Grade 8
How did different perspectives of slavery
cause the Civil War?
Document-Based Question for the
South Carolina Social Studies College- and Career-Ready Standards
South Carolina Department of Education
Office of Standards and Learning
2019
South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina
2019
Introduction of DBQ
● The outbreak of the Civil War was the culminating event in a decades long series of regional issues that threatened
American unity and South Carolina’s identity as of the United States. In this DBQ students will be able to understand how
different perspectives of slavery caused the Civil War.
● This DBQ supports the Profile of the SC Graduate. Students will do critical thinking and probleming solving, collaboration
and teamwork, communication, use information, media and technology, and knowing how to learn. Students will also use
integrity, self-direction, global perspective, perseverance, work ethic, and interpersonal skills.
● Estimated time frame will be for 3-4 days in a 50 minute class setting.
Standard(s) and/or Indicator(s)
Targeted:
Standard 8.3: Demonstrate an understanding of conflict and compromise in South Carolina, the Southern region, and the
United States as a result of sectionalism between the period 1816-1865.
Indicator 8.3.CO: The student will compare the debates between South Carolina and the federal government regarding slavery,
federalism, and the Constitution.
Indicator 8.3.CC: the student will analyze debates and efforts to recognize the natural rights of marginalized groups during the period
of expansion and sectionalism.
“I Can” Statements
“I Can” statements are learning targets of what students need to know and be able to do as it relates to the standard/indicator(s) the
DBQ is targeting.
● Day 1: I can analyze the Denmark Vesey plot and outline different perspectives of this event that resulted in the Civil War.
(8.3.CC)
● Day 2: I can develop multiple perspectives of daily life for a slave. (8.3.CC)
South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina
2019
● Day 3: I can develop a perspective about the abolitionist movement. (8.3.CO)
● Day 4: I can analyze the perspectives of southern slave owners. (8.3.CO)
Historical Question
● How did different perspectives of slavery cause the Civil War?
Domain of Knowledge
Analyze/Conceptual Knowledge- Level 2 and 3
Academic Vocabulary
● Sectionalism
● Slave Codes
● Abolitionist
Historical Thinking Skill(s)
Students will be shown that while the country was appearing to be doing well, there were issues related to slavery that were not
being addressed accordingly. These issues continuously reappeared that resulted in the Civil War. Students will be able to compare
the different primary sources that are provided in order to formulate a perspective of how slavery led to the Civil War.
Prior Knowledge
In grade four, students have learned about the economic conditions of people in South Carolina, the institution of slavery, how the
American Revolution affected attitudes about slavery and contributed to abolition in northern states, the effects of specific
legislation and events on the institution of slavery in the territories; the contributions of abolitionists to mounting tensions and
specific events and issues leading to the Civil War and secession.
Subsequent Knowledge
In U.S. History and the Constitution students will compare the social and cultural characteristics of the North, the South, and the
West during the antebellum period, including the abolitionist movement.
Teacher Guide
South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina
2019
This lesson was created based on South Carolina 8th Grade Standards. Students can complete the tasks independently or it can be
set up as a group assignment.
Historical Context (Background Information)
This DBQ was developed to help students understand that there were multiple perspectives about slavery. Students will complete
these activities to gain more knowledge and insight about slavery during the antebellum period. Students will observe how people at
that time viewed slavery and analyze primary sources to help them develop a perspective of how the issue of slavery caused the
Civil War.
