You have seen the orgins of slavery, the growth of slavery, aspects of slave life during antebellum America, slave narrtivees, justifications for slavery, the impact of King Cotton, responses to slavery, the Underground Railroad, the development of the abolition movement, and the actions of various abolitionists – WOW!
Now, it’s time to CREATE and CURATE. Use the instructions and rubrics for the Found Poetry and Slavery Curation assignments very carefully – and get working! Push yourself to create something amazing and curate as if you were working for a digital musuem!
Abolitionists – After your meet and greet, consider the proposals for the Convention detailed on the Agenda. After a bit of lobbying, post your top three choices for the movement using the form below:
How did the movement to end slavery begin? What were some of the ideas and methods of the major abolitionists? What was the impact of the abolition movement? All good questions, right? To get an overview of the abolition movement and to lead into our next class activity, use …
… to respond to the “I can” statements and take a few notes . Once you are done, use the ABC-CLIO research (usmstudent, historyrules) list to find out about the abolitionist that you play in your next class. Make sure you can explain who why you opposed slavery, what you did in the movement, and the impact of your actions. You should also post your picture and a “catch phrase” on your period’s Abolitionist Bulletin Board – Abolition1 / Abolition2 / Abolition3 / Abolition4 / Abolition5
The most powerful and important commodity in all of American history? In the 1800s, it wasn’t gold, nor silver, nor coffee, nor computers, nor oil … it was cotton. Or at least it has been argued that the white fluffy fiber was “the most important determinant of American history in the nineteenth century” (George Dattel). We will begin class with the story of “white gold”, seeing how is became “King Cotton” and entrenched slavery in the Deep South of the United States. You can also take a look at an example of your curation assignment – King Cotton.
The second part of class is dedicated to how slaves would respond to their servitude. We will begin by taking a look at “The Decisions the Slaves Made” and see some decisions that were made in the 19th century. We will then develop our own list of responses, examining the pros and cons. Finally, you can explore “The Underground Railroad – Escape from Slavery”. Take a look at the sections called “Escape!” and “Reaching Safety” to get a better idea about what the trip was like and what happened once the runaways made it to the North.Finally, make sure you read over the “Myths of the Underground Railroad”.
Want more on resistance? Check out …
Escape – Slave Resistance and Revolts from Digital History
Day to day Resistance – Slave Resistance (paragraph 1) from the National Humanities Center, Day to Day Resistance from about.com, Slave Resistance and Revolts from Digital History
Violent Insurrection – Slave Rebellions from PBS, Slave Rebellions from NPS, Slave Resistance (paragraph 3) from the National Humanities Center
STATIONS – MONDAY 11/10 & TUESDAY 11/11
Online copies of all station demonstrations are available onGoogle Classroom.
POETRY IN SLAVERY AND SLAVERY IN POETRY – WEDNESDAY 11/12 & MONDAY 11/17
Click here for more on Slavery in Poetry.
UNCLE TOM’S CABIN - TUESDAY 11/18 & WEDNESDAY 11/19
Click here for more on Uncle Tom’s Cabin.
CURATION AND CREATION
Click here for more on Curation (Your Station) and Creation (Found Poetry).
Hopefully our introduction this afternoon set the stage for a successful experience learning about a very important, sensitive, controversial, and essential topic in America’s story. This weekend, the good Doctor and I would like for you to get an overview about the origins and growth of slavery in America by reading “The Origins and Growth of Slavery in America” PDF (if you want to print it). As you read, take a look at the key terms in red, examine the maps and charts, and think about the focus question of the reading –
How did slavery come to America, and why did it grow in the 1800s?
After you have completed the reading, develop a list of questions that your would like to answer (or have help getting answered) over the next cycle of classes in American Studies. Please post your questions in this form!
Hey innovators – the executives at AHR! Cool Tools for School have their opinions, but what about you? As a young historian, what did you think of each of the cool tools? Provide your feedback in the correct section.
Cool Tool innovators, next class is go time – the time you get to prove you have what it takes to work for American history rules cool tools for schools. Co-President Mussoline and I are fired up to see what you have created, and we expect to be amazed by your engaging methods of history instruction about “The Growing Nation”. Make sure you consult the Growing Nation Cool Tools rubric carefully so that you know what the expectations are – and remember, you came up with most of the expectations! In addition, please submit your Cool Tool title in this form!
Cool tool creators – it’s your final round of historical chunks as we end our examination of the years of the growing nation between 1800 and 1850. Manifest Destiny is the key concept for this group of readings and videos, so take a look at the fun resources and complete the last quiz. (available on MyUSM I’ll put all the quiz scores together into one big huge fun grade – sound good?
We are creating the rubric for your Cool Tools for School, so make sure you consult that over the weekend and next week when you assemble your tool for presentation. In addition, I created a Growing Nation Summary Rubric for your written summaries. Carefully consult the expectations for oh yeah, and shoot for it!
You’ll have time and one more class to work on your cool tools, and then it’s presentation time. The co-presidents of American History Rules! Cool Tools for Schools, Mr. Mussoline and I, are very excited to see what you have to present next week!