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26 lessons found; showing 10 per page, sorted by Title...
Showing Grade 8, Unit 7, American South: 1800-1850
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A Debate Against Slavery

http://edsitement.neh.gov/view_lesson_plan.asp?id=485

Description: One of the great tragedies of American history was the treatment of enslaved African-Americans. African slaves arrived with some of the earliest European settlers, and slavery had been a centuries-old institution in America by the 1850s. Disagreement over slavery was central to the conflict between the North and the South. The nation was deeply divided. In this lesson, students argue against slavery using evidence they gather from archival documents that are highlighted in the lesson. Standards 8.7.2 and 8.9.0

Author: EDSITEment

Lesson ID: 1563

A Point of View on Slavery: Slaveholders

http://www.archives.state.al.us/teacher/slavery/slave3.html

Description: This lesson studies slavery from the view of slaveholders. James A. Tait was a wealthy slaveholder in Wilcox County, Alabama. He recorded notes about his slaves, including births and family relationships, in a memorandum book. He also recorded his thoughts and advice to his children on the management of slaves and his plantation. As an amateur historian, it is your job to "read between the lines" to determine his beliefs about the institution of slavery and the nature of the enslaved peoples. Standards 8.7.2 and 8.7.3

Author: Alabama State Archives

Lesson ID: 14

Attitudes and Behaviors Regarding Slavery During the Colonial Period

http://www.history.org/history/teaching/attitude.cfm

Description: Slavery was institutionalized in the colony of Virginia between 1640 and 1662 primarily through laws enacted by the Virginia Assembly and approved by the Royal Governor and the British monarch. Beyond this basic framework, little is included in history books about slavery during this formative period. Historians tend, instead, to concentrate on the period of the anti-slavery movement, focusing on the activities of the abolitionists. It is, however, reasonable to conclude that the extremely harsh slave codes enacted in southern colonies and, later, in other states must have been developed in response to events that occurred in the seventeenth and eighteenth centuries. Standards 5.4.6, 8.1.1 and 8.7.2

Author: Willimasburg Foundation

Lesson ID: 111

Before Brother Fought Brother: Life in the North and South 1847-1861

http://edsitement.neh.gov/view_lesson_plan.asp?ID=289

Description: A complex series of events led to the Civil War. The lessons in this unit are designed to help students develop a foundation on which to understand the basic disagreements between North and South. Through the investigation of primary source documents - photographs, census information and other archival documents - students gain an appreciation of everyday life in the North and South, changes occurring in the lives of ordinary Americans, and some of the major social and economic issues of the years before the Civil War. Standard 8.6 general and 8.7 general

Author: EDSITEment, National Endowment for the Humanities

Lesson ID: 127

Comparative Labor Systems: Plantation Rules/Factory Rules

http://invention.smithsonian.org/centerpieces/whole_cloth/u2ei/index.html

Description: Using primary source materials and two essays, you will compare the rules governing work enforced on two plantations and in two factories during the 19th century. Compare: 1. the way time is organized on the plantation with the way time is organized in the factory 2. to whome the rules addressed The plantation rules contain more instructions for the care of slaves, as well as for the physical punishment of slaves, than the factory rules do. What does this tell us? How would you compare the factory and plantation rules to the rules of your school? Standards 8.6.1 and 8.7.2

Author: The Lemelson Center for the Study of Invention and Innovation, National Museum of American History

Lesson ID: 245

Denmark Vesey Insurrection (1822)

http://users.erols.com/bcccsbs/vesey.htm

Description: Telemaque ('Denmark') Vesey, lived in Charleston, South Carolina and was a carpenter by trade. He is credited with organizing a massive conspiracy among the African-American people of Charleston to seize the city and liberate those held in bondage. Review primary source materials from the Trial Record of the Vesey Insurrection and the rules of procedure established for the prosecution of the persons accused. Following a review of the trial record, the decide on the guilt or innocence of an individual accused and then discover the original outcome. Standard 8.7.2

Author: Avery Research Center for African American History and Culture

Lesson ID: 1130

Economy vs. Humanity: Exploring the Triangle Trade and the Middle Passage

http://www.thirteen.org/edonline/ntti/resources/lessons/h_economy/

Description: The Triangle Trade, though morally reprehensible, was integral to the growth of the economies of the United States and Great Britain. The last leg of that trek, known as the Middle Passage, retains the infamy of having been a horrific journey for Africans who had been free in their countries but were being enslaved in the Americas. The Middle Passage is synonymous with intense human suffering, degradation, and mortality. Through the video series, FREEDOM: A History of US and the companion Web site http://www.pbs.org/historyofus utilized in this lesson, students will explore the economic importance of the Triangle Trade and the experience of enslaved Africans who were forced to endure the Middle Passage. They will examine primary sources, such as written accounts of slave ship experiences, to understand the experiences of enslaved Africans, slaveholders, and abolitionists. Standard 7.11.3 and 8.7.2

Author: Adrienne J. Kupper, Thirteen Ed Online

Lesson ID: 343

Eli Whitney's Patent for the Cotton Gin

http://www.archives.gov/education/lessons/cotton-gin-patent/activities.html

Description: In Article I, Section 8, Clause 8, the Constitution empowers Congress "To promote the progress of science and useful arts by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries." This led to the deveopment of patent law. Patent law must carefully balance the rights of the inventor to profit from his or her invention (through the grant of a temporary monopoly) against the needs of society at large to benefit from new ideas. Standards 8.7.1 and 12.3.1 economics

Author: Joan Brodsky Schur, Village Community School

Lesson ID: 352

Families in Bondage

http://edsitement.neh.gov/view_lesson_plan.asp?ID=280

Description: This two-part lesson plan draws on letters written by African Americans in slavery and by free blacks to loved ones still in bondage, singling out a few among the many slave experiences to offer students a glimpse into slavery and its effects on African American family life. Through these letters, students explore some of the ways African Americans sought to overcome anguish and examine the emotional terrain of the people of the time. Standards 8.7.2 and 8.7.4

Author: EDSITEment, National Endowment for the Humanities

Lesson ID: 394

Fixing a Gin: Math and History at Your Desk

http://invention.smithsonian.org/centerpieces/whole_cloth/u2ei/index.html

Description: Explore the life of free black William Ellison, a successful businessman and mechanic in the south in the early 19th c. Ellison is an example of a slave who, because of his technological and business skills (as a cotton gin builder/repairer), was able to earn his freedom and enjoy substantial financial success. Standards 8.7.1 and 8.7.4

Author: The Lemelson Center for the Study of Invention and Innovation, National Museum of American History

Lesson ID: 409

26 lessons found; showing 10 per page, sorted by Title...
Showing Grade 8, Unit 7, American South: 1800-1850
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