Alabama Social Studies SS24.US1.10a
The Standard
- SS24.US1.10
- Trace the evolution and expansion of abolitionism, examining the contributions of key abolitionist figures and analyzing the reactions of both southern and northern communities to this campaign.
Describe forms of resistance to slavery demonstrated by enslaved and free Black Americans, and assess the impact of resistance on southern states’ slave codes.
2024 Alabama Course of Study: Social Studies
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify resistance by enslaved people, such as slowing work, escaping, and rebelling. They also describe how free Black Americans used speeches, newspapers, and escape networks. They connect resistance to tighter restrictions in southern states.
What Mastery Looks Like
- A student can distinguish everyday resistance from armed revolt and give an example of a free Black abolitionist's work. They can explain how Nat Turner's 1831 rebellion led Virginia to restrict Black gatherings.
Common Misconceptions
- Students may think resistance only meant armed rebellion, or that free Black people did not take part. Some assume slave codes began after Nat Turner's revolt, when many restrictions already existed and were later tightened.
How to Assess It
- Exit ticket: How did Nat Turner's 1831 rebellion affect Virginia's rules for Black gatherings? Name one other form of resistance by an enslaved or free Black person.
Lesson moves
Ways to Teach It
Have pairs place dated cards for Nat Turner's rebellion and Virginia's 1832 restrictions on a paper timeline, then draw a cause-and-response arrow.
Ask: Why did Virginia lawmakers restrict Black religious meetings after Nat Turner's revolt? Cite one line from an 1832 law excerpt.
Play a card match pairing work slowdowns, escapes, Frederick Douglass's speeches, and Nat Turner's revolt with brief descriptions of each tactic.
Show a photo of a Nat Turner historical marker; have students write a caption linking the event to Virginia's restrictions on gatherings.
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- SS24.US1.10c
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- SS24.4.13b
Describe the influence of abolitionists, including enslaved persons and self-liberated Black Americans, on efforts to end slavery in the United States.
- SS24.US1.4
Assess how the American Revolution and its rhetoric affected the status of slavery in the newly formed United States.
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