ElemIDM Slavery C3Teachersto slavery, statues or memorials to slave owners, or the lack of any...
Transcript of ElemIDM Slavery C3Teachersto slavery, statues or memorials to slave owners, or the lack of any...
T H I S W O R K I S L I C E N S E D U N D E R A C R E A T I V E C OMMON S A T T R I B U T I O N - N O N C OMM E R C I A L - S H A R E A L I K E 4 . 0 I N T E R N A T I O N A L L I C E N S E . 1
4thGradeSlaveryInquiry
HowdidSlaveryShapemyState?
J.StephenConn,“CheapsideSlaveAuctionBlockHistoricalMarker,”indowntownLexington,KY,October31,2011
Somerightsreserved,CCBY-NC2.0
SupportingQuestions
1. Wheredidslavepopulationsgrow?2. Howdidtheslaverysystemdifferfromplacetoplace?3. Howdidyourstate’sformerslavesdescribetheirtreatment?4. Howisthelegacyofslaveryvisibleinyourcommunity?
T H I S W O R K I S L I C E N S E D U N D E R A C R E A T I V E C OMMON S A T T R I B U T I O N - N O N C OMM E R C I A L - S H A R E A L I K E 4 . 0 I N T E R N A T I O N A L L I C E N S E . 2
4thGradeSlaveryInquiry
HowdidSlaveryShapemyState?
KentuckyAcademicStandardsforSocialStudies,4thGrade
BigIdea:Geography-2.19.Studentsrecognizeandunderstandtherelationshipbetweenpeopleandgeographyandapplytheirknowledgeinreal-lifesituations.
BigIdea:HistoricalAnalysis-2.20Studentsunderstand,analyze,andinterprethistoricalevents,conditions,trends,andissuestodevelophistoricalperspective.
StagingtheQuestion Lookatimagesdepictingslaveryandhaveaclassdiscussionaboutitsoriginsandpossibleconsequencesonindividuals.
SupportingQuestion1 SupportingQuestion2 SupportingQuestion3 SupportingQuestion4
Wheredidslavepopulationsgrow?
Howdidtheslaverysystemdifferfromplacetoplace?
Howdidyourstate’sformerslavesdescribetheirtreatment?
Understand
Howisthelegacyofslaveryvisibleinyourcommunity?
FormativePerformanceTask
FormativePerformanceTask
FormativePerformanceTask
FormativePerformanceTask
Completeagraphicorganizerthatexplainswhereslaverygrewinconsiderationofgeographicfeatures.
Compareandcontrasthowslaverydifferedfromplacetoplaceusingagraphicorganizer.
Writeasummarythatdescribesslaves’discussionoftheirtreatment.
Writeaclaimsupportedbyevidenceconcerninghowthelegacyofslaveryisvisibleinyourcommunity.
FeaturedSources FeaturedSources FeaturedSources FeaturedSources
SourceA:Interactivemap,“TheSpreadofU.S.Slavery”SourceB:1860CensusMapSourceC:SlavePopulationStatistics
SourceA:ExcerptfromTakaki,ADifferentMirrorSourceB:Excerptfrom“SlaveryinColonialBritishNorthAmerica,”TeachingHistory,ZagarriSourceC:ExcerptfromAConciseHistoryofKentucky,KlotterSourceD:Excerptfrom“KentuckyandtheQuestionofSlavery,”KETEducation
SourceA:KentuckySlaveNarratives,WorksProgressAdministrationRecords,1941
SourceB:SlaveAuctionAdvertisements,KentuckyDigitalLibrary,1853-59
SourceA:ImagesofCheapsideSlaveAuction,Lexington,KY,c.1862
SourceB:ImagesofCheapsideHistoricalMarkerSourceC:ArticlesonCheapsidestatues,2015-17
SummativePerformanceTask
ARGUMENTHowdidslaveryshapemystate?Constructanargument(e.g.,detailedoutline,poster,essay)thatdiscussesthecompellingquestionusingspecificclaimsandrelevantevidencefromhistoricalandcontemporarysourceswhileacknowledgingcompetingviews.
EXTENSIONCreateatimelineofyourstate’shistory,incorporatingslavery’sinfluence.
TakingInformedAction
ASSESSHaveaclassdeliberationabouthowthehistoryofslaveryisandshouldbememorializedinyourcommunityACTWriteaclassproposaltosendtothemayororotherstakeholder,suggestinghowtomemorializethishistory
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Overview
InquiryDescription
Thisinquiryleadsstudentsthroughaninvestigationoftheinfluenceofslaveryonthehistoryofindividualstates,particularlyhighlightingKentucky.(Theblueprintforthisinquirywaspurposefullywrittensoastoallowforotherstatesorregionstoadaptittotheirlocalparticulars.)Byinvestigatingthecompellingquestion,studentsexaminethegrowthanddevelopmentofslavery,thewaysinwhichtheslavesystemdifferedfromplacetoplace,theviolenceenduredbyslaves,andhowthisportionofthecountry’shistoryis(orisn’t)beingremembered.Bycompletingthisinquiry,studentswillbegintounderstandhowslaveryhadasignificantimpactonthedevelopmentofthecountryandtheirparticularregion,whilealsohavethemconsidertheextenttowhichhistoricalmemoryisappropriatelyreflectingitsimpact.
