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Charlotte-Mecklenburg Schools Learning and Teaching Department Cornerstone Lesson: AFRICAN AMERICAN STUDIES

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Charlotte-Mecklenburg Schools Learning and Teaching Department Cornerstone Lesson: AFRICAN AMERICAN STUDIES Charlotte-Mecklenburg Schools Learning and Teaching Department Cornerstone Lesson: AFRICAN AMERICAN STUDIES Unit Number Unit 2_B Lesson Title Being Black in Latin America: The Effects from the Atlantic Slave Trade Compelling Question What was one social effect that the African Diaspora left on the slaves in the Americas? Lesson and Task ● Students will assess and evaluate multiple primary and secondary resources Overview as it relates to the African Diaspora ● Students will construct a persuasive essay based upon the resources viewed, to identify one social effect (implication) that the African Diaspora left on slaves in the Americas? Recommended Time Two class periods needed to complete this Cornerstone Lesson. Frame Standards AAS.H.1 - Apply historical thinking in order to understand the African American life in the United States over time. AAS.H.2 - Understand the significance of historical personalities, groups, institutions, and events in shaping African American life over time. AAS.G.1 - Analyze the role of geography in the lives of African Americans over time. AAS.G.2 - Apply geographic tools to understand African American groups and societies over time. Expectations for Students will: ​ Learning (see rubric ● Use evidence from various texts (historical, contemporary, video ​ and exemplar) documentaries and movies) ● Actively engage and solicit meaningful academic conversation amongst peers and instructor ● Annotate multiple documents (primary and secondary sources) ● Analyze maps Additional Supports ● https://sheg.stanford.edu/history-lessons/lunchroom-fight (SHEG Intro to ​ ​ and Extensions for Bias Perspective and Sourcing Activity) ​ ​ Accessing or ● See Think Wonder Literacy Strategy Exceeding Standards ● K-W-L Chart ● Guided Discussion/Socratic Seminar Additional Options ● Students will be required to write a one page essay for Demonstrating ● Students may be required to write a journal entry as a slave in the Americas ( ​ Learning Discuss the impact their experience has had on them and their family if any CMS: African American Studies 1 Charlotte-Mecklenburg Schools Learning and Teaching Department Cornerstone Lesson: AFRICAN AMERICAN STUDIES managed to survive) Link for Materials ● Black in Latin America Part I: Haiti and Dominican Republic https://www.youtube.com/watch?v=2zcCSwzZU-c ● The Atlantic slave trade: What too few textbooks told you https://ed.ted.com/lessons/the-atlantic-slave-trade-what-your-textbook-never- told-you-anthony-hazard/review_open#question-8 ● Trans-Atlantic Slave Trade - Introductory Maps https://www.slavevoyages.org/voyage/maps ● What It Means To Be 'Black In Latin America' (Podcast and Transcript) https://www.npr.org/2011/07/27/138601410/what-it-means-to-be-black-in-lat in-america CMS: African American Studies 2 Charlotte-Mecklenburg Schools Learning and Teaching Department Cornerstone Lesson: AFRICAN AMERICAN STUDIES LESSON PLAN Objective: SWBAT: Assess how the system of slavery Materials Needed: Laptops, projector, (student developed over time from Africa to the Slave trade map. Black in Latin friendly) colonization of the Americas? America documentary questions. Lunchroom fight Task Time Activity/Questions To Ask Targeted Students Warm Up 10 mins Activity one: K-W-L Chart ( What I Know, What I Want to Know What I have learned - Prior Knowledge of Atlantic Slave Trade Have students write down (3) What I know, (3) I want to know and after the lesson is completed (3) things that they have learned. Activity 2 10 - 20 See, Think, Wonder: Two different Images Try to have students mins figure out correlation between two ● Who do you think might have drawn these images or taken? ● What evidence does these images provide to you that slavery existed? ● What could be some things that these images fail to let us know? https://ed.ted.com/lessons/the-atlantic-slave-trade-what-your-textboo k-never-told-you-anthony-hazard/review_open#question-8 ( Teacher ​ will show the ted talks video on the Atlantic Slave trade) Students will then complete multiple choice questions and two short response questions imbedded in in the video.) Activity 3 - 20-25 Black in Latin America: the effects of the Atlantic Slave Trade mins Vocabulary: Atlantic Slave Trade/ Triangular Trade System/ Middle Powerpoint Passage/ Manufactured Goods/ Eloudah Equiano Notes Students are going to analyze two different map sources 1. Map source displays the disbursement of slaves from Africa to the Americas and the number of slaves 2. Map shows three US Maps that shows the disbursement of slaves across the colonies and later states 3. Students are to compare and contrast the similarities and differences and also must answer ( Two things that could possibly be missing or could misinform those who are trying to interpret the information CMS: African American Studies 3 Charlotte-Mecklenburg Schools Learning and Teaching Department Cornerstone Lesson: AFRICAN AMERICAN STUDIES 4. Why were more Africans sent to South America than the Caribbean and British North America? 