Chronological Reasoning and Causation
Slavery in New York
Suggested Teaching Instructions
11.1 COLONIAL FOUNDATIONS (1607– 1763): European colonization in North America prompted cultural contact and exchange between diverse peoples; cultural differences and misunderstandings at times led to conflict. A variety of factors contributed to the development of regional differences, including social and racial hierarchies, in colonial America. (Standards: 1, 2, 3, 4, 5; Themes: MOV, TCC, GEO, GOV, ECO, EXCH)
11.1b A number of factors influenced colonial economic development, social structures, and labor systems, causing variation by region.
Students will analyze slavery as a deeply established component of the colonial economic system and social structure, indentured servitude vs. slavery, the increased concentration of slaves in the South, and the development of slavery as a racial institution.
11.1b A number of factors influenced colonial economic development, social structures, and labor systems, causing variation by region.
Students will analyze slavery as a deeply established component of the colonial economic system and social structure, indentured servitude vs. slavery, the increased concentration of slaves in the South, and the development of slavery as a racial institution.
Essential Questions
What were the historical circumstances surrounding the development of slavery in New York and its gradual end?
Social Studies Practices
• 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. 19th Century African American Voting Rights
2. 19th Century African American Voting Rights
Summative Assessment
Task: Describe the historical circumstances surrounding slavery in New York and explain the impact of Gradual Abolition.
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