elemidm slavery c3teachersto slavery, statues or memorials to slave owners, or the lack of any...

T H I S W O R K I S L I C E N S E D U N D E R A C R E A T I V E C OMMON S A T T R I B U T I O N - N O N C OMM E R C I A L - S H A R E A L I K E 4 . 0 I N T E R N A T I O N A L L I C E N S E . 1

4thGradeSlaveryInquiry

HowdidSlaveryShapemyState?

J.StephenConn,“CheapsideSlaveAuctionBlockHistoricalMarker,”indowntownLexington,KY,October31,2011

Somerightsreserved,CCBY-NC2.0

SupportingQuestions

1. Wheredidslavepopulationsgrow?2. Howdidtheslaverysystemdifferfromplacetoplace?3. Howdidyourstate’sformerslavesdescribetheirtreatment?4. Howisthelegacyofslaveryvisibleinyourcommunity?

T H I S W O R K I S L I C E N S E D U N D E R A C R E A T I V E C OMMON S A T T R I B U T I O N - N O N C OMM E R C I A L - S H A R E A L I K E 4 . 0 I N T E R N A T I O N A L L I C E N S E . 2

4thGradeSlaveryInquiry

HowdidSlaveryShapemyState?

KentuckyAcademicStandardsforSocialStudies,4thGrade

BigIdea:Geography-2.19.Studentsrecognizeandunderstandtherelationshipbetweenpeopleandgeographyandapplytheirknowledgeinreal-lifesituations.

BigIdea:HistoricalAnalysis-2.20Studentsunderstand,analyze,andinterprethistoricalevents,conditions,trends,andissuestodevelophistoricalperspective.

StagingtheQuestion Lookatimagesdepictingslaveryandhaveaclassdiscussionaboutitsoriginsandpossibleconsequencesonindividuals.

SupportingQuestion1 SupportingQuestion2 SupportingQuestion3 SupportingQuestion4

Wheredidslavepopulationsgrow?

Howdidtheslaverysystemdifferfromplacetoplace?

Howdidyourstate’sformerslavesdescribetheirtreatment?

Understand

Howisthelegacyofslaveryvisibleinyourcommunity?

FormativePerformanceTask

FormativePerformanceTask

FormativePerformanceTask

FormativePerformanceTask

Completeagraphicorganizerthatexplainswhereslaverygrewinconsiderationofgeographicfeatures.

Compareandcontrasthowslaverydifferedfromplacetoplaceusingagraphicorganizer.

Writeasummarythatdescribesslaves’discussionoftheirtreatment.

Writeaclaimsupportedbyevidenceconcerninghowthelegacyofslaveryisvisibleinyourcommunity.

FeaturedSources FeaturedSources FeaturedSources FeaturedSources

SourceA:Interactivemap,“TheSpreadofU.S.Slavery”SourceB:1860CensusMapSourceC:SlavePopulationStatistics

SourceA:ExcerptfromTakaki,ADifferentMirrorSourceB:Excerptfrom“SlaveryinColonialBritishNorthAmerica,”TeachingHistory,ZagarriSourceC:ExcerptfromAConciseHistoryofKentucky,KlotterSourceD:Excerptfrom“KentuckyandtheQuestionofSlavery,”KETEducation

SourceA:KentuckySlaveNarratives,WorksProgressAdministrationRecords,1941

SourceB:SlaveAuctionAdvertisements,KentuckyDigitalLibrary,1853-59

SourceA:ImagesofCheapsideSlaveAuction,Lexington,KY,c.1862

SourceB:ImagesofCheapsideHistoricalMarkerSourceC:ArticlesonCheapsidestatues,2015-17

SummativePerformanceTask

ARGUMENTHowdidslaveryshapemystate?Constructanargument(e.g.,detailedoutline,poster,essay)thatdiscussesthecompellingquestionusingspecificclaimsandrelevantevidencefromhistoricalandcontemporarysourceswhileacknowledgingcompetingviews.

EXTENSIONCreateatimelineofyourstate’shistory,incorporatingslavery’sinfluence.

TakingInformedAction

ASSESSHaveaclassdeliberationabouthowthehistoryofslaveryisandshouldbememorializedinyourcommunityACTWriteaclassproposaltosendtothemayororotherstakeholder,suggestinghowtomemorializethishistory

3

Overview

InquiryDescription

Thisinquiryleadsstudentsthroughaninvestigationoftheinfluenceofslaveryonthehistoryofindividualstates,particularlyhighlightingKentucky.(Theblueprintforthisinquirywaspurposefullywrittensoastoallowforotherstatesorregionstoadaptittotheirlocalparticulars.)Byinvestigatingthecompellingquestion,studentsexaminethegrowthanddevelopmentofslavery,thewaysinwhichtheslavesystemdifferedfromplacetoplace,theviolenceenduredbyslaves,andhowthisportionofthecountry’shistoryis(orisn’t)beingremembered.Bycompletingthisinquiry,studentswillbegintounderstandhowslaveryhadasignificantimpactonthedevelopmentofthecountryandtheirparticularregion,whilealsohavethemconsidertheextenttowhichhistoricalmemoryisappropriatelyreflectingitsimpact.

