" . . . We think they [people of African ancestry] are . . . not included, and were not intended to be included, under the word "citizens" in the Constitution, and can therefore claim none of the rights and privileges which that instrument provides for and secures to citizens of the United States. . . ." — Chief Justice Roger B. Taney, speaking for the majority

In 1834, slave Dred Scott was purchased in Missouri and then brought to Illinois, a free (non-slave) state. His owner and he later moved to present-day Minnesota where slavery had been recently prohibited, and then back to Missouri.  When his owner died, Scott sued the widow to whom he was left, claiming he was no longer a slave because he had become free after living in a free state.  At a time when the country was in deep conflict over slavery, the Supreme Court decided that Dred Scott was not a “citizen of the state” so they had no jurisdiction in the matter, but the majority opinion also stated that he was not a free man.

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About the materials

These materials were developed for students of various skill levels, and teachers should choose the level that works best for their students.  Answers to the background questions, vocabulary, and activities can be found in the FOR TEACHERS ONLY tab under each case.

Background summary and questions to consider (by reading level)

• •••
• ••
• •

Important vocabulary (by reading level)

• •••/••   
• •

Legal Concepts

• Due Process

Other useful background information

• How the Case Moved through the Court System
• Historical Background and Resources from "Africans in America" by PBS/WGBH

Activities*

The Case

• Trace Dred Scott's Travels on a U.S. Map

• Classifying Arguments in the Case

• Political Cartoon Analysis

After the Case

• Visit Dred Scott's Grave

• Abraham Lincoln’s Speech About the Dred Scott Decision, 1857 (•••)

* Answers to the background questions, vocabulary, and activities can be found in the FOR TEACHERS ONLY tab under each case.

Teaching strategies used

• Classifying Arguments
• Political Cartoon Analysis
• Scored Discussion

Planning time and activities

If you have one day . . .

• Begin with the background summary and questions (Trace Dred Scott's Travels on a U.S. Map activity to help students understand the facts of the case.
• Read the Key Excerpts from the Majority Opinion and discuss the questions.
• For homework, have students read the Visit Dred Scott's Grave activity.

If you have two days . . .

• Begin with the background summary and questions (Trace Dred Scott's Travels on a U.S. Map activity to help students understand the facts of the case.
• Complete and discuss the Classifying Arguments in the Case activity.
• For homework, have students read the Key Excerpts from the Majority Opinion and answer the questions.
• On the second day, discuss the majority opinion and questions. Compare the Key Excerpts from the Dissenting Opinion.
• Read the Newspaper Editorials on the Supreme Court's Decision (RESOURCES tab) and analyze Abraham Lincoln's speech on the decision.
• For homework, have students complete the Visit Dred Scott's Grave activity.

If you have three days . . .

• Complete the activities for the first and second days.
• On the third day, discuss the homework and read the article: Historian's Discussion of Dred Scott's Significance (RESOURCES tab).
• Use Historical Background and Resources from "Africans in America" by PBS/WGBH (BACKGROUND tab) to place the Dred Scott case in greater context.

If you have four days . . .

• Complete all the activities for the first, second, and third days.
• On the fourth day, complete any of the remaining activities, including How Difficult is it to Become a Citizen?

• Key Excerpts from the Majority Opinion
• Key Excerpts from the Dissenting Opinion
• Summary of the Decision
• Full Text of the Majority Opinion (external link)

Recommended Resources

• Dred Scott Chronology
• Accounts from the Courtroom
• Newspaper Editorials on the Supreme Court's Decision
• Abraham Lincoln's Speech on the Dred Scott Decision
• Historian's Discussion of Dred Scott's Significance

For Teachers Only