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From Plantation to Shipyard: The Many Forms of Slavery

by  Maryland Center for History and Culture

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During this live, interactive distance learning program, students will learn about the many different forms of enslavement that existed throughout the United States. By examining original historical evidence pulled from the  Maryland Center for History and Culture’s  collections, students will gain a deeper understanding of the living and working conditions experienced by enslaved Africans and African Americans. Students will analyze census data, and discover how slavery in urban and rural areas differed. Throughout the program students will be exploring oral histories, paintings, artifacts, and multi-media clips. From tobacco plantations to the shipyards of Baltimore, students will learn about the diverse experiences of enslaved African American in the United States.

Program Rating

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About This Program

Cost

Point to Point: $125.00
By Request: $125.00



Length

50- 60 minutes


Target Audience

Education: Grade(s) 4, 5, 6, 7, 8, 9, 10

Minimum participants:

5

Maximum participants:

40


Primary Disciplines

Language Arts/English, Literacy, Reading, Social Studies/History


Program Delivery Mode

Videoconference – Webcam/desktop (Zoom, Google Meet, Cisco WebEx, GoToMeeting, Microsoft Teams, etc...)
Zoom



Booking Information

Programs are offered Tuesday through Friday.

Book it!

Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

We will not charge for programs cancelled due to nature i.e. snow days. The full fee will be charged to sites which cancel with less than 24 hours notice.

About This Provider

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Maryland Center for History and Culture

Baltimore, MD
United States

The Maryland Center for History and Culture offers dynamic, interactive programs on topics in United States history for K-12, collegiate, and adult audiences. By exploring and discussing original historical evidence, including documents, images, artifacts, and audio and video clips, participants draw conclusions about important compelling questions about our nation's past.

Contact:
Tyler Osborne
tosborne@mdhistory.org
410-685-3750x378

Program Details

Format

1. This program begins with a discussion about the institution of enslavement and what the students already know.
2. The students will explore different examples of primary sources and learn how historians use them.
3. Participants analyze oral histories and drawings about the living and working conditions on a Maryland plantation.
4. Participants analyze a piece of Fredrick Douglass’ autobiography.
5. We discuss how the living and working conditions in an urban setting compare to the conditions endured by enslaved people living and working in a rural setting.
6. We will revisit the first discussion we had as a group and examine how our understanding of slavery has changed.
10. Time will be allowed for questions and answers.

Objectives

The participant will:
- explore the many forms enslavement that existed within Maryland and the United States.
- compare the experiences of enslaved people living in urban and rural settings.
- engage in a discussion about what it meant to be enslaved in the state of Maryland.
- develop an appreciation for using original historical evidence, including oral histories.

Standards Alignment

National Standards

CCSS.ELA-LITERACY.8.RI.1 -- Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.8.RI.2 -- Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
CCSS.ELA-LITERACY.8.RI.6 -- Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.This program can be adapted for various grade levels. Outlined below are the 8th grade benchmarks and standards met by this program.

UNITED STATES HISTORY CONTENT STANDARDS
Era 2: Colonization and Settlement (1585-1763)
-- Standard 3: How the values and institutions of European economic life took root in the colonies, and how slavery reshaped European and African life in the America
Era 4: Expansion and Reform (1801-1861)
-- Standard 4: The sources and character of cultural, religious, and social reform movements in the antebellum period

C3 FRAMEWORK FOR SOCIAL STUDIES
D2.Eco.1.6-8. Explain how economic decisions affect the well-being of individuals, businesses, and society.
D2.His.1.6-8. Analyze connections among events and developments in broader historical contexts.
D2.His.4.6-8. Analyze multiple factors that influenced the perspectives of people during different historical eras.
D2.His.10.6-8. Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.
D2.His.16.6-8. Organize applicable evidence into a coherent argument about the past.
D3.1.6-8. Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
D3.3.6-8. Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations.
D4.1.6-8. Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.

Common Core Standards for Literacy
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.
RI.8.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

State Standards

MARYLAND CONTENT STANDARDS:
3.A.1.c Analyze thematic maps to determine demographic and economic information about a region
5.C.4 Analyze the institution of slavery and its influence on societies in the United States
5.C.4.b Analyze the experiences of African-American slaves, and free blacks