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.

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?

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.

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.

Describe the image.

Be specific, clear, and direct in your responses.

Describe the image.

Be specific, clear, and direct in your responses.

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.

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.

Be specific, clear, and direct in your responses.

Be specific, clear, and direct in your responses.

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.

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.

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?

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)

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)

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.

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.

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.

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.