Sources for the DBQ
Day 1 Resources:
1. Attempted Insurrection in 1822
http://digital.tcl.sc.edu/cdm/ref/collection/wpafwp/id/2016
2. This Far by Faith PBS
http://www.pbs.org/thisfarbyfaith/people/denmark_vesey.html
3. The Most Important Slave Revolt that Never Happened
http://time.com/4701283/denmark-vesey-history-charleston-south-carolina/
4. T-Chart
https://docs.google.com/document/d/1P84nk56aEF6doPqKIrNMa01a6AHuccEV4gf_ViS2NGs/edit
Day 2 Resources:
1. SC Map of Slave Population
http://digital.tcl.sc.edu/cdm/ref/collection/sclmaps/id/601
2. Stop the Runaway Slaves Flyer
http://digital.tcl.sc.edu/cdm/ref/collection/bro/id/118
3. Bill of Sale of a Slave
http://lcdl.library.cofc.edu/lcdl/catalog/lcdl:80748
South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina
2019
4. Daily Record of the Hardscrabble Plantation, January 30, 1859
http://lcdl.library.cofc.edu/lcdl/catalog/lcdl:80259
5. Slave Codes
http://www.scencyclopedia.org/sce/entries/slave-codes/
6. SLAVE AUCTION
https://ideologicalart.com/war/american-civil-war-gallery/union-cartoon-selling-a-mother-from-her-child/
7. Images to Make Comparisons Chart
https://docs.google.com/document/d/1V-6id5-yq5KYJJ2jRpe4vC5vgFadwJiXrXzBsJJ40Ps/edit
Day 3 Resources:
1. Effects of the Fugitive Slave Law
https://www.loc.gov/item/2008661523/
2. United States Slave Trade of 1830
https://www.loc.gov/item/2008661746/
3. The African American Odyssey: A Quest for Full Citizenship
https://www.loc.gov/exhibits/african-american-odyssey/abolition.html
4. The Fourth of July for the Negro
https://www.history.com/topics/black-history/abolitionist-movement/videos/the-meaning-of-july-4th-for-the-negro
Day 4 Resources:
1. The Southern Argument for Slavery
http://www.ushistory.org/us/27f.asp
2. The Pro-Slavery Argument , 1857
http://americainclass.org/a-pro-slavery-argument/
3. Images Chart
https://docs.google.com/document/d/13MIG_4D16efCmaprV1aBBPzNFr3xZ8c9P0kt6lcSsbw/edit
4. Abolition Frowned Down Cartoon
South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina
2019
https://www.loc.gov/resource/cph.3a12359/
5. Slavery as it Exists in America Cartoon
http://www.loc.gov/pictures/resource/cph.3a05113/
6. Fitzhugh’s Quotes
http://americainclass.org/a-pro-slavery-argument/
7. The Negro in his Own Country Cartoon
http://www.digitalhistory.uh.edu/exhibits/ahd/slavery18.html
8. You can clearly see how Miserable I am Cartoon (Section II)
http://thosewhocansee.blogspot.com/2014/09/reparations-for-slavery.html
Potential Instructional Strategies
Day 1: I can analyze the Denmark Vesey plot and develop a perspective of how this event may have contribute to the cause of the
Civil War.
Students will analyze the following sources and answer questions.
Source A: Attempted Insurrection in 1822
http://digital.tcl.sc.edu/cdm/ref/collection/wpafwp/id/2016
1. What do you think motivated Denmark to plan this rebellion? What did he learned about previously that could have inspired
him?
2. From analyzing the plot, what would you have suggested?
3. Why do you think the slave told his master about the plot?
Source B: This Far by Faith
http://www.pbs.org/thisfarbyfaith/people/denmark_vesey.html
South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina
2019
1. Why were whites monitoring the African church?
2. Why was a series of laws that restricted the rights of Charleston slaves passed after the Vesey plot?
3. When the slaves protested by leaving the white churches, why do you think they didn’t rebelled then?
Source C: The Most Important Slave Revolt That Never Happened
http://time.com/4701283/denmark-vesey-history-charleston-south-carolina/
1. Students will complete the T-chart analyzing Denmark Vesey’s innocence.
2. Students will read over the article and collect evidence to suggest or not suggest that he was planning this revolt.
https://docs.google.com/document/d/1P84nk56aEF6doPqKIrNMa01a6AHuccEV4gf_ViS2NGs/edit
Evidence to Suggest Evidence to Not Suggest
Follow Up Question: From analyzing this evidence, was the punishment fair for Denmark Vesey and his conspirators? Do you think
this was the only punishment that should have been given to them? Why or Why Not?