ItisimportanttonotethatthisinquiryrequiresprerequisiteknowledgeconcerningtheoriginsofslaveryintheAmericas.Ifneeded,teacherscanprovideapplicablesectionsfromHowardZinn’sAYoungPeople’sHistoryoftheUnitedStatesand/orRonaldTakaki’sADifferentMirrorforYoungPeople.
NOTE:Thisinquiryisexpectedtotakefourtosix30-minuteclassperiods.Theinquirytimeframecouldexpandifteachersthinktheirstudentsneedadditionalinstructionalexperiences(i.e.,supportingquestions,formativeperformancetasks,andfeaturedsources).Inquiriesarenotscripts,soteachersareencouragedtomodifyandadaptthemtomeettheneedsandinterestsoftheirparticularstudents.Resourcescanalsobemodifiedasnecessarytomeetindividualizededucationprograms(IEPs)orSection504Plansforstudentswithdisabilities.
StructureoftheInquiry
Inaddressingthecompellingquestion“Howdidslaveryshapemystate?”studentsworkthroughaseriesofsupportingquestions,formativeperformancetasks,andfeaturedsourcesinordertoconstructanargumentsupportedbyevidencewhileacknowledgingcompetingperspectives.
StagingtheCompellingQuestion
Instagingthecompellingquestion,teachersmaypromptstudentswithimagesdepictingslaveryandhaveaclassdiscussionaboutslavery’soriginsandpossibleconsequencesonindividualsinvolved.Thiswillprovideanopportunitytoreviewthecausesofthedevelopmentofslavery,aswellasallowstudentstoconsiderhowthesystemaffectedbothslavesandslaveowners.
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SupportingQuestion1
Thefirstsupportingquestion—“Wheredidslavepopulationsgrow?”—helpsstudentsunwrapthegeographicfactorsleadingtothegrowthofslaveryinparticularareasoverothers.Theformativeperformancetaskhasstudentscreateagraphicorganizerthatexplainswhereslaverygrewinconsiderationofgeographicfeatures.Thefirstfeaturedsourceforthisquestionisaninteractivemapfromhistorian,LincolnMullen,showingthespreadofUSslaveryfrom1790-1860.(See:http://lincolnmullen.com/projects/slavery/).Thesecondfeaturedsourceisachoroplethmapofthe1860censusofslavepopulations.(See:https://www.census.gov/history/pdf/1860_slave_distribution.pdf).FeaturedsourceCconsistsoftwotablesrelatedtoslaveandslave-owningpopulations.Thefirsttabledisplaysthepopulationbreakdown(white,freenonwhite,slave)fortheoriginalthirteencoloniesfrom1790-1860.Thesecondtableprovidesdataastothenumberofslaveholdersandhowmanyslavestheyowned,separatedbystate.(Seeformoreinformation:https://eh.net/encyclopedia/slavery-in-the-united-states/).
SupportingQuestion2
Forthesecondsupportingquestion—“Howdidtheslaverysystemdifferfromplacetoplace?”—studentsbuildontheirgeographicknowledgeofthegrowthofslaverybyassessinggeographicvariancesintheslavesystem.Theformativeperformancetaskhasstudentsaddinformationaboutslavelabortotheprevioustask’sorganizer.
ThefirstfeaturedsourceisabriefexcerptfromRonaldTakaki,ADifferentMirrorforYoungPeople,whichsuccinctlydescribestheoppressivenatureoftheplantationsystem.FeaturedsourceBisanexcerptfromanarticleonTeachinghistory.org,fromhistorianRosemarieZagarri.Theselecttextprovidesanexplanationastohowlargeandsmallfarmsdiffered,aswellasdescribesslavelifeinmoreurbanareas.(Seeentirearticlehere:http://teachinghistory.org/history-content/ask-a-historian/25577).ThethirdfeaturedsourceforthisquestionisanexcerptfromKentuckyhistorian,JamesC.Klotter’sbook,AConciseHistoryofKentucky.Withinthisexcerpt,Klotterdiscussesslavery’sinfluenceinthestate’sfounding,aswellasprovideanoverviewofsomeofthefeaturesofslavelifeinKentucky.ThelastsourceisexcerptedfromaKentuckyEducationalTelevision(PBSAffiliate)articlediscussingslaveryinKentucky.ThechosenportionsfurtherelaborateonhowtheslavesystemoperatedwithinKentucky.Thoughnotincludedinthisinquiry,thehistoryofthestatesong,MyOldKentuckyHome,isincludedinthisarticleandmaybeusedtosupplementinstruction.(Seeentirearticlehere:https://www.ket.org/education/resources/kentuckys-underground-railroad-passage-freedom/#kentucky-and-the-question-of-slavery).Collectively,thesesourcescomplicateunderstandingsofslavery’shistory,dispellinghomogenousdepictions,inKentuckyandbeyond.
