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Teaching Enslavement in American History provides classroom
teachers with the resources necessary to navigate one of the most
difficult topics in any history course. This volume is the product
of a collaboration between three university professors and a team
of experienced middle and high school teachers. Its nine chapters
include the context for topics like the middle passage, the
Constitution's position on enslavement, African cultural retention,
and resistance to enslavement. The resources include 18 lesson
plans and dozens of short primary and secondary sources modeled on
document-based questions and the inquiry design model. Real
teaching requires courage, a deep understanding of the complexity
of the subject matter, and skillful use of primary sources. Rather
than teaching students what to think, Teaching Enslavement in
American History pushes students to learn how to think: empirical
argumentation, source evaluation, understanding of
change-over-time, and analysis of historical context. The lessons
in this book ask students to read, analyze, and contextualize a
variety of primary sources, to identify the limitations of these
sources and to articulate historical contradiction where it occurs.
At the heart of this book is the belief that historical
consciousness leads to societal change. Teaching about enslavement
is not merely about teaching a curriculum, it is about molding
citizens who will lead our democracy in its journey to become a
more perfect union.
Teaching Enslavement in American History provides classroom
teachers with the resources necessary to navigate one of the most
difficult topics in any history course. This volume is the product
of a collaboration between three university professors and a team
of experienced middle and high school teachers. Its nine chapters
include the context for topics like the middle passage, the
Constitution's position on enslavement, African cultural retention,
and resistance to enslavement. The resources include 18 lesson
plans and dozens of short primary and secondary sources modeled on
document-based questions and the inquiry design model. Real
teaching requires courage, a deep understanding of the complexity
of the subject matter, and skillful use of primary sources. Rather
than teaching students what to think, Teaching Enslavement in
American History pushes students to learn how to think: empirical
argumentation, source evaluation, understanding of
change-over-time, and analysis of historical context. The lessons
in this book ask students to read, analyze, and contextualize a
variety of primary sources, to identify the limitations of these
sources and to articulate historical contradiction where it occurs.
At the heart of this book is the belief that historical
consciousness leads to societal change. Teaching about enslavement
is not merely about teaching a curriculum, it is about molding
citizens who will lead our democracy in its journey to become a
more perfect union.
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