ItisimportanttonotethatthisinquiryrequiresprerequisiteknowledgeconcerningtheoriginsofslaveryintheAmericas.Ifneeded,teacherscanprovideapplicablesectionsfromHowardZinn’sAYoungPeople’sHistoryoftheUnitedStatesand/orRonaldTakaki’sADifferentMirrorforYoungPeople.

NOTE:Thisinquiryisexpectedtotakefourtosix30-minuteclassperiods.Theinquirytimeframecouldexpandifteachersthinktheirstudentsneedadditionalinstructionalexperiences(i.e.,supportingquestions,formativeperformancetasks,andfeaturedsources).Inquiriesarenotscripts,soteachersareencouragedtomodifyandadaptthemtomeettheneedsandinterestsoftheirparticularstudents.Resourcescanalsobemodifiedasnecessarytomeetindividualizededucationprograms(IEPs)orSection504Plansforstudentswithdisabilities.

StructureoftheInquiry

Inaddressingthecompellingquestion“Howdidslaveryshapemystate?”studentsworkthroughaseriesofsupportingquestions,formativeperformancetasks,andfeaturedsourcesinordertoconstructanargumentsupportedbyevidencewhileacknowledgingcompetingperspectives.

StagingtheCompellingQuestion

Instagingthecompellingquestion,teachersmaypromptstudentswithimagesdepictingslaveryandhaveaclassdiscussionaboutslavery’soriginsandpossibleconsequencesonindividualsinvolved.Thiswillprovideanopportunitytoreviewthecausesofthedevelopmentofslavery,aswellasallowstudentstoconsiderhowthesystemaffectedbothslavesandslaveowners.

4

SupportingQuestion1

Thefirstsupportingquestion—“Wheredidslavepopulationsgrow?”—helpsstudentsunwrapthegeographicfactorsleadingtothegrowthofslaveryinparticularareasoverothers.Theformativeperformancetaskhasstudentscreateagraphicorganizerthatexplainswhereslaverygrewinconsiderationofgeographicfeatures.Thefirstfeaturedsourceforthisquestionisaninteractivemapfromhistorian,LincolnMullen,showingthespreadofUSslaveryfrom1790-1860.(See:http://lincolnmullen.com/projects/slavery/).Thesecondfeaturedsourceisachoroplethmapofthe1860censusofslavepopulations.(See:https://www.census.gov/history/pdf/1860_slave_distribution.pdf).FeaturedsourceCconsistsoftwotablesrelatedtoslaveandslave-owningpopulations.Thefirsttabledisplaysthepopulationbreakdown(white,freenonwhite,slave)fortheoriginalthirteencoloniesfrom1790-1860.Thesecondtableprovidesdataastothenumberofslaveholdersandhowmanyslavestheyowned,separatedbystate.(Seeformoreinformation:https://eh.net/encyclopedia/slavery-in-the-united-states/).

SupportingQuestion2

Forthesecondsupportingquestion—“Howdidtheslaverysystemdifferfromplacetoplace?”—studentsbuildontheirgeographicknowledgeofthegrowthofslaverybyassessinggeographicvariancesintheslavesystem.Theformativeperformancetaskhasstudentsaddinformationaboutslavelabortotheprevioustask’sorganizer.

ThefirstfeaturedsourceisabriefexcerptfromRonaldTakaki,ADifferentMirrorforYoungPeople,whichsuccinctlydescribestheoppressivenatureoftheplantationsystem.FeaturedsourceBisanexcerptfromanarticleonTeachinghistory.org,fromhistorianRosemarieZagarri.Theselecttextprovidesanexplanationastohowlargeandsmallfarmsdiffered,aswellasdescribesslavelifeinmoreurbanareas.(Seeentirearticlehere:http://teachinghistory.org/history-content/ask-a-historian/25577).ThethirdfeaturedsourceforthisquestionisanexcerptfromKentuckyhistorian,JamesC.Klotter’sbook,AConciseHistoryofKentucky.Withinthisexcerpt,Klotterdiscussesslavery’sinfluenceinthestate’sfounding,aswellasprovideanoverviewofsomeofthefeaturesofslavelifeinKentucky.ThelastsourceisexcerptedfromaKentuckyEducationalTelevision(PBSAffiliate)articlediscussingslaveryinKentucky.ThechosenportionsfurtherelaborateonhowtheslavesystemoperatedwithinKentucky.Thoughnotincludedinthisinquiry,thehistoryofthestatesong,MyOldKentuckyHome,isincludedinthisarticleandmaybeusedtosupplementinstruction.(Seeentirearticlehere:https://www.ket.org/education/resources/kentuckys-underground-railroad-passage-freedom/#kentucky-and-the-question-of-slavery).Collectively,thesesourcescomplicateunderstandingsofslavery’shistory,dispellinghomogenousdepictions,inKentuckyandbeyond.

