Introduction to BRI Jr. (Grades K-5)

Bringing Constitution Day to Life: Engaging Resources for Your Classroom

Inquiry in the Age of AI: ​Using BRI to Ground Student Thinking

Colorado Standards Alignment Workshop

Educator Resources

Lessons

Slavery and the Founding

Slavery and the United States Constitution

<h3>Answer Key</h3>
<h4>Engage: </h4>
<ol>
<li data-leveltext="%1)" data-font="Calibri" data-listid="1" data-list-defn-props="{&quot;335552541&quot;:0,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769242&quot;:[65533,0],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;%1)&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1">Shrink the text: Summarize the Constitution’s Preamble in one sentence. 
A: The people of the United States have given their consent to create a government in this document that establishes justice, promotes and protects the welfare of the people, and ensures the blessings of liberty. <span data-ccp-props="{&quot;134233117&quot;:false,&quot;134233118&quot;:false,&quot;201341983&quot;:0,&quot;335551550&quot;:1,&quot;335551620&quot;:1,&quot;335559685&quot;:0,&quot;335559737&quot;:0,&quot;335559738&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:259}"> </li>
<li data-leveltext="%1)" data-font="Calibri" data-listid="1" data-list-defn-props="{&quot;335552541&quot;:0,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769242&quot;:[65533,0],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;%1)&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1">What words or phrases in the preamble resonate with you? Explain. 
A: Accept reasoned answers.  </li>
<li data-leveltext="%1)" data-font="Calibri" data-listid="1" data-list-defn-props="{&quot;335552541&quot;:0,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769242&quot;:[65533,0],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;%1)&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1">Are there principles in the Preamble that support or refute the institution of slavery? Explain. 
A: The words “slavery” and “slave” do not appear in the Preamble, and it refers to establishing justice and “promoting the general welfare,” and ensure the “blessings of liberty,” which are antithetical to slavery. </li>
</ol>
&nbsp;
<h4>Explore: </h4>
William Lloyd Garrison, “The American Union.” The Liberator, January 10, 1845  
Comprehension and Analysis Questions 
<ol>
<li data-leveltext="%1." data-font="Calibri" data-listid="4" data-list-defn-props="{&quot;335552541&quot;:0,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Calibri&quot;,&quot;469769242&quot;:[65533,0],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;%1.&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1">According to Garrison, which is more important: individual rights or the American Union? 
A: Individual rights are more important to Garrison and no government can forfeit them&#8211;”the rights of man are inherent and unalienable”. </li>
<li data-leveltext="%1." data-font="Calibri" data-listid="4" data-list-defn-props="{&quot;335552541&quot;:0,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Calibri&quot;,&quot;469769242&quot;:[65533,0],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;%1.&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1">Garrison, a pacifist, calls for the nonviolent overthrow of government. According to Garrison, when should a government be overthrown? 
A: The government should be overthrown (by nonviolent means) when individuals are sacrificed for the good of the group.</li>
<li data-leveltext="%1." data-font="Calibri" data-listid="4" data-list-defn-props="{&quot;335552541&quot;:0,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Calibri&quot;,&quot;469769242&quot;:[65533,0],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;%1.&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1">What phrases does Garrison use in this speech to refer to the U.S. Constitution? 
A: He uses the phrases “covenant with death,” “agreement with hell,” and “refuge of lies”?</li>
<li data-leveltext="%1." data-font="Calibri" data-listid="4" data-list-defn-props="{&quot;335552541&quot;:0,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Calibri&quot;,&quot;469769242&quot;:[65533,0],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;%1.&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1">Summarize Garrison’s argument in your own words.  
A: William Lloyd Garrison believed the Constitution was fundamentally flawed because it allowed slavery and a government that did not secure the rights of all people. He believed that there could be no Union with slaveholders. </li>
</ol>
 
Frederick Douglass, “What to the Slave Is the Fourth of July?” Speech to Rochester, New York Ladies Anti-Slavery Society, July 5, 1852 
Comprehension and Analysis Questions 
<ol>
<li>How does Douglass refer to the Declaration of Independence?  
A: Douglass refers to the Declaration of Independence as the “ringbolt” or foundation of American destiny that contains “saving principles.”   </li>
<li>Why did Douglass mourn on the Fourth of July? 
A: Slavery still existed at the time of his speech, so Douglass argues that any enslaved person has no concept of freedom. July 4, therefore, is not a cause for celebration but for mourning. </li>
<li>What phrases does Douglass use in this speech to refer to the U.S. Constitution? 
A: Douglass refers to the Constitution as “glorious liberty document” that contains “principles and purposes, entirely hostile to the existence of slavery”. </li>
<li>Was Douglass optimistic or pessimistic about the future of slavery? 
A: Douglass is optimistic slavery will end because it violates American natural rights principles. He ends his speech on a hopeful note. </li>
<li>Summarize Douglass’ argument in your own words.  
A: Douglass believes that slavery will end as it was at odds with the Founding principles contained in the Declaration of Independence and the U.S. Constitution.  </li>
</ol>
 
