Unit 2

Soon after the settlement of New England, slavery, first Indigenous and then African, became a way to support the export driven economy of the region. This unit will focus on slavery in Connecticut, the U.S., sources of that history, and how we can use analytical lenses to interpret the evidence and tell the story of local slavery and the individuals held in captivity. Themes of resistance and agency will be explored.

6 Days

Standards Coding Key: 

Civ= Civics Geo= Geography Eco= Economics His= History Inq= Inquiry

Content Standards

HIST 9–12.1 Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts.

HIST 9–12.7 Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time.

GEO 9–12.5 Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population.

CIV 9–12.14 Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.

From CT Core Standards for English Language Arts (i.e., Reading, Writing, Listening, Speaking)

CCSS.ELA-Literacy.RH.11-12.1 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.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCSS.ELA-Literacy.WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

CCSS.ELA-LITERACY.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.

From CT English Language Proficiency (CELP) Standards (i.e., Reading, Writing, Listening, Speaking and Language)

CELP.9-12.2. W.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

HIST 9–12.1
Purpose: Understand how historical events are influenced by their unique circumstances and broader contexts.
Real-World Application: This insight helps students critically evaluate current events, recognizing how history shapes societal structures and decisions today.

HIST 9–12.7
Purpose: Analyze the limitations of historical interpretations based on available sources.
Real-World Application: This promotes critical thinking about how narratives are formed, empowering students to question mainstream histories and seek diverse perspectives.

GEO 9–12.5
Purpose: Explore how historical events influence migration and population distribution.
Real-World Application: Understanding these dynamics prepares students to engage with current global issues like immigration and urbanization.

CIV 9–12.14
Purpose: Examine means of societal change and the promotion of rights.
Real-World Application: This encourages active citizenship, inspiring students to participate in movements for social justice and community improvement.

CCSS.ELA-Literacy.RH.11-12.1
Purpose: Support analysis of texts with specific evidence.
Real-World Application: This skill is vital for academic integrity, helping students navigate information in an increasingly complex media landscape.

CCSS.ELA-Literacy.RH.11-12.7
Purpose: Integrate multiple sources to address questions or problems.
Real-World Application: This fosters interdisciplinary thinking, equipping students to tackle complex issues using diverse perspectives.

CCSS.ELA-Literacy.WHST.11-12.2
Purpose: Write informative texts about historical events and processes.
Real-World Application: This skill is essential for effective communication in academic and professional contexts, allowing students to convey complex ideas clearly.

CCSS.ELA-Literacy.WHST.11-12.9
Purpose: Use evidence from texts to support analysis and research.
Real-World Application: This promotes critical engagement with sources, which is crucial for informed decision-making and argumentation in various fields.

CELP.9-12.2. W.6
Purpose: Utilize technology for collaborative writing and information dissemination.
Real-World Application: This prepares students for modern workplaces and academic environments that rely on digital communication and collaboration.

Aligned to District Vision of a Graduate

An Effective Communicator 

• actively listens

• clearly and concisely conveys information for shared understanding

• command of the language; written and verbal

A Critical Thinker

• applies unbiased analysis and evaluation

• evaluates sources of information for reliability

Respectful

• understands and respects organizational structures

Coherence:

How does this unit build on and connect to prior knowledge and learning?

1. Historical Foundations: Students’ prior studies of African civilizations and global history provide a contextual backdrop for understanding the evolution of slavery in New England, linking broader historical patterns to local narratives.

2. Cultural Awareness: Previous explorations of cultural contributions and diversity set the stage for examining the profound impact of slavery on societal development and identity in the U.S.

3. Critical Thinking Skills: Skills developed in earlier units—such as source analysis and evaluating perspectives—will be directly applied as students investigate the complex history of slavery.

4. Themes of Resistance: Any previous studies of social movements or resistance can help students relate to the themes of agency and resilience within enslaved communities.

By connecting new content to these familiar concepts, this unit enriches students' understanding and prepares them for more advanced explorations of history and social issues.

How does this unit prepare students for future learning?.

1. Critical Analysis Skills: By analyzing the complexities of slavery and historical narratives, students develop critical thinking skills essential for engaging with advanced historical topics and current events.

