the time period time to see how the lives of Rose and Sabe overlapped with important events in that era. Events can include:
1775 American Revolution begins with Battles of Lexington and Concord
1776 Declaration of Independence
1783 American Revolution ends with the Treaty of Paris
1783 Legal end of slavery in Massachusetts*
1787 U.S. Constitution
1789 Bill of Rights
1790 Census with no slaves listed in Massachusetts
1808 End of trans-Atlantic Slave Trade
*Learn more through our short video and find more details at: Massachusetts Constitution and the Abolition of Slavery | Mass.gov.
Independent Work:
Students will use the information from the primary sources and the events of the time period to construct an argument why Sabe and Rose are not completely free. (two to three sessions/45 minutes each)
- Students will brainstorm five reasons Rose and Sabe should be free. Students will narrow those reasons to the three strongest reasons.
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Students will complete an essay (persuasive) to plead the case for freedom of Rose and Sabe. Students will compose their essay and include the following:
1.) An opening sentence and reasons.
2.) Details for each reason.
3.) Transition words and a closing sentence.
Vocabulary
Over the course of American history the language used to describe Black people has changed and most likely will continue to change. In some of the primary sources, the word “negro” is used. When these documents were written, this was a word that was often used to refer to African Americans. Teachers should inform students that today it is inappropriate and can be offensive and hurtful to use this word. Teachers may tell students, “Out of respect I will not say it out loud, and I ask you not to either. I will substitute the word with enslaved, unfree, Black, or African American.”
Additional Resources
Author Recognition: The "Freedom for All?" lesson plan was developed by Caroline Knowles, grade 3 teacher, Veterans Elementary School, Saugus, Massachusetts.
Donor Recognition: This program was made possible by a grant from the National Park Foundation through the generous support of Union Pacific Railroad and donors across the country.
Partner Recognition: The National Park Service at Salem Maritime collaborated with The Hard History Project and local teachers to co-create lesson plans dealing with slavery and freedom. Thank you to the staff of The Phillips Library at the Peabody Essex Museum where most of the documents used in these lessons are preserved and made accessible.