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Unit 2 APAFAM Notetaking Up To 2.10

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21 views13 pages

Unit 2 APAFAM Notetaking Up To 2.10

Uploaded by

ramireDM27
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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AP AFRICAN AMERICAN HISTORY

Unit 2: Freedom, Enslavement, and Resistance


*You may use this document to take notes in class or reading notes. You can also use it to prepare for quizzes,
tests, and other assessments. Be sure to keep it in your UNIT 2 Section of your folder.
Concept Check - This is where you show your stuff! Rate
Learning Statements Minimum: Three sentence answer with KEY TERMS correctly applied. Your
Skill
Level
2.1 A
I can explain the
significance of the roles
ladinos played as the
first Africans to arrive in
the territory that became
the United States.

2.1.B
I can describe the
diverse roles Africans
played during
colonization of the
Americas in the
sixteenth century.

Required sources:
Juan Garrido’s Petition,
1538
Image of Juan Garrido
on a Spanish Expedition,
Sixteenth Century
2.2 A
I can describe the scale
and geographic scope of
the transatlantic slave
trade

2.2.B
I can identify the
primary slave-trading
zones in Africa from
which Africans were
forcibly taken.

2.2.C
I can explain how the
distribution of distinct
African ethnic groups
during the era of slavery
shaped the development
of African American
communities in the
United States.
Required Sources:
Map Showing an
Overview of the Slave
Trade Out of Africa
Map Showing the
Regional Origins of
Enslaved People
Forcibly Transported to
North America
2.3A
I can describe the
conditions of the three-
part journey enslaved
Africans endured during
the transatlantic slave
trade.

2.3.B
I can explain how the
transatlantic slave trade
destabilized West
African societies.
2.3 C
I can describe the key
features and purposes of
narratives written by
formerly enslaved
Africans.

Required Sources:
“On Being Brought from
Africa to America” by
Phillis Wheatley, 1773
Excerpt from Chapter 2
of The Interesting
Narrative of the Life of
Olaudah Equiano, or
Gustavus Vassa, the
African. Written by
Himself, 1789
2.4.A
I can describe the
methods by which
Africans resisted their
commodification and
enslavement
individually and
collectively during the
Middle Passage.
2.4 B
I can describe the
features of slave ship
diagrams created during
the era of the slave trade.

2.4 C
I can explain how
Africans’ resistance on
slave ships and slave
ship diagrams inspired
abolitionists and Black
artists during the era of
slavery and after.

Required Sources:
Stowage of the British
Slave Ship Brookes,
Early Nineteenth
Century
Plea to the Jurisdiction
of Cinque and Others,
1839
Sketches of the Captive
Survivors from the
Amistad Trial, 1839
Stowage by Willie Cole,
1997

2.5.A
I can describe the nature
of slave auctions in the
nineteenth century
United States South.

2.5 B
I can explain how
African American
authors advanced the
causes of abolition and
equality in their writings
about slave auctions.

2.5 C
I can explain how the
growth of the cotton
industry in the United
States displaced
enslaved African
American families.

Required Sources:
Excerpt from Twelve
Years a Slave: Narrative
of Solomon Northup, a
Citizen of New York,
Kidnapped in
Washington City in
1841, and Rescued in
1853, 1853
Broadside for an
Auction of Enslaved
Persons at the
Charleston Courthouse,
1859
2.6 A
I can describe the range
and variety of
specialized roles
performed by enslaved
people.
2.6 B
I can explain how slave
labor systems affected
the formation of African
American musical and
linguistic practices.

2.6 C
I can evaluate the
economic effects of
enslaved people’s
commodification and
labor, within and outside
of African American
communities.

Required Sources:
Sugar Cane Harvest,
Antigua, West Indies
1823, 1826
Broadside Advertising
“Valuable Slaves at
Auction” in New
Orleans, 1859
Rice Fanner Basket,
Circa 1863

2.7 A
I can explain how
American law affected
the lives and citizenship
rights of enslaved and
free African Americans
between the seventeenth
and nineteenth centuries.

2.7 B
I can explain how slave
codes developed in
response to African
Americans’ resistance to
slavery.
Required Sources:
Articles 1–10 from the
Louisiana Slave Code
(Code Noir, or Black
Code), 1724
Excerpts from The
South Carolina Slave
Code, 1740
Article I, Section 2 and
Article IV, Section 2 of
the United States
Constitution, 1787
Excerpts from Dred
Scott’s Plea and Chief
Justice Roger B. Taney’s
Opinion in Dred Scott v.
Sandford, 1857

2.8 A
I can explain how partus
sequitur ventrem
affected African
American families and
informed the emergence
of racial taxonomies in
the United States.

2.8 B
I can explain how racial
concepts and
classifications emerged
alongside definitions of
status.

Required Sources:
Laws of Virginia, Act
XII, General Assembly,
1662
“Am I Not a Woman
and a Sister?” from The
Liberator, 1849
2.9 A
I can describe African
American forms of self-
expression in art, music,
and language that
combine influences from
diverse African cultures
with local sources.

2.9 B
I can describe ways
enslaved African
Americans adapted
African musical
elements from their
ancestors and influenced
the development of
American musical
genres.
2.9 C
I can explain the
multiple functions and
significance of
spirituals.
Required sources:
Cream and Red
Appliqued Quilted
Bedcover, Circa 1850
Excerpt from Chapter 6
of My Bondage and My
Freedom by Frederick
Douglass, 1855
Storage Jar by David
Drake, 1858
Gospel Performance of
“Steal Away to Jesus”
by Shirley Caesar and
Michelle Williams
(video, 0:00–2:00), 2001
Lyrics to “Steal Away to
Jesus,” Mid-Nineteenth
Century

2.10 A
I can explain how
changing demographics
and popular debates
about African
Americans’ identity
influenced the terms
they used to identify
themselves in the
nineteenth century and
beyond.

Required Sources:
Selections of letters
written to newspapers
from Call and Response,
1831–1841

Rate your skill level:


1. I have no idea. Please help me.
2. I could do this task with a little help. I am not yet ready to be assessed, but am on my way.
3. I am ready to be assessed. I am confident in my abilities
4. I am not only ready to be assessed, but I believe my knowledge and ability exceeds the class expectations

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