WebQuest Adapting
Project History
Mr. Broadbent gbroadbent@uticaschools.org
U.S. History 11 Proctor High School
Slavery
“We hold these
truths to be self-evident, that all men are created equal, that they are endowed
by their Creator with certain unalienable Rights, that among these are Life,
Liberty and the pursuit of Happiness.--That to secure these rights, Governments
are instituted among Men, deriving their just powers from the consent of the
governed, --That whenever any Form of Government becomes destructive of these
ends, it is the Right of the People to alter or to abolish it, and to institute
new Government, laying its foundation on such principles and organizing its
powers in such form, as to them shall seem most likely to effect their Safety
and Happiness.”-Declaration of
If “all men
are created equal,” why is that we have a history of inequality in the United
States? What are the different views on
slavery? How did those enslaved and
those who were the enslavers view the institution of slavery?
Introduction of Historical Context:
The
institution of slavery had been a way of life for many people in early american
history until the abolition of slavery with the 13th Amendment. Citizens
have had a range of views and dependencies on slavery. Article
I., Section 9, Clause 1 of the US Constitution reads as
follows: "The migration or importation of such persons as any of the
States now existing shall think proper to admit shall not be prohibited by the
Congress prior to [1808]; but a tax, or duty,
may be imposed on such importation, not exceeding ten dollars for each
person."
Task:
·
Students will use the internet to do three additional readings, which
will consist of a slave’s account of slavery, a slave owner’s account of
slavery, and an abolitionist account of slavery using the links provided to the
students.
·
Students
will write a 1-2 page essay comparing and contrasting the different perspectives
of a slave’s
account of slavery, a slave owner’s account of slavery, and an abolitionist
account of slavery using the links provided to the students.
Goals and objectives
·
Students
will analyze document of accounts of different perspectives of the institution
of slavery.
·
The
class will read first-hand accounts together.
·
Students will
research view of slavery of all parties involved both on the internet and
through articles attached by hyperlinks (Articles).
· Students will write an essay comparing and
contrasting the views of slavery from the perspectives of all sides in the
slavery issue.
· Students will give an oral presentation of their
understanding of how slavery was viewed by people of the time period of slavery
in the United States.
Process:
·
Students will read close read silently. Henry Clay Bruce,
·
Class will read close read together. Henry Clay Bruce,
·
Class will analyze and discuss close read. Henry Clay Bruce,
·
Students
will go to the following links to read accounts on the slavery perspectives:
http://www.spartacus.schoolnet.co.uk/USAslavery.htm
The Resources
·
http://www.sonofthesouth.net/slavery/index.html
·
http://www.mrcseeds.com/cotton-seeds/MRC_SEEDS.html
·
http://www.spartacus.schoolnet.co.uk/USAslavery.htm
·
http://www.pbs.org/wnet/slavery/
·
http://xroads.virginia.edu/~HYPER/wpa/wpahome.html
·
http://webinquiry.org/examples/slave/index.htm
·
http://memory.loc.gov/ammem/snhtml/snvoices00.html
·
http://www.hstg.org/online/html/1689.html
·
http://memory.loc.gov/ammem/collections/voices/vfssp.html
·
http://www.pocanticohills.org/civilwar/latisha.htm
·
http://www.sjsu.edu/faculty/watkins/barrow.htm
·
http://www.archives.state.al.us/teacher/slavery/lesson2/doc1.html
·
http://www1.assumption.edu/users/lknoles/douglassproslaveryargs.html
·
http://www.yale.edu/glc/archive/1057.htm
·
http://www.yale.edu/glc/archive/1056.htm
·
http://www1.assumption.edu/users/lknoles/douglasswritingasarg.html
·
http://www.pbs.org/wgbh/aia/part4/4h3439t.html
·
http://www.pbs.org/wgbh/aia/part4/4p2956.html
·
http://www.pbs.org/wgbh/aia/part4/4h3141t.html
Evaluation:
Score of 5:
• Thoroughly develops all aspects of the
task evenly and in depth by comparing and contrasting the
different perspectives of a
slave’s account of slavery, a slave owner’s account of slavery, and an
abolitionist account of slavery using the links provided to the students.
• Is more analytical than descriptive (analyzes,
evaluates, and/or creates information)
• Richly supports the theme with relevant facts,
examples, and details
• Demonstrates a logical and clear plan of
organization; includes an introduction and a conclusion that are beyond a
restatement of the theme
Score of 4:
• Develops all aspects of the task but
may do so somewhat unevenly by discussing two perspectives of slavery more
thoroughly than for the third group
• Is both descriptive and analytical (applies,
analyzes, evaluates, and/or creates information).
• Supports the theme with relevant facts, examples,
and details.
• Demonstrates a logical and clear plan of
organization; includes an introduction and a conclusion that are beyond a
restatement of the theme
Note: At
score levels 5 and 4, all components should be developed.
Score of 3:
• Develops all aspects of the task with
little depth or develops at least two perspectives
of the task in some depth
• Is more descriptive than analytical (applies, may
analyze, and/or evaluate information)
• Includes some relevant facts, examples, and details;
may include some minor inaccuracies
• Demonstrates a satisfactory plan of organization;
includes an introduction and a conclusion that may be a restatement of the
theme
Score of 2:
• Minimally develops all perspectives of
the task or develops at least two perspectives of the task
in some depth
• Is primarily descriptive; may include faulty, weak,
or isolated application or analysis
• Includes few relevant facts, examples, and details;
may include some inaccuracies
• Demonstrates a general plan of organization; may
lack focus; may contain digressions; may not clearly identify which aspect of
the task is being addressed; may lack an introduction and/or a conclusion
Score of 1:
• Minimally develops some aspects of the task
• Is descriptive; may lack understanding, application,
or analysis
• Includes few relevant facts, examples, or details;
may include inaccuracies
• May demonstrate a weakness in organization; may lack
focus; may contain digressions; may not
clearly identify which aspect of the task is being
addressed; may lack an introduction and/or a
conclusion
Score of 0:
·
Fails to develop
the task or may only refer to the theme in a general way; OR includes no
relevant facts, examples, or details; OR includes only the theme, task,
or suggestions as copied from the documents; OR is illegible; OR is
a blank paper
Standards:
Social Studies
Standard
1: History of the
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
Standard 5: Civics, Citizenship, and Government
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.
The
Conclusion: