Lesson 3.2: The Militant Period (1830-1840)
Overview
Big Ideas/Topics to be Addressed, including Key Concepts and Terms
Nat Turner
Underground Railroad
Harriet Tubman
La Amistad (1839-1841)
Vocabulary: Militant, sectionalism, defining race riot
Materials/Resources/Speakers
Born in Struggle, 1819-1860: The formation of Black community
Gendered Resistance: Women, Slavery, and the Legacy of Margaret Garner on JSTOR
Stamped from the Beginning, The Definitive History of Racist Ideas in America, Ibram X. Kendi https://www.ibramxkendi.com/stamped-from-the-beginning
Walker’s Appeal Walker's Appeal
Beneath the Underdog, Race, Religion and the Trail of Tears, by Patrick Minges
Documenting the South: "North American Slave Narratives" collects
Beloved, Jonathan Demme
The Amistad The Amistad
https://www-jstor-org.ccsu.idm.oclc.org/stable/27772015?seq=4#metadata_info_tab_contents
John Quincy Adams and the Amistad case, 1841 | Gilder Lehrman Institute of American History
Teaching the Amistad https://www.educationworld.com/a_curr/curr044.shtml
Recommended Learning Activities, including UDL Principles/Scaffolded Supports and Asynchronous and Synchronous Learning Opportunities, modeling guided reading:
Guided Practice (as needed): Teacher models primary source analysis for students using: https://www.gilderlehrman.org/history-resources/spotlight-primary-source/john-quincy-adams-and-amistad-case-1841, other strategies:
SOAPSTone: https://bit.ly/3ywB0Wc
APPARTS: https://bit.ly/37nEv5q
HIPP : https://bit.ly/3im45Ou
In this lesson, students analyze how African descendants organized and fought for freedom from slavery using historical accounts of race riots from 1830-1840.
Day 1 Nat Turner Slave Rebellion: Justified or Unjustified?
Initiation: Students watch a 10 minute video and take notes to assist them in constructing a response to answer: Justified or Unjustified? https://www.youtube.com/watch?v=4Oad2tY-RPc&feature=emb_logo
Activity: Case study in pairs or small groups, where students discuss their initial thoughts on Nat Turner Slave Rebellion: Justified or Unjustified? then, explore primary sources. Students are encouraged to justify claim using strong evidence from sources below:
Closure/Evidence of Learning: Students share their claims and evidence using poetry, writing, sketch, or other medium.
Day 2 Amistad Rebellion
Initiation: Set the stage for activities by providing a brief synopsis of the Amistad voyage (e.g., The Amistad Case | National Archives). Describe the significance in Connecticut, the New Haven port and the Amistad trials.
Activity:
Gallery Walk. In groups, students walk around the classroom to view pieces of art Lesson plan: Six murals tell the story of La Amistad and the African slave trade | Lesson Plan | PBS NewsHour Extra
Students write down what they see, and any ideas/feelings that come to mind as they view each mural.
Students return to seats and write a reflection in their journal (option to use compass activity at this time).
Watch edpuzzle clips:
https://edpuzzle.com/media/61a789ccb1f3034314b2deae (Cinque “Give Us Free”)
https://edpuzzle.com/media/5bae239aadbf9f409b848c63 (John Quincy Adams: nature of mankind)
https://edpuzzle.com/media/5bae230876e1a640a89c50e2 (JQA reference to the Declaration of Independence as justification to free the captive Africans).
Read: “The Amistad Comes to Life”.
Closing: Think pair share: Students independently identify 3 facts they learned in the lesson and reading.
Day 3 Underground Railroad and Harriet Tubman
Initiation: Teacher gives quick reminder of Harriet Tubman (can read from the Harriet Tubman: Topics in Chronicling America Summary found at Research Guides: Harriet Tubman: Topics in Chronicling America: Introduction). Then, students use Analyzing Images Protocol Teaching Strategy: Analyzing Images | Facing History to analyze sketches of Harriet Tubman using newspaper primary source found at The San Francisco call. [volume] (San Francisco [Calif.]) 1895-1913, September 29, 1907, Page 14, Image 14.
Activity: Students examine the motives for and consequences of traveling the Underground Railroad and the influence of geography and politics. Mapping the Underground Railroad found at Harriet Tubman and the Underground Railroad | NEH-Edsitement.
Closing/Evidence of Learning: Students detail one route of Underground Railroad via map or storyboard.
Home Links/Reflections to Affirm Identity
Reflect on how the past is connected to the present, what are some events that happened during this time period that are similar to present-day events (i.e., civil rights leaders and movement, Afro-centric feminists, Black Lives Matter movement, etc.).
Options for Content Continuity Across History Courses and Interdisciplinary Integration
The Black Seminole Revolt - and enslaved Blacks
How Native American Slaveholders Complicate the Trail of Tears Narrative
John Horse: Black Seminole Indian Leader Against Slavery
Personal Sacrifice (Margaret Garner, Beloved) (sensitive content, could be trigger for some students)
Extensions/Experiential Opportunities
Watch and discuss Amistad movie
http://teachwithmovies.org/amistad/#unique-identifier
Analyze historical slave documents, Library of Congress https://www.loc.gov/item/mesn001
Explore the CT Freedom Trail