Where They At: Black People in The Building of America

Black
People
in
the
Building
of
America
James
Todd
Johnson
Memorial
High
School
Houston,
Texas
Guiding
Questions
1.  What
allowed
Jamestown
to
be
a
successful
2. 
3. 
4. 
5. 
settlement?
In
what
way
did
Jamestown
colonists
decide
to
govern
themselves?
Why
did
the
Pilgrims
move
to
America?
What
factors
contributed
to
the
successful
settlement
of
Plymouth?
What
made
the
Mayflower
Compact
an
important
document?
Guiding
Questions
6.  What
were
the
contributions
of
Black
People
during
the
colonial
period?
7.  How
did
the
Blacks
in
the
colonial
period
establish
an
identity?
8.  How
did
Blacks
work
to
achieve
equal
status
with
whites
in
the
colonial
period.
9.  What
were
the
social,
political,
economic,
and
religious
development
of
blacks
in
the
colonial
period.
Key
Terms
1.  Jamestown
2.  Virginia
House
of
Burgesses
3.  Mayflower
Compact
4.  Colombian
Exchange
5.  Triangular
Trade
6.  Middle
Passage
7.  Puritans
Day
1:
Objectives
  Before
leaving
class
today,
you
should
be
able
to:
1.  Explain
the
religious
and
economic
reasons
why
England
became
interested
in
America.
2.  Describe
the
founding
of
Jamestown
and
Plymouth
and
explain
the
reasons
for
their
success.
TAKS
Start
Up
Landing
at
Cape
Henry
John
Smith‐Map
of
Virginia
1607
1.
What
does
this
map
show?
2.
What
bias
does
the
map
show?
3.  For
what
purpose
do
you
think
this
map
was
created?
Pocahantas
Disney
http://www.youtube.com/watch?v=KiuBw_kj1‐U
Simon
Van
de
Passe,
1616
John
Smith John
Rolfe
Discussion
Questions:
1.
In
comparing
the
images
of
Pocahontas,
which
of
the
two
is
related
to
your
image
of
her?
Why?
2.  What
differences
do
you
recognize
compared
to
your
view?
4.  Why
do
you
think
entertainment
companies
romantize
historical
figures?
5.  4.
What
problems,
if
any,
do
you
think
it
creates
in
the
study
of
history?
Jamestown
1607
Plymouth
Colony
1620
Group
Activity‐Narratives
1.  Students
will
be
divided
in
groups
for
readings.
2.  Each
group
will
have
a
timer,
speaker,
recorder,
and
facilitator.
3.  Read
the
essay/passage
provided
and
answer
the
questions
provided.
4.  Each
presenter
will
discuss
the
group’s
responses
with
the
class
for
completion
of
graphic
organizer.
Virginia
House
of
Burgess
Peter
F.
Rothermel,
“Patrick
Henry’s
Speech
before
the
Virginia
House
of
Burgesses”,
1851
Day
2:
Objectives
  Before
leaving
class
today,
you
should
be
able
to:
1.  Explain
why
the
Pilgrims
came
to
America.
2.  Explain
the
importance
of
the
Mayflower
Compact.
3.  Describe
the
factors
that
contributed
to
the
success
of
Plymouth
Colony.
Robert
Weir,
“The
Embarkation
of
the
Pilgrims”,
1843
Provincetown,
Massachusetts
“We
didn’t
land
on
Plymouth
Rock.
Plymouth
Rock
landed
on
us!”
‐
Malcolm
X
What
do
you
think
Malcolm
X
meant
by
this
statement?
The
Mayflower
Compact
Discussion
Questions
1.
For
what
purpose
do
the
Pilgrims
believe
they
made
this
journey?
2.
What
is
meant
by
“Body
Politick”?
3.  What
would
be
the
purpose
of
this
compact?
4.  Do
you
think
this
compact
established
a
government?
Why?
Why
not?
Group
Activity
1.
Divide
into
groups.
2.
Using
the
Mayflower
Compact,
create
your
own
compact
for
governing
our
community
(classroom)
a.
What
will
work?/what
will
not?
b.
What
will
we
compromise?
c.
What
are
the
non‐negotiables?
d.
Who
will
lead?
3.
After
finding
common
themes
in
the
class,
create
a
compact
for
the
entire
class.
Day
3
Objectives
  Before
leaving
class
today,
you
should
be
able
to:
1.  Describe
the
daily
lives
of
Pilgrims
in
Plymouth
Colony.
2.  Describe
the
living
conditions
of
early
colonists
in
Plymouth
and
Salem.
TAKS
Start
Up
Which
of
the
following
is
true
about
the
early
colonies
of
Jamestown
and
Plymouth?
a.  Both
colonies
were
started
by
people
interested
in
establishing
a
new
station.
b.  Both
colonies
suffered
severe
loss
of
life.
c.  The
primary
source
of
income
for
both
colonies
was
tobacco.
d.  Both
colonies
were
started
by
religious
separatists.
Plymouth
Colony
1627
Primary
Source
Reading
and
Document
Analysis:
Directions:
Read
the
primary
source
provided
and
complete
an
analysis
using
the
AP
PARTS
,
SOAPStone,
or
PERSIA
method.