<table data-tablestyle="MsoNormalTable" data-tablelook="1184" aria-rowcount="5">
<tbody>
<tr aria-rowindex="1">
<td colspan="2" data-celllook="4369">
<h4>Was the Constitution a pro-slavery document or an anti-slavery document? </h4>
</td>
</tr>
<tr aria-rowindex="2">
<td data-celllook="4369">Source A: Source A: William Lloyd Garrison, “The American Union.” The Liberator, January 10, 1845 
 </td>
<td data-celllook="4369">Source B: Frederick Douglass, “What to the Slave Is the Fourth of July?” Speech to Rochester, New York Ladies Anti-Slavery Society, July 5, 1852 
 </td>
</tr>
<tr aria-rowindex="3">
<td data-celllook="4369">Shrink the text: Write Garrison’s central argument in one sentence. 
 
William Lloyd Garrison believed the Constitution was fundamentally flawed because it allowed slavery and a government that did not secure the rights of all people. He believed that there could be no Union with slaveholders. 
 </td>
<td data-celllook="4369">Shrink the text: Write Douglass’s central argument in one sentence. 
 
Douglass believes that slavery will end as it was at odds with the Founding principles contained in the Declaration of Independence and the U.S. Constitution. 
 
 </td>
</tr>
<tr aria-rowindex="4">
<td data-celllook="4369"> 
Major points: 
<ul>
<li>Garrison believed individual rights are more important than the good of the group and no government can forfeit them.  </li>
<li>If a government sacrifices individual rights for the good of the group, then it should be overthrown. </li>
<li>He calls the U.S. Constitution a “covenant with death,” “agreement with hell,” and “refuge of lies” because it allowed slavery to preserve the Union.  </li>
</ul>
 </td>
<td data-celllook="4369">Major points: 
<ul>
<li>Douglass refers to the Declaration of Independence as the “ringbolt” or foundation of American destiny that contains “saving principles.”   </li>
<li>Douglass points out that slavery is antithetical to principles of the Declaration of Independence, and he mourns that slavery still exists.  </li>
<li>Despite slavery’s existence, Douglass is optimistic it will end. He bases this optimism on the Constitution being a “glorious liberty document” that contains “principles and purposes, entirely hostile to the existence of slavery”. </li>
</ul>
</td>
</tr>
<tr aria-rowindex="5">
<td colspan="2" data-celllook="4369">Consensus statement: Both Garrison and Douglass decry slavery and want it to be eliminated, however Garrison argued that for slavery to be eliminated, the government needed to be overthrown and there could be no compromise. Douglass argued that the Declaration of Independence and the Constitution provided the framework to end slavery by the principles they were based on.  </td>
</tr>
</tbody>
</table>
 
<h4>Assess and Reflect: </h4>
<ol>
<li data-leveltext="%1." data-font="Calibri" data-listid="12" data-list-defn-props="{&quot;335552541&quot;:0,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Calibri&quot;,&quot;469769242&quot;:[65533,0],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;%1.&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}" aria-setsize="-1" data-aria-posinset="1" data-aria-level="1">Based on the arguments you heard in this activity, how would you answer the essential question: Was the Constitution a pro-slavery document or an anti-slavery document? Support your answer with specific evidence. 
A: Accept reasoned answers.  </li>
<li data-leveltext="%1." data-font="Calibri" data-listid="12" data-list-defn-props="{&quot;335552541&quot;:0,&quot;335559685&quot;:720,&quot;335559991&quot;:360,&quot;469769226&quot;:&quot;Calibri&quot;,&quot;469769242&quot;:[65533,0],&quot;469777803&quot;:&quot;left&quot;,&quot;469777804&quot;:&quot;%1.&quot;,&quot;469777815&quot;:&quot;hybridMultilevel&quot;}" aria-setsize="-1" data-aria-posinset="2" data-aria-level="1">Reflect on the process that led you to your conclusion above. Was it helpful to see both sides of the issue in the structured academic controversy activity? Was it challenging to argue a side with which you did not agree? Why?    
A: Accept reasoned answers.  </li>
</ol>

Educator answer key for student activities associated with the lesson Slavery and the US Constitution. 

Educator Hub

Classroom Ready Resources

Explore our wide range of educator resources

Resource Types

Categories

Professional Development

Opportunities & Awards

Educator Tools

We Teach History & Civics

Student Hub

Content

Learn and grow with the Bill of Rights Institute

Video Resources

Resource Types

MyImpact Challenge

Student Opportunities & Contests

MyImpact Challenge

Invest In Our Future

Corporate Partnerships

Learn how to become a corporate partner with BRI

James Madison Legacy Society

Individual Giving

Foundation Partnerships

Help give students the civic education they deserve

About BRI

The Bill of Rights Institute teaches civics and history. We equip students and teachers to live the ideals of a free and just society.

About Us

Slavery and the U.S. Constitution Answer Key