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History Now, the online journal of the Gilder Lehrman Institute, features essays by the nations leading historians and provides the latest in American history scholarship for teachers, students, and general readers. Through a step-by-step process, students will acquire the skills Historical Context: American Slavery in Comparative Perspective | Of the 10 to 16 million Africans who survived the voyage to the New World, over one-third landed in Brazil and between 60 and 70 percent ended up in Brazil or the sugar colonies of the Caribbean. Students will demonstrate this knowledge by writing summaries of selections from the original document and, by the end of the unit, articulating their understanding of the complete document by answering questions in an argumentative writing style to fulfill the Common Core State Standards. Explain that today they will be going through the same process as yesterday, but they will be working by themselves. If you are a K12 teacher, sign up your school and you could be reading History Now tomorrow. You must be logged in to read History Now. The teacher now explains that by using these Key Words the group will build a sentence that restates or summarizes what Thomas Jefferson was saying. Native Americans lived in the Americas for thousands of years. As evidenced by this document, early abolitionists decried the slave trade before it was abolished by an 1807 act of Congress. In 1509, Las Casas renounced his land grant, released his slaves, and returned to Rome to take his religious vows. Explain that the objective is still to select "Key Words" from the fourth paragraph and then use those words to create a summary sentence that demonstrates an understanding of what Jefferson was saying in that selection. The teacher now puts two pairs together. By what authority did Pope Alexander VI claim the power to give Spain nearly exclusive possession of the New World? Headquarters: 49 W. 45th Street 2nd Floor New York, NY 10036, Our Collection: 170 Central Park West New York, NY 10024 Located on the lower level of the New-York Historical Society, 20092022 Headquarters: 49 W. 45th Street 2nd Floor New York, NY 10036, Our Collection: 170 Central Park West New York, NY 10024 Located on the lower level of the New-York Historical Society, 20092022 This is done by having the students follow along silently while the teacher begins reading aloud. Again, this is a group discussion-and-negotiation process. They could afford to oppose the slave trade, he claimed, because "slaves multiply so fast in Virginia and Maryland that it is cheaper to raise than import them, whilst in the sickly rice swamps [of South Carolina and Georgia] foreign supplies are necessary." Resist the temptation to put the Declaration into too much context. The Stamp Act, 1765 | | On March 22, 1765, the British Parliament passed the Stamp Act to help pay for British troops stationed in the colonies during the Seven Years War. Then answer the following questions based on your knowledge of American history. Landowners extended credit to sharecroppers to buy goods and charged high interest rates, sometimes as high as 70 percent a year, creating a system of economic dependence and poverty. It is very easy for one student to take control of the entire process and for the other students to let them do so. Tell the students that they will be further exploring what Thomas Jefferson was saying in the fourth selection from the Declaration of Independence by reading and understanding Jeffersons words and then being able to tell, in their own words, what he said. Tell the students that they will be reviewing what Thomas Jefferson was saying in the Declaration of Independence. President Andrew Johnson, a Democrat and a former slaveholder, soon restored this land to its white owners, reducing many freed slaves to economic dependency on the Souths old planter class. "Religion and humanity have nothing to do with this question," he insisted. How successful were the groups at understanding the Declaration and were they careful to only use Jeffersons Key Words in doing so? Read the document introduction and the transcript and apply your knowledge of American history in order to answer the questions that follow. This tract, a summary of a debate concerning the subjugation of Indians, contains the arguments of Bartolom de Las Casas, the Bishop of Chiapas, Mexico, and Juan Gines Sepulveda, an influential Spanish philosopher, concerning the treatment of American Indians in the New World. Explain that the objective is to select "Key Words" from the first section and then use those words to create a summary sentence that demonstrates an understanding of what Jefferson was saying in the first paragraph. This contains the second selection from the Declaration. All others were forbidden to approach the lands west of the line without special license