September 9 & 10, 2013

IB HL History of the Americas Unit Objectives:Topic 3 Review & Topic 4: The Development of Modern Nations 1865-1929 (What are we learning during this unit?)

Lesson Objectives:

•African Americans in the Civil War and in the New South: legal issues; the Black Codes; Jim Crow Laws

•Abolitionist debate: ideologies and arguments for and against slavery and their impact

•Introduce students to OPVL analysis and historiography

•Social, economic and legal condition of African Americans between 1865 and 1929

  1. Warm up questions: Please brainstorm in your notes for a few minutes to activate your schema. (There are no wrong answers! Just misinformation. Schema is just what’s in your brain about a subject. It’s always changing focus—let’s hope)
  1. What do you know about the arguments for and against slavery in the United States during the 18th & 19th centuries?
  1. Share at tables—write one point you talked about on the board. Share as a whole
  1. How do we know today how people lived in the United States during the 19th century? (1800s)
  1. Do we have the same data from all groups of people? American Indians, immigrants, slaves, women factory workers?

Activity: Introduce OPVL—see website and handouts for instructions

  1. Look at page A112 in The American Pageant
  2. Make sure all students know the question asked
  3. With your groups—OPVL at least 3 documents in order to answer the question
  4. You will present these the next class meeting!
  1. Introduce Slave Narratives—discuss meaning and process. Show clip.
  1. Has anybody ever read or know about Frederick Douglass? What do you know? How?
  2. Distribute books—homework to be assigned at end of class (Preface, 3-12)

Unchained Slave Narratives—time permitting

  1. Short Abolitionist—Anti-Slavery Lesson—please know the following
  1. Difference in Anti-slavery groups and Abolitionists groups
  1. Know the political parties, religious groups and regions that espoused, for the most part, the arguments. I will show you. You need to ask questions and take notes.
  2. Insert chart here—
  1. Know Immediatism Moral Suasion (probably should take notes here. This material will be assessed on a short little quiz)
  1. Know:
  2. William Lloyd GarrisonThe Liberator, January 1, 1831 (should know what a big year 1831 was in the US)
  1. Nat Turner
  1. Charles Grandison Finney—“Burned-Over Districts” & The Great Second Awakening—Evangelism
  1. Quakers
  1. New Yorkers Arthur & Lewis Tappan—money $$ behind much of the movement from New York—The Amistad Extra Credit viewing anybody?
  1. Sojourner Truth
  1. David Walker—Appeal to the Colored Citizens of the World (1829)
  1. Grimke Sisters
  1. John Brown
  1. Theodore Dwight Weld
  1. American Colonization Society
  1. Wendell Phillips
  1. Hinton Helper
  1. Frederick Douglass
  2. Harriet Beecher Stowe

Short Break Here

IV: Frederick Douglass Books; have someone record numbers please

  1. video clip of Douglass speaking (actor)
  2. homework—read the Preface pages 3-12
  3. Purpose: vocabulary!

V: Historiography: Please read: “What Was the True Nature of Slavery?” Varying Viewpoints, 369-370

  1. Purpose: How did the way historians view the nature of slavery change or differ over time? What was going on in the times that the historians were writing that may have affected their conclusions?
  2. Make a chart—Historians, thesis, years—etc.