Author:
Connecticut Department of Education
Subject:
Arts and Humanities, U.S. History, World History
Material Type:
Lesson Plan
Level:
High School
Grade:
9, 10, 11, 12
Provider:
CT State Department of Education
Tags:
Language:
English
Media Formats:
Text/HTML

Lesson 3.2: The Militant Period (1830-1840)

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

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: 

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: 

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.