from the rulers of Spain. Through reading and analyzing the original text, the students will know what is explicitly stated, draw logical inferences, and demonstrate these skills by writing a succinct summary and then restating that summary in the students own words. This contains the fourth selection from the Declaration. Lowell Mill Girls and the factory system, 1840 | Lowell, Massachusetts, named in honor of Francis Cabot Lowell, was founded in the early 1820s as a planned town for the manufacture of textiles. After the convention approved the great compromise, Madison wrote: "It seems now to be pretty well understood that the real difference of interests lies not between the large and small but between the northern and southern states. Oliver Ellsworth of Connecticut accused slaveholders from Maryland and Virginia of hypocrisy. They bring the judgment of heaven on a country.". and today Liberia is still a collection of people groups from all over west Africa. Wrap up: Discuss vocabulary that the students found confusing or difficult. The teacher surveys the class to find out what the most popular choices were. Through reading and analyzing the original text, the students will know what is explicitly stated, draw logical inferences, and demonstrate these skills by writing a succinct summary and then restating that summary in the students own words. all rights reserved, Located on the lower level of the New-York Historical Society, The Gilder Lehrman Institute of American History. | On August 3, 1492, Columbus set sail from Spain to find an all-water route to Asia. These words are usually nouns or verbs. The teacher can either tally this or just survey by a show of hands. the said Cooper Hughs Freedman with his wife and one other woman, and the said Charles Roberts with his wife Hannah and one boy are to work on said farm and to cultivate forty acres in corn and twenty acres in cotton, to assist in putting the fences on said farm in good order and to keep them so and to do all other work on said farm necessary to be done to keep the same in good order and to raise a good crop and to be under the control and directions of said IG Bailey and to receive for their said services one half of the cotton and one third of the corn and fodder raised by them on said farm in said year 1867 and the said Charles Roberts Freedman with his wife Hannah further agrees and binds themselves to do the washing and Ironing, and all other necessary house work for said IG Bailey and his family during said year 1867 and to receive for their said services fifty dollars in money at the expiration of said year 1867 and the said Cooper Hughs Freedman further agrees and binds himself to give the necessary attention of feeding the Stock of cattle and milking the cows twice daily belong to said IG Bailey, and do the churning when ever necessary during the said year . George Washington from Valley Forge on the urgent need for men and supplies, 1777 | | George Washingtons words in this letter represent a stirring plea for help at the darkest moment of the American Revolution. The same procedure is used for selections two, three, and four. The teacher puts a copy of Summary Organizer #1 on display in a format large enough for all of the class to see (an overhead projector, Elmo projector, or similar device). | View the Declaration in the Gilder Lehrman Collection by clicking here and here.For additional primary resources click here and here. Students will be asked to "read like a detective" and gain a clear understanding of what Thomas Jefferson was writing about in the Declaration of Independence. All of the students should write their negotiated sentence into their organizers. However, the purpose of this exercise is for the students to get at the most important content of the selection. The act required the colonists to pay a tax, represented by a stamp, on various forms of papers, documents, and playing cards. This is done by the group negotiating with its members on how best to build that sentence. English people in 1607 went to the place now called Jamestown, Virginia.Other European settlers went to the colonies, mostly from England and later Great Britain. Landowners divided plantations into 20- to 50-acre plots suitable for farming by a single family. Explain that today the whole class will be going through this process together. In this lesson the students will be working individually. The document refers to those who kept slaves as those who call themselves CHRISTIANS. Why did the author use that phrase and why do you think he capitalized all the letters in the word Christians? The Gilder Lehrman Institute of American History Advanced Placement United States History Study Guide. Here is contained a dispute, or controversy between Bishop Friar Bartolom de las Casas, or Casaus, formerly bishop of the royal city of Chiapa which is in the Indies, a part of New Spain, and Dr. Gines