In this learning experience, the students will analyze multiple primary source documents as well as secondary information sources to understand this watershed event in Virginia and US History. The three men who will be studied in this experience ran away from their slave-holding captors and made their way to Fort Monroe. Upon arrival, military leadership at the fort claimed that the run-aways were enemy contraband and therefore could be confiscated by the Union forces. They were declared free through this war-time loophole and when the news spread, many other African Americans would soon start coming to Fort Monroe to claim their freedom as well. Students begin by examining the records of enslaved people who ran away “to the enemy” (Union forces). Finally, students will use a Cost/Benefit analysis chart to guide their analysis of secondary information sources and develop an understanding of the concepts of resistance and a working knowledge of the event of Mallory, Baker, and Townsend sparking one of the first blows to the system of slavery.
This collection uses primary sources to explore The Adventures of Huckleberry Finn by Mark Twain. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
One of the heroes of the Battle of Bunker Hill was Salem Poor, an African American. Black people fought on both sides during the American Revolution. Census data also reveal that there were slaves and free Blacks living in the North in 1790 and after. What do we know about African-American communities in the North in the years after the American Revolution?
About one-third of Patriot soldiers at the Battle of Bunker Hill were African Americans. Census data also reveal that there were slaves and free Blacks living in the North in 1790 and later years. What were the experiences of African-American individuals in the North in the years between the American Revolution and the Civil War?
The United States was founded on the principles of natural rights, equality, and classical republicanism, but how well did it actually live up to these ideals? In this lecture, Professor Rob McDonald of the US Military Academy at West Point describes the conflict between the ideals of the American Revolution and the unfortunate realities of the time.
This course provides a basic history of American social, economic, and political development from the colonial period through the Civil War. It examines the colonial heritages of Spanish and British America; the American Revolution and its impact; the establishment and growth of the new nation; and the Civil War, its background, character, and impact. Readings include writings of the period by J. Winthrop, T. Paine, T. Jefferson, J. Madison, W. H. Garrison, G. Fitzhugh, H. B. Stowe, and A. Lincoln.
Angelina Grimké. “Appeal to the Christian Women of the South”. Book excerpt, 1836. From TeachingAmerican History. https://teachingamericanhistory.org/document/appeal-to-christian-women-of-the-south/ (accessed January 19, 2022)Description: Grimke writes an anti-slavery tract.
This collection uses primary sources to explore Toni Morrison's Beloved. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.
Advanced-level students will write narratives from the perspective of slaves depicted in rare photographs, and then create a print depicting a moment from the narratives.
Students will learn about ancient styles of Roman portraiture and their influence on western European art, research and write a paper that compares Roman and American slavery, and produce an original sketch of a grave relief for a freed slave.
Students will investigate through primary and secondary sources the dynamics of the development of race relations in early colonial Virginia from court cases between 1640 to 1656. The story and cases of John Punch (1640), John Casor (1655), and Elizabeth Key Grinstead (1656) are known to be some of the first freedom suits in the Virginia colony. Students will then investigate slave codes from 1705 to determine how colonial officials justified the treatment of enslaved people.
The collection of documents brought together in this project begins to tell the story of the growth of Protestant religion among African Americans during the nineteenth century, and of the birth of what came to be known as the "Black Church" in the United States. This development continues to have enormous political, spiritual, and economic consequences. But perhaps what is most apparent in these texts is the diversity of ways in which that religious tradition was envisioned, experienced, and implemented. From the white Baptist and Methodist missionaries sent to convert enslaved Africans, to the earliest pioneers of the independent black denominations, to black missionaries in Africa, to the eloquent rhetoric of W.E.B. DuBois, the story of the black church is a tale of variety and struggle in the midst of constant racism and oppression. It is also a story of constant change, and of the coincidence of cultural cohesion among enslaved Africans and the introduction of Protestant evangelicalism to their communities.
Whether it be called the Civil War, the War between the States, the War of the Rebellion, or the War for Southern Independence, the events of the years 1861-1865 were the most traumatic in the nation's history. This curriculum unit will introduce students to several important questions pertaining to the war.