SupportingQuestion3
Thethirdsupportingquestion—“Howdidyourstate’sformerslavesdescribetheirtreatment?”—hasstudentsengagewithslavenarrativestoaddthehumanfactortotheirinquiryintotheslavesystem.Studentswillwriteasummarythatdescribesslaves’discussionoftheirtreatment.ThefirstfeaturedsourceconsistsofseveralexcerptedsectionsfromtheWorksProgressAdministration’scompilationofslavenarratives,collectedinthe1930s.(See:https://www.loc.gov/collections/slave-narratives-from-the-federal-writers-project-1936-to-1938/about-this-collection/).Thoughthesearenarrativesofformerslaves,teachersshouldbeconscientiousin
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helpingstudentsconsiderthelimitationsofthisparticularsource.Inparticular,thedynamicbetweeninterviewerandintervieweecouldcertainlyhaveshapedresponses–mostinterviewersbeingwhiteSoutherners.Somearealsotoldinfirstperson,othersinthirdperson.TeachersareencouragedtoreadabriefoverviewoftheprojectfromtheLibraryofCongressforcontext.(See:https://www.loc.gov/teachers/classroommaterials/connections/narratives-slavery/).Thechosenexcerptshighlightbotheverydayaspects,aswellashowviolencepermeatedslavelife.Oneparticularaspecthighlightedinthenarrativesisthedivisionoffamiliesinslaveauctions.TosupplementtheWPASlaveNarratives,slaveauctionadvertisementsforKentuckylocationsmentionedintheNarratives,areincludedtoaddanothermediumforteacherstouseininstruction.
SupportingQuestion4
Forthefourthsupportingquestion—“Howisthelegacyofslaveryvisibleinyourcommunity?”—studentswillconnectwhattheylearnedaboutthehistoryoftheirregiontoconsiderhowslaveryis(orisn’t)memorializedintheircommunity.Theformativetaskasksstudentstowriteaclaimsupportedbyevidenceconcerninghowthelegacyofslaveryisvisibleintheircommunity.(SeeAppendixCforasampleevidence-basedclaimgraphicorganizer).ThefirstcomponentoftheTakingInformedActionpieceoftheinquiryisembeddedinthistask.Tounderstandtheextenttowhichslaveryisorisn’tappropriatelyremembered,resourcesareprovidedconcerningcurrentdiscussionsofCheapsidePark,aprominentslaveauctionsiteinLexington,Kentucky,mentionedwithintheWPASlaveNarratives.ThefirstfeaturedsourceisascreenshotfromtheLexingtonVisitor’sCenter,discussingCheapsideParkasaportionofthetown’sAfrican-AmericanHeritageTour.FeaturedSourceBconsistsofimagesofbothsidesofthehistoricalmarkerinCheapsidePark,discussingitsslavehistory.FeaturedSourceCincludesseveralexcerptsfromthelocalLexingtonnewspaper,theHerald-Leader,discussingthecontroversysurroundingCheapsidePark.ThecornerstoneofthecontroversyistheplacementoftwoConfederategeneralstatuesinCheapsidePark.Bothmen,JohnC.BreckinridgeandJohnHuntMorgan,wereslaveowners.Forteachersinothercommunities,theycanprovideresourcesorhavestudentsresearch:preservationattempts,memorialsormarkerstoslavery,statuesormemorialstoslaveowners,orthelackofanyformalmemorial.
SummativePerformanceTask
Atthispointintheinquiry,studentshaveexaminedhowslaverywasapartofthegrowthoftheUnitedStates,howthesystemvariedfromplacetoplace,theviolenceendemictoslavery,andhowslaveryisrepresentedinhistoricalmemory,specificallywithinstudents’communities.
Studentsshouldbeexpectedtodemonstratethebreadthoftheirunderstandingsandtheirabilitiestouseevidencefrommultiplesourcestosupporttheirclaims.Inthistask,studentsconstructanevidence-basedargumentusingmultiplesourcestoanswerthecompellingquestion“howdidslaveryshapemystate?”Itisimportanttonotethatstudents’argumentscouldtakeavarietyofforms,includingadetailedoutline,poster,oressay.
Students’argumentswilllikelyvary,butcouldincludeanyofthefollowing:
• SlaveswerealargeportionofKentucky’sgrowingpopulationand,thus,theirexperiencesareasignificantpartofKentucky’sstatehistory.
• Kentucky’seconomicgrowthwasimpactedsignificantlybytheuseofslavelabor,thusanimportantpartofKentucky’sidentity.
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• SlaveryhadagreatimpactonallKentuckians,leavingalegacythatismemorializedtoday.• ThoughslaverywasasignificantpartofKentucky’shistory,itslegacyneedsmoreemphasisinhowit
shapedthestatetoday.
