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What is race? |
8/28/17 |
We begin the unit by considering the concept of race that has its origins during colonization. It is important to establish first that race is a social rather than biological category before understanding how and why it developed.
National Geographic special issue The class begins by reflecting on their assumptions about race:
After reflecting on our assumption on race we watch a short video that begin to question our preconceptions. This leads us to discuss Ten Things Everyone Should Know About Race. Resources for further study include:
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Why did Europeans colonize? |
8/29/17 |
Students examine the beginning of colonization and the impact that it had upon Native Americans by examining the writings of Bartolome de las Casas. Students should CURE the reading and answer the questions in their notebook using complete sentences.
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How did Europeans colonize the Americas? |
8/30/17 |
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How did Europeans control indigenous populations? |
8/31/17 |
Students examine the system of control that Spain used in its colonies. After reading the article that describes the encomienda system, student complete a graphic organizer to identify key how it worked and why it was used.
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How did Europeans attempt to exploit the wealth of the Americas? |
9/1/17 |
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What social structure developed? |
9/4/31 |
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Why did the enslavement of Africans increase in the Americas? |
9/6/17 |
While disease was not the only factor that led to the increase in slavery, it was an important. Africans from Central and West Africa had a greater immunity to malaria, which Europeans and Native Americans were less resilient to. Their greater immunity encouraged the increase in slavery over indentured servitude. Indentured servants were typically European and were not immune to the diseases of the tropics.
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How did the trans-Atlantic slave trade work? |
9/7/17 |
After understanding how disease was a factor in the increase of slavery in the Americas, students examine the economic system that depended on slavery--the Triangular Trade.
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A man’s body at auction,
I help the auctioneer, the sloven does not half know his business.
Gentlemen look on this wonder,
Whatever the bids of the bidders they cannot be high enough for it,
For it the globe lay preparing quintillions of years without one animal or plant,
For it the revolving cycles truly and steadily roll’d.
In this head the all-baffling brain,
In it and below it the makings of heroes.
Examine these limbs, red, black, or white, they are cunning in tendon and nerve,
They shall be stript that you may see them.
Exquisite senses, life-lit eyes, pluck, volition,
Flakes of breast-muscle, pliant backbone and neck, flesh not flabby, good-sized arms and legs,
And wonders within there yet.
Within there runs blood, the same old blood! the same red-running blood!
There swells and jets a heart, there all passions, desires, reachings, aspirations,
(Do you think they are not there because they are not express’d in parlors and lecture-rooms?)
This is not only one man, this the father of those who shall be fathers in their turns,
In him the start of populous states and rich republics,
Of him countless immortal lives with countless embodiments and enjoyments.
How do you know who shall come from the offspring of his offspring through the centuries?
(Who might you find you have come from yourself, if you could trace back through the centuries?)
Walt Whitman, "I Sing the Body Electric"
How did people experience the Middle Passage? |
9/8/17 |
Students have learned to read primary and secondary documents by understanding sourcing, contextualization and close reading. In this lesson, students begin to compare different perspectives on the past. History is constructed from a variety of sources, trying to put pieces together into a narrative. Students will examine different perspectives on the Middle Passage in order to answer the question: What was the experience of the Middle Passage? Students will evaluate the reliability of different sources in order to write a perfect paragraph.
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How does race impact us today? |
9/11/17 |
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