We can describe and evaluate the historical development of the abolition movement, including activities that focused attention on the moral ills of slavery.
Why do you think Congress took so long to abolish slavery?
I think Congress took so long to abolish slavery because...
By studying this visual, students might:
- Abolitionists worked to end slavery in the United States.
- Uncle Tom’s Cabin was a book that influenced public opinion about slavery.
- The American Anti-Slavery Society organized events and campaigns against slavery.
- Congress eventually passed laws to abolish slavery.
- The movement used speeches, writings, and organizations to gain support.
- Why was slavery legal for so long in the United States?
- How did Uncle Tom’s Cabin change people’s opinions?
- What risks did abolitionists face when fighting against slavery?
- How did the American Anti-Slavery Society convince people to join their cause?
- What made Congress finally decide to abolish slavery?
Extending the Discussion
- After randomly calling on students, if there is anything from this list that was not mentioned, then ask the class, "Did anyone notice...?"
- After students have shared what they notice, ask the class, "Did anyone wonder...?" using the suggestions above or anything else you might think is interesting or relevant to the lesson.
Structured Conversation Prompts
What does abolition mean?
Abolition means...
How were abolitionists related to the American Anti-Slavery Society?
Abolitionists were related to the American Anti-Slavery Society because...
Why do you think Congress took so long to abolish slavery?
I think Congress took so long to abolish slavery because...
Example Student Responses to the Observational Question
Abolition means to stop slavery.
Abolition means the complete ending of slavery and making it illegal.
Responding to Responses
Emphasize and celebrate each student's use of the key vocabulary to support a culture of "no wrong answers."
Structuring Student Conversations
Have students list observations from the visual as a warm-up, then use the Q-SSS-A process to guide small-group conversations. In the slide decks, brackets can be moved to prepare the structured conversation. In the example to the right, students will be instructed: Q-SSS-A.
- To put a thumb up, then lower their hand when they are ready to answer the question
- To share with their elbow/shoulder partner, and that the student with the darkest shoe will share first
- That they will be randomly called on after the conversation
Here is an example of structuring a conversation with Q-SSS-A.
Note: the inferential question is the same as the language objective. It is recommended that students answer the inferential question in a small-group discussion before answering it individually as the closure or exit ticket of the lesson.
Structured Reading
The purpose for reading is to understand the strategies and actions taken by abolitionists and the American Anti-Slavery Society that led to the abolition of slavery through the 13th Amendment.
- Actions taken by abolitionists to end slavery
- The role of the American Anti-Slavery Society in the movement
- How Congress responded to the abolition movement
- Events leading to the passage of the 13th Amendment
How did the work of abolitionists and organizations such as the American Anti-Slavery Society help lead to the passage of the 13th Amendment?
The work of abolitionists and the American Anti-Slavery Society helped lead to the 13th Amendment by...
Structuring the Reading
Communicate the purpose of reading to the students and instruct them to make a note every time they see something on the PAT ("Pay Attention To") list. How you have students note items on the PAT list is up to you. This could include:
- Putting an asterisk in the margin
- Underlining text that supports the PAT list
- Putting a comment in the margin
Follow the reading with the post-reading discussion. Structure this discussion using the Q-SSS-A process just like the structured conversations in this lesson.
Note: you might find the relational question is better discussed before or after the reading. This depends on whether the relational question is directly related to the reading or might make connections across units.
Differentiating the Reading
You will notice that three different reading passages are provided with this lesson. Look at the shapes in the top-left of each passage to determine the grade level.
In a class with students at diverse reading level proficiencies, you can give the appropriate reading passage to different students, while having all students follow the same PAT list and post-reading discussion.