Lesson Plan: Overview

Lesson Plan: Freedom Through Manumission and Beyond

Grade Level: 8th

Manumission of Jehu Jones

Academic Standards

Standard 8-1: The student will demonstrate an understanding of the settlement of South Carolina and the United States by Native Americans, Europeans, and Africans.

8-1.4 Explain the growth of the African American population during the colonial period and the significance of African Americans in the developing culture (e.g., Gullah) and economy of South Carolina, including the origins of African American slaves, the growth of the slave trade, the impact of population imbalance between African and European Americans, and the Stono Rebellion and subsequent laws to control the slave population.
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.
8-3.1 Explain the importance of agriculture in antebellum South Carolina, including plantation life, slavery, and the impact of the cotton gin.
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.

Historical Background Notes

No historical background notes available for this lesson plan.


Manumission document created in Lesson One (see Examples of Student Work: Manumission Letter)

Lesson Plans

No lesson plan available.


This lesson is Part II of Lesson One. The letter of manumission created by the group in the first lesson will be used to create a play, skit, re-enactment or scene.  The students will draw upon the class lecture/ discussions to construct their story.  The avenue the group selects will show how the person they freed through manumission achieved that reward.  This lesson takes one class period of 90 minutes.

1. Group members from Lesson One will come together once again.
2. Students will develop a skit from the perspective of the master, slave, family member of either the master or slave, or write a scene in the life of the person after having achieved freedom.  The venue selected can take place before or after the person(s) achieved manumission.  Encourage students to think about what happened to family left behind, starting out alone with little or nothing, life for a free black at this point in history and so forth.
3. The group will present the skit, play, or re-enactment to the class.  Each group member must have a speaking role in the performance and props need to be used.  You may want to set time constraints for the presentation and develop a rubric for assessing the performance.
4. Groups must blend fact and fiction to create a lively and interesting performance.  This was a happy time in the life of that person being freed and the performance should reflect this. Use the names of actual places in South Carolina where the slave could actually have lived and worked.  Include the names of actual historical figures that did or could have granted manumission to a slave.  Stick to real situations for which a slave could have been manumitted.
  Back to "Slavery, Manumission, and Freedom"

Teacher Reflections

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Student Assessment

No student assessment available for this lesson plan.

Examples of Students Work

No examples available for this lesson plan.


Provided by the Teaching American History in South Carolina Project