Slavery in the South

Jennifer Karam

Utica City School District

Dr. Martin Luther King Jr. Elementary School

211 Square St. Utica, NY 13501

Introduction

Around 1600, Africans began to be shipped to North America as slaves. Slaves did most of the work where they lived. Most of them worked on plantations, while some became servants. Some people thought that slavery was wrong, while the majority of people thought that slavery was acceptable. Few slaves could marry, have a family, testify in court, or own property legally. Some slaves were able to make money to free themselves.

Task

In groups of four students, your task is to read the interviews of Reynolds, Hughes, Holmes, and Crockett. You may also access the internet to gain more understanding of the life of a slave in the South. If you choose to select another slave, please consult with teacher.

Your job is to gain a better understanding of their life growing up and living in the South. After your group has read the interviews and gained a better perspective of their life, your duty will be to:

Compare and contrast using a Venn Diagram or acceptable graphic Organizer on at least two of the slaves and their stories
Create a proposal that would have assisted them while living in South
Present a skit that portrays the life of the slave

· Remember to use the Web Quest Evaluation/Rubric to make sure you have accomplished your goal.

Links to view interviews

Interview with Reynolds

Interview with Hughes

Interview with Holmes

Interview with Crockett

Additional Links:

www.americanrevwar.homestead.com/files/civwar/slavery.html

www.southernslavery.com

www.eyewitnesstohistory.com/plantation.htm

www.besthistorysites.net

www.heresiarch.org/slavery

http://www.paperlessarchives.com/african-american_slave_testimo.html

http://www.buzzle.com/articles/slave-narratives.html

Process/Resources

You are to research Slavery in the South using the links and information provided below. Using this information you are to Compare and Contrast using a Venn Diagram or similar graphic organizer following the American History Public Policy Analyst Links below. Using your graphic organizer and proposal, you will create a skit highlighting one of the Slaves of the South.

AHPPA – American History Public Policy Analyst

· Step 1 – Identify the Problem

· Step 2 – Gather the Evidence

· Step 3 – Determine Causes

· Step 4 – Evaluate the Policy

Day One and Day Two:

You will be placed in groups and will access the internet using the computers in the lab.

Students will research Slavery in the South and concentrate on various individuals who were active speakers during that time

When research complete, students will read the interviews provided by the teacher and share among their group members what they have read

Examples of information to research: Dates, names of people, names of places, important events, and possibly outcomes of their life.

Day Three:

On the third day your group will create a Venn diagram or similar graphic organizer where you will compare and contrast at least two individuals associated with Slavery in the South.

Venn Diagram

Day Four and Five:

The last days you will put together a proposal by adding all the information you have collected and completed on your graphic organizers

Begin organizing skit with team members, Possibly making it a conversation among others in the group who will portray Slavery in the South

Day Six:

Your group will present proposal as well as perform your skit and/or conversation to the rest of the class on the sixth day. You will have 15-20 minutes for an oral presentation among your group.

All members must contribute and participate to the presentation

Evaluation

*RUBRIC*	1	2	3	4
Information is historically accurate	There are several factual errors in the research material	Most research is accurate.	Almost all of the research is accurate.	All research is accurate
Skit/Conversation follows assigned topic	Skit/Conversation makes no clear attempt to follow the assigned topic.	There is some attempt at following the assigned topic.	Most of the Skit/Conversation follows the assigned topic.	The Skit/Conversation follows the assigned topic.
Skit/Conversation is created in an organized and logical manner.	The Skit/Conversation is unorganized and hard to follow.	The Skit/Conversation is organized neatly and logically.	The Skit/Conversation is well-organized and carefully put together.	The Skit/Conversation is very well-organized and has been put together with great care.
Skit/Conversation creativity	There is little evidence of creativity in the Skit/Conversation The authors do not seem to have used much imagination.	The Skit/Conversation contains a few creative details and/or descriptions, but they distract from the Skit/Conversation The authors have tried to use their imagination.	The Skit/Conversation contains a few creative details and/or descriptions that contribute to the listener’s enjoyment. The authors have used their imagination.	The Skit/Conversation contains many creative details and/or descriptions that contribute to the listener’s enjoyment. The authors have really used their imagination.
Graphic Organizers	A graphic organizer wasn't used to compare and contrast.	The authors made two or three entries in the graphic organizer to compare and contrast the individuals	Three or more entries were used to compare and contrast the individuals	The author remembered to compare and contrast the two individuals connected to slavery.
Oral Presentation	No eye contact with audience, report is read from notes.	Minimal eye contact and presents information with illogical order which makes it hard to follow or understand. Still uses notes at times.	Consistent use of direct eye contact with audience. Very limited use of note reading. Audience is able to comprehend the speaker.	Holds attention of audience. Seldom looking at notes. Shows knowledge of the subject and speaker seems relaxed and in control.

Conclusion

A written conclusion is expected from each team after all the presentations. The Oral Presentation and conclusion will be graded separately from the graphic organizer and proposal.

New York State Standards

Social Studies

Standard 1

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Key Ideas:

· The study of NYS and US History requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.

· Important ideas, social and cultural values, beliefs and traditions from NYS and US history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

· Study about the major social, political, economic, cultural, and religious developments in NYS and US history involves learning about the important roles and contributions of individuals and groups.

· The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

Standard 2

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Key Ideas:

The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas,
social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives.
Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations.
Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.
The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time.

Standard 5

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Key Ideas

The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law.
The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government.
Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen’s rights and responsibilities.
The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.

English Language Arts Standards

Standard 1 - Language for Information and Understanding

· As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply and transmit information.

Standard 2 - Language for Literary Response and Expression

· Students will read and listen to oral and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3 -Language for Critical Analysis and Evaluation

· As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4: Language for social interaction

· Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Resources