2. Research and Evidence Evaluation: Skills in evaluating sources and citing evidence will serve students well in future academic research across disciplines, enhancing their overall academic rigor.

3. Engagement with Current Issues: By understanding the historical roots of systemic inequalities, students are better prepared to participate in discussions about modern societal challenges and reforms.

4. Communication Skills: Writing informative texts and synthesizing information prepares students for effective communication in both academic and professional settings.

By providing these foundational skills and insights, this unit not only enriches students' current understanding but also lays the groundwork for their continued academic and civic engagement.

• How were some Africans from the global diaspora able to assert their agency to resist slavery; why were other Africans unable to do this?

• Analyze how Africans, African Americans, and their descendants have struggled to gain freedom, equality, and social justice.

• Explore the ways in which slavery was embedded in legislation.

• Investigate how multiple racial and cultural perspectives influence the interpretation of slavery.

HIST 9–12.1

• Scope and Impact of Slavery in Connecticut and the U.S

• Development and Evolution of Slave Laws 

HIST 9–12.7

• Interpretation of Slave Codes and Black Laws

• Narratives of Resistance like the Haitian Revolution

GEO 9–12.5

• Spatial Diffusion of Slavery and Abolition

• Geographical Impact of Slave Laws

CIV 9–12.14

• Legal Framework of Slavery

• Black Agency and Legal Resistance

CCSS.ELA-Literacy.RH.11-12.1

• Analyzing Legal Documents such as Slave Codes, the Fugitive Slave Act, and abolitionist writings

• Connecting Historical Evidence to Broader Contexts

CCSS.ELA-Literacy.RH.11-12.7

• Evaluating Multiple Sources on Slavery from diverse sources, including legal documents, narratives, and historical analyses

CCSS.ELA-Literacy.WHST.11-12.2

• Writing Explanatory Texts on Slavery that narrate the historical events surrounding the development and eventual abolition of slavery 

CCSS.ELA-LITERACY.WHST.11-12.9

• Using Textual Evidence in Analysis on how slavery was integral to American society's beliefs about race, and how Black people resisted and innovated over time.

CELP.9-12.2. W.6

• Using Technology for Research and Writing including research papers and presentations on the legal and social aspects of slavery

HIST 9–12.1

• Cite specific evidence and laws related to the institution of slavery, particularly in Connecticut, the Caribbean, and the Americas,

• Analyze primary sources to understand how economic demands and societal norms, influenced the development and eventual abolition of slavery in different regions.

HIST 9–12.7

• Analyze primary sources such as CT-based “slave narratives,” census data, and probate records, to understand how current interpretations of slavery are limited by the perspectives and availability of historical sources from that time. 

• Reconstruct Historical Perspectives using evidence from primary sources to retell the lives of enslaved individuals in Connecticut, highlighting their contributions and impact on broader American society, while recognizing the biases present in the sources.

GEO 9–12.5

• Use primary sources and data to analyze how the institution of slavery and the diffusion of ideas and cultural practices influenced migration patterns, particularly the movement of enslaved people and free Black populations. 

• Examining evidence from laws and historical documents to understand how the spread of slavery laws and abolitionist movements influenced where people settled and migrated, especially in relation to the Underground Railroad and the movement towards free states.

CIV 9–12.14

• Cite specific laws and legal documents to analyze how legal challenges and abolitionist movements were used to change societies, promote the common good, and protect the rights of African Americans. 

• Analysis of primary sources like slave narratives and property records

CCSS.ELA-Literacy.RH.11-12.1

• Cite specific textual evidence from primary and secondary sources, such as laws, narratives, and historical records

• Connect insights gained from specific details in primary sources 

CCSS.ELA-Literacy.RH.11-12.7

• Integrate and evaluate information from diverse formats, including visual, quantitative, and textual sources, to address questions about the beginnings, growth, and abolition of slavery. 

• Utilizing multiple sources of information in different formats

CCSS.ELA-Literacy.WHST.11-12.2

• Write informative texts that narrate historical events related to the life of enslaved individuals in Connecticut, using primary sources like slave narratives and property records. 

• Narrate historical events and processes, such as the implementation of Slave Codes and the gradual abolition of slavery

CCSS.ELA-LITERACY.WHST.11-12.9

• Draw evidence from informational texts such as legal documents and personal narratives 

• Support their research on the history of slavery and abolition with concrete evidence from primary and secondary sources

CELP.9-12.2. W.6

• Use technology to produce, publish, and update their writing projects, such as essays and presentations on the history of slavery. 