5. https://www.smithsonianmag.com/history/maps-reveal-slaver y-expanded-across-united-states-180951452/ 6. https://www.slavevoyages.org/static/images/assessment/intro -maps/01.jpg Activity 4 - 30 mins Students will view Being Black in Latin America Part I: Haiti and Whole Dominican Republic for 30 minutes. As they watch they will be Group required to record answers to guided questions that are attached to the documentary. (Attached below) Closure/ 15-20 I DO YOU DO, WE DO STRATEGY: The teacher will demonstrate HW mins the Soapstone strategy when using primary and secondary resources with Activity 4: an excerpt from slavery in Brazil. Then the teacher will have students to select their own news article from this website: https://scholar.library.miami.edu/slaves/womens_resistance/individu al_essays/talisha.html. Students must follow the Soapstone format. ​ Students will be required to write a one page journal entry: Based upon what we watched, heard and read: Discuss what is one effect from the African Diaspora that we can still see affecting people in both Americas today? They will be required to use supporting details from their notes, news articles and documentaries to substantiate their argument. Reflection: CMS: African American Studies 4 Charlotte-Mecklenburg Schools Learning and Teaching Department Cornerstone Lesson: AFRICAN AMERICAN STUDIES GRADING RUBRIC Annotation Academic Conversation Writing Criteria Sourcing Critical Corroboration Contextualizing Claim Evidence Reading Identification: Questions Constructs an Applies prior and Formul Justifies Fully the interpretation of new knowledge ates a claims using understands author's events using to determine the plausibl appropriate the meaning thesis and information and historical setting e direct Sophisticated and content of determine perspectives in of sources. Uses interpre evidence sources. s multiple that setting to tation, from a viewpoint sources. interpret the argume variety of Attribution: and Identifies sources within nt, or reliable Cites all evidence consistencies the historical claim sources. authors and all to and context as based original dates evaluate inconsistencies opposed to a on the of claims, among various present- day evaluati primary/secon highlighti accounts. mindset. on of dary sources ng what evidenc the author e found Perspective: leaves in a Evaluates the out. variety reliability Cites of sources based accurate primary on the author’s examples and perspective of how seconda and when and the author ry why they were uses sources. produced. persuasiv e language and specific words and phrases to influence the reader. Seeks answers CMS: African American Studies 5 Charlotte-Mecklenburg Schools Learning and Teaching Department Cornerstone Lesson: AFRICAN AMERICAN STUDIES to questions left unanswer ed in the source to formulate an interpreta tion. Identification: Analyze Explains Applies prior and Generat Justifies Mostly s the similarities and new knowledge es a claims using understands author's differences by to determine the reasona some the meaning thesis, comparing historical setting ble appropriate Proficient and content of determine information and of the sources. interpre direct sources. s the perspectives in May attempt an tation, evidence viewpoint multiple interpretation of argume from a Attribution: and sources. some sources nt, or variety of Cites most evidence with a claim reliable authors and to present-day based sources. most original evaluate mindset or with a on an dates of the limited evaluati primary/secon claims; application to the on of dary sources may historical the highlight context. evidenc Perspective: what the e found Examines the author in reliability of leaves selected sources based out. primary on the author’s Cites and perspective examples seconda and when and of how ry why they were the author sources. produced. uses persuasiv e language and specific words and phrases to CMS: African American Studies 6 Charlotte-Mecklenburg Schools Learning and Teaching Department Cornerstone Lesson: AFRICAN AMERICAN STUDIES influence the reader. Notes that the author has left some questions unanswer ed. Identification: States the Identifies Attempts to States Justifies Understands author's similarities and determine the an claims using the meaning claims differences in historical setting interpre generalizatio and content of and information in of sources tation, ns or limited Emerging sources with evidence multiple without fully argume appropriate appropriate presented sources.
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