Unit 3
Semester 1: Black Literacy, Organizations, and Liberation (1820-1865)
Semester 1: Black Literacy, Organizations, and Liberation (1820-1865)
Unit Overview/Summary:
The journey to abolish slavery in the United States was a battle that progressed gradually over time. The unit explores: the individuals, groups, and schools of thought that contributed to the movement. The subsections of the unit will move through the topics of Black survival and resistance to enslavement and emancipation using the Gradualist, Militant, Early and Late Political Periods, and the Civil War. Students will also examine “Free” Black communities, Slave Narratives, Negro Spirituals, folklores, newspapers, pamphlets, and speeches that Blacks and abolitionists employed to precipitate change. Themes of resistance and agency will be examined.
Unit Duration:
8 Days
Relevant Standards:
Standards Coding Key:
Civ= Civics Geo= Geography Eco= Economics His= History Inq= Inquiry
Content Standards
HIST 9–12.3 Analyze complex and interacting factors that influenced the perspectives of people during different historical eras
HIST 9–12.12 Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past
National Curriculum Standards for Social Studies
3.2C.3 Explain the revolutionary hopes of enslaved and free African Americans and the gradual abolition of slavery in the northern states. [Examine the influence of ideas]
4.4A.3 Compare the positions of African American and white abolitionists on the issue of the African American's place in society. [Compare and contrast differing sets of ideas]
From CT Core Standards for English Language Arts (i.e., Reading, Writing, Listening and Speaking)
CCSS.ELA-Literacy.RH.11-12.2 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.WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
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.9-12.1.RI.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account
CELP.9-12.4.L.6. Acquire and use accurate general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Examples and Explanations:
HIST 9–12.3
Purpose: Analyze the complex factors influencing perspectives during different historical eras.
Real-World Application: This helps students understand that people's views are shaped by a multitude of social, political, and economic contexts, which is crucial for interpreting contemporary issues.
HIST 9–12.12
Purpose: Integrate evidence from various historical sources to construct reasoned arguments.
Real-World Application: This skill is essential for developing critical thinking and argumentative writing, valuable in academic and professional settings.
3.2C.3
Purpose: Explain the revolutionary hopes of African Americans and the gradual abolition of slavery in the North.
Real-World Application: Understanding these hopes informs current discussions about equity and social justice, connecting past struggles to present movements.
4.4A.3
Purpose: Compare the positions of African American and white abolitionists.
Real-World Application: This encourages critical examination of differing viewpoints, fostering empathy and deeper understanding of social dynamics.
CCSS.ELA-Literacy.RH.11-12.2
Purpose: Summarize central ideas and relationships in historical sources.
Real-World Application: This enhances students’ ability to distill complex information, a crucial skill for effective communication and analysis in any field.
CCSS.ELA-Literacy.WHST.11-12.4
Purpose: Produce clear and coherent writing tailored to task and audience.
Real-World Application: Mastery of writing skills is vital for academic success and professional communication in diverse contexts.
CCSS.ELA-Literacy.WHST.11-12.9
Purpose: Use evidence from texts to support analysis and research.
Real-World Application: This fosters analytical thinking and reinforces the importance of evidence-based arguments in academic and real-world discussions.
CELP.9-12.1.RI.7
Purpose: Analyze various accounts of a subject across different mediums.
Real-World Application: This cultivates media literacy, equipping students to critically evaluate information in a multimedia world.
CELP.9-12.4.L.6
Purpose: Acquire and use academic vocabulary for effective communication.
Real-World Application: A strong vocabulary is essential for academic achievement and professional success, facilitating clear expression of ideas.
Transfer Goal: Aligned to District Vision of a Graduate
Aligned to District Vision of a Graduate
A Problem Solver
Collaborative
A Critical Thinker
applies unbiased analysis and evaluation
evaluates sources of information for reliability
Respectful
communicates with care and professionalism
Coherence:
How does this unit build on and connect to prior knowledge and learning?
Historical Context: Students’ earlier studies of African civilizations and the transatlantic slave trade provide a foundation for understanding the specific historical dynamics of slavery in the U.S.
Critical Thinking Skills: Skills developed in previous units, such as source analysis and understanding multiple perspectives, will be directly applied to analyze abolitionist movements and differing viewpoints.
Interdisciplinary Connections: Earlier discussions in geography and civics about societal structures will support students in understanding the broader implications of abolition and social justice.
Contemporary Connections: Previous encounters with modern social justice movements will enhance students' engagement with historical contexts, making them more relevant to current issues.
By linking new content to these familiar concepts, this unit deepens students' understanding of history while preparing them for advanced explorations in social studies and beyond.
How does this unit prepare students for future learning?.
Critical Analysis Skills: By analyzing the complexities of the abolition movement, students develop critical thinking skills essential for engaging with advanced historical topics and current social issues.
Understanding Historical Context: Students learn to place events within broader social and political contexts, preparing them for future studies that require nuanced understanding of interconnected events.
Research and Evidence Evaluation: Skills in integrating evidence from various sources will serve students well in future academic research across disciplines, enhancing their analytical rigor.
Engagement with Contemporary Issues: Understanding the historical roots of systemic inequalities equips students to participate in discussions about modern societal challenges and advocate for social justice.
Essential Questions:
When is resistance and/or revolution justified/glorified/condemned?
How effective were the actions of abolitionists and the slave rebellions of this period?
Are individual contributions or collective efforts more effective in actualizing social change?
Enduring Understandings:
Examine how Africans and African descendants worked individually and collectively to spark revolutionary change to their existence;
Explore various perspectives of enslavement from free and enslaved Africans; and
Analyze the impact of the cotton economy on the development of the domestic slave trade.
