Lesson

Defining Freedom

Overview

While the 13th Amendment ended slavery in the United States, it did not define what freedom for formerly enslaved Americans would actually mean. The debate over the meaning of freedom for freedpeople is one of the primary conflicts in the history of the Reconstruction era. Centered on "Defining Freedom," Part Two of Facing History's video series about Reconstruction, and enhanced with readings and activities, this lesson will help to illuminate the choices and aspirations of freedpeople, and the methods in which the government defined and sought to protect freedpeople's newly acquired rights. Students will consider the concept of freedom, what it means to be free, and what role freedom plays in their own lives. They will also begin to reflect on the question of whether or not someone who is excluded from full and equal membership in society is truly free.

This lesson is part of Facing History’s work on the Reconstruction era, and part of a series of video-based web lessons. Use this lesson towards the beginning of a Reconstruction unit and engage students in a discussion about the meaning of freedom and how freedpeople sought to define freedom after Emancipation. In addition to the suggestions below, see Lesson 3 in The Reconstruction Era & the Fragility of Democracy for more resources and background information about the ways that freedpeople and the federal government sought to define the meaning of freedom after Emancipation.

Activities

Reflect and Discuss

In the video below, historian Tim McCarthy points out that throughout history all people have desired to be free. The concept of freedom is at the heart of the conflicts and debates in the United States after the end of the Civil War and ending of slavery. Before watching the video to learn about the ways many Americans sought to define freedom in the 1860’s, ask students to pause and reflect on what freedom means to them.

Ask students to write a short reflection in response to the following questions:

  • What does it mean to be free?  What can free people do that people who are not free cannot?
  • What does freedom look like in your life?  What gets in the way of your freedom?

The Think, Pair, Share teaching strategy provides a simple and effective way to structure this reflection and gives students the opportunity to share their thinking.

After students share ideas from their reflections, create a concept map for the term freedom. See the variation for the Identity Charts strategy for more about concept maps.

Read and Analyze

If your students have not previously read and analyzed the Emancipation Proclamation, issued on January 1, 1863, and the Thirteenth Amendment, approved by Congress in January 1865 (and ratified by the states the following December), it will be important to briefly review both before watching “Defining Freedom.”

As the class reads the excerpts below, ask them to answer the following questions:

  • What words and phrases does each use to address the status of those who were enslaved in the United States before 1863?  
  • What questions do they leave unanswered?  
  • Whose responsibility is it to answer those questions?

Excerpt from the Emancipation Proclamation:

That on the first day of January, in the year of our Lord one thousand eight hundred and sixty-three, all persons held as slaves within any State or designated part of a State, the people whereof shall then be in rebellion against the United States, shall be then, thenceforward, and forever free; and the Executive Government of the United States, including the military and naval authority thereof, will recognize and maintain the freedom of such persons, and will do no act or acts to repress such persons, or any of them, in any efforts they may make for their actual freedom.

The Thirteenth Amendment:

Section 1. Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction.

Section 2. Congress shall have power to enforce this article by appropriate legislation.

In the video students will watch in the next step, historian Eric Foner points out that the 13th Amendment does not use the word freedom. He then names two questions that are at the core of the debates and conflicts during the Reconstruction Era: "What is freedom anyway?  What does it mean to be a free person?"  Wrap up your discussion about the Emancipation Proclamation and the 13th Amendment by sharing these two questions with students.

Watch

Show the video “Defining Freedom” below. Before showing the video, share these questions with students to guide their notetaking:

  • Who helped bring about Emancipation? What did they do to bring it about?
  • Who participated in the debate over the meaning of freedom? What role did African Americans play? What role did lawmakers play (both federally and in the states)?
  • What were freedpeople able to do immediately after Emancipation?
  • What aspirations did freedpeople express for the rights they should enjoy?
  • What obstacles remained in the way of achieving their aspirations?
  • What questions remained about the status of freedpeople?

 

After watching the video, begin a class discussion with the following questions:

  • Who was responsible for Emancipation?  What did Freedom mean?

Read and Analyze

Build on this discussion by having students analyze primary sources to look more deeply at the realities and aspirations of freedpeople within the first couple years of Emancipation.

Each of the following documents provides evidence about the actions and choices of freedpeople shortly after Emancipation as well as the variety of ways they sought to define their newly won freedom:

Reading
Race in US History

Changing Names

Three former slaves discuss their names and the changes they underwent after Emancipation.

Reading
Race in US History

Savannah Freedpeople Express Their Aspirations for Freedom

Read an excerpt from the transcript of the Savannah Colloquy, a meeting between Union officials and Savannah’s black community in January 1865.

Reading
Race in US History

What the Black Man Wants

Frederick Douglass demands voting rights and civil equality for black Americans in an 1865 speech.

Reading
Race in US History

Letter from Jourdon Anderson: A Freedman Writes His Former Master

Former slave Jourdon Anderson responds, with a hint of sarcasm, to a request from his former master to return to work for him.

Reading
Race in US History

South Carolina Freedpeople Demand Education

In November 1865, a convention of freedmen in South Carolina passed a resolution that demanded, among other rights, education for their children. Read an excerpt of the resolution here.

Looking for more lessons and primary source documents to teach the Reconstruction era? Get our complete unit on this important history, available in print, ebook, and free PDF.

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