Toextendtheirarguments,teachersmayhavestudentscreateatimelineoftheirstate’shistory,incorporatingslavery’sinfluence.
StudentshavetheopportunitytoTakeInformedActionbydrawingontheirunderstandingsofslaveryintheircommunitytoconsiderhowitshouldberemembered.TheunderstandcomponentwascompletedbySupportingTask4.Toassesstheissue,studentswillhaveaclassdeliberationabouthowthehistoryofslaveryisandshouldbememorializedintheircommunity.Toact,studentswillwriteaclassproposaltosendtothemayor,suggestinghowtomemorializethishistory.
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StagingtheCompellingQuestionFeaturedSources SourceA:PrintsandPhotographOnlineCatalog,LibraryofCongress,Database.
SourceB:SlaveryCollection,NationalMuseumofAfricanAmericanHistoryandCulture,Database.
“SlaveAuctionatRichmond,Virginia,”woodengraving,1856.Accessedfrom:https://www.loc.gov/pictures/item/98510266/“ASlaveAuctionattheSouth,”woodengraving,1861.Accessedfrom:http://www.loc.gov/pictures/resource/cph.3a06254/Additionalresourcesmaybeaccessedfrom:LibraryofCongress:http://www.loc.gov/pictures/NationalMuseumofAfricanAmericanHistoryandCulture:https://nmaahc.si.edu/explore/collection
SupportingQuestion1FeaturedSource SourceA:LincolnMullen,"TheSpreadofU.S.Slavery,1790–1860,"interactivemap
(Accessed2017)
Accessedfrom:http://lincolnmullen.com/projects/slavery/
SupportingQuestion1FeaturedSource SourceB:Hergesheimer,E.“Mapshowingthedistributionoftheslavepopulationofthesouthern
statesoftheUnitedStates,”Compiledfromthecensusof1860,LibraryofCongress,(1861).
Accessedfrom:https://www.loc.gov/resource/g3861e.cw0013200/
SupportingQuestion1FeaturedSource SourceC:JennyBourne,“SlaveryintheUnitedStates,”EH.NetEncyclopedia,editedbyRobert
Whaples,2008.
SeeTables1&4Accessedfrom:https://eh.net/encyclopedia/slavery-in-the-united-states/
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SupportingQuestion2
WordBank
• Urban–cityortown• Rural–countryarea,ratherthancityortown• Peculiarinstitution–aphraseoftenusedtorefertoslavery• Exponentially–rapidly,veryquickly• Profitable–resultinginfinancialgain• Ironically–notwhatonewouldexpect• Scrutiny–closelywatched• Agriculture–relatedtofarming• Artisan–askilledtrade
SupportingQuestion2FeaturedSource SourceA:RonaldTakaki,ADifferentMirrorforYoungPeople:AHistoryofMulticulturalAmeria,
excerpt,2012,pp.88-89,92.
Seesections:“OnSouthernPlantations”(p.88-89)and“AfricanAmericansinSouthernCities”(p.92)
SupportingQuestion2FeaturedSource SourceB:RosemarieZagarri,“SlaveryinColonialBritishNorthAmerica,”NationalHistory
EducationClearinghouse,teachinghistory.org,webarticle,(n.d.)
Seesections:“SlaveryinPre-RevolutionAmerica,”“Largevs.SmallPlantations,”“SlavesintheUrbanNorth”
• Teachersareencouragedtoexcerptportionsfromthesesections.Accessedfrom:http://teachinghistory.org/history-content/ask-a-historian/25577
SupportingQuestion2FeaturedSource SourceC:JamesC.Klotter,AConciseHistoryofKentucky,excerpt,2008,pp.91-95.
Seesectionsfromchaptersix,FromStatehoodtotheCivilWar:portionsfromintroductiontochapter(p.91),“Slavery”(p.91-92),“SlaveLife”(p.92-95).
• Teachersareencouragedtoexcerptportionsfromthesesections.
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SupportingQuestion2FeaturedSource SourceD:KETEducation,“Kentucky’sUndergroundRailroad:PassagetoFreedom,”(n.d.).
Seesection:“KentuckyandtheQuestionofSlavery”
Accessedfrom:https://www.ket.org/education/resources/kentuckys-underground-railroad-passage-freedom/#kentucky-and-the-question-of-slavery
SupportingQuestion3FeaturedSource SourceA:FederalWriters'ProjectoftheWorksProgressAdministration,SlaveNarratives:
VolumeVII:KentuckyNarratives,(1941).
