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

Unit Number Unit 2_B

Lesson Title Being Black in : The Effects from the

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 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

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

managed to survive)

Link for Materials ● Black in Latin America Part I: and 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

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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 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:

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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

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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

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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. understanding nt, or direct support and to prove the historical claim evidence. scaffolding. those context. that claims. may or Attribution: Determin may not Cites some es the based authors and author’s on some original viewpoint evidenc dates of . e found primary/secon in dary sources Notes selected how primary Perspective: language and Attempts to is used to seconda evaluate the persuade. ry reliability of sources. sources.

Identification: Attempts Demonstrates Demonstrates no Does Does not Attempts to to little to no attempt to not justify or understand the identify attempt to understand the state an support meaning and the examine historical setting original claims using Developing content of author’s sources for of sources. claim, appropriate sources with claims, corroborating or argume direct appropriate viewpoint conflicting nt, or evidence. evidence.

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

support and , or interpre scaffolding. evidence. tation.

Attribution: Cites few authors and few original dates of primary/secon dary sources

Perspective: Does not adequately examine reliability.

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

SUPPLEMENTARY MATERIALS

Students will record what they: See, Think, Wonder.

Document A

Document B

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

Activity 3: From the film “Black in Latin America: Haiti and the Dominican Republic” ​ ​ ​

Dominican Republic

1. Tell me about the significance of merengue. 2. Discuss the black brotherhoods of Villa Mella. 3. Discuss the Dominican Republic’s struggle for Independence (1844) and “Blackness”. 4. Discuss the US occupation of the Dominican Republic in the early 20th century, sugar plantations and their significance for Dominican ideas of “Blackness”. 5. Tell me about African slavery to the Dominican Republic and how that shaped attitudes towards Blackness there. 6. Rafael Trujillo: what is his significance when it comes to Blackness in the Dominican Republic?

Haiti

1. Tell me about the number of Africans brought to Haiti and the development of the economy there. Now tell me how that was different in the Dominican Republic. 2. Discuss the fusion of African cultures in Haiti and the emergence of Creole culture 3. Given the magnitude of the number of Africans brought to Haiti- how does this influence Haiti’s Black culture and Haiti’s national identity? How is that different from the Dominican Republic? 4. Tell me about the historical significance of vodoun (also spelled vodun) 5. Tell me about the Haitian Revolution and the significance of vodoun

Reaction Paper Reponse: Students will write a one page response to one of the following (Honors Students should select two).

1.Compare and Contrast the implicit colorism and racist views of the Dominican Republic towards its darker hue populations with its treatment of its Haitian neighbors. 2. Assess and evaluate the cultural infusion of the Haitian and Dominican populations here in America in cities such as Miami, New York from Haiti and Dominican. 3. Explain what is the difference of “blackness” in Haiti versus how African Americans in America perceive as black-ish or blackness.

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

Activity 4:

On the plantations there is no law but the absolute will of the master, which is rudely delegated to the overseer, usually a trusted slave. At six o’clock in the morning the overseer forces the poor slave, still exhausted from the evening’s labors, to rise from his rude bed and proceed to his work. The first assignment of the season is the chopping down of the forests for the next year’s planting, using a scythe to hack down the smaller trees. This work normally goes on for two months, depending on the type of jungle being cut and the stamina of the slaves. The next step is the destruction of the large trees, and this, like the previous work, continues for twelve hours each day. At night the slaves return home, where evening work of two or more hours awaits them, depending upon the character of the master. They set fire to the devastated jungle…. Centuries-old tree trunks which two months before had produced a cool, crisp atmosphere over a broad stretch of land, lie on the surface of a field ravaged by fire and covered with ashes, where the slaves are compelled to spend twelve hours under the hot sun of the equator, without a single tree to give them shelter…. When it finally rains toward the end of December or early January, the slaves begin to seed the devastated fields, and the only tool they use in planting cotton is a small hoe, and for the rice and millet they use nothing but a stick with an iron point to hollow out the ground. After this comes the weeding. This is painful labor for the slaves, who, with nothing to work with but a weeding-hook, are forced to stand in a stooped position during the entire day, cutting the shoots or other native plants, and enduring a temperature in the sun of 40 degrees Celsius. This work, which is the most arduous, continues as long as it takes for the plants to fully establish themselves. The next step is the rice cutting in May or June, which each slave accomplishes with a small knife, cutting the stems one by one, and at night beating them with a branch to loosen the grains. During this phase of their labor the overseers demand a certain number of alqueires of rice from each slave, and if the unfortunate person does not produce what is demanded of him, the tragedy is brought to an end with the daily bread of the slave, that is, the lash.

F. A. Brandão, Júnior, “A escravatura no Brasil precedido d’um artigo sobre a agricultura e colonisação no Maranhão,” (1865) in Children of God’s Fire: A Documentary History of Black Slavery in Brazil, by Robert Edgar Conrad (University Park: Pennsylvania State University Press, 1994), 97-99.

Quick Check Review Question

1. What types of tools are given to the slaves to complete their tasks? 2.Do they seem adequate for the work? Why would plantation work in the tropics be especially difficult? 3.Cite details from the article that address conditions in the tropics. 4. Explain how the demand for rice and sugar created the harsh and brutal working conditions that these slaves endured. Be sure to cite evidence from the text to support your answer.

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

SOAPSTONE STRATEGY

S Speaker (Who is it?) ​ O Occasion (What is it?) ​ A Audience (Who is the message for?) ​ P Purpose (What is the message?) ​

S - Setting (Where is the message being given?) T - What is the speaker trying to do or overall objective? ​ O - What is their slant/position/stance? ​ N – Are they successful in persuading or convincing the reader? ​ E - What are the implications? ​

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

ADDITIONAL NOTES

This is Option B for the Unit 2 Cornerstone Lesson.

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