Teaching about slavery BEFORE the Missouri Compromise

Scroll to the bottom of this post for some new resources that are available since I wrote this post.

I do not have any specific data on this, but I would bet a lot of money that if you went into middle and high school classrooms and asked students about slavery in the North, you would get a lot of blank stares. I would also bet that many history teachers (based on what I know about most history textbooks) teach very little about slavery until they get to the pre-Civil War period. Maybe a mention or two about the 3/5 compromise or the decision to end the slave trade in 1808. Hopefully a bit more about the beginning of slavery during the colonial period.

But for the most part, when Americans think about slavery, they think about big plantations, cotton, the South and the Civil War.

Middle school level textbooks do an especially poor job on this.  High school level books probably are a bit better, but I don't have any handy to check.

Consider the few mentions in my daughter's 7th grade U.S. history textbook (Pearson's Prentice Hall America: History of Our Nation):

During the Revolution, a number of northern states took steps to end slavery.  For example, a Pennsylvania law of 1780 provided for a gradual end to slavery.  It allowed slaveholders to keep their existing slaves but barred them from getting more. (p. 187)

There is another sentence about the North on page 395:

 Slavery had largely ended in the North by the early 1800s.

And 27 pages later, a brief section with a bolded beginning:

Slavery Ends in the North In 1780, Pennsylvania became the first state to pass a law that gradually eliminated slavery.  By 1804, every northern state had ended or pledged to end slavery.  Congress also outlawed slavery in the Northwest Territory.  As a result, when Ohio entered the Union in 1803, it became the first state to ban slavery in its state constitution.

And on page 400, there are 4 sentences on the Nat Turner rebellion that simply state what happened, without any explanation of the significance.

Slavery is one of The Issues of the first half of U.S. history, and I believe we must teach it more comprehensively, throughout our units on Colonial America, the Constitution, the New Nation and the period leading up to the Civil War (not to mention the after effects during Reconstruction through the present, but that gets us into next semester). Students need to understand that big cotton plantations did not magically appear in the South. Historian Ira Berlin explains, "viewing Southern slavery from the point of maturity...[has] produced an essentially static vision of slave culture." (From "Time, Space, and the Evolution of Afro-American Society on British Mainland North America," American Historical Review, 85, Feb. 1980.)  Students walk away with a myopic look at slavery if we only teach about it right before the Civil War.

So, what should students learn about slavery before you get to the Missouri Compromise? An incomplete list follows. I was trying to make this more complete, then remembered this is a blog, not a book. If I put everything here, I'd never finish this post!

• First off, see my earlier post about slavery in the colonial period.

• When we teach about the Constitution, we need students to read the excerpts on the 3/5 compromise and the end of the slave trade. But more importantly, we need them to understand how this almost derailed the Constitutional Convention. See here for a brief history. See about midway through the page for more info here. And a few other links: click here or here. Students should understand that from the beginning, the United States was struggling over slavery.

And now, moving on to the post-revolutionary era:

• Students should be reminded that slavery did exist in the North. Use maps to illustrate this: http://mappinghistory.uoregon.edu/english/US/US08-00.html (I couldn't get this to open, but hopefully you can.) But also check out this really cool map and this one that I found on what looks to be a really interesting Civil War blog--called Civil War Memory by Kevin M. Levin that I will have to check out later. (Now you know why it takes me forever to get these blog posts done...I find all kinds of other fun stuff and before I know it hours go by....) He does a nice job of explaining what he does with students to help them understand slavery as a national, not just southern, phenomenon.

• Cotton, of course, did become king. So teach students about how that happened. Click here for background info about Eli Whitney and the cotton gin.  

Want to use Common Core standards?

• Using the standards below, have students read a brief account of the significance of the cotton gin, either in their textbook, something you write up, or use this account (scroll down to "Effects") from the National Archives website.  (Note: you can also find links to teaching activities and documents about Eli Whitney and the cotton gin.)

Then, to implement the above standard, students can examine maps like these interactive ones from the University of Oregon which shows the spread of slavery from 1790-1860. There are 3 of them that show the growth of cotton, slavery and then combining them. Plus there's a graph displaying the economics of cotton.

• Nat Turner!! I am currently reading Stephen B. Oates's book, The Fires of Jubilee: Nat Turner's Fierce Rebellion. The final chapter (I read ahead) is about the legacy of Turner's Rebellion and it is excellent. I am reading the book because I read a fantastic lesson plan by Bruce Lesh in his book, Why Won't You Just Tell Us the Answers about Nat Turner. It appears that you can see this lesson online but buy his book! There are lots of other great lesson ideas in it! I think it is important to teach Nat Turner and the debates over slavery in Virginia that followed because of this paragraph I once read by the historian Gerda Lerner.

Some other interesting resources:

• Check out the fourth paragraph of George Washington's will (link to the will on this webpage) in which he requests that all his slaves be freed following his death and that of his wife. Lots more information about Washington and slavery at the Mount Vernon website: click here. Also check out this PBS lesson plan about Washington and slavery. 2015 update about this link: I can't seem to find this anymore. Sorry!

