Unit 2: Unit 2: Resistance and Overcoming Slavery

For this Unit of Study, students will know and be able to...

Knowledge:

• Evaluate the scope of African American slavery in Connecticut and in the U.S.

• Analyze the laws and statutes that established, upheld, and abolished slavery

• Analyze how the institution of slavery was fundamental to the beliefs of American Society about race

• Evaluate ways that Black people demonstrated agency, resistance, and innovation over time

Skills:

• Cite specific evidence and laws to illustrate the beginnings of slavery in Connecticut, the Caribbean and the Americas, its growth during the pre?revolutionary period, and the gradual abolition of slavery during the post-revolutionary period

• Analyze and use primary sources, such as CT-based “slave narratives,” census data, probate records, property records, and other manuscripts to retell the life of enslaved individuals in CT and their collective impact in the USA

For this Unit of Study, to support self-discovery, identity development, and civic preparedness/actions, students will explore…

• How did the institution of slavery develop in the Americans (and specifically in Connecticut) and what was its impact on American society?

• How did some African Americans demonstrate their agency and resistance to slavery during this time period?

2.1 Slavery and Freedom in Their Own Words
2.2 Agency and Resistance: Fort Mose and Haiti
2.3 Understanding Slavery as an Institution in Connecticut: Laws and Census Data

Dimension 2 Applying disciplinary concepts and tools

US.Inq.3.a. Gather relevant information from multiple sources representing a wide range of views and mediums while using the origin, authority, structure, context, and corroborative value to guide the selection of credible sources.

US.Inq.3.c. Refine claims and counterclaims by pointing out strengths and limitations of arguments and explanations (e.g., precision, significance, knowledge conveyed).

From CT Core Standards for English Language Arts (i.e., Reading, Writing, Listening, Speaking)

CCSS.ELA-Literacy.RH.11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CCSS.ELA-Literacy.RH.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CCSS.ELA-Literacy.WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

CCSS.ELA-LITERACY.WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.

From CT English Language Proficiency (CELP) Standards (i.e., Reading, Writing, Listening, Speaking and Language)

CELP.9-12.2. W.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

From Social Justice Standards from “Learning for Justice”

Identity

4. Students will express pride, confidence and healthy self-esteem without denying the value and dignity of other people.