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Part 1: Slave Narratives Inquiry
Part 1: Slave Narratives Inquiry
Inquiry: How do slave narratives help you understand different aspects of slavery?
Inquiry: How do slave narratives help you understand different aspects of slavery?
Supporting Questions:
How does learning about the lives of those who were enslaved help disprove the claims of slaveholders?
How do the stories of these individuals depict leadership and bravery?
What new insights do these narratives provide into the topic of slavery?
(c. 1745 – 31 March 1797)
(1762–1829)
(c. February 1818 – February 20, 1895)
(lived in the early to mid 1700s, birth and death dates unknown)
Day 1: Friday, 9/27
Day 1: Friday, 9/27
Goal: Examine how slavery in the Americas evolved into a system of racial slavery
Begin watching Africans in America: The Terrible Transformation (posted above). Watch through until 43:10 and complete questions on your film guide (available above, if you are absent)
Day 2: Monday, 9/30
Day 2: Monday, 9/30
What do the experiences of Olaudah Equiano teach us about slavery?
Introduce Equiano (video embedded: 4 min.)
Read the Equiano Newsela article and complete slides 6-9 on your individual copy (on Google Classroom under "Classwork")
HW: Finish Equiano work, if needed
Day 3: Block Day, 10/1 & 10/2
Day 3: Block Day, 10/1 & 10/2
Finish the video, Africans in America: The Terrible Transformation (approx. 40 min.)
Discuss how Slavery in the Americas evolved into a system of racial slavery. Take notes on the discussion. (10-15 minutes)
Frederick Douglass Narrative
Read and answer questions on Douglass as assigned in small groups. Place your name after each item you write to receive credit.
Report back findings from Douglass's excerpts to the main class and take notes to use in independent reflection after class
Newsela - Equiano.pdfNewsela: Equiano Article
Day 4: Thursday, 10/3
Day 4: Thursday, 10/3
Watch the film of Ibrahima's life, titled Prince Among Slaves (His story ends at the 54 minute mark.)
Complete the graphic organizer
Day 5: Friday, 10/4
Day 5: Friday, 10/4
Read Francisco Menéndez: An Unsung Hero by Jane Landers on CommonLit and answer the assigned questions.
Begin Unit Assessment (see more detail below): How do slave narratives help you understand different aspects of slavery?
Day 6: Monday, 10/7
Day 6: Monday, 10/7
Finish Unit assessment (DUE BY THE END OF THE DAY)
Narrative Unit Assessment: How do slave narratives help you understand different aspects of slavery? DUE: 10/7
Narrative Unit Assessment: How do slave narratives help you understand different aspects of slavery? DUE: 10/7
Assessment Options:
Poem/Song: Demonstrates a clear understanding of the content studied and clearly answers the inquiry question. May focus on one or more individuals from our study (Recommendations: a Persona or Biographical poem/song to highlight the experiences and strengths of one or more individuals)
Infographic: Demonstrates a clear understanding of the content studied and clearly answers the inquiry question. Focuses on ONE specific individual from our study. Mixture of text and visuals to create an educational piece about the chosen individual. Recommended tools: Canva or Piktochart
Slave Narrative Assessment.pdfInfographic Ideas, Examples, Tips:
Infographic Ideas, Examples, Tips:
Day 7: Block day, 10/8 & 10/9
Day 7: Block day, 10/8 & 10/9
Class Handout: The Rise of Slavery (answer questions)
Class Handout: Who Profits from Slavery?
Cotton Lab:
Cotton Lab:
Class Cotton Boll cleaning: Small Groups
View Slides 3-13 and answer Questions 1-9 on the Cotton Lab sheet
Day 8: Thursday, 10/10
Day 8: Thursday, 10/10
Rice
Rice
View the images on rice production, then read and highlight the steps in your packet on the page, "How Rice is Made"
Number the steps of rice production in your packet
Complete the graphs for rice: Population Grown in SC, SC Rice Exports, and the Cost of Carolina Rice
View slides 18-26, and answer Questions 1-6 in your packet
Day 9: Friday, 10/11
Day 9: Friday, 10/11
Rice
Rice
View slides 27-28
Answer questions 7-11 in your packets
Sugar Cane
Sugar Cane
Discuss refinement of Sugar Cane (use slides 29-31 and class samples)
Examine and discuss images in small groups: Make observations and predictions about the sugar production process
Answer questions 1 & 2 on class packet
Production process: view slides 41-45 and answer question #3
Day 9: Monday, 10/14
Day 9: Monday, 10/14
Sugar Cane work: Use slides 46-56 and the additional documents provided in class to complete the back page of the packet.
Colonial Merchant: Key Decision & Questions
Day 10: Block day, 10/15 & 16
Day 10: Block day, 10/15 & 16
Mercantilism & the Navigation Acts - Read and complete pages on The Colonial Economy, Navigation Acts, and Mercantilism
Begin Slavery Unit Reflection (See more information below). DUE: by 8 am on 10/18
Day 11: Thursday, 10/17
Day 11: Thursday, 10/17
Slavery Unit Reflection - DUE: by 8 am on 10/18
Slavery Cash Crops Lab.pdfSugar & the Slave Trade.pdfSlavery & Economics Reflection: due by Friday, October 18th
Slavery & Economics Reflection: due by Friday, October 18th
This assessment will wrap up the slavery unit. There is an assignment under "Classwork" on Google Classroom to submit your work.
This assessment will wrap up the slavery unit. There is an assignment under "Classwork" on Google Classroom to submit your work.
PROMPT: How did cash crops drive the expansion of slavery?
PROMPT: How did cash crops drive the expansion of slavery?
Organization:
Organization:
Intro: Provide the necessary background on slavery and your chosen cash crop. Your background should include information about the evolution of racial slavery in the British colonies. (See your movie notes and/or "The Rise of Slavery."
Write a clear claim at the END of the paragraph.
Evidence/Reasoning: Include all necessary supporting evidence and commentary to prove your claim about your chosen cash crop.
Conclusion: Wrap up your key ideas. What can we learn from the connection you established in this reflection?
Scored out of 20 POINTS
Scored out of 20 POINTS
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