How Did Slavery Impact Our Nation

How Did Slavery Impact Our Nation?

Marisa Adams and Mindee Brown

Table of Contents

Overview and Rationale……………………………………..

Teacher Background Information……………………………

Unit Planning Chart…………………………………………

Organization and Subject Matter Overview………………...

Goals and Objectives………………………………………....

Learning Activities Bank…………………………………….

Assessment………………………………………………....

Appendices……………………………………………………

Overview and Rationale

Social injustice has affected our society since the commencement of our nation. It is an issue that is frequently addressed by citizens of the United States. We feel that it is crucial to educate students on how to become active citizens who advocate social justice. In order to achieve this goal we feel it is important to focus on a specific historical topic relative to social injustice. The theme we have chosen for this unit is, “What impact has slavery had on our nation?”

No subject in the American past has incited greater discussion and inflamed more controversy than slavery. From the arrival of the first Africans at Jamestown in 1619, through the Emancipation Proclamation in 1863, to contemporary historical debates, the presence and enslavement of Africans has been defended, attacked and analyzed. ()

From this quote it is evident the impact slavery has had and continues to have on our nation. Since the beginning of anti-African American sentiment through our current modern society, slavery continues to be a controversial and conflicting issue. Slavery affects each individual living within the United States borders and throughout our world. We have focused on this social issue, because we want to instill in our students an understanding of past and present discrimination relating to race, and the division it created within our nation. Our motivation in developing this curriculum unit plan is to educate and encourage our students on how to become aware, concerned, and prepared to dissolve discrimination and social injustices relative to racial issues.

We feel that this theme of slavery closely aligns with the NCSS Standards, which are:

NCSS Strand II:

a) Demonstrate an understanding that different people may describe the same event, or situation in diverse ways, citing reasons for the differences in views.

c) Compare and contrast different stories or accounts about past events, people, places or situations, identifying how they contribute to our understanding of the past.

f) Use knowledge of facts and concepts drawn from history, along with elements of historical inquiry, to inform decision-making about and action-taking on public issues.

In our unit we plan to engage students in activities, which will help them view the past, present, and future with multiple perspectives and varying viewpoints. They will connect past experiences of slaves and understand the impact slavery has had on our society’s views and values. Overall they will develop the skills and abilities to become actively involved in their communities by becoming active, informed citizens.

We also feel that the following Utah core objectives appropriately fit our intentions for this unit plan.

Objectives

Standard 6

Objective 3:

Trace the development of social and political movements

Standard 11

Objective 2:

Examine the political divisions of the United States

Standard 4

Objective 1:

Analyze the role of leaders in the development of the New World

Standard 6

Objective 2:

Examine the reasons for the Civil War (abolition)

Standard 7

Objective 1:

Examine the development social and political movements

These objectives will help prepare students in their quest to becoming dedicated citizens to their individual communities. They will be able to critically analyze past events and trace the development of slavery as a social injustice.

This unit will be meaningful to the lives of students, because it will increase their level of tolerance and empathy toward those who are different from them. We hope it allows them to think with an open mind and develop a greater appreciation for diversity.

Teacher Background Information

Beginning in the late 17th century, African slaves began arriving in the tens of thousands through to the early 18th century. Slavery came to be an integral part of the plantation system (especially after the introduction of the cotton gin in 1793). From the late 18th century to the beginning of the Civil War, more than a million slaves were moved from the Eastern Seaboard to the Deep South, where many labored in the sugar and cotton fields. This huge internal slave trade, which often tore slave families apart, was the South's second largest enterprise; only the plantation system itself surpassed it in size.

In the Northern United States, humanitarian principles led to the appearance of theabolitionists. They fought for idealistic principles. The abolitionists in general tended to regard slavery as evil.
Even broader questions than slavery were raised; including the constitutional issue of states’ rights. The two sections became more and more hostile. The slave laws and the operations of the Underground Railroad all heightened the tension. The Underground Railroad consisted of different safe houses, which were a part of this secret system that aided slaves in their attempt to reach the North. Free blacks and sympathetic whites would help runaway slaves find food, shelter, transportation, and guide them on their trek.

Araminta Harriet Ross was born a slave in Dorchester County, Maryland in 1820 or 1821. She was the daughter of Benjamin Ross, and her mother, Harriet Greene. Harriet was unable to read or write and yet she made nineteen journeys back to the Southern States to help free over 300 slaves, moving them to the NorthernStates and Canada. Harriet was a courageous individual who experienced many dangerous situations. As stories of her bravery grew, she soon became known as "Moses," after the Biblical Moses who led slaves out of Egypt. Though she was a hero to slaves, her popularity endangered her. After years of escaping slave hunters, white slave owners posted a reward of $40,000 for her capture. With the help of her allies and well planned routes, Tubman was never captured and the reward was never collected. Harriet Tubman died on March 10, 1913. Her life will be a lasting example of the realization that all of us are created equal.

