iaaas socialscience grade8 q3lesson-1.1

SOCIAL SCIENCE8th Grade Interdisciplinary African And African American Studies Quarter 3 Launch Lesson

Lesson Name: White Master and the Resistance of the Enslaved, a Study in the definition of Power and IdentityLength of lesson: 1 day

Lesson Description: The history of race relations in America dates back to our earliest colonial period. From resistance during slavery to the modern Civil Rights Movement African Americans have struggled and won their freedom. In this introductory lesson students will research the roots of slavery and the methods of both revolt and resistance used by African Americans to obstruct and oppose enslavement. Students will read a variety of informational texts including primary, secondary and tertiary sources that pertain to the themes of justice and injustice and how African Americans struggled so that would “… one day live in a nation where they will not be judged by the color of their skin but by the content of their character..”

Enduring Understandings

1. History: Knowledge of the past helps us understand the world and make better decisions about the future.2. Civics: The actions of individuals, groups, and/or institutions affect society through intended and unintended consequences.3. Economics: Various social and political issues (i.e., labor, the environment, and international trade) impact and are impacted by the global economy.

Essential Questions

Guiding Essential Questions: I) How do culture and identity influence who we are? II) How do time, culture and history influence works of art and/or the

advancement of science and technology?III) What can I do to positively impact my community?

Common Core Standards

Reading RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.RH.6-8.2. 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.

WritingWHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research.

Speaking and ListeningSL.8.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.8.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

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SL.8.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosendetails; use appropriate eye contact, adequate volume, and clear pronunciation.SL.8.5. Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Cognitive Skills Attention needed to develop good group work habits

Attention needed to develop good group work habits Selective attention: (filter out distractions, ignore irrelevant information) Sustained attention: (focus for long periods of time) Divided attention: (focus on more than one thing)

Executive functions Plan Flexibility: change direction if not working; adopt multiple approaches Strategy use: ability to reflect on strategy and select appropriate strategy

Thinking skills Reasoning about concrete items versus abstract ideas Creativity Analyzing/evaluating arguments Developing a logical argument Inductive reasoning: using specific examples/observations and forming a more

general principal Deductive reasoning: use stated general premise to reason about specific examples Hypothesis testing: test ideas through experience or manipulation of variables Appreciation: recognition of the value of something Responding to novelty: ability to react appropriately in a novel situation

Self-reflection: ability to think about oneself in relation to the material

Content Building Knowledge Through Texts

Elements of cultural identity include language, religion, clothing, race, shared experiences and socio/economic customs.

Internal and external forces shape identity. The cultural clashes and the issue of race during the Colonial Period still plague the

United States today. Our society still reflects the cultural tensions that existed between African

Americans and White Americans in the Northern, Middle and Southern colonies of the 17th and 18th centuries.

Language has meaning and can be used to unite and to divide people and cultures.

Assessments

(F) Formative Write a short composition describing what they see on the included illustrations and how they represent some form of resistance and power. Allow 10-15 minutes for the students’ completion of this task.

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(S) Summative Day 1: The students will be instructed to brainstorm each other’s written ideas and to write conclusive reports about their findings. Each group leader will give a five minute presentation about their findings. The teacher will collect all written conclusive reports and grade them for class credit. The teacher will do constant monitoring to make sure that each student is actively involved in their assigned group task.

Day 2: Each student will read the background information individually and write a short summary about White Master and the Resistance of the Enslaved, a Study in the definition of Power and Identity materials. The teacher will collect all individual assignments and grade them for class credit. Allow at least one class period for the students to complete this task.

Text/Resources Resistance and Revolt within Enslaved African American Societies.

Slave resistance: A Caribbean Study: http://scholar.library.miami.edu/slaves/index.html

Slave Resistance: http://nationalhumanitiescenter.org/tserve/freedom/1609-1865/essays/slaveresist.htm

The Gabriel Prosser Slave Revolt: http://msuweb.montclair.edu/~furrg/spl/gabrielrevolt.html

Did African American Slaves Rebel?: http://www.theroot.com/views/did-african-american-slaves-rebel

American Negro Slave Revolts: http://www.americanheritage.com/content/american-negro-slave-revolts

Resistance: http://nationalhumanitiescenter.org/pds/maai/enslavement/text7/text7read.htm

Strategies and Forms of Resistance Focus on Slave Women in the United States http://www.sc.edu/uscpress/books/2011/3991x.pdf

Enslavement and Resistance, 1644-1865 http://www.phmc.state.pa.us/bhp/blackhistory/enslavement-and-resistance-1644-to-1865.pdf

