SAMPLE
LESSONS:
A
UNIT ON DESEGREGATION IN NANTUCKET, WITH NINE LESSONS
by Barbara White
The following critical questions and ideas for
lessons were developed by Barbara White using the
Massachusetts Studies Project curriculum model and
related resources. Massachusetts standards 1-4 for
History are met in these lessons. Teachers are encouraged
to modify these questions/lesson ideas for their classrooms
based upon age-appropriateness for activities, the
history of their locale, and ties to their classroom
curriculum.
Critical Questions:
1. Where is Nantucket?
2. What was the main economic activity on Nantucket?
3. About what percentage of Nantucket were African-Americans
in the late 1700’s?
4. Where did African Americans live on Nantucket?
5. What was Anna Gardner’s role in the story
of the African School?
6. What was Eunice Ross’ role in the story of
the African School?
7. Why did people oppose Eunice Ross’ admittance
to the high school?
8. What methods did people use to change the law?
1. Lesson connected to Handbill and to the 1843
Islander article.
This handbill was written in response to the School
Committee’s refusal to re-segregate Nantucket’s
schools. The article in the Islander in March
1843 was in support of the School Committee. Using
both these sources, produce your own handbill in support
of the School Committee.
Grading rubric:
- Point of view must be very clear
- Knowledge of the Islander article must
be evident
- Argument must be clear, logical and passionate
- Handbill must be graphically eye-catching
- Grammar, spelling must be correct
2. Lesson connected to March 5, 1842 Address to
the Town of Nantucket by its African-American citizens
1. Read the address.
2. Keep a list of what you think the address means
about African-Americans on Nantucket being "oppressed"
and having suffered a "wound of some years standing."
3. What connection does it seem the black church
had to the address? What proof do you find?
Extension activity:
1. What other examples can you find through research
where the black church has led the black community
in the quest for equal rights?
2. What modern links can you find in the phrase used
in 1842, "...we are weary of this kind of honor or
distinction; we want no exclusive school privileges..."
Is this comment relevant today?
3. Lesson connected to the boycott of the school
system by the African Americans
Skits: Divide the class into groups of students.
Assign them a skit to perform. These can be altered
to suit the needs of the class and the size of the
class.
Skit One:
African-American family on Nantucket discussing the
boycott. Family composition can vary according to
the number of students, but should include a mother
and father and at least one child of school age. The
family should discuss the pro’s and con’s
of joining the boycott and decide in favor of it.
Skit Two:
African-American family on Nantucket discussing the
boycott. Family composition can vary according to
the number of students, but should include a mother
and father and at least one child of school age. The
family should discuss the pro’s and con’s
of joining the boycott and decide not to join the
boycott, but to keep their child(ren) in the African
School.
Skit Three:
A group of African-American elders discussing the
pro’s and con’s of having a school boycott.
The group should be assigned roles with 1/3 in favor,
1/3 against and 1/3 undecided.
Grading rubric for skit:
Preparation:
- skit should be written and should be approximately
3 pages long.
- rehearsal should be serious and productive.
Performance:
- all should stay in character
- as much as possible, it should be memorized; all
should remain serious
- the major points supporting or not supporting
the boycott should be covered in the skit
- attempts should be made for authenticity. (this
can include costumes, props....)
Afterward: students in the class should list the
pro’s and con’s of the boycott
Extension activity: research the Montgomery Bus Boycott
and make comparisons.
4. Lesson connected to the petitions sent to the
State House.
Have students make a chart in their notebooks that
includes the three petitions.
They should compare them for:
-ideas
-style of writing
-names of petitioners
5. Lesson connected to "A True Picture of the
American Church and Clergy" by Stephen Foster
1. Read the explanation of the Brotherhood of Thieves
Speech by Stephen Foster.
2. What "picture" did Foster wish to paint with his
words?
3. Depict this "picture" by one of the following:
-cartoon
-picture
-photograph
4. It must include a title and a caption.
6. Lesson connected to the events of 1843.
1. Read the materials that relate to the year, 1843.
2. Write an interview as if you were a reporter in
that year. You can choose to work for one of the following
newspapers:
-The Liberator
-The Inquirer (of Nantucket)
-a Southern newspaper
-an English newspaper
Choose one of the following individuals to interview
about the events of 1843 on Nantucket:
-Nathaniel Barney
-Eunice Ross
-Absalom Boston
-Anna Gardner
-Nathaniel Fitzgerald
3. The finished product:
-a masthead (name of the newspaper)
-a headline
-a byline (your name)
-200-300 words
Grading rubric:
- organized and coherent article/newspaper
- correct use of spelling, punctuation, grammar
- student demonstrates understanding of the point
of view of interviewee
- 200-300 words
7. Lesson connected to the 1845 Nantucket Telegraph
1. Read the article.
2. Be a time traveler from 2001 and write back to
the author about his prediction:
"That a very large majority of the citizens of Nantucket,
Massachusetts, and the civilized world, are prejudiced
against, or are opposed to mixing with, negroes, is
a matter of fact - and that such prejudice will ever
be harbored, we believe is also a matter of fact-"
3. You should discuss whether his prediction has,
or has not, come true, in your opinion.
Grading rubric:
- use essay, editorial, or letter format
- 200-300 words
- spelling and grammar check
- at least three points in support of your point
of view should be included.
Extension:
What is the author trying to prove in the reference
to "natural" vs. "legal" rights? What can be argued
to counter his reasoning on these points?
8. Lesson connected to the 1845 bill and the 1855
amendment
Compare the original bill to the amended bill.
Make a chart in your notebook.
9. Lesson connected to the entire Nantucket school
issue.
This lesson would not be a daily lesson, but one
that would be used in a class which wanted to spend
more time.
Assignment:
-Write a diary with 10-15 entries of someone living
on Nantucket who was born in 1800. The focus must
be about the education controversy on the island.
-Students pick whether they want to be male/female,
white/black.
-As the diary is written, students should be mindful
of the character’s age, occupation and family
situation. -Diary must include entries from
the following years:
1818, 1824, 1827, 1840, 1842, 1843, 1844, 1845, 1846
and 1855.
-Diary must include specific references to the educational
issues during those years.
-Diary must include a minimum of two references to
events going on off-island as well. (ie Nat Turner’s
rebellion....)
Grading rubric:
- Diary format
- Correct spelling, grammar
- Character development
- 10 specified years included and specific events
referred to
- 2 off-island references
