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02.09.18 -- yumpudigipubtest

02.09.18 -- yumpudigipubtest

Lesson 5: Rebellion

Lesson 5: Rebellion Teacher Resource: Slave Trade timeline 20

Lesson 6: Free People of Color Grade Level: 6-12 Lesson Time: Three class periods Vocabulary: Free People of Color- English translation of, les gens de couleur libre, the descendants of the French Louisiana three-tier hierarchy system that included Euro-descended people at the top of the social system (whites), free people of color (inter-racial mixing of African, Indian, Latin and European origins) in the middle, and the enslaved Africans at the bottom of the social tier. Freedmen and women- Former enslaved persons of African descent. Free Blacks/African Americans- population of African descendants who were free during the time when slavery was legal. Materials: Ruffin Family Booklet Free People of Color Booklet Pencil Worksheet # 3: Written Document Analysis Procedure: Explain to the students that there were populations of Africans, and those who became African Americans, that were never enslaved. Throughout the enslavement period there were different types of free African American populations that developed. In 1619, twenty Africans arrived on the shores of Jamestown, Virginia. These Africans were the founding group of free African Americans. Albeit, the trans-Atlantic slave trade brought in the remaining 500,000 Africans who would later become African America. This free population became such a group through working out the terms of servitude (indentured servants), purchasing their freedom, or by having mothers who were free. After the American Revolution, large populations of free African Americans appeared in the North, Upper South, rural Lower South, South Carolina and Louisiana in cities such as Philadelphia, Baltimore, New Port (Rhode Island), Richmond, Norfolk (Virginia), New York, Charleston, Savannah, New Orleans, and Boston. Although the vast majority of free African Americans were hardworking, poor, and uneducated, those who were educated became the leaders of those communities advocating for freedom and better living conditions. Those leaders formed various institutions specifically for African Americans because they had limited or no access to similar organizations in the larger society among Euro-Americans. Secondly, they valued the African heritage that was passed down over generations in slavery. They wanted institutions SLAVERY & ABOLITION CURRICULUM GUIDE 21

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Emancipation Day
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