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Hidden Histories: Finding Enslaved Voices in 18th-century New England

by  Strawbery Banke Museum

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It can be difficult to find the voices of marginalized people in the primary source record.  This program introduces students to unique primary sources materials to help them see how deeper research can uncover information about enslaved people.  Students will examine an array of sources including court records, run-away ads and broadside advertisements to think critically about what can be learned from different types of evidence left behind.

Program Rating

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About This Program

Cost

Point to Point: $100.00
Point to Point Premium: $85.00


Strawbery Banke is offering flexible pricing that offers a pay what you can model for the 2020-2021 school year. When registering schools can tell the museum what they can pay (from $0 - $100 per program) and that request will be honored, with no questions asked.

Length

Flexible, 30 - 60 minutes


Target Audience

Education: Grade(s) 7, 8, 9, 10, 11, 12, Homeschool/Family

Minimum participants:

1

Maximum participants:

Maximum is 80 though for optimum interactivity, we suggest no more than 30 or one classroom.


Primary Disciplines

Social Studies/History, Literacy


Program Delivery Mode

Zoom



Booking Information

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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

Every attempt should be made to cancel a program at least 5 days before the program is scheduled. Any money exchanged will be refunded minus a $20 processing fee.

About This Provider

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Strawbery Banke Museum

Portsmouth, NH
United States

Strawbery Banke Museum, in the heart of historic downtown Portsmouth, New Hampshire, is a 10-acre outdoor history museum dedicated to bringing 400+ years of American history to life. Strawbery Banke Museum tells the story of the neighborhood called Puddle Dock, surrounding the tidal inlet. This neighborhood grew from seasonal hunting and fishing grounds of Indigenous Abenaki people to a wilderness outpost in the late 1600s and through cycles of maritime prosperity to become a multi-cultural "neighborhood of newcomers."  The museum is known for its first-person historical roleplayers, period gardens and landscapes, making history relevant to the present day and using the lives of ordinary Americans to tell extraordinary stories.

Contact:
Rebecca Coppola
bcoppola@sbmuseum.org
6034227541

Program Details

Format

1. Introduce Strawbery Banke Museum and the topic of slavery.
2. Introduce the primary sources to be used during the program.
3. Discuss how to use primary sources to extrapolate information such as dates and context.
4. Discuss the difficulties of using primary sources such as missing information, changes in idiomatic language and recognizing bias.
5. Read, analyze and discuss 3-4 sources relating to slavery in New England.
6. Draw conclusions about what can and cannot learn from these sources.
7. Time for questions.

Objectives

Students will:
- engage with unique New England source material for the discussion of slavery.
- analyze primary source material to gain a better understanding of different historical perspectives.
- practice clear communication and listening skills while participating in group discussions.
- use critical thinking to create historical interpretations from a variety of sources.

Standards Alignment

National Standards

CCSS.ELA-LITERACY.11-12.RH.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.11-12.RH.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.11-12.RH.4 -- Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS.ELA-LITERACY.11-12.RH.5 -- Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
CCSS.ELA-LITERACY.11-12.SL.1 -- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.6-8.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.6-8.RH.2 -- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.6-8.RH.4 -- Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.6-8.RH.6 -- Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
CCSS.ELA-LITERACY.6-8.RH.8 -- Distinguish among fact, opinion, and reasoned judgment in a text.
CCSS.ELA-LITERACY.7.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.7.SL.2 -- Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
CCSS.ELA-LITERACY.8.SL.1 -- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CCSS.ELA-LITERACY.8.SL.2 -- Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
CCSS.ELA-LITERACY.9-10.RH.1 -- Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.9-10.RH.2 -- Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-LITERACY.9-10.RH.4 -- Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
CCSS.ELA-LITERACY.9-10.RH.5 -- Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
CCSS.ELA-LITERACY.9-10.SL.1 -- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

From the C3 Framework for Social Studies:
D2.His.1.6-8 .Analyze connections among events and developments in broader historical contexts.
D2.His.3.6-8. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.
D2.His.4.6-8.Analyze multiple factors that influenced the perspectives of people during different historical eras.
D2.His.5.6-8 Explain how and why perspectives of people have changed over time.
D2.His.6.6-8. Analyze how people’s perspectives influenced what information is available in the historical sources they created.
D2.His.10.6-8 Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.
D2.His.12.6-8 Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources.

D2.His.4.9-12 Analyze complex and interacting factors that influenced the perspectives of people during different historical eras
D2.His.5.9-12 Analyze how historical contexts shaped and continue to shape people’s perspectives.
D2.His.6.9-12. Analyze the ways in which the perspectives of those writing history shaped the history that they produced.
D2.His.7.9-12.Explain how the perspectives of people in the present shape interpretations of the past.
D2.His.8.9-12 Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time.