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Slavery in New York: A Case Study

Essential Questions
Was New York a perfect model for the best way to end slavery?
Did abolitionists play a major role in ending slavery in New York?
 
Learning Objectives
• Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
• Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
• Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.
• Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
• Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.
• Write informative/explanatory texts, including the narration of historical events.
• Draw evidence from informational texts to support analysis, reflection, and research.
 
Students will understand the events leading to the end of slavery in New York State.
Student will be able to demonstrate their understanding of the history of slavery in New York State through a final project of their choosing.
 
Lesson 1: Slavery in Colonial New York
Documents: 
1. Will of Rachel Bogardus (1781)
2. New York Slave Code (1730)
 
Lesson 2: Gradual Emancipation in New York
Documents:
1. Manumission of Mink (1795)
2. Gradual Emancipation Act (1799)
 
Lesson 3: Resistance to Slavery in New York
Documents:
1. Runaway Advertisement (1823)
2. Killis Broadside (1807)
3. Killis Letter (1816)
 
Lesson 4: Freed African Americans in New York
Documents:
1. Erie Canal Census Record from Montgomery County (1855)
2. Document Showcase DBQ
 
Summative Assessment
 
Task: Describe the institution of slavery and its importance to New York both as a colony and a state.
Describe the process of “gradual emancipation” and explain why this process lasted over 50 years.
 
Process: You must fulfill the task requirements by completing one of the following projects
1. Designing a museum exhibit
2. Writing an essay
3. Creating an illustrated timeline
4. Writing a personal narrative from the perspective of a slave, slave owner, or abolitionist
5. Writing and presenting a speech