Students learn about Harriet Beecher Stowe and her famous novel Uncle Tom's Cabin. Then, they read about how the novel influenced attitudes about slavery in the time period leading up to the Civil War. Finally, they conduct research and write about the racial stereotypes found in the novel.
Students read background text introducing Harriet Beecher Stowe, the publication of Uncle Tom’s Cabin, and its rumored connection to the start of the Civil War. After viewing an image of the book, they respond on a class wall to the prompt, “What do you think Lincoln meant by this quote?” referring to his comment that Stowe wrote “the book that started this great war.”
Teacher MovesReview the lesson objective and, after students post to the wall, discuss selected responses. Clarify that Lincoln was referring to the powerful impact Uncle Tom’s Cabin had on Americans’ views of slavery and preview that students will explore how the novel influenced attitudes toward slavery in the United States.
Students read about Harriet Beecher Stowe’s experiences in the North, her reaction to the Fugitive Slave Act, and her relationships with fugitive slaves, using the article Harriet Beecher Stowe – Uncle Tom’s Cabin to deepen their understanding of how her background shaped the novel. They post to a class wall explaining how Stowe’s background influenced her writing of Uncle Tom’s Cabin, then read additional text describing the book’s rapid success, abolitionist support, and pro-slavery backlash, including the banning of the book in the South.
Teacher MovesDiscuss student wall responses, reminding students that Stowe’s personal contact with runaway slaves and their stories inspired her to write from the perspective of a slave and his family to show a personal side of slavery. Highlight how different groups reacted to the book, noting both abolitionist praise and pro-slavery criticism.
Students read an explanation of how Uncle Tom’s Cabin personalized the experiences of enslaved people and helped inspire anti-slavery action. They then use Did Uncle Tom's Cabin Help to Start the Civil War? and the specified section of Slave Narratives and Uncle Tom’s Cabin to investigate the novel’s impact and reactions to it. Using a two-column graphic organizer, they describe and contrast pro-slavery and anti-slavery reactions to the novel.
Teacher MovesUse student entries in the graphic organizer to surface how different groups responded to the novel and to check for understanding of the contrasting pro-slavery and anti-slavery perspectives.
Students consider how Uncle Tom’s Cabin is viewed today, focusing on its racist elements and character stereotypes. They read Uncle Tom’s Cabin (1852), draw on earlier articles, and conduct additional online research as needed. On a teacher-view wall, they explain the racial stereotypes expressed in the book and include at least one supporting quote from the novel.
Teacher MovesSupport readers by directing stronger students to longer novel excerpts if appropriate. After students submit their responses, share selected examples with the class and point out that Stowe often portrayed enslaved African Americans as weak and subservient, and that her depictions of women and children are also considered racist.
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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