Civil War Slavery: Good or Bad?

Goals & Objectives

Students will gain an understanding of both sides of the argument of slavery.
Students will participate in a debate regarding slavery in order to show what they know
about slavery.

California State Content Standards

8.9.2 Discuss the abolition of slavery in early state constitutions.

Common Core Literacy Standards

CCSS.ELA-LITERACY.RH.6-8.1 Cite specific evidence to support analysis of primary and
secondary sources.

Driving Historical Question

Why did both sides fight so hard for/against slavery? What were some of the major
arguments for each side?

Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) Time: 5 mins

As students come in to the room, they will sit on the side of the room that they are arguing
for (there will be a sign up on both sides of the room).
We will review the readings by summarizing each of the excerpts that we had read the
previous days.

Vocabulary (Content Language Development) Time: throughout the lesson

Students will have prepared in advance and have been exposed to the vocabulary already.
We will be reinforced the vocabulary throughout the lesson. Any new words that they use,
students will define it as well so that everyone has an understanding of the word.
Some of the words that we will have gone over are: lash(es), massa, overseer, etc.

Content Delivery (Method of Instruction) Time: 35 mins

Once the review has been completed, I will ask the question: Eliza and her children
were separated from one another early on in the narrative, first from her son
and then from her daughter. Do you think that this was fair or should this have
not been allowed?
Students will touch base with their group members on where they want to start
briefly.
A coin flip will be made to determine who gets the first say in the debate.
The debate will go back and forth until half of the students from each side have
gone. After each point has been made and questions posed to that student have been
answered, students will switch who has the floor.
 Once half of each side has gone, the sides will break into their smaller groups for
another regroup.
The following question will be posed to begin the second half of the debate: For
slaves, there was a lot of violence towards them. Is this violence valid or
should this be considered cruel and unusual punishment, which Americans
are protected from under the 8th Amendment?
Once the two small groups have discussed this together, we will come back as a class
and pick up with the group we left off on and continue switching as we had before.
Once everyone has shared, that is the end of the debate. Groups may select one
person, or that person can volunteer, to make a final comment on the behalf of the
group before the final decision is made.
The judge (the teacher) will make the final decision on who wins and the outcome of
the debate by flipping a coin.
o Heads- FOR slavery wins! Slavery continues to plague the country. The South
secedes and the country never comes back together.
o Tails- AGAINST slavery wins! Civil War ensues and the country is reunified.

Student Engagement (Critical Thinking & Student Activities) Time: in conjunction with
Content Delivery
Students will participate in their small groups in order to prepare for the debate.
o They will discuss the following question: Eliza and her children were
separated from one another early on in the narrative, first from her son
and then from her daughter. Do you think that this was fair or should
this have not been allowed?
Once the debate has begun, students will share at least once and respond to any
questions the opposing side poses and take notes during the debate.
Students will participate in the mid debate discussion in their small groups.
o They will discuss the following question: For slaves, there was a lot of
violence towards them. Is this violence valid or should this be
considered cruel and unusual punishment, which Americans are
protected from under the 8th Amendment?
Students will participate in the post debate discussion regarding the coin toss
decision.
Students will reflect on their learning from the debate and write at least a one
paragraph reflection.

Lesson Closure Time: 5 mins

We will discuss the results of the debate and how the result will change the country.
Students will write a one paragraph reflection on the following question: What did this
debate teach you about slavery? You do not have stick to the side that you argued
during the debate.
Assessments (Formative & Summative)
The debate will serve as a formative assessment. During the debate, they will have to argue
a side and that will show what they have learned about that sides argument on slavery.
The reflection students write at the end of the period will serve as an assessment as well
because it will allow me to see what students have learned and how well they understood
the material.

Accommodations for English Learners, Striving Readers and Students with Special Needs
EL and SPED: They will have to argue their side but they will be paired with students who
can help them with their preparation in order to ensure their success.
Striving Readers: They will be challenged to ask questions during the course of the debate.

Resources (Books, Websites, Handouts, Materials)

12 Years a Slave excerpts (Kindle pages 80-82, 84-87, 107-112, and 254-257)
Notes
Debate Notes/Reflection sheet (front and back)
Coin (any)
Timer