Struggles for Liberty: African Americans in 19th Century
This learning resource delves into the stories of African American freedom fighters in the USA, Britain, and Ireland during the 19th century, highlighting their efforts for social justice and liberty. It covers topics such as suffrage movements, Civil Rights campaigns, abolition of the Trans-Atlantic slave trade, Black abolitionist movement, and more. Mapped to the Curriculum for Excellence, the resource aims to broaden students' historical understanding, values, and critical thinking skills.
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Presentation Transcript
This learning resource shares the stories of the struggles for liberty in the lifelong fight for social justice by African Americans working as freedom fighters in the USA and throughout Britain and Ireland in the 19th century
In secondary schools in Scotland, these topics are often studied: The male and female suffrage movements. -The campaigns for the right to vote - The campaign for Civil Rights The British angle in the Trans Atlantic slave trade and its abolition This learning resource will help students understand the connections between these topics. Through images, first-person testimonies, primary sources and artefacts, students will look at: Memories of experiences of slavery by enslaved and self-liberated people The Black abolitionist movement African American families intergenerational fight for freedom African American activists on social justice speaking tours in Britain and Ireland First hand accounts of Black combat heroism in the US Civil War Interracial antislavery campaigns and activist alliances
The activities are also mapped to the Curriculum for Excellence experiences and outcomes in Social Studies and are designed to help students: broaden their understanding of the world by learning about human activities and achievements in the past and present develop an understanding of their own values, beliefs and cultures and those of others develop an understanding of the principles of democracy and citizenship through experience of critical and independent thinking explore and evaluate different types of sources and evidence learn how to locate, explore and link periods, people and events in time and place
Social Studies experiences and outcomes Social Studies experiences and outcomes - - People, past events and societies People, past events and societies Third Third Fourth Fourth I can use my knowledge of a historical period to interpret the evidence and I can use my knowledge of a historical period to interpret the evidence and present an informed view. present an informed view. I can evaluate conflicting sources of evidence to sustain a line of argument. I can evaluate conflicting sources of evidence to sustain a line of argument. SOC 4 SOC 4- -01a 01a SOC 3 SOC 3- -01a 01a I can explain the similarities and differences between the lifestyles, values I can explain the similarities and differences between the lifestyles, values and attitudes of people in the past by comparing Scotland with a society in and attitudes of people in the past by comparing Scotland with a society in Europe or elsewhere. Europe or elsewhere. I have developed a sense of my heritage and identity as a British, European I have developed a sense of my heritage and identity as a British, European or global citizen and can present arguments about the importance of or global citizen and can present arguments about the importance of respecting the heritage and identity of others. respecting the heritage and identity of others. SOC 3 SOC 3- -04a 04a SOC 4 SOC 4- -02a 02a Through researching, I can identify possible causes of a past conflict and Through researching, I can identify possible causes of a past conflict and report on the impact it has had on the lives of people at that time. report on the impact it has had on the lives of people at that time. By studying groups in past societies who experienced inequality, I can By studying groups in past societies who experienced inequality, I can explain the reasons for the inequality and evaluate how groups or explain the reasons for the inequality and evaluate how groups or individuals addressed it. individuals addressed it. SOC 3 SOC 3- -06b 06b SOC 4 SOC 4- -04a 04a I can make reasoned judgements about how the exercise of power affects I can make reasoned judgements about how the exercise of power affects the rights and responsibilities of citizens by comparing a more democratic the rights and responsibilities of citizens by comparing a more democratic and a less democratic society. and a less democratic society. SOC 4 SOC 4- -04c 04c I can assess the impact for those involved in a specific instance of the I can assess the impact for those involved in a specific instance of the expansion of power and influence in the past. expansion of power and influence in the past. SOC 4 SOC 4- -06d 06d
STUDENT ACTIVITY 1 Look at the following discussion questions and use the Themes section in the resource to help you answer them. Take notes of relevant passages, quotes or information to support your answers. Insert your answers into the slides and put together a presentation to share with the class. Things to think about: Do you agree with how the other students presented their answers? Why/Why not?
DISCUSSION QUESTION 1 STUDYING US HISTORY What do you learn about slavery from reading the writings of the experiences of slavery by enslaved and self-liberated people?
DISCUSSION QUESTION 2 STUDYING US HISTORY What did you learn about the history of the Black abolitionist movement?
DISCUSSION QUESTION 3 STUDYING US HISTORY What did you learn about African American activists campaigns in Britain and Ireland?
DISCUSSION QUESTION 4 STUDYING US HISTORY What did you learn about Frederick Douglass activism in Britain and Ireland?
DISCUSSION QUESTION 5 STUDYING US HISTORY What did you learn about relationships between African American activists and white British and Irish campaigners?
DISCUSSION QUESTION 6 STUDYING US HISTORY What did you learn about Black combat soldiers and their experiences in the US Civil War?
DISCUSSION QUESTION 7 STUDYING US HISTORY What did you learn about Black families fighting for freedom?
DISCUSSION QUESTION 8 STUDYING US HISTORY What are the advantages of a US focus in British study spaces?
STUDENT ACTIVITY 2 Read about and select one of the figures on the resource and using the next slide as a starting point, answer the question Who was _________? What was notable about them? What were some of their life experiences? What were some of their key achievements? Present your biography to the rest of the class.
SO WHO WAS ________?
STUDENT ACTIVITY 3 Choose a theme or a figure from the resource and create a ONE-PAGER. This is an activity where using just a single blank paper, you share your most important takeaways on a topic. Things to include are: A border with key words, patterns or images A bold image with a quotation woven through Three important quotations from the sources on the resource Images, graphics or maps that show the geography A sense of chronology
ONE-PAGER EXAMPLES You can find more information about one-pagers at: https://www.bespokeclassroom.com/blog/2018/4/9/the-art-of-the-one- pager You can also find information on creating a digital one-pager at: https://www.readingandwritinghaven.com/digital-one-pagers-how-to- harness-the-power-of-technology/ Be creative, use factual sources and share with the class!
