To set the stage for learning about slavery and differences, read Dr. Suess’s
The Sneetches
. In the story, some of the Sneetches have stars on their tummies and some do not. They spend time and money fighting over which kind of Sneetch is better. By the end of the story, the Sneetches learn they were silly to fight over such a thing. After reading the story, discuss differences with the students.
Slavery
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“Slavery is founded on the selfishness of man’s nature--opposition to it on his love of justice. These principles are in eternal antagonism; and when brought into collision so fiercely as slavery extension brings them, shocks and throes and convulsions must ceaselessly follow.”"
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-- Abraham Lincoln 1
Slavery occurred from the early 1600’s to 1865, approximately 250 years. During this time, a great many slaves used the Underground Railroad to escape north to the Free States and Canada. Many people were responsible for aiding slaves in their escape, including former escaped slaves, Native Americans, abolitionists, and Quakers. Clarify the meaning of these terms for students as well as the terms: slave, freedom, and liberty.
Former Escaped Slaves: Blacks who had run away from their slaveholders. They wanted other slaves to enjoy the freedom they had found.
Native Americans: The various tribes of people who resided in America before the Europeans’ arrival. Native Americans were already upset with European Americans for taking over their lands.
Abolitionist: Anyone who assisted in putting an end to slavery.
Quakers: A religious group who did not believe in slavery.
Slave: A person who has no freedom and is owned by another person. A slave has to work hard without compensation.
Freedom and Liberty: To be able to make choices and do what one wishes. A free person can vote, speak, write, and worship as he chooses.
To pass this knowledge on to young students, read the book
Aunt Harriet’s Underground Railroad in the Sky
by Faith Ringgold. In this story, a girl reenacts a slave’s escape to freedom on the Underground Railroad. After reading the story, have students discuss the different stops on the Underground Railroad. Also have students identify how escaped slaves communicated with abolitionists (by signaling quilts and singing spirituals). Have children learn to sing the spiritual “Go Down, Moses.” After talking about the book, explain how the Civil War put an end to slavery.
To make the discussion more meaningful, present and discuss the following pieces:
Henry Darnall III as a Child
(c. 1710, Justus Englehardt Kuhn)
Three Sisters of the Coplan Family
(1854, William Matthew),
A Ride for Liberty - The Fugitive Slaves
(c. 1862, Eastman Johnson), and
On to Liberty
(1867, Theodor Kaufmann).
Henry Darnall III as a Child (c. 1710, Justus Englehardt Kuhn). This work portrays a white child and a black slave boy. Ask children where the characters pose. The white boy is in the center while the black slave boy stands behind a balcony and off to the left, but ever attentive at his master’s side. Remind children that during this time, people felt that slaves should be in the background. The white boy’s entire body is shown but only half of the black boy’s is in view, making it evident that black boy is half that of a white boy. Turn students’ attention to the lighting. Which figure does the light fall on? It falls on the white boy. Finally, have children look at the black boy’s gaze. Ask students why they think the artist painted the black boy gazing admiringly up to the white child? Again, it stresses the white boy’s status higher than the black boy.
Three Sisters of the Coplan Family (1854, William Matthew). Three free middle class black children are shown in this painting. They are well groomed and nicely dressed. Have students compare how the free black children are portrayed in this painting as opposed to the black slave boy in Kuhn’s painting. In this painting, slavery is not a factor. The attention is placed on the three girls. Their gaze is towards the artist painting them.
A Ride for Liberty - The Fugitive Slaves
(c. 1862, Eastman Johnson). Explain to the children that the artist, Eastman Johnson, witnessed this family riding to freedom in the midst of the Civil War. Ask them how they might feel if they were the boy on the horse. Inquire about what else they notice in the painting. The colors are gray, setting a bleak mood. It is evening, the best times for slaves to escape. The reflections of riffles can be seen in the background on the left and the skies are filled with smoke. While the man is looking onward to steer the steed, the woman is looking back, worried about being followed.
On to Liberty (1867, Theodor Kaufmann). This piece depicts escaped slaves heading for the Union lines. The lighting is important. The people are moving out of the darkness of slavery into the light of freedom. Ask students to notice what the slaves are wearing. They are wearing ragged clothing and most do not have any shoes. Turn children’s attention towards the rocky ground. Ask them what it must have been like to walk the slaves’ path without any shoes. Also ask children what the women are carrying on their heads. It is most likely food and provisions for the long journey before them. Turn children’s attention towards the slaves’ faces and body language. Inquire about what the slaves must be feeling. The two women in the center look weighed down by their heavy load. They may be nearing exhaustion. Two children towards the right of the painting are being forced onward by an older sibling. Allow children to compare Kaufmann’s piece with Johnson’s. Lead students to discover that although escaping could be treacherous, the hope of freedom helped slaves overcome their fears.
To complete the discussion on slavery, talk about skin colors. Ask students if they are black or white. Lead them to realize that no one is black or white, but that we are all shades of brown. Give the children brown and white paint. Have them create the color of their skin color my mixing the colors together on construction paper.