SupportingQuestion3

Thethirdsupportingquestion—“Howdidyourstate’sformerslavesdescribetheirtreatment?”—hasstudentsengagewithslavenarrativestoaddthehumanfactortotheirinquiryintotheslavesystem.Studentswillwriteasummarythatdescribesslaves’discussionoftheirtreatment.ThefirstfeaturedsourceconsistsofseveralexcerptedsectionsfromtheWorksProgressAdministration’scompilationofslavenarratives,collectedinthe1930s.(See:https://www.loc.gov/collections/slave-narratives-from-the-federal-writers-project-1936-to-1938/about-this-collection/).Thoughthesearenarrativesofformerslaves,teachersshouldbeconscientiousin

5

helpingstudentsconsiderthelimitationsofthisparticularsource.Inparticular,thedynamicbetweeninterviewerandintervieweecouldcertainlyhaveshapedresponses–mostinterviewersbeingwhiteSoutherners.Somearealsotoldinfirstperson,othersinthirdperson.TeachersareencouragedtoreadabriefoverviewoftheprojectfromtheLibraryofCongressforcontext.(See:https://www.loc.gov/teachers/classroommaterials/connections/narratives-slavery/).Thechosenexcerptshighlightbotheverydayaspects,aswellashowviolencepermeatedslavelife.Oneparticularaspecthighlightedinthenarrativesisthedivisionoffamiliesinslaveauctions.TosupplementtheWPASlaveNarratives,slaveauctionadvertisementsforKentuckylocationsmentionedintheNarratives,areincludedtoaddanothermediumforteacherstouseininstruction.

SupportingQuestion4

Forthefourthsupportingquestion—“Howisthelegacyofslaveryvisibleinyourcommunity?”—studentswillconnectwhattheylearnedaboutthehistoryoftheirregiontoconsiderhowslaveryis(orisn’t)memorializedintheircommunity.Theformativetaskasksstudentstowriteaclaimsupportedbyevidenceconcerninghowthelegacyofslaveryisvisibleintheircommunity.(SeeAppendixCforasampleevidence-basedclaimgraphicorganizer).ThefirstcomponentoftheTakingInformedActionpieceoftheinquiryisembeddedinthistask.Tounderstandtheextenttowhichslaveryisorisn’tappropriatelyremembered,resourcesareprovidedconcerningcurrentdiscussionsofCheapsidePark,aprominentslaveauctionsiteinLexington,Kentucky,mentionedwithintheWPASlaveNarratives.ThefirstfeaturedsourceisascreenshotfromtheLexingtonVisitor’sCenter,discussingCheapsideParkasaportionofthetown’sAfrican-AmericanHeritageTour.FeaturedSourceBconsistsofimagesofbothsidesofthehistoricalmarkerinCheapsidePark,discussingitsslavehistory.FeaturedSourceCincludesseveralexcerptsfromthelocalLexingtonnewspaper,theHerald-Leader,discussingthecontroversysurroundingCheapsidePark.ThecornerstoneofthecontroversyistheplacementoftwoConfederategeneralstatuesinCheapsidePark.Bothmen,JohnC.BreckinridgeandJohnHuntMorgan,wereslaveowners.Forteachersinothercommunities,theycanprovideresourcesorhavestudentsresearch:preservationattempts,memorialsormarkerstoslavery,statuesormemorialstoslaveowners,orthelackofanyformalmemorial.

SummativePerformanceTask

Atthispointintheinquiry,studentshaveexaminedhowslaverywasapartofthegrowthoftheUnitedStates,howthesystemvariedfromplacetoplace,theviolenceendemictoslavery,andhowslaveryisrepresentedinhistoricalmemory,specificallywithinstudents’communities.

Studentsshouldbeexpectedtodemonstratethebreadthoftheirunderstandingsandtheirabilitiestouseevidencefrommultiplesourcestosupporttheirclaims.Inthistask,studentsconstructanevidence-basedargumentusingmultiplesourcestoanswerthecompellingquestion“howdidslaveryshapemystate?”Itisimportanttonotethatstudents’argumentscouldtakeavarietyofforms,includingadetailedoutline,poster,oressay.

Students’argumentswilllikelyvary,butcouldincludeanyofthefollowing:

• SlaveswerealargeportionofKentucky’sgrowingpopulationand,thus,theirexperiencesareasignificantpartofKentucky’sstatehistory.

• Kentucky’seconomicgrowthwasimpactedsignificantlybytheuseofslavelabor,thusanimportantpartofKentucky’sidentity.

6

• SlaveryhadagreatimpactonallKentuckians,leavingalegacythatismemorializedtoday.• ThoughslaverywasasignificantpartofKentucky’shistory,itslegacyneedsmoreemphasisinhowit

shapedthestatetoday.

Toextendtheirarguments,teachersmayhavestudentscreateatimelineoftheirstate’shistory,incorporatingslavery’sinfluence.