History is a Weapon, A People’s History of the United States by Howard Zinn, Chapter 9: Enslavement Without Submission, Emancipation without Freedom http://www.historyisaweapon.com/defcon1/zinnslaem10.html

Learning Activities

White Master and the Resistance of the Enslaved, a Study in the definition of Power and Identity

Day 1 Lesson Procedures

1. Warm Up Activity -The teacher begins this lesson with a

Differentiated Strategies for Varied

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http://www.historyisaweapon.com/defcon1/zinnslaem10.html

http://www.phmc.state.pa.us/bhp/blackhistory/slavery-and-resistance-1644-to-1865.pdf

http://www.phmc.state.pa.us/bhp/blackhistory/slavery-and-resistance-1644-to-1865.pdf

http://www.sc.edu/uscpress/books/2011/3991x.pdf

http://nationalhumanitiescenter.org/pds/maai/enslavement/text7/text7read.htm

http://www.americanheritage.com/content/american-negro-slave-revolts

http://www.americanheritage.com/content/american-negro-slave-revolts

http://www.theroot.com/views/did-african-american-slaves-rebel

http://www.theroot.com/views/did-african-american-slaves-rebel

http://msuweb.montclair.edu/~furrg/spl/gabrielrevolt.html

http://nationalhumanitiescenter.org/tserve/freedom/1609-1865/essays/slaveresist.htm

http://scholar.library.miami.edu/slaves/index.html


review of the previous study on The History and Development of Enslavement and The Slave Trade, and an introduction to the study of White Master and the Resistance of the Enslaved, a Study in the definition of Power and Identity. The teacher will use his/her discretion when working with this activity. It is suggested to make use of the materials previously studied but if there is a general lack of background knowledge please refer to the narratives in the appendix.

2. Small Group Activity. The teacher will divide the class into four small groups. Each group will select a group leader. Once the groups are ready, the teacher will distribute copies of illustrations taken from the unit Appendix. The students are instructed to carefully study the illustrations and to write a short composition describing what they see on the illustration and how they represent some form of resistance and power. Allow 10-15 minutes for the students’ completion of this task. Upon completion of this assignment the students will be instructed to brainstorm each other’s written ideas and to write conclusive reports about their findings. Each group leader will give a five minute presentation about their findings. The teacher will collect all written conclusive reports and grade them for class credit. The teacher will do constant monitoring to make sure that each student is actively involved in their assigned group task.

3. Writing Activity. Prior to this activity the students should have read materials about issues dealing with White Master and the Resistance of the Enslaved, a Study in the definition of Power and Identity. (See Appendix) To reinforce their learning on the issue, the teacher should distribute copies of the background information. Each student will read the background information individually and write a short summary about White Master and the Resistance of the Enslaved, a Study in the definition of Power and Identity materials. The teacher will collect all individual assignments and grade them for class credit. Allow at least one class period for the students to complete this task.

4. After the students have completed the follow-up assignment, the teacher will collect all class work, and grade it for class credit.

Learning Profiles

Groups should be mixed to reflect different learning profiles with care to ensure that each group has a wide range of learning profiles and ability levels.

Texts should either be modified for varying reading levels or available in digital audio form to either augment the reading or be used in lieu of the selected text.

Students who are developmentally challenged in writing will be allowed to augment their written assignment with drawings, self-originated video, PowerPoint, oral demonstration or any other approved method of transmitting the knowledge they have obtained and synthesized through this project.

Students will be encouraged to use graphic organizers and visual aids to

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support the understanding of key concepts.

Allow for ample formative assessments and revisions to ensure that all students have an excellent opportunity to experience real academic success.

Appendix

Narrative

Resistance and Revolt within Enslaved African American Societies.

Enslaved African Americans resisted enslavement in a variety of active and passive ways. "Day-to-day resistance" was the most common form of opposition to enslavement. Breaking tools, feigning illness, staging slowdowns, and committing acts of arson and sabotage--all were forms of resistance and expression of slaves' alienation from their masters.

Running away was another form of resistance. Most slaves ran away relatively short distances and were not trying to permanently escape from enslavement. Instead, they were temporarily withholding their labor as a form of economic bargaining and negotiation. Enslavement involved a constant process of negotiation as slaves bargained over the pace of work, the amount of free time they would enjoy, monetary rewards, access to garden plots, and the freedom to practice burials, marriages, and religious ceremonies free from white oversight.

Some fugitives did try to permanently escape enslavement. While the idea of escaping enslavement quickly brings to mind the Underground Railroad to the free states, in fact more than half of these runaways headed southward or to cities or to natural refuges like swamps. Often, runaways were relatively privileged slaves who had served as river boatmen or coachmen and were familiar with the outside world.

