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This Book Says I Can Own You

PostedAugust 22, 2024
UpdatedAugust 22, 2024

Summary

  1. Subject(s): Historical impact and social events involving The Bible and the institution of slavery leading up to the US Civil War 8.10.1, 8.10.5, and touching on 8.11.1
  2. Topic or Unit of Study: Social Studies, US History
  3. Grade/Level: 8th Grade
  4. Objective: Analyze how The Bible shaped the discourse surrounding the institution of slavery leading up to the US Civil War.
  5. Time Allotment: 2 Class Periods

    6. Pro Educator Tip: Many people reading this will be familiar with calling enslaved humans “slaves.” During this lesson please try to focus on the language you use as an educator and utilize the phrase “enslaved person” or “enslaved human” to refer to the people who were held in bondage. This distinction is important because saying enslaved person or enslaved human centers the humanity of the individuals we will be discussing and emphasizes that slavery is a condition that was involuntarily imposed onto an individual, rather than being some inherent condition to their existence.

    Pro Educator Tip: The provided Biblical text is from the most current version of the Updated New Revised Standard Version of the Christian Bible. of the Christian Bible. Many scholars consider this version to be the most accurate translation. If your learners ask that is why this text was included. It is abbreviated “NRSVue.” Some of your learners may be more familiar with other versions and you can tell them that is great, but for this class, the NRSVue will be the version that you intend to use.

Implementation

Learning Context:

Slavery was the principal cause of the US Civil War. (8.10.1) This lesson examines the role of The Christian Bible in reinforcing the rhetoric surrounding slavery and its impact on the run-up to the US Civil War.

Pro Educator Tip: This may be a difficult lesson for some of your students, so, having a “vibe check” occasionally to ensure that everyone in class is still doing okay, emotionally, is likely a good idea. It may be important to reinforce that these are historical figures and events. Your objective is to look at the facts surrounding these events. What these people actually said. Don’t let your learners speculate too much about what they may or may not have thought or believed outside of the text.

Procedure:

  1. Anticipatory Set:

    To begin this lesson you will let your class know that The Bible was a very influential book in American History. Specifically, for this lesson, let them know that you are going to be examining the role of The Bible in the perpetuation of the institution of slavery and how that led up to the US Civil War.

    2. Class Period 1:

  2. Direct Instruction:

    Tell the class that in the 1830s as per historian Dr. Larry Tise there were 55 Biblical defenses of slavery published. Tell them that as the Civil War approached the rhetoric was just as clear, then read the quotes to the class. After each quote allow for your learners to have 60 seconds or so to reflect on the quote and write down any questions they may have. Then, move on to the next quote. Once you are finished with all of the quotes, again, allow 60 seconds for reflections, and then you can take questions. If your learners want to ask “How could The Bible be used to justify slavery?” or a similar question, let them know that the class will be addressing that topic tomorrow.

    Pro Educator Tip: You have likely covered individuals like Jefferson Davis and Robert E. Lee, but even someone as influential as John C. Calhoun may be new to them. Also, it is important to note the linguistic shift that has happened. In Lee’s quote for example when he mentions “a wise Merciful Providence” he means the Christian God.

  3. Guided Practice:

    Have your learners pair off. Ask them to compare what they have written down with each other and see how their questions are similar and how they are different. Ask your groups to pick a spokesperson and direct them to select what they think is the most interesting question or observation from everything both wrote down. After the groups have worked for 3 minutes or so select groups as your time allows to discuss and complete the class period.