StudentshavetheopportunitytoTakeInformedActionbydrawingontheirunderstandingsofslaveryintheircommunitytoconsiderhowitshouldberemembered.TheunderstandcomponentwascompletedbySupportingTask4.Toassesstheissue,studentswillhaveaclassdeliberationabouthowthehistoryofslaveryisandshouldbememorializedintheircommunity.Toact,studentswillwriteaclassproposaltosendtothemayor,suggestinghowtomemorializethishistory.

7

StagingtheCompellingQuestionFeaturedSources SourceA:PrintsandPhotographOnlineCatalog,LibraryofCongress,Database.

SourceB:SlaveryCollection,NationalMuseumofAfricanAmericanHistoryandCulture,Database.

“SlaveAuctionatRichmond,Virginia,”woodengraving,1856.Accessedfrom:https://www.loc.gov/pictures/item/98510266/“ASlaveAuctionattheSouth,”woodengraving,1861.Accessedfrom:http://www.loc.gov/pictures/resource/cph.3a06254/Additionalresourcesmaybeaccessedfrom:LibraryofCongress:http://www.loc.gov/pictures/NationalMuseumofAfricanAmericanHistoryandCulture:https://nmaahc.si.edu/explore/collection

SupportingQuestion1FeaturedSource SourceA:LincolnMullen,"TheSpreadofU.S.Slavery,1790–1860,"interactivemap

(Accessed2017)

Accessedfrom:http://lincolnmullen.com/projects/slavery/

SupportingQuestion1FeaturedSource SourceB:Hergesheimer,E.“Mapshowingthedistributionoftheslavepopulationofthesouthern

statesoftheUnitedStates,”Compiledfromthecensusof1860,LibraryofCongress,(1861).

Accessedfrom:https://www.loc.gov/resource/g3861e.cw0013200/

SupportingQuestion1FeaturedSource SourceC:JennyBourne,“SlaveryintheUnitedStates,”EH.NetEncyclopedia,editedbyRobert

Whaples,2008.

SeeTables1&4Accessedfrom:https://eh.net/encyclopedia/slavery-in-the-united-states/

8

SupportingQuestion2

WordBank

• Urban–cityortown• Rural–countryarea,ratherthancityortown• Peculiarinstitution–aphraseoftenusedtorefertoslavery• Exponentially–rapidly,veryquickly• Profitable–resultinginfinancialgain• Ironically–notwhatonewouldexpect• Scrutiny–closelywatched• Agriculture–relatedtofarming• Artisan–askilledtrade

SupportingQuestion2FeaturedSource SourceA:RonaldTakaki,ADifferentMirrorforYoungPeople:AHistoryofMulticulturalAmeria,

excerpt,2012,pp.88-89,92.

Seesections:“OnSouthernPlantations”(p.88-89)and“AfricanAmericansinSouthernCities”(p.92)

SupportingQuestion2FeaturedSource SourceB:RosemarieZagarri,“SlaveryinColonialBritishNorthAmerica,”NationalHistory

EducationClearinghouse,teachinghistory.org,webarticle,(n.d.)

Seesections:“SlaveryinPre-RevolutionAmerica,”“Largevs.SmallPlantations,”“SlavesintheUrbanNorth”

• Teachersareencouragedtoexcerptportionsfromthesesections.Accessedfrom:http://teachinghistory.org/history-content/ask-a-historian/25577

SupportingQuestion2FeaturedSource SourceC:JamesC.Klotter,AConciseHistoryofKentucky,excerpt,2008,pp.91-95.

Seesectionsfromchaptersix,FromStatehoodtotheCivilWar:portionsfromintroductiontochapter(p.91),“Slavery”(p.91-92),“SlaveLife”(p.92-95).

• Teachersareencouragedtoexcerptportionsfromthesesections.

9

SupportingQuestion2FeaturedSource SourceD:KETEducation,“Kentucky’sUndergroundRailroad:PassagetoFreedom,”(n.d.).

Seesection:“KentuckyandtheQuestionofSlavery”

Accessedfrom:https://www.ket.org/education/resources/kentuckys-underground-railroad-passage-freedom/#kentucky-and-the-question-of-slavery

SupportingQuestion3FeaturedSource SourceA:FederalWriters'ProjectoftheWorksProgressAdministration,SlaveNarratives:

VolumeVII:KentuckyNarratives,(1941).