• Some intriguing information can be found about Robert Carter III, who gradually freed over 500 slaves, the largest manumission of slaves by a single person before the Civil War. Check it out at the website nominihallslavelegacy.com. You can get a brief bio of Carter, primary sources and a list of all the enslaved people that were freed by name. (Interesting note--I just fixed this link on August 18. The reason it wasn't working is because the old link was: http://nominihallslavelegacy.com/slaves/ and the last word, "slaves" has been changed to "enslaved." Thinking about the words we use (slaves vs. enslaved) matters and can be a thoughtful exercise with students. For more on this, see a recent blogpost I did for Middleweb.)

• Do check out this website devoted to the abolition of the slave trade from the New York Public Library's Schomburg Center for Research in Black Culture. It has incredible resources, including this little blurb about the significance of the American Revolution and a timeline.

• One of my favorite podcasts, BackStory with the American History Guys did an episode on the War of 1812 (worth checking out in its entirety). In one segment, historian Peter Onuf discusses a little known verse of our national anthem that touches on fears about slavery developing at this time. You can hear that segment here or read the brief transcript (scroll to the segment, "Facetime").

• Check out slavevoyages.org for a database of slave voyages.

• Check out the Digital Library on American Slavery at the University of North Carolina at Greensboro.

• There are a whole bunch of resources available from PBS in connection with their broadcast, Slavery and the Making of America. There are links to primary sources and other readings, lesson plans for middle and high school levels, and virtual exhibits created by students.  Unfortunately, the link for Lesson 5 (Slavery by the Numbers) to the required census data seems to be broken, but I think I found it here.

• See this review in the New York Times as well as Eric Foner's review of Edward Baptist's The Half Has Never Been Told: Slavery and the Making of Capitalism.  (Obviously, the book itself would be an excellent source, too, but at 500 plus pages, that's something to check out over winter break or the summer!) The reviews at least give you some brief insight about the tremendous economic impact of slavery. And this review distills 5 basic arguments from the book.

• When you get to the Missouri Compromise, don't forget to use one of my favorite quotations from Thomas Jefferson. It explains volumes about the predicament of the South and the nation regarding slavery. His image of grabbing a wolf by the ear will help middle schoolers wrestle with the complexity of the situation. Check out this lesson plan from PBS on the topic.

• Slavery is intimately connected to America's continual struggle with race. For ideas about connecting contemporary racial issues to slavery, look into the The Race Card Project by Michelle Norris (from National Public Radio).  National Public Radio has turned some of these into longer stories. The most recent one delves into slavery as the fundamental cause of the Civil War. Find it here.

History's reach is very long. The ripple effect of slavery still has the power to make students uncomfortable nearly two hundred years later. Of course we can't ignore what is depressing. Sadly, so much of history is. It is critical that we remember who we are teaching: while we are not only our ethnic/racial identities, those identities do inform our perceptions. And when we teach about tragic things--slavery, war, oppression & discrimination, U.S. treatment of minorities, etc.--it behooves us to consider the perspectives of those we teach as well as our own.
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Update on August 18, 2019 - the best new resource since I published this post is Teaching Tolerance's, Teaching Hard History: American Slavery. There are outstanding resources and podcasts to help you along.
Also, (what made me update this post) is the publication of a New York Times special series in commemoration of the 400th anniversary of the arrival of the first slave ship to Virginia in 1619. Called the 1619 project, you can read about it here.
And two other readings, good for teacher background: Ta-Nehisi Coates's seminal essay about reparations and the chapter 1 on "Race" in American Dialogue: The Founders and Us by Joseph J. Ellis.

Why We Can't "Save" Teaching Slavery until Our Civil War Unit

Update: June 2020 - This post has been updated to include some new resources that have come out since I first wrote this in 2014. See those at the bottom. Many teachers, perhaps especially white teachers, are uncomfortable teaching about slavery. As a white teacher myself, I have concerns about how my students of color react to lessons about these topics. Before delving into some of the topics below, I highly recommend the podcast "Seeing White."  Being uncomfortable does not give us a pass on teaching this material. It is our collective ignorance and amnesia of African American history that perpetuates the problems we still have in our country. See this new resource from the National Museum of African American History and Culture for help with talking about race in general.

Unfortunately, slavery is a topic almost invariably “saved” until just before the curriculum reaches the Civil War.  Doing so, however, oversimplifies both slavery and the causes of the Civil War. Including slavery as a topic earlier in the year gives students a better appreciation for the diversity of the slave and slaveholding experience. (For excellent background on this check out Peter Wood, Black Majority,--see below for a "cheat sheet" on this, Donald Wright, African Americans in the Colonial Era, or the first two chapters of Peter Kolchin's, American Slavery).

