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Grade Level:

Undergraduate African American History

Content Standard:

ISTE: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

New York State Education Department Social Studies (NYSEDSS): Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

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Students critically examine of artwork depicting African American resistance culture. Decolonizing the Eurocentric myth of slavery and colonization. Neither First Peoples nor Africans quietly surrendered or submitted to European dominion.

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Standard

ITSE*S 1.3.b. Evaluate the accuracy, validity, bias, origin, and relevance of digital content.

New York State Education Department Social Studies Learning Standards (NYSEDSSLS)

NYSEDSSLS1*E4, Students: view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.

NYSEDSSLS1*I4, The skills of historical analysis include the ability to: explain the significance of historical evidence...

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

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See, Think, Wonder

What do you see?
What do you think about that?
What does it make you wonder?

Students: Identify what is presented in the artwork presented.

Consider what the imagery is saying.

What do the images bring to mind? What do they make you think about?

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Routine Summary

Students will be given 5 minutes to carefully review each image, make observations, and take turns presenting their interpretations of the imagery to their classmates. Class discussion will culminate with each student noting their wonderings about the artwork and a collaborative effort to address their curiosities.

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Task 1: What do you SEE?

Describe the image.

Be specific, clear, and direct in your responses.

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Task 1: What do you SEE?

Describe the image.

Be specific, clear, and direct in your responses.

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Task 2: What do you THINK?

Express your interpretation what you see. What does it mean? What does it say to you? What emotions does it stir inside of you (if any) and why?

Be specific, clear, and direct in your responses.

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Task 2: What do you THINK?

Express your interpretation what you see. What does it mean? What does it say to you? What emotions does it stir inside of you (if any) and why?

Be specific, clear, and direct in your responses.

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Task 3: What do you WONDER about this image. Discuss the curiosity it sparks in you. What questions does it bring to mind?

Be specific, clear, and direct in your responses.

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Task 3: What do you WONDER about this image. Discuss the curiosity it sparks in you. What questions does it bring to mind?

Be specific, clear, and direct in your responses.

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Grade Level:

Undergraduate African American History

Content Standard:

ISTE: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

New York State Education Department Social Studies (NYSEDSS): Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

______

Students: Use your knowledge from class lectures, readings, and in class exercises to analyze, interpret, and discuss the imagery surrounding marronage and Maroon Societies in North America. Take notes of the images presented and use your previous exercise notes to answer the questions below. Remember to support your ideas, hypotheses, and conclusions with the information present in the imagery.

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Standard

ISTE*S

ITSE*S 1.3.b. Evaluate the accuracy, validity, bias, origin, and relevance of digital content.

New York State Education Department Social Studies Learning Standards (NYSEDSSLS)

NYSEDSSLS1*E4, Students: view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.

NYSEDSSLS1*I4, The skills of historical analysis include the ability to: explain the significance of historical evidence...

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

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Routine Summary

Students will be given 5 minutes to carefully review each image.

Answer the Following: Were massive impromptu and/or infrequent revolts the only and most effective form of slave resistance, rebellion, or revolutionary activity? What role does Marronage play in the realm of passive and active resistance? What form of slave resistance was the most effective and why?

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WMYST? "What Made You Say That"

Students: Identify the basis for their thinking by elaborating on the thinking behind their responses to questions posed by their professor and classmates. Improving their evidentiary reasoning as students and their classmates entertain multiple viewpoints and perspectives on a topic, subject, theme, or idea. (Richhart et al, 2011)

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1526: Lucas Vazquez de Ayllon's settlement, San Miguel de Guadalupe, is overthrown by its enslaved African.

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1586: Sir Francis Drake leaves "The 700" or "Drake's 700" on Roanoke Islands as a reward for their performance against the Spanish.

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1687: Spain offers sanctuary in Florida to all runaway slaves who make to the region, swear a loyalty oath to the crown and convert to Catholicism.  There are [African] Jews, Muslims, Yorubans, and others among those who will become Maroons in Florida; they would have feigned conversion and hidden their religion within that of Catholic ritual as was common practice among Africans.  Indentured servants and later slaves from as far as New York and Baltimore abscond into Spanish Florida where they form Maroon colonies. The African exiles or Maroons in Florida were referred to as Seminoles by the Creeks meaning “runaways” a fitting naming for escaped slaves from the British Colonies. Baltimore, MD-St. Augustine. FL is 791 miles a 13 hour walk.