de Sepulveda, chronicler to the Emperor, our lord, in which the doctor contended: that the conquests of the Indies against the Indians were lawful; and the bishop, on the contrary, contended and affirmed them to have been, and it was impossible for them not to be, tyrannies, unjust and iniquitous. It introduced a new system of integrated manufacturing to the United States and established new patterns of employment and urban development that were soon replicated President Andrew Johnson, a Democrat and a former slaveholder, soon restored this land to its white owners, reducing many freed slaves to economic dependency on the Souths old planter class. Remind the students that any arguments they make must be backed up with words taken directly from the Declaration of Independence. A Dominican friar nurtured Las Casass interest in the priesthood as well as his sympathy toward the suffering of the native inhabitants. The framers consciously avoided the word, recognizing that it would sully the document. This technique will support struggling readers as well as English Language Learners (ELL). The local authorities stopped the uprising by dawn the next day. Las Casas came to Hispaniola, in the Caribbean, in 1502 with a land grant, ready to seek his fortune. all rights reserved, Located on the lower level of the New-York Historical Society, The Gilder Lehrman Institute of American History. If the latter is the case, save the essay writing until the next class period or assign it for homework. Today they will be working by themselves on their summaries. The Bull Inter Caetera made headlines again throughout the 1990s and in 2000, when many Catholics petitioned Pope John Paul II to formally revoke it and recognize the human rights of indigenous "non-Christian peoples.". It presents exhibitions, public programs, and research that explore the history of New York and the nation. Using reproductions from the Gilder Lehrman Collection and the Library of the New-York Read more. The text refers to a the publication of An Abstract of the Evidence Delivered before a Select Committee of the House of Commons in the Years 1790 and 1791; on the Part of the Petitioners for the Abolition of the Slave-Trade (London: James Phillips, 1791). Why do you think Spain wanted exclusive rights to the New World? On display is a selection of objects that speaks to the active life of the collectionto the dynamism of an ever-transforming New York and nation, and to the vitality of history itself. He contradicted Sepulvedas assertions that the Indians were barbarous, that they committed crimes against natural law, that they oppressed and killed innocent people, and that wars should be waged against infidels. The teacher puts a copy of Summary Organizer #4 on display in a format large enough for all of the class to see (an overhead projector, Elmo projector, or similar device). Sepulveda rationalized Spanish treatment of American Indians by arguing that Indians were "natural slaves" and that Spanish presence in the New World would benefit them. Through the Wheatley family, Phillis came into A Virginia delegate, George Mason, who owned hundreds of slaves, spoke out against slavery in ringing terms. Guidelines for selecting the Key Words: Key Words are very important contributors to understanding the text. Dragging cannon from Fort Ticonderoga to Boston, 1775 | On March 17, 1776, George Washington stood on Dorchester Heights alongside fifty-nine captured cannon high above the ci | On March 17, 1776, George Washington stood on Dorchester Heights alongside fifty-nine captured cannon high above the city of Boston, Massachusetts, and watched as British troops Nevertheless, slavery received important protections in the Constitution. (Gilder Lehrman Collection)" /> The Papal Bull "Inter Caetera," issued by Pope Alexander VI on May 4, 1493, played a central role in the Spanish conquest of the New World. TRANS-ATLANTIC SLAVE VOYAGES. On the 200th anniversary of the ratification of the US Constitution, Thurgood Marshall, the first African American to sit on the Supreme Court, said that the Constitution was "defective from the start." You might find that the class decides they dont need the some of the words to make it even more streamlined. Again, this is a class discussion-and-negotiation process. Why did abolitionists use this dramatic approach. The final negotiated sentence is copied into the organizer in the third section under the original text and Key Words sections. Critics of sharecropping claimed it was slavery with a paycheck. To what extent do you agree or disagree with this evaluation? Phillis Wheatleys poem on tyranny and slavery, 1772 | | Born in Africa, Phillis Wheatley was captured and sold into slavery as a child. If Bartolom de Las Casas was alive today, to which current people might he direct his concern and attention? As few other documents do, this letter illustrates Valley Forge