InterviewwithGeorgeHenderson,formerslave:“Outclothesweremadeofjeensandlindseyinwinter.Inthesummerweworecottonclothes.TheygaveusshoesatChristmastime.Weweremeasuredwithsticks.OnceIwaswarmingmyshoesonaback,logonthebigfireplace,theygelloverbehindthelogsandburntup.Ididn’tmarrywhileontheplantation.“Mymasterandmistresslivedinthebigbrickhouseof15roomswithtwolongporches.Onebelowandonebelow.MymistuswasMissLucyElmorebeforeshemarried.HerchildrenwerenamedMissMat,HissEmma,andMissJennie.“Isawtheslavesinchainsaftertheyweresold.Thewhite,folksdidnotteachustoreadandwrite,wehadchurchontheplantationbutwewentfromoneplantationtoanothertohearpreaching.”…“IrememberoneslavenamedAdamswhoranawayandwhenhecamebackmyoldmasterpickedupalogfromthefireandhithimover:thehead.WealwayswashedupandcleanedupforSunday.Sometimetheolderoneswouldgetdrunk.”InterviewwithWillOats,ex-slaveofMercerCo.,KY:“WillwasownedbyLewisOatsand.hissister;theylivedinatwostoryhouse,builtoflogandweatherboarded.Theywereverywealthypeople.Thefarmconsistedofover230acres;theyownedsixslaves;andtheyhadtobeupdoingtheirmorningworkbeforethemasterwouldwake."Whenworkingandtheslaveswoulddisobeytheirmaster,theywerepunishedinsomeway;buttherewasnojail.Theydidn'tknowhowtoreadorwrite,andtheyhadnochurchtoattend.Alltheyhadtodowhennotatworkwastotalktotheolderfolks.OnChristmasmorningtheywouldusuallyhavealittleextratoeatandmaybeastickofcandy.OnNewYear’sDaytheirworkwentonjustthesameasonanyotherday.”InterviewwithUncleEddShirley,JanitoratTompkinsvilleDrugCo.andHospital,Tompkinsville,KY:“Iam97yearsoldandamstillworkingasjanitorandsupportmyfamily.Myfatherwasawhitemanandmymotherwasacoloredlady.Iwasownedthreedifferenttimes,orratherwassoldtothreedifferentfamilies.IwasfirstownedbytheWaldens;thenIwassoldtoamanbythenameofJackson,ofGlasgow,Kentucky.Thenmyfather,ofthiscounty,boughtme.“Ihavehadmanyslaveexperiences.Someslavesweretreatedgood,andsomeweretreatedawfulbadbythewhitepeople;butmostofthemweretreatedgoodiftheywoulddowhattheirmastertoldthemtodo.“Ioncedsawalightcoloredgaltiedtotheraftersofabarn,andhermasterwhippedheruntilbloodrandownherbackandmadealargepoolontheground.AndIhaveseennegromentiedtostakesdroveinthegroundandwhippedbecausetheywouldnotmindtheirmaster.”

1 0

UnionCo.,RubyGarten:"Iremembertheslavesonmygrandfather'sfarm.Aftertheywerefreedtheyaskedhimtokeepthembecausetheydidn'twanttoleave.Hetoldthemtheycouldstayandoneofthedaughtersoftheslaveswasmarriedinthekitchenofmygrandfather’shouse.Aftertheweddingtheysetsupperforthem.Someoftheslaveownerswereverygoodtotheirslaves;butsomewhippedthemuntiltheymadegashesintheirbacksandwouldputsaltinthegashes.”GarrardCo.,StoryofAuntHarrietMason,age100-aslavegirl:"WhenIwassevenyearsoldmymissistookmetoBourbonCounty,whenwegottoLexingtonItriedtorunoffandgobacktoBryantsvilletoseemymammy.Mas’rGanotoldmeifIdidn’tcamethesheriffwouldgitme.IneverlikedtogotoLexingtonsince.”BoydCo.,CarlF.Hall(interviewer):“John'smaster,inallowinghisslavestomarry,wasmuchmoreliberalthanmostotherslaveowners,whoallowedtheirslavesnosuchliberty.“Asarulenegromenwerenotallowedtomarryatall,anyattempttomatewiththenegrowomenbroughtswift,surehorriblepunishmentandthespecieswerepropogatedbyselectedmalenegroes,whowerekeptforthatpurpose,theownersofthisprovilegednegro,chargedafeeofoneoutofeveryfourofhisoffspringforhisservices.”LaurelCO.,PerryLarkey(interviewer):“Concerningslavesofthissectionofthecountry,Iwillquoteexperiencesandobservationofanoldnegroladywhowasaslave,Mrs.AmeliaJones,livinginNorthLondon,Kentucky.‘AuntAmelia’assheisknownaroundhereiseighty-eightyearsofage,beingsixteenyearsofageatthecloseoftheCivilWar.”…“MasterWhitewasgoodtotheslaves,hefeduswellandhadgoodplacesforustosleep,anddidn'twhipusonlywhenitwasnecessary,butdidn'thesitatetosellanyofhisslaves,hesaid,“Youallbelongtomeandifyoudon'tlikeit,I'llputyouinmypooket”meaningofcoursethathewouldsellthatslaveandputthemoneyinhispocket.“Thedayhewastosellthechildrenfromtheirmotherhewouldtellthatmothertogotosomeotherplacetodosomeworkandinherabsencehewouldsellthechildren.Itwasthesamewhenhewouldsellaman'swife,healsosenthimtoanotherjobandwhenhereturnedhiswifewouldbegone.Themasteronlysaid“don’tworryyouoangetanotherone”.…“Mrs.Joneshasasisterninety-twoyearsofagelivingwithhernow,whowassoldfromtheauctionblockinManchester.Hersisterwasonlytwelveyearsofagewhensoldandhermasterreceived$1,220.00forher,thenshewastakensouthtosomeplantation.Alsoherfatherwassoldatthatplaceatanauctionofslavesatahighprice,handcuffedandtakensouth.Sheneversawherfatheragain.ShesaysthedayherfatherwassoldtherewasalonglineofslavestobesoldandaftertheyweresoldandagoodpricepaidforeachtheywerehandcuffedandmarchedawaytotheSouth,herfatherwasamongthenumber.“TheAuctionblockatManchesterwasbuiltintheopen,fromrough-madelumber,afewstepsandaplatformontopofthat,theslavetobesold.Hewouldlookatthecrowdastheauctionerwouldgiveageneraldescriptionoftheabilityandphysicalstandingoftheman.Heheardthebidsastheycameinwonderingwhathismasterwouldbelike.”FloydCo.,JohnI.Sturgill(interviewer):“ManyfolkwentovertoMt.SterlingorLexingtontoauctionsfortradingservants.(Thesamemannerisusedtradingstocktoday).“SlavetraderscameintothecountytobuyupslavesfortheSouthernplantations,andcottonorsugarfields—Slavefamilieswereveryfrequentlyseparated,somemembersmean,theiving,orrunningawayniggersweresold(first)downtheriver.Sometimesgoodservantsweresoldfortheprice,themasterbeinginafinancialstraitordireneedofmoney.Tradershandcuffedtheirservantspurchased,andtookthembyboatorhorse-backdowntheriveroroverinVirginiaandCarolinatobaccofields.”

