Students learn about slavery in Texas. They describe slavery and the many hardships facing the slaves. Then they identify some of the jobs that the slaves held. Next, they use a database to see how the number of slaves in Texas increased from during the Republic of Texas years and to predict the trend during the early statehood period. Finally, they analyze classified ads for slaves and draw conclusions about the slave owners’ view of slaves.
Students read background information about the legalization and growth of slavery in Texas from the Republic era through early statehood and view an image titled “Family of Slaves, 1850.” They then respond on a discussion wall to prompts about what it means to “own” another person and how slavery might affect slaveholders and people who did not own slaves.
Teacher MovesIntroduce the lesson overview and objectives, then guide students to consider the broader social impact of slavery. Highlight differing perspectives that may appear in the discussion wall to help students recognize that slavery shaped the entire society, not only enslaved people.
Students examine an image of enslaved people working in cotton fields and read explanatory text about the daily lives and work of enslaved people on small farms, large plantations, and in towns. They then read Slavery and Life for enslaved men and women to deepen their understanding of enslaved people’s labor, living conditions, family and religious life, and hardships. Students answer multiple-choice questions about how most enslaved people arrived in Texas and key facts about slavery, and finally write a paragraph on a discussion wall describing plantation life and the hardships enslaved people faced.
Teacher MovesClarify details about enslaved people’s work, living conditions, and punishments as needed. After students write their paragraphs, highlight responses that accurately describe long work hours, poor housing, limited freedom, and physical punishment, and use these to reinforce key understandings about the realities of slavery in Texas.
Students read an explanation of how laws and policies—from Stephen F. Austin’s land grants for slaveholders to provisions in the Constitution of the Republic of Texas—encouraged the growth of slavery. They then visit Texas State Historical Association: Slavery in Texas to examine maps, timelines, and data, answer a question about which part of Texas had the fewest enslaved people in 1860, and post a prediction on a discussion wall about how the enslaved population likely changed during the early statehood years based on observed trends.
Teacher MovesDirect students to the TSHA resource and model how to read maps and timelines to identify regional patterns and changes over time. Confirm that the northern part of Texas had the fewest enslaved people in 1860 and, if needed, share population statistics from the early statehood period to help students check and refine their predictions about the rapid growth of slavery.
Students learn that enslaved people were treated as goods to be bought and sold and then review classified ads about enslaved people, including runaway and sale notices, from the Telegraph and Texas Register. Using evidence from these ads, they post responses on a discussion wall explaining what the ads reveal about slaveholders’ attitudes toward enslaved people.
Teacher MovesGuide students in analyzing the language and details in the ads to identify dehumanizing views and economic motives. Share strong or insightful student responses with the class to prompt discussion about how the ads reflect slaveholders’ beliefs about ownership, control, and the value of enslaved people as property.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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