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Marvin Williamson, McCall Middle School, Winchester, Massachusetts Description of the project or the essential questions: This lesson is intended to accompany a unit on the American Revolution or a unit on migration. In this lesson we will examine the experiences blacks were having in Massachusetts before and after the American Revolution. The study will also lead to discover that many blacks migrated to Canada in search of a better life.
1. What was the Black experience in Massachusetts before the American Revolution? 2. Who were the Blacks that were involved in the American Revolution? 3. What options did blacks have during and after the American Revolution?
Grade Level: 6-8
State Curriculum Frameworks learning Standards Addressed: This lesson supports the the following learning standards in history and geography in the Massachusetts History and Social Science Curriculum Frameworks: Learning Standards 1,2,3,4,8,9
Enabling Activities: 1. The students should identify the causes of the American Revolution through lecture, discussion or research. The students should be aware of the expectations of blacks in Massachusetts concerning the Revolution. 2. Each student should research a black who was living in Massachusetts during the time of the American Revolution and have them create a dialogue with questions relating to their living conditions. Peter Petion- wrote a petition to the Massachusetts Legislature on Slavery Sambo Freeman- wrote a petition to the Massachusetts Legislature on Slavery Chester Joie -wrote a petition to the Massachusetts Legislature on Slavery Felix Holbrook -wrote a petition to the Massachusetts Legislature on Slavery Crispus Attucks-One of five people killed at the Boston Massacre Peter Salem-Credited with firing the shot that killed British General John Pitcairn Prince Easterbrooks-Claimed to be the first to get into a fight at Bunker Hill Charles Bowes- At 14 he served in the Colonial Army Titus Coburn-Soldier at Bunker Hill Alexander Ames-Soldier at Bunker Hill These are just a few, there were around five thousand African Americans who served as patriot troops, while a few thousand fought for the British. In Massachusetts it is estimated that there were approximately hundreds of free blacks and slaves living in Massachusetts.
3. Divide the students into the following groups representing various elements of Colonial society: 1) Slave 2) Free Black 3) White patriot 4) British Loyalist. Distribute wealth (Candy) among the four groups with a limited number going to slaves and free blacks. After all the wealth has been distributed with the largest going to the British loyalist, the next largest should be for the white patriot, then the Free black , and the smallest going to the Slaves. Then have the British Loyalists collect as a tax part of the wealth from each one of the three groups. Encourage the students to eat of the fruits of their labor and enjoy if they have anything left. 4. Form reaction groups to brainstorm and record a list of feelings and thoughts engendered by the experience. As each group reports, post their responses. 5. Analyze with the class the Declaration of Independence and the Proclamation of the Earl of Dunmore which promised freedom to any slave who fought with the British. Then have students individually come up with four reasons what these documents meant to Free blacks and slaves. Would they be better of with the British or with the colonies under the new Declaration of Independence? 6. Discuss that many people during the American Revolution white and black choose to stay loyal to Great Britain. Ask the students to imagine being a Black Loyalist and you lost the war where could you go to live after the Patriot's victory. Remember Britain promised freedom to all who fought. 7. Then pass out a world map with the British Colonial Empire during the eighteenth century and have them identify areas which could be accessible to them. Great Britain, Canada, Bahamas, and the West Indies.
Have students pick where they would like to go and the reasons why and share them with the class. Then share with the class that the majority of blacks went to Nova Scotia because the Caribbean had slavery in that region.
Products or Performances: -Reading and interpreting various types of maps -Dealing with cause and effect -Drawing conclusions from evidence -Developing research skills -Recognizing the influence of geography upon history and humans -Students understand the power of ideas behind important events -Students understand how people in the past could have had ideas, hopes, fears, and attitudes often different from their own. -Students understand why people move from one place to another -Students recognize the settlement patterns, migration routes, and cultural influence of racial, ethnic, and religious groups.
Criteria for Assessment Based on Standards: Assessment Criteria: Research Paper
The character researched has a clear biography of him or her. Accurate biography with a clear point of view__2 Either biography or point of view unclear____1
Dialogue: Three clear arguments are made to support their living conditions or refute them in Massachusetts. Three strong, thoughtful and insightful arguments___5 Three adequate arguments made___4 Three brief argument are made__3 Mix of accurate and inaccurate arguments___2 No supporting information is included____1
Information: Facts, details, and examples are used to support the dialogue. Variety of accurate facts, details, and examples___5 Sufficient amount of material to support dialogue___4 Small amount of supporting information is included___3 Mix of accurate and inaccurate information included___2 No supporting information included___1
Organization: Dialogue has an organized body of information, and a conclusion. Dialogue has a definite beginning, middle and end___3 There is an attempt to organize a dialogue____2 No organization, lacking proper structure____1
Writing Style: Dialogue is readable clear : Clear and readable writing style__2 Some parts of dialogue are not clear__1
Grammar, mechanics, spelling Grammar, mechanics, spelling consistently correct.___2 Some weaknesses and errors___1
19-18 Excellent 17-16 Good 15-13 Satisfactory 12-10 needs improvement 9-6 Unsatisfactory
Websites and Resources: Books Brown, Wallace, and Senior, Herward, Victorious In Defeat, The Loyalists of the American Revolution in Exile. Fisher, David Hackett, Paul Revere's Ride, (New York, 1995) Pierson, William, Black Yankees: The Development of an Afro-American Subculture in 18th Century New England (Amherst, MA 1988) Quarles, Benjamin, The Negro in the American Revolution. Nell, William, The Colored Patriots of the American Revolution. Kaplan, Sidney, and Kaplan, Emma, The Black Presence in the Era of the American Revolution. Websites http://www.lib.virginia.edu/etext/readex/42416.html |
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