In addition to the Underground Railroad sporadic armed conflict erupted in Kansas and in the Harpers Ferry raid of John Brown. The struggle became more clearly defined as the Republican Party was formed with a definite antislavery platform.
In the victory of the Republican presidential candidate, Abraham Lincoln(1860), the South saw a threat to Southern institutions, and the Southern states in an effort to secure those institutions resorted to secession and formed the Confederacy. The Civil War followed, and the victory of the North brought an end to slavery in the United States. Lincoln's Emancipation Proclamation (issued in 1863, it declared all slaves in the Southern secessionist states free) was followed by other legislation, especially the Thirteenth Amendment to the Constitution.
The end of the Civil War did not completely solve the problem of slavery and resulted in the integration of former slaves into American life. Easily identified by the color of their skin, African Americans were subjected to segregation and other forms of discrimination practiced by most white Americans.

Unit Planning Chart

How have the effects of slavery impacted our nation today?

NCSS Strand II Time, Continuity, and Change
A)Demonstrate an understanding that different people may describe the same event, or situation in diverse ways, citing reasons for the differences in views.
C)Compare and contrast different stories or accounts about past events, people, places or situations, identifying how they contribute to our understanding of the past.
F)Use knowledge of facts and concepts drawn from history, along with elements of historical inquiry, to inform decision-making and action-taking on public issues.
Teacher Resources
-Encyclopedia
-History textbooks
-Internet / Student Literature
-Books on slavery
-Harriet Tubman and the Underground Railroad
-Slave Dancer
-Articles from the viewpoints of slaves / Oral Language
-role play perspective of a slave/plantation owners
-discussion/debate what is fair? / Written Language
-journal entry of a slave child
-resolution letters to the government
Social Studies
-What took place during the slave trade?
-How did Abraham Lincoln help bring our nation out of slavery?
-What happened to slaves on the plantations?
-Why were blacks so badly mistreated?
-How do slavery and racism relate?
-What part did the Underground Railroad play in the freedom of slaves?
-What slaves are in our world today? / Art
-Cotton art
-draw pictures of slave’s homelands
-map of plantation
-create Underground Railroad
-Create a ship / Music
-soul music
-talk about the lyrics of slave songs/how they related to clues along the Underground Railroad
-write a song about slavery and the time period
Science
-cotton plantation (harvested, grown, geography of land)
-health conditions / Physical Education/Movement and Health
-what physical effects did they endure
-game / Math
-ratio of slaves to white
-find percent of whites compared to blacks in the U.S.
-How many slaves did they fit on the ships to send over to America? / Technology
-PowerPoint presentations about slavery issues
-cotton gin-how it effected the economy
-visit the Underground Railroad websites
Field Trips/Guests
-descendant of a slave
-history teacher / Accommodations for Learners
ESL student
- draw pictures
- give time to translate assignment into English
- provide a tape
recording of a part of the lesson.
- write in their native tongue
- pair up with
an English speaking student / Assessment
- write a letter
- students devise a freedom plan, and teachers evaluates it.
- analyze an “I am from” poem
- write song lyrics
- class participation / Culminating Activity/Unit Projects
- Power point presentation on slavery
- Make a poster
about a specific topic related to slavery
- write a letter to their congressman, about their concern for modern day slavery

Classroom Set Up

Unit Planning Chart

Organization and Subject Matter Overview

Week 1 / Week 2 / Week 3 / Week 4
Topic / Introduction to Slavery / The Underground Railroad and Harriet Tubman / The Abolition of Slavery and Abraham Lincoln / Modern Day Slavery
NCSS Standard / Strand II: a) Demonstrate an understanding that different people may describe the same event, or situation in diverse ways, citing reasons for the differences in views.
c) Compare and contrast different stories or accounts about past events, people, places or situations, identifying how they contribute to our understanding of the past.
f) Use knowledge of facts and concepts drawn from history, along with elements of historical inquiry, to inform decision-making about and action-taking on public issues.
Utah Core Objective / Standard 6
Objective 3:
Trace the development of social and political movements
Standard 11
Objective 2:
Examine the political divisions of the United States / Standard 4
Objective 1:
Analyze the role of leaders in the development of the New World
Standard 6
Objective 3:
Trace the development of social and political movements / Standard 6
Objective 2:
Examine the reasons for the Civil War (abolition) / Standard 7
Objective 1:
Examine the development social and political movements
Learning Activities / Where did slavery begin? / Life of Harriet Tubman / Persecution of slaves in the South. / Division and segregation in the South.
What was life like on plantations? / Harriet Tubman’s role in the Underground Railroad / Americans political views of slavery. / Key individuals who fought against slavery, and for their civil rights.
What were the slave rules and laws they had to follow? / What was the Underground Railroad? / Abraham Lincoln’s role in the abolition of slavery. / What are Americans current views on slavery? Do you think slavery exists today?
The apparent need of slavery according to the geographic land features. / What Were the Dimensions of the Underground Railroad? / Timeline giving accounts of slavery and how it was abolished. / Where do you stand as an American citizen on this issue?
Differing viewpoints of slaves / The road to freedom. / Laws enacted in regards to slavery. / What will you do to help change and solve this problem?

