Resources

Student Resources

• How Enslaved People Resisted Slavery Primary Source Set
• Resistance Brick Graphic Organizer
• Chart paper, markers, or digital tools for creating resistance bricks

Facilitation Notes

This lesson uses warm-ups and collaborative source analysis to help students explore resistance during slavery in varied forms: rebellion, escape, cultural preservation, and education. The lesson is structured to build understanding—review the selected texts ahead of time for emotional readiness of your students.

Anticipate

• Begin the lesson with a discussion and reflection: Before we look at people in history, let’s take a moment to reflect on our own lives. Think about fairness, control, and choices.
• Students respond to the following prompt in writing:
  • Think of a time when something unfair happened to you.
    • How did it feel?
    • What did you do?
    • What options did you have?
  • Invite students to briefly share with a partner or small group.

Transition: Now imagine if unfairness wasn’t just once in a while—but every day. What if you had no control over where you lived, who you loved, or what happened to your family? This was the reality for enslaved people. Slavery violated the basic principles of justice by denying people their right to liberty. But even in that, many found ways to preserve their humanity.

Engage

• As you read aloud the short, first-person excerpt from Frederick Douglass, ask students to close their eyes and listen.
  • “I lived with the hope of freedom, and I believed someday I would be free. I watched the ships sail and wondered, ‘Could I sail away too?’” — Frederick Douglass
• Transition: What do you hear in his words? How is this resistance?
• Conduct a brief Think-Pair-Share:

• • What is he resisting?

• How is he showing strength or hope?

Explore

• Transition: Divide students into groups and assign each a primary source from the packet and a Resistance Brick Graphic Organizer.

• Groups analyze their source and complete the Resistance Brick Graphic Organizer.

• Create a visual “brick” (paper or digital) with their findings.
• Transition: Now that we’ve explored different forms of resistance, we’ll bring your work together to create a “Resistance Wall.” Each brick represents how individuals resisted slavery. As we place these bricks together, we’ll reflect on the ways these acts of resistance helped preserve their humanity and shape the fight for freedom.
• Each group presents their brick.
• Post or display all bricks together on a wall or digital board.

Assess & Reflect

• Students write a short note to the person or group they learned about. Prompt:
  • What do you admire about them? What did you learn from their choices? How do they inspire you?
• Collect the notes and add them to the “Resistance Wall.”

Optional

• Consider displaying the completed resistance bricks in one of the following formats. Choose the format that best fits your classroom space, goals, and student creativity.
• Hallway Timeline Wall (Physical Display)
  • Materials: Bulletin board paper, painter’s tape or pushpins, printed or handwritten bricks
  • Stretch a long piece of bulletin board or butcher paper across a classroom or hallway wall.
  • Label it “The Resistance Wall” and add a simple timeline across the top (e.g., 1600–1877).
  • Students tape or pin their completed bricks under the correct time period based on their primary source.
  • Use colored index cards or yarn to show themes like escape, rebellion, or cultural survival.
  • Optional: Add a title banner and student-made decorations for impact.
• 3D Brick Wall Installation (Physical Display with Folding)
  • Materials: Cardstock or construction paper, scissors, glue sticks, cardboard or foam board
  • Have students fold their brick like a simple tent or accordion:
    • Tent fold: Fold paper in half horizontally so it stands up.
    • Accordion fold: Fold in thirds so one section flips out with more details or a symbol.
    • Box fold (optional): Fold sides in to create a small rectangular prism if a more 3D effect is desired.
  • Mount folded bricks on a tri-fold display board, foam board, or a section of classroom wall.
  • Encourage depth: the inner folds can hide a personal reflection or surprise symbol.
  • Arrange bricks in rows like a brick wall, grouped by theme or resistance type.
• Digital Resistance Wall (Shared Slide Deck)
  • Create a class slide deck, with one slide template formatted like a Resistance Brick.
  • Each student or group adds:
    • Title
    • Quote or summary
    • Image or drawing
    • Their explanation of resistance
  • Encourage optional use of icons, images, or embedded audio to personalize.
  • Organize slides by theme, time period, or student groups.
  • Share the digital wall during presentations, parent nights, or virtual showcases.