as an icon of American perseverance and resolve in the face of cruel fortune and overwhelming odds. Aqui se contiene una disputa, o controversia: entre el Obispo don fray Bartholome de las Casas, o Casaus, obispo que fue de la ciudad Real de Chiapa, que es en las Indias, parte de la nueva Espaa, y el doctor Gines de Sepulveda Coronista del Emperador nuestro seor: sobre que el doctor contendia: que las conquistas de las Indias contra los Indios eran licitas: y el obispo por el contrario defendio y affirmo aber sido y ser impossible no serlo: tiranicas, injustas y iniquas. This question still provokes controversy. Headquarters: 49 W. 45th Street 2nd Floor New York, NY 10036, Our Collection: 170 Central Park West New York, NY 10024 Located on the lower level of the New-York Historical Society, 20092022 The first prompt is designed to be the easiest. This technique will support struggling readers as well as English Language Learners (ELL). However, because this paragraph is longer (208 words) they can pick ten Key Words. "Injured Humanity" was intended to shock readers and called on the conscience of citizens to "reject, with horror, the smallest participation in such infernal transactions." The teacher then asks the class to join in with the reading after a couple of sentences while the teacher continues to read along with the students, still serving as the model for the class. In the first lesson this will be facilitated by the teacher and done as a whole-class lesson. Headquarters: 49 W. 45th Street 2nd Floor New York, NY 10036, Our Collection: 170 Central Park West New York, NY 10024 Located on the lower level of the New-York Historical Society, 20092022 Unit Objective This unit is part of Gilder Lehrmans series of Common Core State Standardsbased teaching resources. The teacher puts a copy of Summary Organizer #3 on display in a format large enough for all of the class to see (an overhead projector, Elmo projector, or similar device). Wives and daughters sharply reduced their labor in the fields and instead devoted more time to home and childcare. Guidelines for selecting the Key Words: The guidelines for selecting Key Words are the same as they were yesterday. The teacher then asks the class to join in with the reading after a few sentences while the teacher continues to read along with the students, still serving as the model for the class. Yet by 1860, approximately two thirds of all New Vast collection of primary source documents a solid starting point. The argumentative essay is then written in class on day three. The teacher asks the students for their best personal summary of selection one. . This should start a teacher-led discussion that points out the qualities of the various attempts. The students and teacher discuss what they did yesterday and what they decided was the meaning of the first three selections. This contains the first selection from the Declaration of Independence. Nat Turners Rebellion, 1831 | In the early hours of August 22, 1831, a slave named Nat Turner led more than fifty followers in a bloody revolt in Southampton, Virginia, killing nearly 60 white people, mostly women and children. Donaldson Collection/Getty Images. The terms of their service were spelled out in contracts called indentures, legal agreements that were entered into by the childs parent(s) and the childs new master. This should give the students a way to state what the general purpose or purposes of the document were. The same day this agreement was reached, the convention also adopted the fugitive slave clause, requiring the return of runaway slaves to their owners. The Constitution gave the federal government the power to put down domestic rebellions, including slave insurrections. Hamiltons Report on the Subject of Manufactures, 1791 | | When George Washington became president in 1789, he appointed Alexander Hamilton as his secretary of the Treasury. The teacher models prosody, inflection, and punctuation. Remember, we are trying to let the students discover what Jefferson and the Continental Congress had to say and then develop ideas based solely on the original text. Both Charles Roberts and Cooper Hughs were to raise cotton and corn and give more than half of the cotton and two-thirds of the corn they raised to Bailey, but the Roberts family was to receive 487 pounds of meat to the Hughs familys 550 pounds. This is done by having the students follow along silently while the teacher begins reading aloud. The Wheatleys soon recognized Philliss intelligence and taught her to read and write. Unless regulation of the slave trade was left to the states, the southern-most states "shall not be parties to the union." The Gilder Lehrman Collection | In 1991, Richard Gilder and Lewis Lehrman embarked on a mission to create one of the most important repositories of historical American documents in the country. 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