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