Slavery as a Form of Racialized Social Control
How did racial hierarchy adapt and persist after Emancipation? Throughout its history, the United States has been structured by a racial caste system. From slavery to Jim Crow to mass incarceration, these forms of racialized social control reinvented themselves to meet the needs of the dominant social class according to the constraints of each era.
https://www.tolerance.org/classroom-resources/tolerance-lessons/slavery-as-a-form-of-racialized-social-control
The Amistad Comes to Life!
The story of the Amistad begins in 1839. The slave trade is illegal in many parts of the world -- but some slave traders pay no attention to the laws. In western Africa, Africans often kidnap their own to sell as slaves in other parts of the world
So it was, early in 1839 -- in a place called Mendeland (in the area that is known today as Sierra Leone) -- that a group of Mende Africans were kidnapped and transported to the African slave port of Lomboko. There a Portuguese slave trader purchased about 500 of the Africans and illegally transported them on the slave ship Tecora to Havana, Cuba. Nearly a third of the slaves died during the long trip -- some from malnutrition, others from beatings.
Upon arrival in Cuba in late June the slaves were separated and sold. Two plantation owners, Spaniards named Jose Ruiz and Pedro Montes, bought 53 of the slaves -- 49 men, one boy, and three girls. Ruiz and Montes packed their cargo and their slaves on board the schooner Amistad and set sail for their plantation at Port Principe, Cuba.
So it was, early in 1839 -- in a place called Mendeland (in the area that is known today as Sierra Leone) -- that a group of Mende Africans were kidnapped and transported to the African slave port of Lomboko. There a Portuguese slave trader purchased about 500 of the Africans and illegally transported them on the slave ship Tecora to Havana, Cuba. Nearly a third of the slaves died during the long trip -- some from malnutrition, others from beatings.
Upon arrival in Cuba in late June the slaves were separated and sold. Two plantation owners, Spaniards named Jose Ruiz and Pedro Montes, bought 53 of the slaves -- 49 men, one boy, and three girls. Ruiz and Montes packed their cargo and their slaves on board the schooner Amistad and set sail for their plantation at Port Principe, Cuba.
http://www.educationworld.com/a_lesson/lesson043.shtml
Emancipation Proclamation
It seems that a brief introduction to my LP seems to be called for. I've used this twice. Once at the HS level and last year in MS. It's sort of a mini "deep dive" into the Emancipation Proclamation. My objectives in designing this were three-fold: 1. After this lesson, students should be able to discuss the political and military conditions that led to the issuance of the Emancipation Proclamation. 2. After reading the document itself, students should be able to analyze in writing the meaning of the Emancipation Proclamation independently. And 3. after reading various public reactions to the proclamation, students should be able to discuss the different attitudes and viewpoints that people had towards the Emancipation Proclamation. Both times it seemed to work well. While the MS students had less formed opinions, and sometimes just regurgitated what others had said or wrote or said, the HS kids shined and really were able to think independently, and were clearly able to draw their own conclusions.
heaton.cis649.emancipationlp.docx | |
File Size: | 16 kb |
File Type: | docx |
North versus South in the 1800’s
Summary: By the end of the lesson, SWBAT compare and contrast the social, cultural, and geographic differences between the North and South before the Civil War. Key Points:
The North and South were very different geographically, culturally, and economically.
The South was very agrarian with huge plantations that required a lot of manpower.
The North was urban and full of cities and factories.
Abolitionists were found in the North.
The West was an area of conflict because people were passionate on whether those areas should be free or slave areas.
Vocabulary: North, South, Rural, Urban, Slavery, Abolitionist
The Essential Question: How did the differences between the North and South create conflict and war between the two regions?
The North and South were very different geographically, culturally, and economically.
The South was very agrarian with huge plantations that required a lot of manpower.
The North was urban and full of cities and factories.
Abolitionists were found in the North.
The West was an area of conflict because people were passionate on whether those areas should be free or slave areas.
Vocabulary: North, South, Rural, Urban, Slavery, Abolitionist
The Essential Question: How did the differences between the North and South create conflict and war between the two regions?
https://betterlesson.com/community/directory/ middle_school/social_studies