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Ibram X. Kendi | Teaching Hard History: American Slavery, Key Concept 1

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Ibram X. Kendi | Teaching Hard History: American Slavery, Key Concept 9

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Christy Coleman | Teaching Hard History: American Slavery, Key Concept 7

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Tera Hunter | Teaching Hard History: American Slavery, Key Concept 5

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Annette Gordon-Reed | Teaching Hard History: American Slavery, Key Concept 10

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Edward L. Ayers | Teaching Hard History: American Slavery, Key Concept 6

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Martha Jones | Teaching Hard History: American Slavery, Key Concept 8

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Daina Ramey Berry | Teaching Hard History: American Slavery, Key Concept 4

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Adam Rothman | Teaching Hard History: American Slavery, Key Concept 2

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Annette Gordon-Reed | Teaching Hard History: American Slavery, Key Concept 3

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The major takeaway I had about the video is the idea of white supremacy and the idea that African Americans were central to "slavery". Coleman mentions some of the causes of wars were to preserve the United States and to keep slavery. It wasn't until 1963 that a war in American was for the cause of freedom.

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What are your key takeaways?
How does the speaker affirm, challenge or extend your thinking?

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The big takeaways revolving this video was the concept that was discussed through the video, the notion of how the North and South continuously tried to justify slavery through generations although they knew it was morally incorrect. They included the notion of God and as well as discussed on their awareness of how it's evil but it'll eventually die out, which is ironic and contradicts as the slave prices only went up.

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Some key takeaways of the video were....

What extended our thinking was....

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How does the speaker affirm, challenge or extend your thinking?

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How does the speaker affirm, challenge or extend your thinking?

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The speaker extends my thinking on the root of the civil war. It was interesting to hear how one side wanted to preserve the United States as a whole and the other side wanted to preserve their way of life with slavery which actually did not have anything to do with the freedom of slaves.

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1) People saw land as an opportunity to build profit by purchasing slaves, which included men, women, and children. The Palfrey family was one of the first to begin a cotton plantation in the deep south, in which they kept track of how much cotton was picked per person, 80% picked by women and children. This eventually led to the cotton textile manufacturing industry.

2) The speaker provided evidence such as images of the tally sheet that displayed the amount of cotton picked per person. He also extended out thinking by providing evidence that is not discussed in K-12 curriculum. There were companies that insured slaves so that they can continue to provide labor for the cotton industry.

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- More than teaching our students about the harsh treatment and experiences that slaves faced, it is important to discuss their emotions and the cause of their actions
- For example, in this video Henry Box Brown was enslaved and separated from his family at 18 and later as a husband and father went through separation with his family once again. Henry was bold and determined to reunite with his family so his mailed himself on a 27 hour trip to find them! To later also become an activist in an abolitionist circuit.
-This challenges our way of thinking as teachers to not only share stories but to really understand the emotional bonds and perseverance slaves had shown.

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Our main takeaway was how African American culture has been passed down through generations and is ultimately rooted in slavery. Hip hop, Southern food, and many other cultural hallmarks have served as a touchstone for Black people for centuries and has united generations. It is interesting and extended our thinking of African Americans did everything in their power to hold on to and pass down their culture to the next generation, despite all the trauma they have faced in America.

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How does the speaker affirm, challenge, or extend your thinking?

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How does the speaker affirm, challenge, or extend your thinking?

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The speaker affirmed the correct vocabulary to be used - enslaved people. This is a reminder that they were still people and that being enslaved was just a circumstance, not their whole personality or value.

The speaker intended our thinking into the reality that lives that had not yet begun were already being sold/promised to others to pay debts that were not theirs.

Also extended our thinking into the complicated lives of enslaved individuals, especially children, who had to balance how their family and friends saw them as people, while others only saw them for how much money they were worth.

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The key idea of the video is how white supremacy was the drive in building a social ladder of who was in charge and who was not. Slavery shaped the fundamental belief of race and whiteness.  In other words white men benefited economically by owning African American slaves. That is how they held power.

The speaker confirms that white people wanted to have control of everyone else. This speaker expands our ideas about this topic by thinking about how wrong, yet powerful, this idea of white supremacy affected lives by benefiting one group while oppressing another.

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Annette Gordon-Reed sought to bring life to the enslaved people she was reading about recorded in the family farm book. Her goal was to see them as people and not items on a tally chart or itemized receipt.

Just because it is written down doesn’t mean it is true. We must corroborate facts with other sources to figure out the whole picture.

Slavery was a business, so there are many primary sources that help tell the story of the people that were enslaved.

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Some key take aways from this video are that the institution of slavery was looked at as profit. Enslaved people were people with families and lives of their own, but they also were commodities. They had to be prepared at young ages that they were property. Enslaved children were sold to fix other peoples' problems.

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Some key takeaways of the video were the white supremacist ideas and laws that were changed constantly for the sole purpose to keep black people enslaved providing the country with free labor.

What extended our thinking was connecting it to the fact that this remains a tactic to suppress minorities and people of color today.

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The biggest takeaway I had is that enslaved people had different experiences. Slavery is not a "static institution" in that one's gender, job, and location played a huge role in their experience. If you were male you were purchased with the intent of doing hard physical labor on large plantations, whereas women were bought by smaller plantation owners as an investment so that they could bear more children.

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The speaker extended my thinking by highlighting the differences, but he also explained one powerful similarity. He said that no matter where they were taken or what they were forced to grow, they all know what it means to be separated from their loved ones.