1 1

ClayCo.,PearlHouse(interviewer):“Thefollowingstoryofslavedaysistheexactwordsofonewhohadthebitterexperienceofslavery.SophiaWord,whoisnowninety-nineyearsofage,bornFebruary2,1837.Shetellsmeshewasinbondagefornineteenyearsandninemonths.Ishallrepeatjustasshetoldthestory.”…“OurMasterdidn'tauctionoffhisslavesastheothermasterswouldforhewasabettermasterthanmostofthem.Whenhestartedtosaleoneofushewouldgooutandtalktotheoldslavetraderlikehewuzg’winetosaleacoworsometinandthenhewouldcomebacktogittheslavehewanted.Thiswuzthewaymymothersbrotherandsisterwuzsold.Whentheothermastersatotherplacessoldaslavetheyputtheslaveontheauctionblockandtheslavetraderhadalongwhopthathehitthem4Wwithtoseeiftheycouldjumparoundandwuzstrong.Thelargestandbroughtthemoney.“IwuzaslavenineteenyeahsandninemonthsbutsomehowornutherIdidn’tbelongtoarealmeanpetofpeople.ThewhitefolkssaidIwasthemeanestniggerthateverwuz.OnedaymyMistressLyndiacalledfermetocomeinthehouse.butno,Iwouldn'tgo.Shewalksoutandsayssheisgowinemakemego.Soshetakesanddragsmeinthehouse.ThenIgrabsthatwhitewoman,whensheturnedherback,andshookheruntilshebeggedformercy.Whenthemastercomesin,IwuzgivenaterriblebeatingwithawhipbutIdin'ntcareferIgivethemistressagood'untoo.”GarrardCounty.Ex-SlaveStories.(ElizaIson)[HW:Ky11]AuntHarrietMason--Ex-Slave:Wehadnooverseerordriver.Wehadno"Powhiteneighbors".Therewasabout300acresoflandaroundLickSkillet,butwedidnothavemanyslaves.TheslaveswerewakedupbyGeneralGanowhorangabigfarmbellaboutfourtimesinthemorning.TherewasnojailontheplaceandIneversayaslavewhippedorpunishedinanyway.Ineversawaslaveauctionedoff.JeffersonCo.,ByersYork(interviewer),SusanDaleSanders:“ThefollowingisastoryofMrs.SusanDaleSanders,#1DupreeAlley,betweenBreckinridgeandLamptonSts.,Louisville,anoldNegroSlavemammy,andofherlife,assherelatedit.“SomeoftheotheroldMasters,whohadlotsofslavesonfa'mscloseby,wassomeantotheslavestheyowned.Theywo'kedthewomenandmenbothinthefieldsandthechildrentoo,andwhentheoleMasterthoughttheywas'n'tdo'n''nufwo'k,hewouldtakehismenandstripofftheirshirts,andlashthemwithcow-hidewhipsuntilyoucouldseethebloodrundownthempoorniggersbacks.TheNiggertraderswouldcomethroughandbuyupalotofmen,andwomenslaves,andgetabigdroveofthemandtakethemfurthersouthtoworkinthefields,leavintheirbabies.I'senevercanforget.Iknow'dsomemeanolemasters.OurolemasterDalethatraisedmyMammyandherfamilyneverwashardormeanlikethat.Hewouldletusgotochurch,havepartiesanddances.Oneoftheolesalveswouldcometoourcabinwithhisfiddleandwe'ddance.”JeffersonCo.,JoanaOwens:“ThefollowingisthelifeandtraditionsofJoanaOwens,520E.BreckinridgeSt.,Louisville,Kentucky,anoldnegromammywhowasbornduringslavery.“IwillneverforgethowmeanoldMasterNolanBarrwastous.Iwasaboutfourteenyearsoldandmysisterwasalittleyounger.Welivedinanoldlogcabin.Thecrackswasfilledwithmud.MyMotherdonethehouseworkforMasterBarr'shouse.Myfatherandsisterandmehadtoworkinthefields.Hehadabigfarm,andownedlotsofslaves,andwhentheoldmastergotmadathisslavesfornotworkinghardenoughhewouldtiethemupbytheirthumbsandwhipthemaleslavestilltheybeggedformercy.Hesurewasameanoldman.IwillneverforgethimaslongasIlive.Idon'tknowexactlyhowoldIis,butIamclosetoninetynow.”TaleofMaryWooldridge:(ClarksvillePike--Ageabout103.)"MaryandhertwinsisterwereslavesborninWashingtonCounty,Kentucky,nearLexington,belongingtoBobEaglin.WhenMarywasaboutfourteenyearsoldsheandhersisterwasbroughttotheLexingtonslavemarketandsoldandaMr.LewisBurnsofthesameCountypurchasedher.Marydoesn'tknowwhatbecameofhersister.”Accessedfrom:https://www.loc.gov/item/mesn070/