Day 2
I can develop multiple perspectives of daily life of a slave.
Source A: Analyzing Slavery
Commented [1]: The rights to this doc need to be made available.
South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina
2019
Using the images to make a chart comparing these sources.
1. Flyer of a Runaway Slave
South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina
2019
South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina
2019
2. Bill of Sale for a Slave
http://lcdl.library.cofc.edu/lcdl/catalog/lcdl:80748
3. Record from Hardscrabble Plantation
http://lcdl.library.cofc.edu/lcdl/catalog/lcdl:80259
4. Slave Codes
http://www.scencyclopedia.org/sce/entries/slave-codes/
5. Slave Auction Picture
https://ideologicalart.com/war/american-civil-war-gallery/union-cartoon-selling-a-mother-from-her-child/
Day 3: I can develop perspectives about the abolitionist movement.
Students will analyze political cartoons related to the Abolitionist Movement by answering questions.
Source A: Effects of the Fugitive Slave Law Political Cartoon
https://www.loc.gov/item/2008661523/
South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina
2019
1. What was the Fugitive Slave Law of 1850?
2. Who benefitted from this law?
South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina
2019
3. What are the slaves attempting to do on this picture?
4. Why do you think the artist include a scripture of the Bible and a quote from the Declaration of Independence?
Source B: United States Slave Trade 1830
https://www.loc.gov/item/2008661746/
1. Describe the scene on this political cartoon.
2. Why do you think the woman and her children are separated from the others?
3. Why did the artist include a picture of the capital of the United States in the background?
South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina
2019
Source C: The African American Odyssey: A Quest for Full Citizenship
https://www.loc.gov/exhibits/african-american-odyssey/abolition.html
From viewing the website complete a web to collect information. In the center of the web will be Abolitionist and students will
choose 5 details from this exhibit.
Source D: The Fourth of July for the Negro by Frederick Douglass (Video Clip)
https://www.history.com/topics/black-history/abolitionist-movement/videos/the-meaning-of-july-4th-for-the-negro
Before watching this video clip students will answer the following questions. After they finish watching the video clip they will
answer these questions again.
What impact do you think slavery had on white people who didn’t own slaves? On those who did own slaves? Why might someone
who wasn’t a slave owner support slavery? Why might someone be opposed to the spread of slavery, but not opposed to slavery
itself?
Day 4: Defending Slavery
I can analyze the perspectives of white southern slave owners.
Source A:
http://www.ushistory.org/us/27f.asp
Students will view the website and analyze different points from white southerners that defended slavery. They will fill in a web
collecting their details. In the center of the web will be defending slavery and they will be write 5 details on this topic.
Source B: Fitzhugh’s Argument
http://americainclass.org/a-pro-slavery-argument/
Students will get into groups and be given a quote from Fitzhugh. Students will view the 5 quotes stated by Fitzhugh and answer the
text questions. Afterwards students will have a class discussion about their quotes.
South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina
2019
1. What kind of text are we dealing with?
2. When was it written?
3. Who wrote it?
4. For what audience was it intended?
5. For what purpose was it written?
Source C: Propaganda Posters
Students will view the following posters and fill in the Images Comparison Chart.
https://docs.google.com/document/d/13MIG_4D16efCmaprV1aBBPzNFr3xZ8c9P0kt6lcSsbw/edit
https://docs.google.com/document/d/1vqnPQRVe4pFKxjg4-pt3lZrMnxaOfpHb__bF3iLALgQ/edit
Note: Some handouts were created by the teacher in google docs. However the webs can be created by the students on their papers.
This will also give them more flexibility if you as the teacher may want them to have more than 5 details.