Especially in the colonial period, fugitive slaves tried to form runaway communities known as "maroon colonies." Located in swamps, mountains, or frontier regions, some of these communities resisted capture for several decades.

During the early 18th century there were slave uprisings in Long Island in 1708 and in New York City in 1712. Slaves in South Carolina staged several insurrections, culminating in the Stono Rebellion in 1739, when they seized arms,

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killed whites, and burned houses. In 1740 and 1741, conspiracies were uncovered in Charleston and New York. During the late 18th century, slave revolts erupted in Guadeloupe, Grenada, Jamaica, Surinam, San Domingue (Haiti), Venezuela, and the Windward Island and many fugitive slaves, known as maroons, fled to remote regions and carried on guerrilla warfare (during the 1820s, a fugitive slave named Bob Ferebee led a band in fugitive slaves in guerrilla warfare in Virginia). During the early 19th century, major conspiracies or revolts against enslavement took place in Richmond, Virginia, in 1800; in Louisiana in 1811; in Barbados in 1816; in Charleston, South Carolina, in 1822; in Demerara in 1823; and in Jamaica and in Southampton County, Virginia in 1831.

Slave revolts were most likely when slaves outnumbered whites, when masters were absent, during periods of economic distress, and when there was a split within the ruling elite. They were also most common when large numbers of native-born Africans had been brought into an area at one time.

The main result of slave insurrections was the mass executions of blacks. After a slave conspiracy was uncovered in New York City in 1740, 18 slaves were hanged and 13 were burned alive. After Denmark Vesey's conspiracy was uncovered, the authorities in Charleston hanged 37 blacks. Following Nat Turner's insurrection, the local militia killed about 100 blacks and 20 more slaves, including Turner, were later executed. In the South, the preconditions for successful rebellion did not exist, and tended to bring increased suffering and repression to the slave community.

Violent rebellion was rarer and smaller in scale in the American South than in Brazil or the Caribbean, reflecting the relatively small proportion of blacks in the southern population, the low proportion of recent migrants from Africa, and the relatively small size of southern plantations. Compared to the Caribbean, prospects for successful sustained rebellions in the American South were bleak. In Jamaica, slaves outnumbered whites by ten or eleven to one; in the South, a much larger white population was committed to suppressing rebellion. In general, Africans were more likely than slaves born in the New World to participate in outright revolts. Not only did many Africans have combat experience prior to enslavement, but they also had fewer family and community ties that might inhibit violent insurrection

Optional Background Narrative

Background Information The History and Development of

The development of enslavement in the Americas began in 1495 when the Indian natives on the island of Hispaniola, or Haiti, rose against their Spanish oppressors. According to the early historian Antonio de Herrera, hundreds of thousands of native Indians marched on the small settlement of Isabella, where Christopher Columbus had arrived a few months before with three ships (caravels) after an

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Enslavement extended voyage of discovery to the West Indies.1

Columbus was the man in charge of those regions. Ferdinand and Isabella were conscientious monarchs who had instructed him to “honor much” the Indians and to “treat them well and lovingly.” But the discoverers desperately needed gold. The Indians were unused to manual labor of any sort, and after being forced to work fourteen long hours a day, day after day, many began to get sick, others tried to run away, and many others just gave up working. As a result of the mistreatment, the Indians revolted violently against those who held them captive. Columbus marched out against them, leading a force of two hundred infantry and twenty horsemen. Many natives were killed, and the survivors once again were put to work even longer hours thereafter. Many of them died within a few days, totally unable to withstand captivity.2

Moved by the destruction of the Native Indians, Father Bartolome de Las Casas, later Bishop of Chiapa in Mexico and known as the Apostle to the Indians, returned to Spain, determined to save the few survivors. In 1517 he met with Charles V, who had succeeded Ferdinand and Isabella. At this meeting Father Las Casas implored the King to spare the last of the Indians. Realizing that there must be labor to work the plantations and the mines, Las Casas presented the new king what he thought was an excellent solution. Considering that already a considerable number of Black slaves had been brought to Haiti, they seemed happy and were hard workers, Las Casas, as an act of mercy toward the Indians, begged His Majesty to import other Blacks, at least twelve for each colonist.3 Others made the same plea to Charles V, though not always with the same humanitarian motives. The King was moved to pity, and there was also the highly practical consideration that the Indians were worthless as slaves and the Blacks extremely useful.4

Charles granted one of his favorite courtesans a patent which entitled him to ship four thousand Blacks to the West Indian colonies. This event was the beginning of the famous Asiento, an import license which carried with it the privilege of controlling the slave traffic to the Spanish settlements in the New World.5

With the king’s consent to set free the Indian natives and to replace their labor duties (obligations) with Black slaves, the development of a new power struggle between the New World and the Old World originated almost immediately. And with it enslavement ”the American way” developed.

