Teaching About Slavery

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Teaching About Slavery

• "The events which transpired five thousand years
  ago Five years ago or five minutes ago, have
  determined what will happen five minutes from
  now five years from now or five thousand years
  from now. All history is a current event."
•   - Dr. John Henrik Clarke -

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Notecard opener

• On a notecard please record
• What makes teaching about slavery uncomfortable
  for you?
• Please do not record your name.

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Introductions

• Name
• School
• Grade level (s) you teach

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Goals for this morning

• Dialogue with colleagues as it relates to
  teaching about slavery
• Explore resources and teaching strategies

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Question

• What do the names Justice, Jesus, Gift of God
  and Brotherhood all have in common?
• They were all names of slave ships.

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York, Lewis, and Clark

• Its the centennial they celebrate
• But almost forgot about me.
• In many books you will not see
• Or hear my name in history.
• Lest we forget from whence we came.
• I am the past of many
• Africans who lacked a name.
• Yes! Lewis and Clark played a big part for I
• Will not deny. Post expedition no money and no
• Land would I see and all I could ask was why?

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York, Lewis, and Clark

• I was strong, able, intelligent, and tall.
• One who took on the expedition call.
• A member of the great expedition I was named
• But for me in life no fame I would claim.
• Did you know I was the first black American
• To vote and the first black American to cross
• The U.S. coast to coast?
• The Indians would come to see me
• As a friend not an enemy.

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York, Lewis, and Clark

• On this journey many Indians had never seen
• A man all black. A skin color that saved us
• From starvation and attack.
• To Indians black was a sacred color
• Adored more than any other.
• Brave Warrior, Big Medicine, and Black
  Indian
• Some Indians called me. Without my color
• and their aid no pages would be a part of
  history.
• Ten years after the journey Clark declared me
  free.

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York, Lewis, and Clark

• What I longed for most was recognition along with
  Lewis
• And Clark for my brave part in history.
• York, Lewis, and Clark
• Should be the official title to include my role
• and important expedition part.

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Question

• Historians estimate that as many as ____
  million people were stolen from Africa and
  carried to Europe and the Americas between 1441
  and 1886.
• A. 40
• B. 60
• C. 80
• D. 100
• The correct answer is D.

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Lets Talk

• Please discuss the answer to your question you
  have been given with two other people who you do
  not know.

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Discussion Questions

• What is your earliest memory of race or racial
  differences?
• How were you taught about slavery?
• What do your students know about race?
• What do you know about Africa?
• What do your students know about slavery?
• How do you teach your students about race?
• How does what you learned about slavery influence
  your teaching today?
• When you learned about slavery what resources
  were used?

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Three types of curriculum

• The Intended Curriculum content specified by the
  state, division, or school at a particular grade
  level.
• The Implemented Curriculum content actually
  delivered by the teacher.
• The Attained Curriculum content actually learned
  by the students.

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At your tables complete this sentence

• The person who has the closest birthday to the
  Emancipation Proclamation (January 1, 1863)
  select one person to be the recorder.
• When I teach about slavery I think it is
  important to include

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• Teaching about slavery involves teaching Africa.
• What is Africa to me
• Copper sun or scarlet sea,
• Jungle star or jungle track,
• Strong bronzed men, or regal black
• Women from whose loins I sprang
• When the birds of Eden sang?
• -Countee Cullen

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Africa
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• Africa
• Start with what your students know (Lion King to
  coming from Africa) watch out for stereotypes
• Do not focus on the problems of Africa
• (common thread with the U.S.)
• Connect with families of students in your
  classrooms who are from Africa as well as
  embassies.
• Africa present

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• Teaching about slavery involves teaching race.
• The idea of race is a human creation. People
  have given names to varied strains since physical
  differences first began to appear.Throughout
  this nations history, race has always had a
  central role.
• -Andrew Hacker, Two Nations

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Race
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• Race
• Continuum in our social studies curriculum
• Implicitly or explicitly taught and learned
• Explore ones own feelings and understanding of
  race before teaching
• See Encouraging Students in a Racially Diverse
  Classroom (pages 35-38)

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Teacher Resources

• Teaching About Slavery from grades 4 and 6 POS
  (pages 1-4)
• Slave Narratives taken from Belinda Hurmences
  Slavery Times When I was Chillun and Graphic
  Organizer (pages 5-6)
• Poem for Two Voices (page 7)
• Africa Centers (pages 8-15)
• Lesson Plan (pages 16-27)
• The Underground Railroad Seminar Powerpoint
  (pages 28-34)
• Encouraging Students in a Racially Diverse
  Classroom (pages 35-38)

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Slave Narratives Graphic Organizer
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Poem for Two Voices Tarry Lindquist

• Fannie Moore Charley Mitchell
• I remember my pappy. I dont remember my pappy.
• We were both enslaved.
• Mammy was sold to the Moores. Mammy was willed
  to the Terrys.
• We struggled as slave children, but survived.
  Times were rough.
• Other ideas Lincoln/Douglass, Union/Confederacy,
  enslaved/free black

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Question

• The great suffering of Africans during the
  Middle Passage is called _____________.
• Maafa
• Swahili term for "Disaster" or "Terrible
  Occurrence".

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Share

• At your tables, please share resources which
  you brought as it relates to teaching this topic.
• Explore your packet to see about other
  resources and glance at the books available for
  your viewing pleasure.