Abolition and African Americans in Connecticut

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:




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

Place to GO

CTFreedomTrail.org: Underground Railroad Map

Things To DO
Websites to VISIT

ConnecticutHistory.org Topic Page – Slavery and Abolition

Articles to READ

ConnecticutHistory.org: