This lesson explores the ways in which Stowe argues against slavery in Chapter XII: Select Incident of Lawful Trade. This chapter includes scenes of slave families being split apart, an auction scene, and a boat scene in which white characters debate the question of slavery. Through the combination of these scenes, Stowe is able to argue against slavery through both the terms of her plot and the explicit dialogue of her characters. Her anti-slavery arguments particularly emphasize the humanity of slaves and the pain they experience as a result of the selling of family members. In this way, Stowe responds directly to the legal definitions of slaves as property and the cultural definitions of African-Americans as less than human.

Section of Novel

Do this lesson after students have read Chapter XII: Select Incident of Lawful Trade

Length of Lesson : 1 day

Materials Needed

Debate on Deck Worksheet

Kentucky Slave Auction Announcement

New Orleans Slave Auction Announcement

Skills Focus -- based on Virginia's Standards of Learning (SOLs)

History and Social Science:

VUS.6 The student will demonstrate knowledge of the major events during the first half of the nineteenth century by
c) describing the cultural, economic, and political issues that divided the nation, including slavery, the abolitionist and women's suffrage movements, and the role of the states in the Union.

11th Grade English

11.3 The Student will read and analyze relationships among American literature, history, and culture.
11.7 The student will write in a variety of forms with an emphasis on persuasion.

The Lesson

1. Distribute copies of the Kentucky and the New Orleans slave auction announcements. As a class or in groups, discuss the ways in which African-Americans are represented in these announcements.

2. Tell students that Stowe's novel is, in a sense, an exposé in that it tells the hidden story behind announcements such as these. Today's class will be spent looking closely at Chapter XII to see the ways in which Stowe responds to the sale of slaves.

3. Begin by looking at the debate above decks that takes place between the white characters about mid-way through the chapter. (This passage begins, "And overhead, in the cabin . . ." and it ends a couple of pages later with, "when ye come to settle with Him, one o' these days, as all on us must, I reckon.") In groups or individually, have students fill out the Chapter XII worksheet.

4. After students have completed this activity, discuss their findings. Ask students to identify the character that makes each argument. Why is it important that certain characters make certain arguments? If the class has already done Lesson 1 on this website, refer back to the "Pro-Slavery Arguments" section. Do any of these arguments appear in Stowe's novel? Even if the class has not done Lesson 1, teachers may want to refer back to its "Materials List" for links to "Pro-Slavery Arguments." This is helpful for showing students that Stowe was directly responding to real arguments used to support slavery in the 1850's.

5. After students have discussed the explicit debate that takes place in the chapter, refer back to the slave auction announcements. Tell students that just as Stowe has her characters directly speak about slavery, she also constructs her plot to express her argument about slavery. In what ways does Stowe use her plot in Chapter XII to tell the human story behind the slave announcements?

6. In class or as homework, have students select one of the events from Chapter XII that tells a human story. (These would include the wagon ride with Haley and Tom at the beginning of the chapter, the sale of Hagar and her son that occurs next, and Lucy's suicide after her infant is sold at the end of the chapter.) Have students write a response journal or poem in the voice of one of the slaves in the scene they chose. Consider pairing these creative responses with one of the slave auction announcements and posting them around the classroom.