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1714: Upon the overthrow of Old Roanoke government and the end of Tuscarora hegemony North Carolina's refugee population was an English speaking tawny, mixed race society Maroons lived inside the Dismal Swamp with poor whites living on the outside or fringes of the swamp. A third of the Tuscarora emigrate back to their kinsmen in New York reclaiming their heritage as the Sixth Nation of the Iroquois Confederation. The second third enter the Great Dismal Swamp taking strategic position in North Carolina and Virginian portions of the swamp along with their African brethren. The final third emigrate to Florida with their African kinsmen to Spanish Florida where they also become Seminoles. They are later joined by the Redsticks [a Lower Creek faction] and the Yamasee in 1715.

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Grade Level:

Undergraduate African American History

Content Standard:

ISTE: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

New York State Education Department Social Studies (NYSEDSS): Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

______

Students reflect and synthesize the essence and core of the situation, learning experience, or artwork presented. Students build an understanding of the big ideas and core principles. This exercise alerts students to the fact that noticing the big ideas are critical to understanding. Documenting headlines helps students consider topics different angles creating rich mental images of what is important to keep in the forefront and center of their thinking. (Ritchhart et al., 2011)

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Standard

ISTE*S

ITSE*S 1.3.b. Evaluate the accuracy, validity, bias, origin, and relevance of digital content.

New York State Education Department Social Studies Learning Standards (NYSEDSSLS)

NYSEDSSLS1*E4, Students: view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.

NYSEDSSLS1*I4, The skills of historical analysis include the ability to: explain the significance of historical evidence...

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

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Routine Summary

Students will be given 5 minutes to carefully review each image, make observations, and take turns presenting their interpretations of the imagery to their classmates. Class discussion will culminate with each student noting their wonderings about the artwork and a collaborative effort to address their curiosities.

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Headlines

Students: Use your knowledge from class lectures and readings to create 3 headlines that reflect the series of images under review. Support your work using elements of the imagery. Avoid catchy phrases or titles. Be clear, direct, and specific. Hint: your headline should reflect the themes of Native American and/or African resistance, slave rebellion, and marronage.

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The 1526, route taken by Spanish settlers attempting to establish a colony in North American. In 1526, Lucas Vasquez de Ayllon departed from Hispaniola, present day Haiti and the Dominican Republic, to establish a Spanish colony in North America.  It was Spain and not England that was the first to attempted to settle the continent. The colonist brought with them 100 Africans to serve as a labor force.

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South Carolina’s native population, the Gualé [gwa-lay], were angered by their presence since they lost 60 of their countrymen to a previous Spanish venture into their homeland.   They are extremely hostile to the Spanish settlers on the coast and will continually engage them in skirmishes.

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South Carolina’s native population, the Gualé [gwa-lay], were angered by their presence since they lost 60 of their countrymen to a previous Spanish venture into their homeland.   They are extremely hostile to the Spanish settlers on the coast and will continually engage them in skirmishes.

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Lucas Vasquez de Ayllon died 3 months after the Spaniards arrived.  His death sent the colony into disarray as the military seized control of the colony and oppressed its countrymen, their slaves, and the Gualé.  The Africans used the chaos in their midst to launch a full scale rebellion against their Spanish captors; in the aftermath the remaining Spanish settlers fled to Hispaniola leaving their African slaves in South Carolina.   These Africans establish the first  Maroon community in what will become the United States.

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Sir Francis Drake leaves a multiracial regiment of 700 battle hardened representing a cross section of late sixteenth century Atlantic World ethnicity.  Within his regiment were Caribs, Arawaks, and Ciboneys from the Caribbean as well as First Peoples from Latin America.  Among the North Africans were Algerians, Berbers, Turks, and Moors. While his West African corps was comprised of Dahomean, Mandinka, and Bambara soldiers. Central and South American Maroons: Miskito [Black Caribs].

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Upon their arrival at Roanoke Island, Drake discovers the British settlers are desperately seeking a means of escaping the island after a severe hurricane had destroyed the settlement and its food supply.  In order to provide passage for his fellow Englishmen, Drake disembarks his soldiers on the island.  In the absence of Europeans the multiracial regiment leaves the island and enters Virginia, they are known as the “700” or “Drake's 700” and they became the second Maroon population  to be established on the continent.

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International Society for Technology in Education (ISTE). (2024) ISTE Standards: For Students.

https://iste.org/standards/students#citation

New York State Education Department. (1996, June 1). Learning Standards for Social Studies.

https://www.nysed.gov/sites/default/files/sslearn.pdf

Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. Jossey-Bass.