This course explores the causes, course, and consequences of the American Civil War, from the 1840s to 1877. The primary goal of the course is to understand the multiple meanings of a transforming event in American history. Those meanings may be defined in many ways: national, sectional, racial, constitutional, individual, social, intellectual, or moral. Four broad themes are closely examined: the crisis of union and disunion in an expanding republic; slavery, race, and emancipation as national problem, personal experience, and social process; the experience of modern, total war for individuals and society; and the political and social challenges of Reconstruction.
Nat Turner (1800–1831) was known to his local “fellow servants” in Southampton County as “The Prophet.” On the evening of Sunday, August 21, 1831, he met six associates in the woods at Cabin Pond, and about 2:00 a.m. they began to enter local houses and kill the white inhabitants. Over the next 36 hours, they were joined by as many as 60 other slaves and free blacks, and they killed at least 10 men, 14 women, and 31 infants and children. By noon of Tuesday, August 23, the insurgents had been killed, captured, or dispersed by local militia. Nat Turner alone escaped—until October 30, when he was caught in the immediate vicinity, having used several hiding places over the previous 9½ weeks. The next day he was delivered to the county sheriff and lodged in the county jail in Jerusalem (now Courtland), Virginia. There, from November 1 through November 3, he was interviewed by Thomas Ruffin Gray, a 31-year-old lawyer who had previously represented several other defendants charged in the uprising. Gray had witnessed the aftermath of the killings, interviewed other participants, and survivors, and had supplied written accounts to various newspapers. He was familiar with the outlines of Nat Turner’s life and the plot, and he was aware of the intense interest and the commercial possibilities of its originator’s narrative.
In the Confessions, Nat Turner appears more a fanatic than a practical liberator. He tells of being spoken to by the Holy Spirit, of seeing visions and signs in the heavens—”that I was ordained for some great purpose in the hands of the Almighty.” In Gray’s view, “He is a complete fanatic, or plays his part most admirably.”
On November 5th, Nat Turner was tried and condemned to be executed; on November 9th, he was hanged. On November 10th, Gray registered his copyright for the Confessions, in Washington, D.C. Within a week his pamphlet appeared, and it is estimated over 50,000 copies were sold in the next few months.
This electronic online edition is based on the first edition, published at Baltimore, MD, in November 1831.
In 1792, recent college graduate Eli Whitney moved to Georgia to work as a tutor on a plantation. There, Whitney learned that southern planters were eager to make cotton a profitable crop. Once cotton was picked from the field, seeds had to be removed from the cotton fiber by hand before cotton could be sold. This process was labor-intensive and time-consuming, and it limited the amount of cotton that planters, relying on the work of enslaved people, could produce.
Why was the Emancipation Proclamation important? While the Civil War began as a war to restore the Union, not to end slavery, by 1862 President Abraham Lincoln came to believe that he could save the Union only by broadening the goals of the war. Students can explore the obstacles and alternatives America faced in making the journey toward "a more perfect Union."
By the end of this section, you will be able to:Analyze the role slavery played in the history and economy of the British EmpireExplain the effects of the 1739 Stono Rebellion and the 1741 New York Conspiracy TrialsDescribe the consumer revolution and its effect on the life of the colonial gentry and other settlers
The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.
Who decides who among us is civilized? What rules should govern immigration into the United States? Whom should we let in? Keep out? What should we do about political refugees or children without papers? What if they would be a drain on our economy?
Students read William Shakespeare’s play The Tempest and write a short argument about who in the play is truly civilized.
Students participate in a mock trial in which they argue for or against granting asylum to a teenage refugee, and then they write arguments in favor of granting asylum to one refugee and against granting it to another.
Students read an Independent Reading text and write an informational essay about a global issue and how that relates to their book.
These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.
What role do national identity, custom, religion, and other locally held beliefs play in a world increasingly characterized by globalization?
How does Shakespeare’s view of human rights compare with that in the Universal Declaration of Human Rights?
Who is civilized? Who decides what civilization is or how it’s defined?
How do we behave toward and acknowledge those whose culture is different from our own?