Display either a series of wall maps showing the spread of slavery 1830-1860, or an animated map that demonstrates westward expansion and slave and free states and territories. While referring to the map and pointing out the appropriate locations, review Dred Scott’s story by tracing the places where he lived during his lifetime. Have students read Introduction: Background and Facts of Dred Scott v. Sandford (1857) (Handout A).

Conduct an all-class discussion in which students reflect on the impact of the case on identity, law, future policy and enforcement, culture, and sectionalism. Discussion starter questions might include the following:

1. How did the debates surrounding the spread of slavery reflect different conceptions of such constitutional principles as equality, individual rights, property rights, and federalism?
2. How did these debates express different conceptions of American identity?
3. Historians say that the Court’s decision in Dred Scott v. Sandford, rather than settling the issue of slavery for all time, made civil war more likely. Why might this be the case? What was the logical next step for how slavery would be addressed in further westward expansion?
4. Why did different cultural and economic traditions develop in the North and South?
5. Sometimes students think about these issues simplistically, conceiving northerners to be united in virtuous abolitionism and all southerners to be evil slaveholders. What did you learn through this lesson that brings more complexity to the issue? To what extent are both the North and the South guilty of perpetuating the institution of slavery?
6. To what extent do you find it odd that two of the most influential voices on different sides of the expansion of slavery question were both from Illinois, a free state?