8th Grade

							                          8th Grade

     Social Studies
        Module
          8-3

                Civil War

       Lesson 8-3.3
Standard 8-3: The student will demonstrate an understanding of the
American Civil War—its causes and effects and the major events that
occurred during that time.

Indicator 8-3.3 Draw conclusions about how sectionalism arose from
events or circumstances of racial tension, internal population shifts, and
political conflicts, including the Denmark Vesey plot, slave codes,
and the African American population majority. (H, P, E)




              S3 8th Grade Curriculum Draft   6/17/2012
                                   1
Instructional Progression:
In the 3rd grade, students compared the conditions of daily life for various classes
of people in South Carolina, including the elite, the middle class, the lower class,
the independent farmers, and the free and the enslaved African Americans (3-4.1).
Students summarized the institution of slavery prior to the Civil War, including
reference to conditions in South Carolina, the invention of the cotton gin,
subsequent expansion of slavery, and economic dependence on slavery (3-4.2). In
the 4th grade, students explained the effects of the American Revolution on African
Americans and Native Americans, including how the war affected attitudes about
slavery and contributed to the inclusion of abolition in early state constitutions (4-
3.7). In 11th grade United States history, students will compare the social and
cultural characteristics of the North, the South, and the West during the antebellum
period, including the lives of African Americans and social reform movements such
as abolition and women’s rights (USHC-4.1). Students will explain how the political
events and issues that divided the nation led to the Civil War, including the
compromises reached to maintain the balance of free and slave states, the
successes and failures of the abolitionist movement, the conflicting views on states’
rights and federal authority, the emergence of the Republican Party and its win in
1860, and the formation of the Confederate States of America (USHC 4.2).

Taxonomy level of indicator:
B 2 Understand/ Conceptual Knowledge

Content Overview:
Sectionalism was intensified as a result of the growing slave population in the
South. The Denmark Vesey plot caused Southerners to become even more fearful
of their slaves. Slave codes that had been developed as a result of the Stono
rebellion during colonial times were strengthened to better protect white society.
The General Assembly passed laws that prohibited slaves from meeting, learning to
read and write and that regulated all aspects of slaves’ lives. Southerners feared
that if slavery could not expand into the territories eventually the national
government would be in the hands of the North. Slavery would be outlawed and
Southerners would have among them a large African American population that they
could not control.




                     S3 8th Grade Curriculum Draft   6/17/2012
                                          2
Introduction to the lesson: (10 Minutes)




http://discoverblackheritage.com/images/denmarkvesey.jpg
Give information about Denmark Vesey plot to the students. Denmark Vesey was a
free black. He won $1500.00 in the lottery, and he used this money to purchase
his freedom.    After purchasing his freedom, he is credited with plotting a slave
rebellion in Charleston in the early 1820’s. It is said that he had somewhere
between 3000 and 9000 slaves that were going to take part in this revolt. The
revolt never came about because one slave told of the secret plot. While the slave
who revealed the secret earned his freedom, one hundred slaves were arrested in
connection to the rebellion and over thirty were later put to death including
Denmark Vesey.       In 1820 there were more slaves in SC than white citizens.
Because of the fear of another rebellion, Slave Codes were put into effect in South
Carolina.

Lesson time:
40 minute class period

Materials Needed:
SC History Textbook
http://player.discoveryeducation.com/index.cfm?guidAssetId=578DD6EC-D5B0-
48CD-8AD7-6983EB296B3E&blnFromSearch=1&productcode=US           Article about
Denmark Vesey
http://discoverblackheritage.com/images/denmarkvesey.jpg




                    S3 8th Grade Curriculum Draft   6/17/2012
                                         3
Teaching the Lesson:
The first Slave Codes were written after the Stono Rebellion. Slave codes that had
been developed as a result of the Stono rebellion during colonial times were
strengthened to better protect white society. The African American Episcopal
Church was closed and the church itself was destroyed. In 1822, the Seamen’s Act
was passed. This Act was intended to prevent free black sailor from associating
with local slaves. “Two new codes were also added. One was that no free black
person who left the state of his/her own free will could return. Also a head tax of
fifty dollars was placed on all free blacks who were born in the state or resident of
the state for five years. Every free black over the age of 15 had to have a
guardian. Any person who aided a slave revolt could be punished by death.”” The
History of South Carolina in the Building of the Nation” Archie Vernon Huff, Jr. Page
173.

Procedure:
After giving students information of the Vesey revolt and the new slave codes that
were enacted/enforced, which one you feel would have the greatest impact on
controlling future slave uprising and give three supporting details.

Extensions
Video Brother Future
See Strategies under Suggested Instructional Strategies on the South Carolina
Support Systems Instructional Guide.

Assessing the Lesson:
Have the students identify new slave codes that were enacted after the Denmark
Vesey revolt. This assessment should be formative, and a written assessment
could be graded if so desired.




                     S3 8th Grade Curriculum Draft   6/17/2012
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