Documenting the Past: Servants and Enslaved People

by  Liberty Hall Museum

Program image

Students will step into the role of a historian and take a virtual tour of Liberty Hall Museum.  Guided by museum educators in period dress, students will learn about the servants and enslaved people who resided at Liberty Hall. The program concludes with an interactive analysis of primary source documents about the role enslaved people played in the history of Liberty Hall.

Program Rating

   based on 8 evaluation(s).
Book it!

About This Program


Point to Point: $150.00
By Request: $150.00


50 minutes

Target Audience

Education: Grade(s) 4, 5, 6, 7, 8, 9, 10, 11, 12, Homeschool/Family , Learning Pod

Minimum participants:


Maximum participants:


Primary Disciplines

Social Studies/History

Program Delivery Mode

Microsoft TeamsGoogle Meets

Booking Information

Program Availability: Monday – Friday; 10:00am-2:00pm Programs must be booked at least two weeks in advance.

Book it!

Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

Please contact the museum at hgaston@kean.edu or 908-527-0400 to discuss the museum's cancellation policy.

About This Provider

Content Provider logo


Liberty Hall Museum

Union, New Jersey
United States

Liberty Hall Museum, a historic house and gardens museum in Union, New Jersey and the state's premier in-person and virtual field trip destination, offers a diverse array of virtual school programs and lifelong learner experiences designed to enlighten and inform all curious minds.

Whether you are playing with toys from over 200 years ago with your school class, studying the plants in our historic greenhouses with your scout troop, or engaging with a presentation about Liberty Hall’s powerful women at your local library, Liberty Hall Museum provides the unique opportunity to see, touch, and relive history.

Our school programs meet a variety of Common Core and New Jersey Core Curriculum Standards and all our programs are conducted by museum educators who share a genuine love of this museum. Liberty Hall’s historians and staff are dedicated to ensuring that every visitor who visits the museum leaves with a greater appreciation for our nation and our state’s history.

Hannah Gaston

Program Details


1. Introduction
2. Virtual tour of Liberty Hall showcasing the spaces occupied by the servants and enslaved people
3. Primary source document decoding activity
4. Wrap-up and discussion


At the end of this program students will be able to:
- Analyze primary source documents from the 18th and 19th centuries and identify key components and facts described in the documents
- Discuss the role of records, memoirs, and artifacts in preserving history
- Engage in a discussion about the enslaved people at Liberty Hall
- Recognize the enslaved people and the servants at Liberty Hall as a vital part of the house's narrative and history

Standards Alignment

National Standards

CCSS.ELA-LITERACY.11-12.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
CCSS.ELA-LITERACY.11-12.RH.2 -- Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
CCSS.ELA-LITERACY.11-12.RH.3 -- Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
CCSS.ELA-LITERACY.11-12.RH.9 -- Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
CCSS.ELA-LITERACY.5.SL.3 -- Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
CCSS.ELA-LITERACY.5.SL.4 -- Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-LITERACY.6-8.RH.2 -- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.6-8.RH.3 -- Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).
CCSS.ELA-LITERACY.9-10.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.9-10.RH.2 -- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-LITERACY.9-10.RH.4 -- Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
CCSS.ELA-LITERACY.9-10.RH.9 -- Compare and contrast treatments of the same topic in several primary and secondary sources.

State Standards

New Jersey Student Learning Standards for Social Studies

4th and 5th Grade Standards:
6.1.5.CivicsCM.5: Investigate the lives of New Jersey individuals with diverse experiences who have contributed to the improvement of society.
6.1.5.HistoryCC.14: Compare the practice of slavery and indentured servitude in Colonial labor systems.
6.1.5. HistoryCC.3. Use multiple sources to describe how George Washington, Thomas Jefferson, Benjamin Franklin, and Governor William Livingston have impacted state and national governments over time.
6.1.5.HistoryCC.7: Evaluate the initial and lasting impact of slavery using sources that represent multiple perspectives.
6.1.5.HistoryCA.1: Craft an argument, supported with historical evidence, for how factors such as demographics (e.g., race, gender, religion, and economic status) affected social, economic, and political opportunities during the Colonial era.

6th-8th Grade Standards:
6.1.8.CivicsDP.3.a:Use primary and secondary sources to assess whether or not the ideals found in the Declaration of Independence were fulfilled for women, African Americans, and Native Americans during this time period.
6.1.8.CivicsHR.3.b: Evaluate the impact of the institution of slavery on the political and economic expansion of the United States.
6.1.8.CivicsHR.3.c: Construct an argument to explain how the expansion of slavery violated human rights and contradicted American ideals.
6.1.8.HistoryUP.3.b: Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers, urban craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and women during the American Revolution, and determine how these groups were impacted by the war.

9th-12th Grade Standards:
6.1.12.HistoryUP.3.b: Examine a variety of sources from multiple perspectives on slavery and evaluate the claims used to justify the arguments.
6.1.12.HistoryUP.2.a: Using primary sources, describe the perspectives of African Americans, Native Americans, and women during the American Revolution and assess the contributions of each group on the outcome of the war.
6.1.12.HistoryUP.2.c: Explain why American ideals put forth in the Constitution have been denied to different groups of people throughout time (i.e., due process, rule of law and individual rights).