InterviewwithGeorgeHenderson,formerslave:“Outclothesweremadeofjeensandlindseyinwinter.Inthesummerweworecottonclothes.TheygaveusshoesatChristmastime.Weweremeasuredwithsticks.OnceIwaswarmingmyshoesonaback,logonthebigfireplace,theygelloverbehindthelogsandburntup.Ididn’tmarrywhileontheplantation.“Mymasterandmistresslivedinthebigbrickhouseof15roomswithtwolongporches.Onebelowandonebelow.MymistuswasMissLucyElmorebeforeshemarried.HerchildrenwerenamedMissMat,HissEmma,andMissJennie.“Isawtheslavesinchainsaftertheyweresold.Thewhite,folksdidnotteachustoreadandwrite,wehadchurchontheplantationbutwewentfromoneplantationtoanothertohearpreaching.”…“IrememberoneslavenamedAdamswhoranawayandwhenhecamebackmyoldmasterpickedupalogfromthefireandhithimover:thehead.WealwayswashedupandcleanedupforSunday.Sometimetheolderoneswouldgetdrunk.”InterviewwithWillOats,ex-slaveofMercerCo.,KY:“WillwasownedbyLewisOatsand.hissister;theylivedinatwostoryhouse,builtoflogandweatherboarded.Theywereverywealthypeople.Thefarmconsistedofover230acres;theyownedsixslaves;andtheyhadtobeupdoingtheirmorningworkbeforethemasterwouldwake."Whenworkingandtheslaveswoulddisobeytheirmaster,theywerepunishedinsomeway;buttherewasnojail.Theydidn'tknowhowtoreadorwrite,andtheyhadnochurchtoattend.Alltheyhadtodowhennotatworkwastotalktotheolderfolks.OnChristmasmorningtheywouldusuallyhavealittleextratoeatandmaybeastickofcandy.OnNewYear’sDaytheirworkwentonjustthesameasonanyotherday.”InterviewwithUncleEddShirley,JanitoratTompkinsvilleDrugCo.andHospital,Tompkinsville,KY:“Iam97yearsoldandamstillworkingasjanitorandsupportmyfamily.Myfatherwasawhitemanandmymotherwasacoloredlady.Iwasownedthreedifferenttimes,orratherwassoldtothreedifferentfamilies.IwasfirstownedbytheWaldens;thenIwassoldtoamanbythenameofJackson,ofGlasgow,Kentucky.Thenmyfather,ofthiscounty,boughtme.“Ihavehadmanyslaveexperiences.Someslavesweretreatedgood,andsomeweretreatedawfulbadbythewhitepeople;butmostofthemweretreatedgoodiftheywoulddowhattheirmastertoldthemtodo.“Ioncedsawalightcoloredgaltiedtotheraftersofabarn,andhermasterwhippedheruntilbloodrandownherbackandmadealargepoolontheground.AndIhaveseennegromentiedtostakesdroveinthegroundandwhippedbecausetheywouldnotmindtheirmaster.”
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UnionCo.,RubyGarten:"Iremembertheslavesonmygrandfather'sfarm.Aftertheywerefreedtheyaskedhimtokeepthembecausetheydidn'twanttoleave.Hetoldthemtheycouldstayandoneofthedaughtersoftheslaveswasmarriedinthekitchenofmygrandfather’shouse.Aftertheweddingtheysetsupperforthem.Someoftheslaveownerswereverygoodtotheirslaves;butsomewhippedthemuntiltheymadegashesintheirbacksandwouldputsaltinthegashes.”GarrardCo.,StoryofAuntHarrietMason,age100-aslavegirl:"WhenIwassevenyearsoldmymissistookmetoBourbonCounty,whenwegottoLexingtonItriedtorunoffandgobacktoBryantsvilletoseemymammy.Mas’rGanotoldmeifIdidn’tcamethesheriffwouldgitme.IneverlikedtogotoLexingtonsince.”BoydCo.,CarlF.Hall(interviewer):“John'smaster,inallowinghisslavestomarry,wasmuchmoreliberalthanmostotherslaveowners,whoallowedtheirslavesnosuchliberty.“Asarulenegromenwerenotallowedtomarryatall,anyattempttomatewiththenegrowomenbroughtswift,surehorriblepunishmentandthespecieswerepropogatedbyselectedmalenegroes,whowerekeptforthatpurpose,theownersofthisprovilegednegro,chargedafeeofoneoutofeveryfourofhisoffspringforhisservices.”LaurelCO.,PerryLarkey(interviewer):“Concerningslavesofthissectionofthecountry,Iwillquoteexperiencesandobservationofanoldnegroladywhowasaslave,Mrs.AmeliaJones,livinginNorthLondon,Kentucky.‘AuntAmelia’assheisknownaroundhereiseighty-eightyearsofage,beingsixteenyearsofageatthecloseoftheCivilWar.”…“MasterWhitewasgoodtotheslaves,hefeduswellandhadgoodplacesforustosleep,anddidn'twhipusonlywhenitwasnecessary,butdidn'thesitatetosellanyofhisslaves,hesaid,“Youallbelongtomeandifyoudon'tlikeit,I'llputyouinmypooket”meaningofcoursethathewouldsellthatslaveandputthemoneyinhispocket.