Teaching about the early history of slavery in what became the United States also creates the opportunity to teach students about important problems in historical thinking.  Our images of slavery as existing mostly on large cotton plantations obscure important truths.  Because we know how the story goes--there will be a Civil War, slavery will be eventually abolished, and racism will still exist-- we take for granted certain things about slavery. Just because we know today that slavery became the dominant labor force in the American South doesn’t mean we should assume it was inevitable.  Re-read that last sentence: slavery BECAME the dominant labor force. It might not have been, right? Shouldn't students know that? And most students don’t even realize that slavery existed in the North at all. Which raises the issue, if slavery existed in the North, why did it decline in the North after 1776? And what does that say about the American Revolution?

But I am racing ahead.

So below are a few classroom teaching ideas for teaching about this period. I think it is important in order to dispel several myths about slavery held by many students:

1. that slavery was a new thing that started in what became the U.S. and only existed there

2. that slavery was always tied up with race

3. from the beginning, slavery was only in the South and all Northerners opposed slavery, while all Southerners supported it.

idea #1. Below is a chart one can reproduce or put on screen/board in order to generate a discussion.  I have included potential answers.  I have found that students are able to figure out most of the answers on their own, and so it is useful to do this with a partner or in small groups. Alternatively, you can use it as a whole-class discussion. However you do this, be careful about the messages you are sending. This is raw history, filled with trauma. Talking about slavery as a solution to the labor problem is historical; but this is one of those moments when teachers have to step in to acknowledge the pain of this history. Stories abound in the national news about teachers who made these errors. (See here or here for examples.)

	white indentured servants	Native Americans	Africans
advantages as a labor force	- same race & culture (dispels the myth that owners prefered those of different background)	- no transportation costs - more readily available	- plentiful - more difficult for them to escape (both because they are visually different looking, but also where would they escape to?--can't easily get back to Africa) - students aren't likely to figure out this one on their own: had a greater immunity to disease than Native Americans
disadvantages as a labor force	- limited; labor scarcity - eventually had to give them their own land & freedom	- could more easily escape to rejoin their communities - very susceptible to disease)	- very expensive - language barriers

Idea 2. Here is another technique useful as a way to make students do the thinking.  You could simply tell students the information below, but if you give it to them on separate cards to put in order or in the format below, they have to use logic.  This technique could be used with lots of other topics.  I have chosen to use punctuation and capitalization as a clues to help students, but depending on their ability, you could omit those clues.  I also have learned that it is best to tell students which one is #1.

Put the sentences/phrases below in the order which makes the most sense.  Put the numbers in the blanks next to each phrase.

__4__ the worse conditions became for Africans.  The individual became more expendable.

__2__ Colonists, therefore, needed to import more slaves from Africa.

__7__ Restrictions on freedom led to greater resistance from slaves and more interference from whites.

__3__ The more slaves there were,

__1__ The need for slaves rose. (This one is sort of the result of decisions made by the chart above)

__5__ Racial tension increased.

__6__ Colonists passed laws to ease their fears about the number of Africans.

An interesting question: what does this little exercise above suggest about which came first, racism or slavery? I think students would be interested to know that historians disagree about the answer to this. See this lesson plan for resources to teach this topic (and thanks to Siobhan O'Connor whose comment below introduced me to this resource).

Idea #3. Once students understand how increasing numbers of African slaves led to the need for greater social control, you can show them examples of some of the slave codes. Here is a link to primary sources re: slave codes: http://www.teachingushistory.org/ttrove/1740slavecode.htm. And here is a link to 3 slave codes and my ideas on how to use them. And some useful info on codes in Virginia including a useful chart and another one.

Idea #4. One of the debates historians have had is whether or not it was possible for blacks to retain African customs and have any freedom--however limited-- given the harsh experience of slavery. I like to use this image (also a link to other teaching ideas on colonial slavery) in a very simple. Have students decide whether the image lends support to the idea that African customs and a certain amount of independence were possible by analyzing the image. Be careful that you do not imply or suggest that there was a positive aspect of slavery. And you can discuss with students why such a painting might have been painted in the first place. More info on the painting here.

Idea #5. Another common myth that students have--well, less of a myth than just ignorance, perhaps--is that slavery is something unique to what became the United States. One look at map #1 on this website should dispel that idea pretty quickly. If we are to make our U.S. history class a little less U.S.-centric and more international in focus (I know that seems contradictory) this is a good place to start. Maps such as these demonstrate that slaves didn't come from "Africa"--they came from specific areas within Africa. And the majority ended up in Central America, the West Indies, and Brazil, not the future United States.

Hope this helps give you some ideas!

RESOURCES:

Teaching Hard History: American Slavery - produced by Teaching Tolerance. There is also an accompanying podcast.
1619 project - a curriculum project inspired by the Pulitzer prize winning series in the New York Times in 2019
Washington Post articles about slavery and the teaching of it
National Museum of African American History and Culture
Thanks to Sioban O'Connor's comment below for introducing me to this resource, useful for African American history in every time period, not just slavery.
The Schomburg Center for Research in Black Culture
slaveryandrembrance.org

slavevoyages.org - amazing resource

Slavery at Monticello

Africans in America from PBS

Historian Peter Wood on the shift from indentured servitude for blacks to an inheritance of slavery.
See also my later post on teaching slavery before the Missouri Compromise