Procedures

• SET UP

  This lesson offers several options for you to use with your students whether you are teaching in class, using a hybrid model, or engaging through distance learning. It can be completed in steps as a class or students can move at their own pace and complete the activities independently.

  You can post links to the videos in the lesson along with the related handout and engage in discussion to share responses on a discussion board or learning management system.

  You can also save and share the following Google resource for students to use with this lesson.

  Handout: Graphic Organizer (Google Doc).

  In Google, choose "File" then "Make a Copy" to get your own copy. You can make any needed adjustments in the instructions such as which activities students need to complete, when it is due, etc. and then make it available to them via Google.

• WARM UP

  Pose the following brainstorming questions to your students, directing them to record their responses in their graphic organizer, share with a partner, and then with the class if they choose.

  • Which groups of people have been enslaved throughout North American history?
  • Where has slavery existed in North America? How do you know?

• INTRODUCTION

  Play the following introductory video clip of University of South Carolina Professor Nicole Maskiell opening her lecture on the early development of slavery in the northern American colonies with a story that initially piqued her interest in the subject matter. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

  Clip #1: An Object (2:51).

  • Summarize the story that started Nicole Maskiell in history.
  • Why did the tombstone change Maskiell’s “perspective?”
  • Based on the clip, what will the rest of the lesson study?

• VOCABULARY

  Direct your students to their graphic organizers to view and define the vocabulary terms that will appear in the lesson in the chart in their graphic organizer handout. The vocabulary words are also listed to the right on this webpage. We recommend having your students define and present the terms in a jigsaw activity to save time.

  Depending on time and resources, you may consider having your students define and present the terms in a Frayer's Model activity, where each student takes one or two items. Students can then post their models around the room for reference throughout the lesson. Note: this is not an all-encompassing list of terms included in each video. We recommend you preview the video clips to determine any necessary additions/subtractions to this list for your specific students.

• INDIGENOUS TO AFRICAN SLAVERY

  Direct students to the indigenous to African Slavery section of their graphic organizers. Instruct your students to view the following four video clips that detail the emergence of African slavery in the northern American colonies. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #2: Native American and African Slavery (3:03).

  • What two types of enslavement were “entwined?”
  • When was African slavery first referenced in New England, according to Nicole Maskiell?
  • Summarize the impact of the Pequot War (1636-38) on indigenous and African slavery, as stated in the clip.
  • Why was this event “a very important moment in history?”

• Clip #3: The Policy (3:03).

  • Based on the clip, for what two reasons did colonists continue the system started after the Pequot War (1636-38)?
  • Massachusetts was the first colony to do what, according to Nicole Maskiell?
  • How did the Massachusetts Body of Liberties (1641) establish the “legality of slavery?”
  • What occurred in 1645 and how did it illustrate an ongoing “debate?”

• Clip #4: Trauma (6:21).

  • What is a “common misconception” about the Salem Witch Trials (1692-93)?
  • How did burning at the stake become “racialized” in colonial America? Summarize the example this is provided.
  • What was Schenectady, NY in the “center” of? Summarize what happened in 1690.
  • According to Nicole Maskiell, how did the Schenectady Massacre have an “outsized” impact on the enslaved community?

• Clip #5: Judge Samuel Sewall (2:54).

  • Who was Samuel Sewall, according to Nicole Maskiell?
  • Based on the clip, why was Sewall important to the history of slavery?
  • How did Sewall learn of the “horrors of Schenectady” and how did the accounts portray the “presence of slavery?”
  • What “fear” emerged from the “moment of attack?”

• 17TH CENTURY

  Direct students to the indigenous to 17th century section of their graphic organizers. Instruct your students to view the following three video clips that detail how African slavery expanded in the northern American colonies through the 17th century. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #6: The Wilderness (3:18).

  • What is historically “associated” with New England, and from where does this come?
  • To what were black men an “allegory?”
  • Summarize the “journey” that Henry Wadsworth Longfellow’s ancestor described in his diary.
  • According to Nicole Maskiell, how did fear continue to impact enslavement?

• Clip #7: The Selling of Joseph (7:08).

  • Based on the clip, what was The Selling of Joseph (1700)?
  • Respond to Nicole Maskiell’s question about the excerpt she reads during the clip: “What early ideas about racial difference can you see in this excerpt?”
  • Compare your response with those of Maskiell’s students.

• Clip #8: The Story of Adam (5:04).

  • Based on the clip, how were Samuel Sewall’s views in The Selling of Joseph (1700) viewed by his contemporaries?
  • According to Nicole Maskiell, who was Adam and what did he do?
  • How did Sewall view Adam’s situation, according to Maskiell?
  • Why was John Saffin’s response to Sewall “interesting?”

• 18TH CENTURY

  Direct students to the indigenous to 18th century section of their graphic organizers. Instruct your students to view the following three video clips that describe slavery in the northern American colonies during the 18th century. Direct your students to answer the related questions on their graphic organizer and share their findings with a partner, small group, or the class when finished.

• Clip #9: Wealth, Religion, and Enslavement (7:20).

  • With whom were the enslaved being “concentrated” in the 18th century?
  • What was “dreadful” about the slave trade during the 18th century?
  • Why were New England enslavers “reluctant” to baptize those they enslaved?
  • According to Nicole Maskiell, why did Cotton Mather name one of his enslaved individuals ‘Onesimus?’
  • For what did Onesimus become “crucial” for Mather, and how was this viewed by the local community?

• Clip #10: Resistance (3:59).

  • According to Nicole Maskiell, how did enslaved individuals resist slavery?
  • Based on the clip, what happened in September of 1745?
  • Where did runaway slaves often go, according to Maskiell? Why?
  • For what other reasons did enslaved individuals run away, based on the clip?

• Clip #11: Runaway Slave Advertisements (5:02).

  • What was the purpose of runaway slave ads, according to Nicole Maskiell?
  • Summarize William Welsted’s runaway slave ad, as read by Maskiell.
  • Based on the clip, what can be learned from the ad?

• REFLECTION

  Direct students to the reflection section of their graphic organizers. Instruct your students to view the following video clip in which University of South Carolina Professor Nicole Maskiell answers a student's question asking why northern slavery is "brushed over." Direct your students to answer the related question on their graphic organizer and share their findings with a partner, small group, or the class when finished.

  Clip #12: Brushed Over? (2:42).

  • According to Nicole Maskiell, why has northern slavery been “brushed over?”

• CLOSURE

  After your students are finished sharing their findings from the lesson, direct them to complete the final culminating writing prompt in their graphic organizers, and have students share their responses, comparing their perspectives with their classmates' perspectives: Having now learned about the history of slavery in the northern colonies, describe the causes of its emergence and continuation. Be sure to include evidence from the video clips in the lesson to support your argument.