Learning Activities Bank

Title of Lesson: From the Viewpoint of a Slave

Teacher: Ms. Brown

Date: October 10, 2003

Time Allotted: 45 minutes

Grade Level: 5th

Number of Learners: 25

Unit Theme: What Impact Has Slavery Had on Our Nation?

Standards Met: Strand II: Time, Continuity and Change; objectives a and c

Goal: Learners will be able to:

1. Demonstrate an understanding that different people may describe the same event, or situation in diverse ways, citing reasons for the differences in views (Strand II, objective a.)

2. Compare and contrast different stories or accounts about past events, people, places or situations, identifying how they contribute to our understanding of the past (Strand II, objective c.)

Objective: Given a variety of different slave accounts, a sample “I am from” poem, and the format to write an “I am from” poem, students will be able to identify and trace the development of social and political movements through the eyes of a slave.

Materials Needed:

-15-20 accounts of slaves from the website

-format for an “I am from” poem

-an example of an “I am from” poem

-Voices in the Park by

Motivation: Read the children’s book Voices in the Park by to the students’. Pause to explain differing perspectives and viewpoints. After reading the book ask students’ to share their perspectives on slavery.

Procedures:

1. Pass out a slave account to each student and ask them to read through it, paying

attention to the characteristics of individual slaves. Have students’ compare and contrast the lives they live to those of slaves.

1. Have students brainstorm a list of characteristics related to slaves that they gathered from reading the slave accounts. Ask them to consider all aspects of a slaves’ life.
2. Present a sample “I am from” poem to the students’ explaining the different sections that are included in their poem. For example: items found around the home, yard, plantation, names of relatives, food they eat, memories they have.
3. Explain the format of an “I am from” poem. Have student begin each stanza with “I am from…” and remind them to avoid rhyming in their poems.

5.Have students’ organize their ideas and then draft their poems.

1. Ask students’ to share their poems with the class.

Accommodations: (ESL student) Provide shorter slave accounts, so they are easier to read through. Allow student to write a shortened and condensed version of an “I am from” poem, leaving out certain sections if needed.

Closure: Discuss with students why people have different viewpoints. Explain to them that everyone has different experiences in their lives, which allows them to look at life in very diverse ways.

Assessment: Read and evaluate students’ “I am from” poems focusing on their ability to identify and trace the development of slaves’ ideas and perspectives throughout this political movement. Evaluate their perception of a slaves’ life by looking through their list of ideas and reading through their poems.

Extension: Have students write a personal “I am From” poem about themselves.

Teacher Reflection:

Title of Lesson: Who is Harriet Tubman?

Teacher: Ms. Brown

Date:October 10, 2003

Time Allotted: 30 minutes

Grade Level: 5th

Number of Learners: 25

Unit Theme: What Impact Has Slavery Had on Our Nation?

Standards Met: Strand II: Time, Continuity and Change; objectives a and c

Goal: Learners will be able to compare and contrast different stories or accounts about past events, people, places or situations, identifying how they contribute to our understanding of the past (Strand II, objective c.)

Objectives: Given an introduction to Harriet Tubman, learners will be able toanalyze the role of this leader in the development of the New World by writing a letter to her expressing their concerns and questions about slavery and the Underground Railroad. (Strand IV, objective 1.)

Materials Needed:

-costume resembling a southern farm girl

-The Value of Helping by Ann Donegan Johnson

-Map of the United States of America

-Format for friendly letter writing

- paper

Motivation: I will dress up like a southern farm girl and explain to the students that I helped slaves escape and flee to freedom in the north. I will explain to them that I am under the direction and leadership of a person referred to by some slaves as Moses, but we know her as Harriet Tubman; the conductor of the Underground Railroad. Continue to explain that this woman accomplished a great deal for her people, and expound on her life and accomplishments (referring back to the teacher background information in the unit plan.) Explain to the students that she experienced many hardships and had dangerous encounters when freeing slaves. If she were ever caught in the act of freeing slaves she would have been imprisoned and tried in court for a serious crime. Allow for students questions and comments.

Procedures:

1. Begin the lesson by giving students an overview of Harriet Tubman’s life by reading, The Value of Helping by Ann Donegan Johnson. Explain where this story takes place by pointing to the state of Maryland on the United States map as you read. Continue pointing out significant places on the map throughout the story. At the conclusion of the story discuss what was read and allow students to ask questions about the life of Harriet Tubman.
2. Ask students to think about their knowledge of slavery, Harriet Tubman, and the Underground Railroad. Have them brainstorm ideas and write them down on paper focusing only on these three topics.
3. After students have brainstormed a variety of different ideas, ask them to write a letter to Harriet Tubman. Explain that they can ask her any questions that are related to her life, slavery, and the Underground Railroad. In the first part of their letter have them focus on questions they might have for her, followed by their concerns and thoughts on slavery, and then conclude with their appreciation for what she has done for our country.
4. Allow them time to read through and correct mistakes in their writing. Then ask any volunteers to share their letters with the class.

Accommodations: (ESL student) Have student(s) follow the same lesson plan, but write a letter to Harriet Tubman in their native tongue. Then ask them to share their thoughts with you on an individual basis.