“Thedayhewastosellthechildrenfromtheirmotherhewouldtellthatmothertogotosomeotherplacetodosomeworkandinherabsencehewouldsellthechildren.Itwasthesamewhenhewouldsellaman'swife,healsosenthimtoanotherjobandwhenhereturnedhiswifewouldbegone.Themasteronlysaid“don’tworryyouoangetanotherone”.…“Mrs.Joneshasasisterninety-twoyearsofagelivingwithhernow,whowassoldfromtheauctionblockinManchester.Hersisterwasonlytwelveyearsofagewhensoldandhermasterreceived$1,220.00forher,thenshewastakensouthtosomeplantation.Alsoherfatherwassoldatthatplaceatanauctionofslavesatahighprice,handcuffedandtakensouth.Sheneversawherfatheragain.ShesaysthedayherfatherwassoldtherewasalonglineofslavestobesoldandaftertheyweresoldandagoodpricepaidforeachtheywerehandcuffedandmarchedawaytotheSouth,herfatherwasamongthenumber.“TheAuctionblockatManchesterwasbuiltintheopen,fromrough-madelumber,afewstepsandaplatformontopofthat,theslavetobesold.Hewouldlookatthecrowdastheauctionerwouldgiveageneraldescriptionoftheabilityandphysicalstandingoftheman.Heheardthebidsastheycameinwonderingwhathismasterwouldbelike.”FloydCo.,JohnI.Sturgill(interviewer):“ManyfolkwentovertoMt.SterlingorLexingtontoauctionsfortradingservants.(Thesamemannerisusedtradingstocktoday).“SlavetraderscameintothecountytobuyupslavesfortheSouthernplantations,andcottonorsugarfields—Slavefamilieswereveryfrequentlyseparated,somemembersmean,theiving,orrunningawayniggersweresold(first)downtheriver.Sometimesgoodservantsweresoldfortheprice,themasterbeinginafinancialstraitordireneedofmoney.Tradershandcuffedtheirservantspurchased,andtookthembyboatorhorse-backdowntheriveroroverinVirginiaandCarolinatobaccofields.”
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ClayCo.,PearlHouse(interviewer):“Thefollowingstoryofslavedaysistheexactwordsofonewhohadthebitterexperienceofslavery.SophiaWord,whoisnowninety-nineyearsofage,bornFebruary2,1837.Shetellsmeshewasinbondagefornineteenyearsandninemonths.Ishallrepeatjustasshetoldthestory.”…“OurMasterdidn'tauctionoffhisslavesastheothermasterswouldforhewasabettermasterthanmostofthem.Whenhestartedtosaleoneofushewouldgooutandtalktotheoldslavetraderlikehewuzg’winetosaleacoworsometinandthenhewouldcomebacktogittheslavehewanted.Thiswuzthewaymymothersbrotherandsisterwuzsold.Whentheothermastersatotherplacessoldaslavetheyputtheslaveontheauctionblockandtheslavetraderhadalongwhopthathehitthem4Wwithtoseeiftheycouldjumparoundandwuzstrong.Thelargestandbroughtthemoney.“IwuzaslavenineteenyeahsandninemonthsbutsomehowornutherIdidn’tbelongtoarealmeanpetofpeople.ThewhitefolkssaidIwasthemeanestniggerthateverwuz.OnedaymyMistressLyndiacalledfermetocomeinthehouse.butno,Iwouldn'tgo.Shewalksoutandsayssheisgowinemakemego.Soshetakesanddragsmeinthehouse.ThenIgrabsthatwhitewoman,whensheturnedherback,andshookheruntilshebeggedformercy.Whenthemastercomesin,IwuzgivenaterriblebeatingwithawhipbutIdin'ntcareferIgivethemistressagood'untoo.”GarrardCounty.Ex-SlaveStories.(ElizaIson)[HW:Ky11]AuntHarrietMason--Ex-Slave:Wehadnooverseerordriver.Wehadno"Powhiteneighbors".Therewasabout300acresoflandaroundLickSkillet,butwedidnothavemanyslaves.TheslaveswerewakedupbyGeneralGanowhorangabigfarmbellaboutfourtimesinthemorning.TherewasnojailontheplaceandIneversayaslavewhippedorpunishedinanyway.Ineversawaslaveauctionedoff.JeffersonCo.,ByersYork(interviewer),SusanDaleSanders:“ThefollowingisastoryofMrs.SusanDaleSanders,#1DupreeAlley,betweenBreckinridgeandLamptonSts.,Louisville,anoldNegroSlavemammy,andofherlife,assherelatedit.