• Collaborate on writing products, allowing for peer review and dynamic updates based on new research findings.

Pre-Assessment: Create a poll to survey students’ understanding of local and global slavery that existed, the prevalence of slavery in CT, the Caribbean, and the importance of slavery to the U.S. and local economies

Formative Assessments/Checks for Understanding

• Class Discussions

• Short Essay Responses

• Exit Tickets

• Journal Entries

Performance Tasks and Criteria/Project?Based Applications (Aligned with Compelling Question)

Students will use research provided and/or their own research to write a narrative of a fictional interview of an Africa/African descendant explaining how he/she asserted their agency and resistance to individually and/or collectively spark revolutionary change, preserve their own humanity, and resist slavery. They may create a fictional character to interview or choose a historically prominent Black, African American (free and enslaved) of the time. Some examples of interviewees include: Venture Smith, James Mars, Gad Asher, Moses the Slave King, and Phillis Wheatley.

• 5 Themes of Slavery (i.e., Dehumanization, Treatment of Enslaved, Paternalism, Economics, Agency and Resistance)

• Freedom

• Free Black Settlements

• Self Determination

• Counter-Story/Counter-Narrative

• Haitian Revolution

• Chattel

• Slavery

• Census

• Reparations

• Complicity  

• CTECS Unit 2 Lesson 2.1

• CTECS Unit 2 Lesson 2.2

• CTECS Unit 2 Lesson 2.3

• Unit 2 Activities Folder 

• ELA: Discuss Phillis Wheatley poems, including choice of words and phrases. 

  • What impression does this account give you about race, identity, and women’s experiences during enslavement?

• Art: Study paintings influenced by the Haitian Revolution 

Students will use research provided and/or their own research to write a narrative of a fictional interview of an Africa/African descendant explaining how he/she asserted their agency and resistance to individually and/or collectively spark revolutionary change, preserve their own humanity, and resist slavery. They may create a fictional character to interview or choose a historically prominent Black, African American (free and enslaved) of the time. Some examples of interviewees include: Venture Smith, James Mars, Gad Asher, Moses the Slave King, and Phillis Wheatley.

Use these reflective questions to enhance critical consciousness for diversity and equity for both educators and students.

• Why is it important for me and my students to be critically conscious for diversity and equity?

• How do I define diversity? How do my students define diversity? What do I need to learn? What do my students need to learn?

• How do I define equity? How do my students define equity? What do I need to learn? What do my students need to learn?

• How does my identity and my students’ identities impact my teaching and classroom practices? How does it impact my students’ learning and engagement?

• What do I know about various aspects of identity? What do I need to learn?

• What do my students know about various aspects of identity? What do they need to learn?

In developing our K-8 social studies model curriculum, we place a strong emphasis on cultural relevance to captivate and empower our students. It’s important to create inclusive spaces for meaningful dialogues where students not only engage with previous lessons but also share their unique life narratives, contributing to a collective awareness of diverse perspectives. The aim is to thoughtfully integrate the rich cultural tapestry of students' homes into the social studies classroom, mindful of the multifaceted diversity within our communities. 

Cultivate authentic connections with families through reciprocal conversations that honor their cultures as invaluable assets for promoting both equity and learning. This approach prioritizes experiences that place students at the forefront, ensuring activities not only mirror their lives but also provide windows to a broader understanding of an equitable world. 

One crucial context, language serves as a powerful conduit to students' diverse cultural backgrounds. Embrace a translanguaging approach, recognizing and appreciating the varied linguistic repertoires our students bring to the social studies classroom. This approach acknowledges that individuals draw upon diverse languages and language varieties, such as English and Spanish, to construct a meaningful understanding of equity and diversity in their educational journey. 

For information on how to support English Learners in this unit, refer to the Connecticut English Language Proficiency (CELP) Standards with Correspondences to the K-12 Practices and Connecticut Core Standards. 

Use the EL Strategies Desk Cards (Tip Sheets for ALL Classroom Teachers) for specific questioning techniques and teaching strategies to support students’ learning.