Unit 3: Unit 3: Black Organizations, Literacy and Liberation

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

Knowledge:

? Evaluate the role that religious and political movements of the 18th century had on the development of abolitionist thinking.

? Analyze ways that Blacks fought to preserve their humanity and to develop a culture and institutions that reflected their own values and beliefs.

? Analyze forms of slave resistance.

Skills:

? Analyze primary sources representative of the social, political, economic and cultural perspectives of Blacks and African Americans, at the time.

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

? How have African American and African descendants fought for freedom and justice throughout history?

? In what ways have Africans, African Americans and African descendants shaped American society, economy, and culture?

3.1 The Age of Abolition: The Gradualist Period (1800–1830)
3.2 The Militant Period (1830–1840)
3.3 The Early and Late Political Periods (1840– 1860)
3.4 The Road to Freedom (1861–65)

Connecticut Elementary and Secondary Social Studies Standards

Dimension 2-Applying disciplinary concepts and tools

US.Inq.1.c. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of view represented in the sources, the types of sources available, and the potential uses of the sources.

US.Inq.3.b. Organize and prioritize evidence directly and substantively from multiple sources in order to develop or strengthen claims (e.g., detect inconsistencies).

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

CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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.9-12.1.RI.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account

CELP.9-12.4.L.6. Acquire and use accurate general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

From Teaching Hard History A 6–12 FRAMEWORK FOR TEACHING AMERICAN SLAVERY

Key Concept 5. Enslaved people resisted the efforts of their enslavers to reduce them to commodities in both revolutionary and everyday ways.

SUMMARY OBJECTIVE 11 Students will recognize that enslaved people resisted slavery in ways that ranged from violence to smaller, everyday means of asserting their humanity and opposing their enslavers.

11.F Everyday acts of resistance were common. These included working slowly, breaking tools, feigning illness, feigning ignorance to avoid work and running away for short periods.