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American Centuries > Lessons > History Lessons By Teachers > Pursuit of Freedom

Pursuit of Freedom

Details

Author
Tracey Pinkham
Topic/Subject Area
African American, Black Life; Politics, Government, Law, Civics; Slavery, Indenture
Historical Era
The New Nation, 1784–1815, National Expansion and Reform, 1816–1860, Civil War and Reconstruction, 1861–1877
Grade Level
High School (9–12)
Creation Date
Last Revision Date
2024

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About This Lesson

Summary and Objective

Students will understand that some slaves were able to obtain their freedom by suing their masters. They will read about and compare the Dred Scott case to other freedom suits to determine why some were successful and some were not.

Materials & Resources

Collection Items
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Teaching Plan

  1. Pre-activity: Have students recall key points of the Declaration of Independence and the Bill of Rights as they relate to the rights and freedoms of citizens. Discuss whether these concepts related to slaves and African Americans. The intentional omission of this these groups is obvious in these documents. How might African Americans use the ideas of natural rights, life, liberty and the pursuit of happiness and that concept of “All men are created equal” to gain their freedom?
  2. Students should have background knowledge of the pro and anti-slavery sentiments of pre Civil War era, specifically defined as a North/South conflict. They should have an understanding of the social, political and economic arguments used by both sides of the slavery issue. In the freedom suits they will discuss, the location each suit takes place is going to play a major role in the outcome. Students should be prepared with an understanding of why slavery developed and was deeply rooted in the South and why it did not grow in the North, which became dependent on other labor sources (farm girls and later immigrants) for industry.
  3. Students will read “Anti-Slavery Convention in Franklin County” article from Greenfield Gazette & Franklin Herald newspaper. They should highlight key points that relate to the natural rights of man that are used in the argument against slavery. *Specifically found in the preamble.
  4. Discuss how slaves had little hope for freedom. Running away was the number one means, however some did gain their emancipation from their master, usually upon the master’s death, and fewer yet were able to buy their freedom. However, a small yet important group were able to sue for their freedom. These cases often were based on the concepts found in the Declaration of Independence and Bill of Rights to win. In other cases, such as the Dred Scott case, established laws and loopholes were tested. Do students feel slaves that sue for their freedom will be successful? What outside influences (social, political, economic, geographic, religious, etc.) may have affected the courts’ decisions? Have students hypothesize the reasons given against emancipating a slave who sues for freedom.
  5. Case #1: Mum Bett, Sheffield, MA. Half the class should read the background of this case and discuss why they feel she was granted her freedom. See Elizabeth Freeman (Mum Bett) on the PBS website.
  6. Case #2: Lucy Jackson, Connecticut. Half the class should read and discuss the case about Lucy Jackson from the “Slave Case in Connecticut” article from the Gazette and Mercury newspaper. Why do students feel Lucy Jackson was granted her freedom?
  7. Case #3: Dred Scott, Missouri. Students should read the “The Dred Scott Case” article from the Gazette and Courier newspaper. They should discuss the main points of the decision. How does the Supreme Court decision support the ideals of the Constitution, in this case in favor of the slave owners and their right to property? Students may need to re-read in their textbook information about the Northwest Ordinance and the Missouri Compromise.
  8. Analysis: How will the Dred Scott case affect America? What social and political implications will the outcome of this case have on America? How will states where freedom was granted to slaves through freedom suits be affected?
  9. Assessment: Students will write an essay comparing how different interpretations of the Constitution resulted in opposing outcomes in freedom suits. Quotes from the Constitution and the documents used in this lesson should be incorporated into the essay.