1 2

SupportingQuestion3FeaturedSource SourceB:Collectionofslaveadvertisements,JohnWinstonColemanJr.collectiononslaveryin

Kentucky,KentuckyDigitalLibrary,(1853-59).

Accessedfrom:http://eris.uky.edu/catalog/xt74xg9f541m_9_4/viewer?

SupportingQuestion4Accessedfrom:http://explorekyhistory.ky.gov/items/show/171

SupportingQuestion4FeaturedSource SourceB:WillWright,“HistoricalslaverymarkerinLexingtonbroken;groupbalksatincludingit

indiscussionofConfederatestatues,”LexingtonHeraldLeader,July31,2015.

Accessedfrom:http://www.kentucky.com/news/local/counties/fayette-county/article44613147.html**Asof2017,themarkerhasnotbeenrestoredastheoldcourthouseundergoesrenovations.

SupportingQuestion4FeaturedSource SourceC:ArticlesfromWUKYandtheLexingtonHerald-Leader,(2015-16).

Teachersareencouragedtoexcerptportionsfromthesearticles.Articlesarepresentedhereinchronologicalorder.

James,Josh.(2015,July8).“CommunityTalksControversialMonuments,MayorAnnouncesNewReview.”WUKY.

• Accessedfrom:http://wuky.org/post/community-talks-controversial-monuments-mayor-announces-new-review#stream/0

Ward,Karla.(2015,September21).“Lexingtonboardhearspros,consaboutkeepingConfederatestatuesdowntown.”LexingtonHeraldLeader.

• Accessedrom:http://www.kentucky.com/news/local/counties/fayette-county/article42620964.html.

1 3

Musgrave,Beth.(2016,February17).“ConfederatestatuestoremaininLexington,Ky.,courthousesquare.”LexingtonHeraldLeader.

• Accessedfrom:http://www.kentucky.com/news/local/counties/fayette-county/article60902437.html

Adkins,David.(2016,February28).“Confederatestatues:city’sshamefulgraffiti.”LexingtonHeraldLeader.

• Accessedfrom:http://www.kentucky.com/opinion/op-ed/article62718482.html.

Allen,Russell.(2017,March27).“FreeLexington’sheartofmonumentstotraitorousslaveholders;it’sreallynotthatcomplicated.”LexingtonHeraldLeader.

• Accessedfrom:http://www.kentucky.com/opinion/op-ed/article141068618.html

1 4

ReferencesAdkins,D.(2016,February28).“Confederatestatues:city’sshamefulgraffiti.”LexingtonHeraldLeader.Retrieved

from:http://www.kentucky.com/opinion/op-ed/article62718482.html.Allen,R.(2017,March27).“FreeLexington’sheartofmonumentstotraitorousslaveholders;it’sreallynotthat

complicated.”LexingtonHeraldLeader.Retrievedfrom:http://www.kentucky.com/opinion/op-ed/article141068618.html.

Bourne,J.(2008).“SlaveryintheUnitedStates,”EH.NetEncyclopedia,editedbyRobertWhaples.Retrievedfrom:https://eh.net/encyclopedia/slavery-in-the-united-states/.

