(Download Student Worksheets and Source PDFs before beginning.
1. Students will be shown Source 11: John Lewis Krimmel: Fourth of July Celebration in Centre Square and will be asked to describe the scene. The teacher should lead a discussion about the image as an introduction to Pennsylvania's attitude towards emancipation from 1688 to 1838. Consider the following questions:
- What do you see in this painting?
- What types of people are visible?
- What are these people doing here?
- What feelings do the people seem to be experiencing?
- What people are interacting with one another?
- Why might this be?
- Can anyone think of situations today where a similar scene might be repeated?
2. Students will be divided into two groups and then put into pairs within their group in order to analyze documents concerning the status of abolition in Pennsylvania from 1688 to 1838. One group will be given documents that allude to increasing support for abolition in Pennsylvania and one group will be given documents that allude to decreasing support for abolition in Pennsylvania. Each pair will have a different source. Throughout this lesson the teacher should be circulating to assist students.
3. Pairs in Group A will be given either Source 
1,
2,
3,
4 or
5. Pairs in Group B will be given either Source 6, 7, 8, 9 or 10. All students will use Student Worksheet 1: Source Analysis or the NARA written document analysis worksheet to analyze their source.
4. Students will Jigsaw to form two groups in Group A and two groups in Group B to discuss the general impression students have about sentiments towards abolition in slavery from 1688 to 1838 based on their responses to Worksheet 1. Students will fill out as much of Student Worksheet 2: Abolition in PA Graphic Organizer as possible.
5. Students will form groups of four or five with representatives from Group A and B to discuss Worksheets 1 and 2. Each group should create a statement about general attitudes towards abolition in Pennsylvania from 1688 to 1838. Students will complete the rest of Worksheet 2: Abolition in PA Graphic Organizer.
6. Each group will then be asked to analyze the image in Source 12: John Lewis Krimmel's Pepper-Pot: A Scene in the Philadelphia Market by completing and discussing the following questions:
- What do you see in this painting?
- What types of people are visible?
- What are these people doing here?
- What feelings might these people be experiencing?
- Based on your understanding of sentiments towards abolition in PA, construct an explanation of how these people came to this point in time?
- How might a street scene in Pennsylvania change over the next twenty or thirty years?
7. Individually students should complete Student Worksheet 3: Abolition Timeline.
8. The teacher will debrief the class as a whole. Note: In 1838 the state of Pennsylvania also disenfranchised blacks.