“Sin
and
Danger
of
Self
Love”
(sermon
from
Robert
Cushman
“Letter
of
William
Bradford
and
Isaac
Allerton”
Day
4
Objectives
  Before
leaving
class
today,
you
should
be
able
to:
1.  Define
and
describe
the
Middle
Passage.
2.  Show
the
presence
of
blacks
in
colonial
towns
of
the
antebellum
period.
3.  Describe
the
contributions
of
noted
blacks
of
the
antebellum
period.
Columbian
Exchange
Triangular
Trade
Routes
1.
Define
Middle
Passage.
2.  Where
were
slaves
transported
during
the
Middle
Passage?
3.
For
what
were
slaves
traded?
The
Middle
Passage
“Slaves
on
the
deck
of
the
Wildfire”
J.M.W
Turner‐
“Slaves
Throwing
Overboard
the
Dead
and
Dying”,
1840
Middle
Passage
Discussion
1.  Define
Middle
Passage.
2.  List
your
feelings
as
you
view
these
images.
5.  Looking
at
the
images,
how
would
you
describe
the
conditions
of
the
slave
ships?
6.  What
do
these
images
convey
about
how
these
people
were
viewed?
7.  Put
yourself
in
the
place
of
a
person
being
transported
on
a
slave
ship
and
write
a
letter
describing
your
experience.
“Salem
Common
on
Training
Day”‐George
Ropes
1808
Directory
of
Free
People
of
Color
What
are
the
dominant
occupations
of
Black
people
shown?
Beacon
Hill
in
Boston
New
Guinea
Copp
Hill
Cemetery
Prince
Hall
Mary
Augustus
WHO
ARE
WE?
Discussion
Questions
1.  How
would
you
describe
the
people
shown
in
the
images
provided?
Choose
4
adjectives?
3.  Based
on
your
adjectives,
what
do
you
think
these
images
suggest
about
their
standing
in
society?
3.
How
might
these
images
differ
from
your
original
view
of
blacks
during
these
time
period?
Directions:
Read
the
biographies
posted
on
the
wall
and
complete
the
graphic
organizer
chart.
Stereotypes
Examine
the
following
images
and
think
about
how
might
these
images
feed
into
common
stereotypes
about
Blacks
at
that
time?
John
Hesselius‐
Charles
Calvert,
1761
Black
Sailors
John
Singleton
Copley‐
“Captain
Watson
and
the
Shark”
Joseph
Cinquez
Paul
Cuffee
Paul
Revere‐
“The
Boston
Massacre”
John
Trumbull‐Battle
at
Bunker
Hill
John
Trumbull‐”Battle
at
Bunker
Hill”
1975
Salem
Poor
Stamp‐
U.S.
Post
Office
Advertisement
in
New
York
City
on
Broadway
Emanuel
Luetze‐
“Washington
Crossing
the
Delaware”
Black
Spies
during
the
Revolution
James
Armstead‐
The
Jason
Bourne
of
The
American
Revolution
“The
Black
Identity”
“The
Black
Supremacy”
“The
Black
Ultimatum”
Black
Revolutionary
Sailor
John
Singleton
Copley
“Death
of
Major
Pierson”,
1781
Yorktown‐
Lord
Dunmore’s
Ethiopian
Unit
Discussion
Questions
1.  What
roles
do
these
images
show
that
black
people
played
in
the
American
Revolution?
3.  Why
do
you
think
black
people
were
willing
to
support
the
patriots
in
the
war
effort?
3.
Why
do
you
think
black
people
were
willing
to
side
with
the
British?
Literature
  Read
the
following
excerpts
  Frederick
Douglass‐
“Fourth
of
July
Speech”
  Sojourner
Truth‐
“Ain’t
I
a
Woman?”
  “Memoirs
of
Boston
King”
  Phillis
Wheatley‐”On
Being
Brought
from
Africa
to
America
1.  Identify
the
tone
in
which
the
writer
is
speaking.
3.  Support
“the
tone”
with
evidence
from
the
excerpt.‐
i.e.
if
you
suggest
the
tone
is
angry,
then
provide
evidence
from
the
excerpt
to
support
the
tone.
(word
choice;
imagery)
Robert
Morris‐
Roberts
vs.
City
of
Boston
1848
Richard
Allen‐
Founder
of
the
African
Methodist
Episcopal
Church
John
Swett
Rock
“Honorary
Brother”‐
Charles
Sumner
Project
Assessment:
This
assignment
will
count
as
a
test
grade.
Directions:
You
are
an
editor
for
Glencoe
McGraw‐Hill.
You
will
be
responsible
for
writing
United
States
history
textbook
for
the
next
ten
years.
Using
previously
discussed
images
and
additional
research
material,
you
will
(re)
write
one
of
three
historical
events
associated
with
the
American
Revolution
from
the
perspective
of
and
inclusive
of
Blacks
people.
1.
The
Boston
Massacre
2.
The
Battle
of
Bunker
Hill
3.
Washington
Crossing
the
Delaware
4.
Battle
at
Yorktown
Create
your
own
textbook
1.
Construction
Paper
2.
Poster
Board
3.
Yarn/Binding
Project
Assessment
4.
Create
your
book
cover
You
must
have
visuals.
Please
create
your
own
or
use
others
support
your
writing.
Rubric
1.
Content
2.
Creativity
3.
Neatness