FederalWriters'ProjectoftheWorksProgressAdministration(1941).SlaveNarratives:VolumeVII:KentuckyNarratives.Retrievedfrom:https://www.loc.gov/item/mesn070/

Hergesheimer,E.(1861)“MapshowingthedistributionoftheslavepopulationofthesouthernstatesoftheUnitedStates,”Compiledfromthecensusof1860,LibraryofCongress.Retrievedfrom:https://www.loc.gov/resource/g3861e.cw0013200/.

James,J.(2015,July8).“CommunityTalksControversialMonuments,MayorAnnouncesNewReview.”WUKY.Retrievedfrom:http://wuky.org/post/community-talks-controversial-monuments-mayor-announces-new-review#stream/0.

KentuckyDigitalLibrary(1853-59).Collectionofslaveadvertisements,JohnWinstonColemanJr.collectiononslaveryinKentucky.Retrievedfrom:http://eris.uky.edu/catalog/xt74xg9f541m_9_4/viewer?

KETEducation(n.d.).“Kentucky’sUndergroundRailroad:PassagetoFreedom.”Retrievedfrom:https://www.ket.org/education/resources/kentuckys-underground-railroad-passage-freedom/#kentucky-and-the-question-of-slavery

Klotter,J.C.andKlotter,F.C.(2008)AConciseHistoryofKentucky.Lexington,KY:UniversityofKentuckyPress.Mullen,L.(n.d.)."TheSpreadofU.S.Slavery,1790–1860,"interactivemap.Retrievedfrom:

http://lincolnmullen.com/projects/slavery/.Musgrave,B.(2016,February17).“ConfederatestatuestoremaininLexington,Ky.,courthousesquare.”Lexington

HeraldLeader.Retrievedfrom:http://www.kentucky.com/news/local/counties/fayette-county/article60902437.html.

SlaveryCollection(n.d.).NationalMuseumofAfricanAmericanHistoryandCulture,Database.Retrievedfrom:https://nmaahc.si.edu/explore/collection

Takaki,R.(2012).ADifferentMirrorforYoungPeople.NewYork:SevenStoriesPress.Talbott,T.“CheapsideSlaveAuctionBlock,”ExploreKYHistory.Retrievedfrom:

http://explorekyhistory.ky.gov/items/show/171.Ward,K.(2015,September21).“Lexingtonboardhearspros,consaboutkeepingConfederatestatuesdowntown.”

LexingtonHeraldLeader.Retrievedfrom:http://www.kentucky.com/news/local/counties/fayette-county/article42620964.html.

Wright,W.(2015,July31).“HistoricalslaverymarkerinLexingtonbroken;groupbalksatincludingitindiscussionofConfederatestatues.”LexingtonHeraldLeader.Retrievedfrom:http://www.kentucky.com/news/local/counties/fayette-county/article44613147.html.

Zagarri,R.,(n.d.).“SlaveryinColonialBritishNorthAmerica,”NationalHistoryEducationClearinghouse,teachinghistory.org.Retrievedfrom:http://teachinghistory.org/history-content/ask-a-historian/25577

Zinn,H.(2009).AYoungPeople’sHistoryoftheUnitedStates.NewYork:SevenStoriesPress.

1 5

AppendixAGraphicOrganizer Wheredidslavepopulationsgrow?

TheSpreadofU.S.Slavery,1790-1860,EnslavedPopulation(TotalNumbers),http://lincolnmullen.com/projects/slavery/

What states have the most

slaves?

Where are the most slaves

in those states?

What geographic features are they near?

(Mountains, rivers, the ocean coast, etc.)

Where did slavery grow from the previous year?

Where did slavery decrease from the previous year?

1790

1810

1830

1850

1860

1 6

Clicking(orhoveringyourmouse)overthecountiesofyourstate:

1. Whatcountieshavethemostslaves?

2. Wherearetheretheleast?

Onthebottomrightofthescreen,choosetoshow“Enslavedpopulation(%)”.Thisshowsyouwhatpercentofthetotalpopulationwereslaves.

3. Whereareslavesthemajorityofthepopulation?

4. Historiansoftenrefertothe“CottonBelt,”whichwasanareaoftheUnitedStateswherecottonwasgrown.Thisareahadahighnumberofslavestotendtotheseplantations.Basedonthesemaps,wheredoyouthinkthiswas?

5. WhydoyouthinkslavepopulationsgrewintheUnitedStates?

6. Whydidtheygrowmoreinsomeareasthaninothers?

1 7

AppendixBGraphicOrganizer Howdidtheslaverysystemdifferfromplacetoplace?

States/GeographicAreas Differences Similarities

LargePlantations

SmallPlantations

UrbanSlavery

1 8

1. Howwasslaveryapartofthesettlementofyourstate?2. Howwereslavestreated?3. Whereweremostoftheslavesinyourstate?4. Whatkindofworkdidtheydo?5. Howwasslaverydifferentfromplace-to-placeinyourstate?6. Howwasslaverydifferentinyourstatethaninotherstates?

1 9

AppendixCGraphicOrganizer Howisthelegacyofslaveryvisibleinyourcommunity?

Claim

Reasoning

Evidence Evidence Evidence