Possible Scaffolding and Differentiation
Students can complete the assignments in the order that is presented. These assignments can be done independently or done as
group work. To add more discussion to the class, you can have each group present their answers along with creating questions for
their peers to answer related to the topics. Also students can also create newspaper articles with the information they learned as well
as they can also create a skit related to the topics at hand. Each group can represent one of the perspectives about slavery.
Potential Assessment Task/Final Product
Students will write a letter to the president addressing their concerns about how slavery. They will use 3-5 primary sources that they
previously viewed to support their viewpoints. Students will provide 3-5 concerns they have about slavery along with their
evidence.
Materials
● Computing device
Commented [2]: This doesn't make sense
South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina
2019
● Internet
Resources
(1829, December 14) Bill of Sale to Thomas Grimke for the purchase of a slave named August. [manuscript]. Retrieved from
http://lcdl.library.cofc.edu/lcdl/catalog/lcdl:80748
(1830) United States slave trade. Pennsylvania Philadelphia Washington D.C, 1830. [Philadelphia?: s.n] [Photograph]
Retrieved from the Library of Congress, https://www.loc.gov/item/2008661746/.
(1850) South Carolina[map]Retrieved from http://library.sc.edu/p/Collections/Digital/Browse/sclmaps
(1859, January 30). Daily Record of the Hardscrabble Plantation.[manuscript]. Retrieved from
http://lcdl.library.cofc.edu/lcdl/catalog/lcdl:80259
Denmark Vesey in Charleston: Slave Revolt That Didn't Happen
Olivia Waxman - http://time.com/4701283/denmark-vesey-history-charleston-south-carolina/
Jennings, M.H. (2016, August 1st) Slave Codes, South Carolina Encyclopedia. Retrieved from
http://www.scencyclopedia.org/sce/entries/slave-codes/
Kaufmann, T. & Hoff & Bloede. (1850) Effects of the Fugitive-Slave-Law. , 1850. New York: Publ. by Hoff & Bloede.
[Photograph] Retrieved from the Library of Congress, https://www.loc.gov/item/2008661523/.
Ladson, Augustus (1822). Attempted Insurrection [manuscript]. Retrieved from
http://digital.tcl.sc.edu/cdm/ref/collection/wpafwp/id/2016.
Commented [3]: The APA formatting is wrong on many of these.
South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina
2019
“Oh Carry Me Back to Ole Virginny,” tobacco package label, lithograph by Robertson, Seibert & Shearman, New York,
1859 (detail). Library of Congress, Prints & Photographs Division, LC-DIG-ppmsca-08346. Courtesy of the Library of
Congress.
Peter A. Coclanis, Albert Ray Newsome Distinguished Professor of History and Director of the Global Research Institute,
University of North Carolina at Chapel Hill; National Humanities Center Fellow
©2012–2015 National Humanities Center
SCASA Superintendents Roundtable (n.d.) Profile of the South Carolina Graduate.[chart] Retrieved
from:https://ed.sc.gov/about/profile-of-sc-graduate/
South Carolina Department of Education. (2011). South Carolina. Social Studies Academic Standards. South Carolina Department
of Education. Columbia: SC Department of Education
The African American Odyssey: A Quest For Full Citizenship Abolition, Anti-slavery Movements, and the Rise Of the Sectional
Controversy
Douglass -Frederick -Brown -John -Stowe -Harriet Beecher-William -Garrison -William Lloyd- Reynolds -
https://www.loc.gov/exhibits/african-american-odyssey/abolition.html
The Southern Argument For Slavery,http://www.ushistory.org/us/27f.asp
https://www.history.com/topics/black-history/abolitionist-movement/videos/the-meaning-of-july-4th-for-the-negro
http://www.pbs.org/thisfarbyfaith/site_credits.html
https://ideologicalart.com/war/american-civil-war-gallery/union-cartoon-selling-a-mother-from-her-child/
Commented [4]: Citations needed
South Carolina Department of Education | Office of Standards and Learning in partnership with the University of South Carolina
2019