    4. Class Period 2:

  4. Direct Instruction:

    Today, after your learners are settled in let them know that today, as promised we will be covering the passages of The Christian Bible that pro-slavery individuals utilized to ground their positions. Again, like yesterday, read the passages, have your learners write down any questions or observations as you read, and pause for 60 seconds after each passage. Before you read the passage from Genesis tell your learners “Perhaps the most frequently quoted Bible passage used by pro-slavery advocates to justify slavery was a passage from Genesis. This is a selection from that passage.” The entire passage deals with some slight adult themes, so, only a portion of it is included here. This is known as “The Curse of Ham,” and it was frequently referenced during that period. Then let your learners know about the Talking Book trope. Tell them “In his book, The Signifying Monkey, Henry Louis Gates, Jr. writes about the first- hand accounts of formally enslaved persons in the United States describing their experience in bondage and, some of them, in eventual liberation. Gates identifies a common experience among these humans that he names ‘The Talking Book.’ Many of these enslaved persons encountered The Bible for the first time in the hands of their enslavers, and The Talking Book is a reference to the way that their enslavers would talk about The Bible. Their enslavers would say ‘The Bible says I can enslave you,’ ‘The Bible tells me this is something God wants’ or ‘The Bible says this is the way the world is supposed to be.’ Many of these enslaved persons then go on to tell stories of how they got their hands on a Bible themselves. One enslaved person snuck up to a Bible on a ship’s deck, opened it, and put their ear to the pages to hear what The Bible would say to them. He was very disappointed that The Bible did not speak to him and concluded that not only did the whole world hate him, but his God hated him as well. Many others had similar stories as well of listening to the pages only to have them not say anything. And, of course, they don’t say anything. The Bible is a book and books cannot speak. But, Dr. Dale B. Martin has coined ‘The Myth of Textual Agency’ pointing out that claiming that the book is speaking to you is a very convenient excuse. Martin describes this myth as ‘the Bible speaks and our job is to listen.’ And, of course, if The Bible speaks then we cannot be held morally responsible for anything we do with the Bible. We are just doing as we are commanded by our God. But, on the other hand, if we are readers and interpreters of the text and The Bible isn’t speaking, then we are morally responsible for anything we do with the text. So, if you are going to enslave an entire group of people on the basis of their skin color you had BETTER talk about the text as if the text is Class Period 2: d. Direct Instruction cont.: speaking because then, it’s not your fault. The book told you to do it. But if you are reading and interpreting that text and decide on that basis to enslave a bunch of people then that’s on you, Christians.”

  5. Check for Understanding:

    Have your learners break into groups of 3-4. After yesterday many learners likely were confused about how The Bible could justify slavery. Ask your groups to come up with answers to these questions. They will need to pick a presenter who will speak for the group when you call on them.

    1. “After hearing the quotes yesterday and the verses today, do you understand how The Bible could have been utilized to justify slavery?”
    2. “Do you think that other historic atrocities may have also been inspired or worsened by people’s understanding of The Bible?”
    3. “What do you think it would be like to believe that the whole world including God or Gods hated you?”
    4. “Does this offer a unique perspective of the situation in The United States before The Civil War?”

  6. Closing:

    Once you have worked through the groups’ answers offer the Frederick Douglass Quote to your students as a “final thought” to close out this lesson.

    7. Pro Educator Tip:Students may want to debate the nature of “Pure Christianity” with the examples they have seen today or even contemporary examples. Do not let them do this. They are allowed (and encouraged even) to have those discussions with their parents and other trusted adults, but you are focused on the facts and what people actually said.

Differentiated Instructions

Pro Educator Tip:Recognize that learners exhibit diverse learning modalities. You can employ a range of pedagogical strategies to effectively engage and instruct a heterogeneous student body by deliberately considering this variability.

  1. Visual Learners
  2. Auditory Learners
  3. Kinesthetic Learners
  4. ESL Students – You will need to work with your district to translate the quotes ahead of time, so, ensure that you give them enough time to do so. The Bible passages have translations available, but, the quotes may have to be translated by your district staff.
  5. At-risk Students
  6. Advanced Learners

Materials and Resources

Pro Educator Tip:Choose supplementary materials that will enhance your lesson (books or videos), YOU KNOW YOUR LEARNERS! Find resources that ENHANCE this lesson and make your instruction an engaging learning experience for all of your learners! Also, ensure that any supplemental materials obtain any necessary clearance from district staff before showing or presenting them to your learners. Your curriculum team works hard preparing and vetting materials.

  1. Instructional Materials:

    see the included text.