“SomeoftheotheroldMasters,whohadlotsofslavesonfa'mscloseby,wassomeantotheslavestheyowned.Theywo'kedthewomenandmenbothinthefieldsandthechildrentoo,andwhentheoleMasterthoughttheywas'n'tdo'n''nufwo'k,hewouldtakehismenandstripofftheirshirts,andlashthemwithcow-hidewhipsuntilyoucouldseethebloodrundownthempoorniggersbacks.TheNiggertraderswouldcomethroughandbuyupalotofmen,andwomenslaves,andgetabigdroveofthemandtakethemfurthersouthtoworkinthefields,leavintheirbabies.I'senevercanforget.Iknow'dsomemeanolemasters.OurolemasterDalethatraisedmyMammyandherfamilyneverwashardormeanlikethat.Hewouldletusgotochurch,havepartiesanddances.Oneoftheolesalveswouldcometoourcabinwithhisfiddleandwe'ddance.”JeffersonCo.,JoanaOwens:“ThefollowingisthelifeandtraditionsofJoanaOwens,520E.BreckinridgeSt.,Louisville,Kentucky,anoldnegromammywhowasbornduringslavery.“IwillneverforgethowmeanoldMasterNolanBarrwastous.Iwasaboutfourteenyearsoldandmysisterwasalittleyounger.Welivedinanoldlogcabin.Thecrackswasfilledwithmud.MyMotherdonethehouseworkforMasterBarr'shouse.Myfatherandsisterandmehadtoworkinthefields.Hehadabigfarm,andownedlotsofslaves,andwhentheoldmastergotmadathisslavesfornotworkinghardenoughhewouldtiethemupbytheirthumbsandwhipthemaleslavestilltheybeggedformercy.Hesurewasameanoldman.IwillneverforgethimaslongasIlive.Idon'tknowexactlyhowoldIis,butIamclosetoninetynow.”TaleofMaryWooldridge:(ClarksvillePike--Ageabout103.)"MaryandhertwinsisterwereslavesborninWashingtonCounty,Kentucky,nearLexington,belongingtoBobEaglin.WhenMarywasaboutfourteenyearsoldsheandhersisterwasbroughttotheLexingtonslavemarketandsoldandaMr.LewisBurnsofthesameCountypurchasedher.Marydoesn'tknowwhatbecameofhersister.”Accessedfrom:https://www.loc.gov/item/mesn070/
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SupportingQuestion3FeaturedSource SourceB:Collectionofslaveadvertisements,JohnWinstonColemanJr.collectiononslaveryin
Kentucky,KentuckyDigitalLibrary,(1853-59).
Accessedfrom:http://eris.uky.edu/catalog/xt74xg9f541m_9_4/viewer?
SupportingQuestion4Accessedfrom:http://explorekyhistory.ky.gov/items/show/171
SupportingQuestion4FeaturedSource SourceB:WillWright,“HistoricalslaverymarkerinLexingtonbroken;groupbalksatincludingit
indiscussionofConfederatestatues,”LexingtonHeraldLeader,July31,2015.
Accessedfrom:http://www.kentucky.com/news/local/counties/fayette-county/article44613147.html**Asof2017,themarkerhasnotbeenrestoredastheoldcourthouseundergoesrenovations.
SupportingQuestion4FeaturedSource SourceC:ArticlesfromWUKYandtheLexingtonHerald-Leader,(2015-16).
Teachersareencouragedtoexcerptportionsfromthesearticles.Articlesarepresentedhereinchronologicalorder.
James,Josh.(2015,July8).“CommunityTalksControversialMonuments,MayorAnnouncesNewReview.”WUKY.
• Accessedfrom:http://wuky.org/post/community-talks-controversial-monuments-mayor-announces-new-review#stream/0
Ward,Karla.(2015,September21).“Lexingtonboardhearspros,consaboutkeepingConfederatestatuesdowntown.”LexingtonHeraldLeader.
• Accessedrom:http://www.kentucky.com/news/local/counties/fayette-county/article42620964.html.
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Musgrave,Beth.(2016,February17).“ConfederatestatuestoremaininLexington,Ky.,courthousesquare.”LexingtonHeraldLeader.
• Accessedfrom:http://www.kentucky.com/news/local/counties/fayette-county/article60902437.html
Adkins,David.(2016,February28).“Confederatestatues:city’sshamefulgraffiti.”LexingtonHeraldLeader.
• Accessedfrom:http://www.kentucky.com/opinion/op-ed/article62718482.html.
Allen,Russell.(2017,March27).“FreeLexington’sheartofmonumentstotraitorousslaveholders;it’sreallynotthatcomplicated.”LexingtonHeraldLeader.
• Accessedfrom:http://www.kentucky.com/opinion/op-ed/article141068618.html
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ReferencesAdkins,D.(2016,February28).“Confederatestatues:city’sshamefulgraffiti.”LexingtonHeraldLeader.Retrieved
from:http://www.kentucky.com/opinion/op-ed/article62718482.html.Allen,R.(2017,March27).“FreeLexington’sheartofmonumentstotraitorousslaveholders;it’sreallynotthat
complicated.”LexingtonHeraldLeader.Retrievedfrom:http://www.kentucky.com/opinion/op-ed/article141068618.html.
Bourne,J.(2008).“SlaveryintheUnitedStates,”EH.NetEncyclopedia,editedbyRobertWhaples.Retrievedfrom:https://eh.net/encyclopedia/slavery-in-the-united-states/.
