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Teaching About Slavery

Teaching About Slavery

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Teaching About Slavery

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  1. 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 - Kevin Simpson

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

  3. Introductions • Name • School • Grade level (s) you teach Kevin Simpson

  4. Goals for this morning • Dialogue with colleagues as it relates to teaching about slavery • Explore resources and teaching strategies Kevin Simpson

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

  6. York, Lewis, and Clark It’s 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? Kevin Simpson

  7. 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. Kevin Simpson

  8. 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. Kevin Simpson

  9. 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. Kevin Simpson

  10. 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. Kevin Simpson

  11. Let’s Talk • Please discuss the answer to your question you have been given with two other people who you do not know. Kevin Simpson

  12. 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? Kevin Simpson

  13. 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. Kevin Simpson

  14. 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… Kevin Simpson

  15. 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 Kevin Simpson

  16. Africa Kevin Simpson

  17. 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 Kevin Simpson

  18. 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 nation’s history, race has always had a central role.” -Andrew Hacker, Two Nations Kevin Simpson

  19. Race Kevin Simpson

  20. Race • Continuum in our social studies curriculum • Implicitly or explicitly taught and learned • Explore one’s own feelings and understanding of race before teaching* *See Encouraging Students in a Racially Diverse Classroom (pages 35-38) Kevin Simpson

  21. Teacher Resources • Teaching About Slavery from grades 4 and 6 POS (pages 1-4) • Slave Narratives taken from Belinda Hurmence’s 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) Kevin Simpson

  22. Slave Narratives Graphic Organizer Kevin Simpson

  23. Poem for Two Voices Tarry Lindquist Fannie MooreCharley Mitchell I remember my pappy. I don’t 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 Kevin Simpson

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

  25. 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. Kevin Simpson