Interpreting Diaries of the American South

http://www.learnnc.org/lessons/sky82844252004264

Description: After reading a diary from one of those provided in the archive Documenting the American South students use a visual means of displaying their interpretation of the lives of people in the south before, during, and after the Civil War. Visual presentations will be one of the following: shadow box, poster, PowerPoint using drawings done by the student, brochure, or presenting an item that would have been used during the time that their diary was written. Standard 8.7.2, , 8.7.4, 8.10.7, and 8.11.3 and 8.11.4

Author: Rhonda Sneeden, University of N. Carolina

Lesson ID: 1543

Inventing the Cotton Gin? A Class Debate

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

Description: The simple historical statement found in most social studies textbooks tells us "Eli Whitney invented the cotton gin." After reading the student essay "Why A Plantation?" and the stories of four claims to the gin's invention, you will debate who actually did invent the cotton gin. Through this debate, perhaps you will find that simple historical statements, such as this one, may be more complex than they first seem. Following the debate, you will discuss the nature of invention, the importance of history, and the nature of historical evidence. Standards 8.7.1 and 8.12.9

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

Lesson ID: 578

Life in Rural Louisiana During the 1800's

http://asterix.ednet.lsu.edu/~edtech/webquest/laRural.htm

Description: Explore virtual museums and artifacts from Louisana's history and rewrite a modern children's story to make it authentic to the historical period. Standards 8.7.1, 8.7.2 and 8,7,3

Author: Susan Crowther and Judy Ordoyne, Louisiana State University

Lesson ID: 664

Middle Passage According to Olaudah Equiano

http://www.learnnc.org/lessons/mmcglinn972004985

Description: Olaudah Equiano is perhaps one of the most well-known abolitionist writers and former slaves to live in America. His narrative has been digitized as a part of the Documenting the American South North American Slave Narratives collection. His vivid retelling of his trip onboard a slave ship bound for the New World illustrates the horrific and dehumanizing experience. Standard 8.7.2

Author: Regina Wooten, University of North Carolina

Lesson ID: 1353

Remembering Slavery

http://www.thinkport.org/Tools/ContentViewer/ContentPreview.aspx?ContentID=0fe4bd06-f7de-47bf-97b7-44d46bf80769&stv=0

Description: While many people were discovering new freedoms and opportunities in colonial Maryland, others were finding that the New World only offered a lifetime of slavery. Find out how slavery arrived and grew in colonial Maryland. Standards 5.4.6 and 8.7.2

Author: , Maryland Public Television and Johns Hopkins University Center for Technology in Education

Lesson ID: 319

Slave Code of 1833

http://www.archives.state.al.us/teacher/slavery/slave1.html

Description: Laws were passed to regulate slavery after Alabama became a territory and then a state. The antebellum legal status of slaves and "free persons of color" in the state of Alabama was defined and codified in the Slave Code of 1833. The primary source documents in this lesson discuss runaways, emancipation, sale, and other matters pertaining to slaves and free Blacks, giving a real understanding of how "democratic society" in the South really worked until the Civil Rights Movement. Vestiges of these laws are recognizable in the Jim Crow laws after the Civil War. Standards 8.7.2, 8.7.4, 8.11.3 and 11.1.4

Author: Alabama State Archives

Lesson ID: 955

Slavery: Point of View of Former Slaves

http://www.archives.state.al.us/teacher/slavery/slave2.html

Description: Here is your chance to be an amateur historian as you read and analyze oral accounts of slavery form those who lived it. These oral histories were done in the 1930's as part of the Federal Writer's Project. Standards 8.7.2, 8.9.6 and 8.11.3

Author: Alabama State Archives

Lesson ID: 959

The Amistad Case

http://www.archives.gov/education/lessons/amistad/

Description: Write an article for an 1841 newspaper describing the decision of the Supreme Court in the Amistad case. Research the provisions of the Congressional Act of March 19, 1819, for background information recognizing the differences in sectional reactions to the case. Standards 8.7.2 and 8.9.1

Author: National Archives

Lesson ID: 1016

The Amistad Case

http://www.yale.edu/glc/curriculum/amistad/lesson.html

Description: Students analyze the Amistad case, using primary materials to examine the manner in which the enslaved Africans were portrayed by both sides in attempt to curry popular favor. Standards 8.7.2 and 8.9.1

Author: Dennis Fox, James Heaney, David Kersey, Vicki Memminger, Fran Martino Smith, The Gilder Lehrman Center for the Study of Slavery, Resistance and Abolition

Lesson ID: 1018

The Historian's Sources: Documenting Slavery

http://lcweb2.loc.gov/ammem/ndlpedu/lessons/psources/pshome.html

Description: Using primary sources related to slavery and the Civil War, learn how to distinguish between primary and secondary sources, assess the credibility of primary sources, and use a variety of primary sources to clarify, elaborate, and understand an historical period. Standard 8.7.2 and Analysis Skills Research, Evidence and Point of View

Author: Social Science Education Consortium, American Memory

Lesson ID: 1041