As indicated by Herbert S. Klein in his book Enslavement in the Americas, Although England and Spain may have had different motives for undertaking imperial expansion, may have been operating in different historical epochs and dealing with unique national characters, they nevertheless faced the identical problem of establishing their control over frontier colonies thousands of miles

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from the metropolitan authority. In this attempt at impressing their wills greatest difficulties, not primarily from physical distance but from the opposition of their own colonial subjects, who sought as much independence from imperial direction as they could achieve. These colonists, indeed, wanted freedom from the so called metropolitan power in all but name. Enslavement: The American Way, was the result of the struggle inherent in both England’s and Spain’s colonizing efforts, a contest which developed to determine where the true power was to be located in the New World or in the Old, in the imperial monarchy ant its institutions, or in colonial leadership and its own organs of power.6

As the power struggle and strong desire for independence continued to increase at a rapid rate, the Americans colonies were bent on achieving an initiative that they had never possessed in Europe that they had come to America to achieve. For example, through the outcome of the struggle, given an equal drive of both the Caribbean and North America, “Southerners,” colonies for autonomy, would be determined by policies undertaken, whether active or passive, by the Metropolitan Authority in the early years of conquest and colonization.7

For the institution of Black enslavement, the importance of this conflict was paramount, since it would determine whether the local or metropolitan institutions would create and administer the legal codes concerning the Blacks in the Americas. This, in turn, would largely determine what forces would exercise a significant influence in the development of the colonial slave regimes for each of these authorities would be affected differently by various external factors.

As the colonial’s leadership grew stronger, local economic needs tended to be the dominant force in defining the legal structure of Black enslavement and social attitudes toward the new American ways in the treatment of slaves.8

The Slave Trade

With the liberation of the native Indians came the need for a better work force in the colonial Americas. Once the patent was granted by Charles V, the new king of the Spanish empire, the slave trade business developed extremely fast. European slave masters began to profit either by the buying or selling of thousands upon thousands of slaves.

In spite of wars between European states, the slave trade flourished from the beginning and very soon it surpassed Charles V’s original estimate of four thousand a year. Bishop de Las Casas proved to be right-Blacks could survive under conditions impossible for the Indians and would work hard under the overseer’s lash.9

Antonio de Herrera wrote in 1601, These Negroes prospered so much in the colony that it was the opinion that unless a Negro should happen to be hung he

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would never die, for as yet none have been known to perish from infirmity. Herrera also noted that the work of one Afro-American Black was equal to that of four Indians.

As early as 1540, ten thousand Blacks a year were being imported to the Caribbean colonies. By the end of the century some nine hundred thousand slaves, by one estimate, had been shipped to the West Indies alone, not counting those sent to Mexico and South America.

Oliver Ransford, in his book The Slave Trade discussed the phenomenon of enslavement the American way. He indicated that the number of Africans torn from their homes and forcibly transported to America during the course of the Atlantic slave trade will never be known. Conservative estimates suggest that the figure lies somewhere between fourteen and twenty million. But even this was by no means the entire toll of the trade.10

The Atlantic slave trade sponsored the four and a half centuries which followed the first real contact of white men with Afro-American Blacks in their own environment. It closed only a long lifetime ago, for the last Black cargo ship landed in Cuba as recently as 1880 and the slaves of Brazil were not emancipated until 1888.

The Atlantic slave trade introduced vast numbers of African Blacks in the Americas, and most of them came from Africa, especially Guinea which lay conveniently close. In the new world the Blacks worked very hard. They cut down forests, tilled the land, cultivated crops of sugar, cotton and tobacco, and helped to create a continent’s wealth. Thanks to their labors, great fortunes were founded in Europe as well as in the Americas, fortunes which played an important part in financing the Industrial Revolution in England and nevertheless, Spain, and so molded the form of the world in which we live today.11

The physical conditions under which the Afro-American Black slaves worked and suffered varied according to their destinations and/or rules and regulations imposed upon them by their white masters. The ruthless way the white masters treated their Black slaves can be a good example of enslavement, the American way.12

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Revolt on a Slave Ship

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Newspaper ad for reward for the capture of a runaway slave

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Newspaper ad for reward for the capture of a runaway slave

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Runaway Family

A wagon with a hidden space

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White rendition of an enslaved person who has participated in a bloody revolt.

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A wedding on a plantation in the South

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The cover of the book The Boston Riot and Trial of Anthony Burns

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Runaway family of enslaved African Americans

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iaaas socialscience grade8 q3lesson-1.1

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