Provided Text

Text

Pro-Slavery Quotes

“Slavery was established by decree of Almighty God… It is sanctioned in the Bible, in both Testaments, from Genesis to Revelation… it has existed in all ages, has been found among the people of the highest civilization, and in nations of the highest proficiency in the arts.” – Jefferson Davis, President of the Confederacy

“The right of holding slaves is clearly established in the Holy Scriptures, both by precept and example.” – Reverend John Furman a notable Southern Baptist minister from South Carolina

“There is not one verse in The Bible inhibiting slavery, but many regulating it. It is not then, we conclude, immoral.” – Reverend Alexander Campbell a notable Church of Christ minister from West Virginia

“The providence of God commits the destiny of the slave to our keeping; and we cannot desert our trust without rebellion against His authority… In ruling our slaves we would not only rule them by the written statutes, but by the Bible and by the love of God.” – Benjamin Morgan Palmer a notable Southern Presbyterian minister from Louisiana

“I hold that in the present state of civilization, where two races of different origin, and distinguished by color and other physical differences, as well as intellectual, are brought together, the relation now existing in the slaveholding states between the two is, instead of an evil, a good—a positive good. It has… grown up, from its infancy, under the fostering care of our government, and has gradually developed itself into a form of civilization as marked by the Bible as it is by the progress of time.” – John C. Calhoun U.S. Senator from South Carolina

“As long as that [slave] class is wicked and impenitent, the spirit of slavery will be the spirit of the gospel. The relation between the master and the slave is ordained by God, and our duty is to keep the slave in his place, and to treat him kindly, but to see that he remains a slave.” – James Henley Thornwell Southern Presbyterian Minister from South Carolina

“The Bible teaches that all men are not equal, and that slavery, subordination to the superior race, is a necessary part of the moral order of the world.” – George Fitzhugh American social theorist who wrote the book “Sociology for the South, or, the Failure of Free Society” 5 years before the Civil War started.

Bible Passages utilized to justify slavery:

Exodus 21:2-6

2 “When you buy a male Hebrew slave, he shall serve six years, but in the seventh, he shall go out a free person, without debt. 3 If he comes in single, he shall go out single; if he comes in married, then his wife shall go out with him. 4 If his master gives him a wife and she bears him sons or daughters, the wife, and her children shall be her master’s, and he shall go out alone. 5 But if the slave declares, ‘I love my master, my wife, and my children; I will not go out a free person,’ 6 then his master shall bring him before God. He shall be brought to the door or the doorpost, and his master shall pierce his ear with an awl, and he shall serve him for life.

Leviticus 25:44-46

44 As for the male and female slaves whom you may have, it is from the nations around you that you may acquire male and female slaves. 45 You may also acquire them from among the aliens residing with you and from their families who are with you who have been born in your land; they may be your property. 46 You may keep them as a possession for your children after you, for them to inherit as property. These you may treat as slaves, but as for your fellow Israelites, no one shall rule over the other with harshness.

Exodus 21:20-21

20 “When a slaveowner strikes a male or female slave with a rod and the slave dies immediately, the owner shall be punished. 21 But if the slave survives a day or two, there is no punishment, for the slave is the owner’s property.

Genesis 9: 24-27

24 When Noah awoke …, 25 he said, “Cursed be Canaan; lowest of slaves shall he be to his brothers.” 26 He also said, “Blessed by the Lord my God be Shem and let Canaan be his slave. 27 May God make space for Japheth, and let him live in the tents of Shem, and let Canaan be his slave.”

Frederick Douglass Quote

“Between the Christianity of this land and the Christianity of Christ, I recognize the widest possible difference—so wide that to receive the one as good, pure, and holy, is of necessity to reject the other as bad, corrupt, and wicked. To be the friend of the one is of necessity to be the enemy of the other. I love the pure, peaceable, and impartial Christianity of Christ; I, therefore, hate the corrupt, slave-holding, women-whipping, cradle-plundering, partial, and hypocritical Christianity of this land. Indeed, I can see no reason but the most deceitful one for calling the religion of this land Christianity…”

Facts and Faith:

Biblically Responsible Lessons For Diverse Classrooms

Crafted by a dedicated team of expert educators and
ministers from diverse Christian denominations, these
lesson plans by Defense of Democracy are designed to meet
Oklahoma Academic Standards and Superintendent Walters’
OSDE Instructional Support Guidelines for Teachers
directive. Our mission is to promote inclusivity and ensure
emotional and physical safety for all students. These
rigorous, Bible-based lessons reflect our commitment to
historically and scientifically accurate education, fostering
shared experiences across all backgrounds.

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