In this lesson, students analyze similarities and differences among depictions of slavery in "The Adventures of Huckleberry Finn", Frederick Douglass' "Narrative", and nineteenth century photographs of slaves. Students formulate their analysis of the role of art and fiction, as they attempt to reliably reflect social ills, in a final essay.

A brief look at how slavery in America was tied to the crops grown in the South. See how the need for skilled workers was decreased and the use of unskilled slaves increased with the introduction of the cotton gin.

This video [5:39] demystifies the film editing process as producers and editors discuss edits to the documentary American Masters: Bill T. Jones: A Good Man. The film chronicles Bill T. Jones creating Fondly Do We Hope, Fervently Do We Pray, a dance performance commemorating Abraham Lincoln's 200th birthday. As the post-production process evolves, the filmmakers confront the same challenge Jones faced: should they include a reference to "snakes in bed," a metaphor Lincoln used to illustrate his views on slavery in the new territories, or should it end up on the cutting room floor. Includes teaching tips and discussion questions.

A comprehensive look at the economy of the South and the changes brought by the cotton gin. Read through five pages that discuss the economy, the tradition of the plantation, and the sectionalism that arises in this time period.

Students will enhance their understanding of contemporary injustices, or Unfreedoms,* and develop critical thinking as citizens of the global community.

Here, read the entire text to "Fifty Years in Chains; or, The Life of an American Slave," which was written by Charles Ball and originally published in 1859.

This site, from the University of North Carolina, provides the full text of "My Life in the South," the autobiography of an emancipated slave, Jacob Stroyer(1849-1908). The text is complete and in-depth with a full introduction and photos of the original publication.

These historically significant primary documents trace the evolution of the church in the black south into a significant part of the community.

From the University of North Carolina at Chapel Hill Libraries, this site provides the complete "Confessions of Nat Turner" complete with images of the original pages published of the confession.

Learn about the 1857 Supreme Court's Dred Scott decision that had the potential to legalize slavery everywhere in the United States. [2:57]

The U.S. National Archives and Records Administration (NARA) provides an elaborate overview of Abraham Lincoln's Emancipation Proclamation. Content includes detailed background information behind the document, photos of the original document, a full transcript, and an audio clip of a former slave discussing work and living conditions after the Emancipation Proclamation.

Why was the Emancipation Proclamation important? While the Civil War began as a war to restore the Union, not to end slavery, by 1862 President Abraham Lincoln came to believe that he could save the Union only by broadening the goals of the war. Students can explore the obstacles and alternatives America faced in making the journey toward "a more perfect Union."

The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.

Who decides who among us is civilized? What rules should govern immigration into the United States? Whom should we let in? Keep out? What should we do about political refugees or children without papers? What if they would be a drain on our economy?

ACCOMPLISHMENTS

Students read William Shakespeare’s play The Tempest and write a short argument about who in the play is truly civilized.
Students participate in a mock trial in which they argue for or against granting asylum to a teenage refugee, and then they write arguments in favor of granting asylum to one refugee and against granting it to another.
Students read an Independent Reading text and write an informational essay about a global issue and how that relates to their book.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What role do national identity, custom, religion, and other locally held beliefs play in a world increasingly characterized by globalization?
How does Shakespeare’s view of human rights compare with that in the Universal Declaration of Human Rights?
Who is civilized? Who decides what civilization is or how it’s defined?
How do we behave toward and acknowledge those whose culture is different from our own?

Where did Shakespeare get his ideas? In this lesson, students will read and annotate source materials written by Montaigne and others. They’ll discuss the question of what the materials say about native peoples of the Americas. They’ll also compare the ideas of Gonzalo and Montaigne.

Watch this video clip to learn about the contributions of former slave, writer and orator, Frederick Douglass, to the abolitionist movement. [3:59] Supplemental materials for both students and teachers are included.

This site discusses the history and significance of the Amistad trial. Make sure to click on the "cont." link for more information on the history of the case.

Video segment explores Frederick Douglass's beginning as a slave when he was six years old as he watched his aunt being brutally beaten. [2:09]

Through two primary source activities and a short video, understand how Douglass stood firm in his beliefs and rose to prominence, and explore the importance of literacy in his life.

In 1833, Frederick Douglass was sent to a slave breaker in Maryland to be beaten back into submission. Watch this video segment to see how after six months of beatings, Douglass stood up to him and fought back. [2:58]