FederalWriters'ProjectoftheWorksProgressAdministration(1941).SlaveNarratives:VolumeVII:KentuckyNarratives.Retrievedfrom:https://www.loc.gov/item/mesn070/
Hergesheimer,E.(1861)“MapshowingthedistributionoftheslavepopulationofthesouthernstatesoftheUnitedStates,”Compiledfromthecensusof1860,LibraryofCongress.Retrievedfrom:https://www.loc.gov/resource/g3861e.cw0013200/.
James,J.(2015,July8).“CommunityTalksControversialMonuments,MayorAnnouncesNewReview.”WUKY.Retrievedfrom:http://wuky.org/post/community-talks-controversial-monuments-mayor-announces-new-review#stream/0.
KentuckyDigitalLibrary(1853-59).Collectionofslaveadvertisements,JohnWinstonColemanJr.collectiononslaveryinKentucky.Retrievedfrom:http://eris.uky.edu/catalog/xt74xg9f541m_9_4/viewer?
KETEducation(n.d.).“Kentucky’sUndergroundRailroad:PassagetoFreedom.”Retrievedfrom:https://www.ket.org/education/resources/kentuckys-underground-railroad-passage-freedom/#kentucky-and-the-question-of-slavery
Klotter,J.C.andKlotter,F.C.(2008)AConciseHistoryofKentucky.Lexington,KY:UniversityofKentuckyPress.Mullen,L.(n.d.)."TheSpreadofU.S.Slavery,1790–1860,"interactivemap.Retrievedfrom:
http://lincolnmullen.com/projects/slavery/.Musgrave,B.(2016,February17).“ConfederatestatuestoremaininLexington,Ky.,courthousesquare.”Lexington
HeraldLeader.Retrievedfrom:http://www.kentucky.com/news/local/counties/fayette-county/article60902437.html.
SlaveryCollection(n.d.).NationalMuseumofAfricanAmericanHistoryandCulture,Database.Retrievedfrom:https://nmaahc.si.edu/explore/collection
Takaki,R.(2012).ADifferentMirrorforYoungPeople.NewYork:SevenStoriesPress.Talbott,T.“CheapsideSlaveAuctionBlock,”ExploreKYHistory.Retrievedfrom:
http://explorekyhistory.ky.gov/items/show/171.Ward,K.(2015,September21).“Lexingtonboardhearspros,consaboutkeepingConfederatestatuesdowntown.”
LexingtonHeraldLeader.Retrievedfrom:http://www.kentucky.com/news/local/counties/fayette-county/article42620964.html.
Wright,W.(2015,July31).“HistoricalslaverymarkerinLexingtonbroken;groupbalksatincludingitindiscussionofConfederatestatues.”LexingtonHeraldLeader.Retrievedfrom:http://www.kentucky.com/news/local/counties/fayette-county/article44613147.html.
Zagarri,R.,(n.d.).“SlaveryinColonialBritishNorthAmerica,”NationalHistoryEducationClearinghouse,teachinghistory.org.Retrievedfrom:http://teachinghistory.org/history-content/ask-a-historian/25577
Zinn,H.(2009).AYoungPeople’sHistoryoftheUnitedStates.NewYork:SevenStoriesPress.
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AppendixAGraphicOrganizer Wheredidslavepopulationsgrow?
TheSpreadofU.S.Slavery,1790-1860,EnslavedPopulation(TotalNumbers),http://lincolnmullen.com/projects/slavery/
What states have the most
slaves?
Where are the most slaves
in those states?
What geographic features are they near?
(Mountains, rivers, the ocean coast, etc.)
Where did slavery grow from the previous year?
Where did slavery decrease from the previous year?
1790
1810
1830
1850
1860
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Clicking(orhoveringyourmouse)overthecountiesofyourstate:
1. Whatcountieshavethemostslaves?
2. Wherearetheretheleast?
Onthebottomrightofthescreen,choosetoshow“Enslavedpopulation(%)”.Thisshowsyouwhatpercentofthetotalpopulationwereslaves.
3. Whereareslavesthemajorityofthepopulation?
4. Historiansoftenrefertothe“CottonBelt,”whichwasanareaoftheUnitedStateswherecottonwasgrown.Thisareahadahighnumberofslavestotendtotheseplantations.Basedonthesemaps,wheredoyouthinkthiswas?
5. WhydoyouthinkslavepopulationsgrewintheUnitedStates?
6. Whydidtheygrowmoreinsomeareasthaninothers?
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AppendixBGraphicOrganizer Howdidtheslaverysystemdifferfromplacetoplace?
States/GeographicAreas Differences Similarities
LargePlantations
SmallPlantations
UrbanSlavery
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1. Howwasslaveryapartofthesettlementofyourstate?2. Howwereslavestreated?3. Whereweremostoftheslavesinyourstate?4. Whatkindofworkdidtheydo?5. Howwasslaverydifferentfromplace-to-placeinyourstate?6. Howwasslaverydifferentinyourstatethaninotherstates?
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AppendixCGraphicOrganizer Howisthelegacyofslaveryvisibleinyourcommunity?
Claim
Reasoning
Evidence Evidence Evidence