What Students Will Know:
HIST 9–12.3
Different forms of slave resistance, such as revolts, escape attempts, and subtle forms of daily defiance, influenced the perspectives of enslaved and free Africans.
How Africans and their descendants worked both individually and collectively to spark revolutionary change, challenging the institution of slavery and seeking improved conditions and freedom.
Perspectives on Enslavement
HIST 9–12.12
Role of Black Churches playing a crucial role in slave resistance and African American lives
Historical Accounts of Race Riots from 1830-1840
Frederick Douglass’s Abolition Efforts through his speeches, writings, and activism
3.2C.3 & 4.4A.3
Slave Resistance and Revolutionary Change
Comparing Abolitionist Perspectives
CCSS.ELA-Literacy.RH.11-12.2
Central Ideas in Slave Resistance primary and secondary sources
Perspectives on Enslavement in historical accounts and personal narratives.
CCSS.ELA-Literacy.WHST.11-12.4
Clear and coherent writing on topics such as Frederick Douglass’s abolition efforts and the Harper’s Ferry Raid
CCSS.ELA-Literacy.WHST.11-12.9
Draw evidence from informational texts to support their analysis of events such as Nat Turner’s Rebellion and the Emancipation Proclamation
CELP.9-12.1.RI.7
Different accounts of events like Nat Turner’s Rebellion and Harriet Tubman’s Underground Railroad, examining the emphasis and detail presented in each medium (e.g., print, multimedia).
CELP.9-12.4.L.6
Use accurate academic and domain-specific vocabulary related to abolition, slave resistance, and civil rights movements
What Students Will Do:
Analyze complex and interacting factors that influenced the perspectives of enslaved and free African Americans, abolitionists, and other groups during the 18th and 19th centuries, focusing on events such as Nat Turner’s Rebellion and the Harper’s Ferry Raid.
Compare different perspectives on enslavement, considering the views of both free and enslaved Africans, and how these perspectives were shaped by social, political, and economic contexts.
Integrate evidence from multiple relevant historical sources, such as slave narratives, abolitionist writings, and accounts of race riots
Develop coherent arguments about the role of black churches in slave resistance, the impact of Frederick Douglass’s abolition efforts, and the significance of key events like the Emancipation Proclamation.
3.2C.3 & 4.4A.3
Explain the revolutionary hopes of enslaved and free African Americans by examining their roles in events like Nat Turner’s Rebellion and their efforts to spark change within the context of the abolition movement.
Compare the positions of African American and white abolitionists regarding the place of African Americans in society
Determine the central ideas of primary and secondary sources related to slave resistance, abolition, and the Civil War
Summarize historical events, such as the Harper’s Ferry Raid, and explain their significance in the broader context of African American history.
Produce clear and coherent writing in various formats, including essays, reports, and multimedia projects, focusing on topics like the role of black churches in African American lives and the impact of the Emancipation Proclamation.
Organize their writing in a manner that effectively presents historical arguments and narratives
Draw evidence from informational texts, such as historical documents and scholarly articles, to support their analysis of events like La Amistad and Harriet Tubman’s work with the Underground Railroad.
Use textual evidence to support their reflections and research on the social, political, and cultural perspectives of African Americans during the era of slavery and abolition.
Analyze various accounts of historical events, such as Nat Turner’s Rebellion, presented in different mediums (e.g., written texts, videos, podcasts)
Evaluate how the medium influences the presentation of historical events and perspectives
Acquire and use accurate academic and domain-specific vocabulary related to abolition, slave resistance, and Civil War history
Apply this vocabulary in their discussions, written work, and multimedia projects
Demonstration of Learning:
Pre-Assessment: Post question using KWL: In what ways have Africans, African Americans, and African descendants persisted past adversity to preserve their own humanity and contribute to the development of American Culture and Innovation?
Common Misconceptions:
● Blacks did not resist enslavement and racial injustice.
● Blacks did not read and were uneducated.
● Slavery did not have a strong presence in the Northern states.
Formative Assessments/Checks for Understanding
● Class Discussions
● Short Essay Responses
● Exit Tickets
● Journal Entries
● Student representations: Presentation (e.g., TikTok video)
Performance Tasks and Criteria/Project Based Applications (Aligned with Compelling Questions)
This unit concludes with students individually answering the compelling questions. Students define resistance and reference at least three resources explored in the Unit to support their claims. Students can represent learning in an alternative medium of choice.
Unit Specific Vocabulary and Terminology:
Denmark Vesey-Slave Revolt
Black Churches
Abolition & Abolitionists
Slave Resistance
Gradualist Period
Negro Spirituals
Nat Turner
Underground Railroad
Harriet Tubman
La Amistad (1839-1841)
Militant
Sectionalism
Frederick Douglass
American and Foreign Anti-Slavery Society
Compromise of 1850 & the Fugitive Slave Act of 1850
Bleeding Kansas (1854-1861)
Dred Scott Decision (1857)
John Brown’s Raid on Harpers Ferry (1859)
Emancipation Proclamation
Aligned Unit Materials, Resources, and Technology:
Opportunities for Interdisciplinary Connections:
Music/Choir – Explore meaning and purpose of spirituals such as Wade in the Water, Steal Away
Art - Create art mural of past and present individuals who advocate for freedom and justice for Blacks
ELA - Read Freedom’s Unfinished Revolution
History - Role-play Reconstructing the South - https://www.zinnedproject.org/materials/reconstructing- south-role-play
Art - Create a representation of a historical figure using collage materials for class end-of-year Radical Imagination Art Project
Opportunities for Application of Learning:
Students individually answer the compelling questions. Students define resistance and reference at least three resources explored in the Unit to support their claims. Students can represent learning in an alternative medium of choice.
Critical Consciousness for Diversity and Equity:
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.
Multilingual Learners:
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.