The Constitution and Slavery, Lesson

CONSTITUTIONAL RIGHTS FOUNDATION
The Constitution and Slavery

Ratification Debate on the U.S. Constitution

Overview

America has always been a diverse society and one of its first problems of diversity involved slavery. In this lesson, students examine the Constitutional Convention and how the framers handled the issue of slavery. First, students read and discuss an article on slavery and the Constitutional Convention. Then students imagine that they are delegates to one of the ratifying conventions that followed the Constitutional Convention. As homework, they prepare speeches on whether the Constitution should be adopted even though it contains compromises on slavery. In class, they present their speeches in small groups and each group selects one person to present a speech to the class.

Objectives

Students will be able to:

Explain at least two of the compromises on slavery that took place at the Constitutional Convention.
Develop arguments on whether the Constitution should be adopted even though it contains concessions to the South on slavery.

Standards Addressed

U.S. History Standards for High School:

Understands the ideas shaping the American revolutionary movement. Specifically:

. . .the arguments of advocates and opponents of slavery from different regions

Understands the institutions of government created during the Revolution. Specifically:

. . .the interests of regions on compromises at the Constitutional Convention.

Civics Standards for High School

Understands the various purposes that constitutions serve. Specifically:

. . .Understands how constitutions, in the past and present, have been disregarded or used to promote interests of a particular faction (e.g., slavery).

Understands the central ideas of American constitutional government and how this form of government has shaped the character of American society. Specifically:

. . .Knows major historical events that led to the creation of limited government in the United States (e.g., Declaration of Independence, Articles of Confederation, U.S. Constitution).

Understands issues concerning the disparities between ideals and reality in American political and social life. Specifically:

. . .Knows discrepancies between American ideals and the realities of American social and political life.

Preparation

You will need a copy of The Debate handout for each student.

Procedure

A. Focus Discussion: Write the following on the board:

We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.

Hold a brief discussion about the phrase "all men are created equal." Ask students:

Where does this phrase come from? (The Declaration of Independence)
What does it mean?

B. Reading and Discussion: Ask students to read The Constitution and Slavery.

Conduct a class discussion using the Points of Inquiry at the end of the reading.

The Constitution never mentions the word "slave" or "slavery." Whenever the subject arises, other words are used ("such Persons," "other Persons," "Person held to Service or Labour"). Why do you think the framers avoided these words?
Some 19th century opponents of slavery considered the Constitution a pro-slavery document. Do you agree? Explain.

C. Homework Assignment: Distribute The Debate to each student. Review the handout's assignment, answer any questions, and give students a due date.

D. Small-Group Activity: Speech

Step 1. On the due date, ask students to prepare to give their speeches.

Step 2. Divide the class into six groups. Tell students to deliver the speeches to their group. Inform students that after they listen to the one-minute speeches, they should decide on one person whose speech they want delivered to the whole class.

Step 3. Have the six students selected by each group deliver their speeches to the class. When they finish, ask the class to vote on whether the compromises on slavery should stop the Constitution from being adopted. Ask all students to turn in copies of their speeches.

Step 4. Debrief the activity by asking which were the strongest arguments on each side.