Grade 8 – Abolition and African Americans in Connecticut

by ConnecticutHistory.org


TEACHER'S SNAPSHOT
Topic
Slavery & Abolition
Civil War
Theme
The Struggle for Freedom, Equality, and Social Justice
Town
Statewide
Related Search Terms
Reconstruction
Social Studies Frameworks
Grade 8 – United States History
D1: POTENTIAL COMPELLING QUESTION

In what way did the abolition of slavery indicate progress, or decline, for the lives of African Americans?

D1: POTENTIAL SUPPORTING QUESTIONS
  • What were the causes and effects of the abolition of slavery?
  • What role did Connecticut play in the abolitionist movement?
D2: TOOL KIT

Things you will need to teach this lesson.

Attributed to Osbert Burr Loomis, Nancy Toney, oil on canvas, ca. 1862 - Photograph from the collection of the Loomis Chaffee School Archives, Loomis Chaffee School, Windsor, Connecticut This painting of Nancy Toney is attributed to Osbert Burr Loomis, oil on canvas, ca. 1862 – Photograph from the collection of the Loomis Chaffee School Archives, Loomis Chaffee School, Windsor, Connecticut
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Map from the Underground Railroad in Connecticut by Horatio Strother, 1962 Map of the Underground Railroad routes in Connecticut from the book Underground Railroad in Connecticut by Horatio Strother, 1962
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way2 Article describing Frederick Douglass’s speech to 29th and 30th Colored Volunteers, page 9, The Connecticut War Record, New Haven, February 1864 – Connecticut State Library, Newspapers of Connecticut
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D3: INQUIRY ACTIVITY

Divide students into small groups of three or four people. Choose one student to be the notetaker and write down their group’s thoughts and observations.

Using the three primary sources, students will answer the following questions:

  1. What role did Connecticut play in the abolitionist movement?
  2. What can you determine about slavery in Connecticut by examining the following sources?
  3. What is the author communicating about slavery in Connecticut?

Discuss observations with groups and with the class.

Have the students find commonalities and differences.

Share ideas about what the sources reveal.

Share answers/perspectives with the class.

D4: COMMUNICATING CONCLUSIONS

Students can address their responses to the compelling question(s) using a variety of different formats, including (but not limited to): An essay, a poster, or presentation.

ADDITIONAL RESOURCES
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