Expert Study
Claire Whitby
Ramirez
12/4/13
Artifact: Essay from Midterm Exam in North Carolina History Course
Topic/Title: The three historical schools of slavery with my opinion
Medium: Information/opinion-based paper
Technology Used: Microsoft Word and HP scanner
Identification of Artifact/Evidence:
The artifact I am using for the purpose of demonstrating my depth of content
knowledge is in the form of a midterm exam essay from HIS 3728, History of North
Carolina, which I took in the summer of 2013 at Appalachian State University. The
professor gave us three prompts to choose from for the essay portion of the summative
midterm exam. I chose to answer the prompt asking us to define all three historical
schools regarding slavery’s effect on African Americans throughout the South and in
North Carolina. After defining the traditionalists, revisionists, and new social historians,
we were asked to state our opinion of which one is the most accurate today. In addition,
we had to support our opinion with history-specific examples. This paper was handwritten during an exam period. I made an “A” on this paper; the professor gave me the
following written feedback: “Very well written with excellent specific historical
examples. Your explanations are clear but work to put your analysis up front in the thesis
statement. Good job. A.” This artifact demonstrates my content knowledge because it
allowed me to show that I can recall definitions as well as comment on the accuracy of
each historical school. I chose this artifact over other possibilities because I felt that I
demonstrated conciseness and fluidity in my writing, especially for a paper written in a
time limit and not through a Word document programmed to autocorrect my mistakes. It
also shows that I can learn something that I had no prior knowledge of and restate the
facts diligently.
A.
Analyze your content knowledge as it was demonstrated at the time the artifact was
completed or developed.
Standard 1: Social studies teacher candidates know and can facilitate learning about
how culture and culture systems function. They are able to teach about how human
beings relate to their environment and the impact of that relationship on culture.
Social studies teacher candidates know and can facilitate learning about:
Culture and the historical and contemporary cultures of the major world regions and
North Carolina
 The content and applications of the Five Themes of Geography
 Roles and contributions of diverse groups of people in the world and North Carolina
 Methods of cultural expression, art forms, and language
 The connection of geography and environment to culture

Standard 2: Teacher candidates who teach social studies know and can facilitate
learning about historical periods and patterns. They teach about diverse
perspectives and sources of information that inform an understanding of the past,
present, and future.
Social studies teacher candidates know and can facilitate learning about:
 Key events and historical eras of world regions and North Carolina history
 Cause and effect relationships across time



Comparative chronologies of events and patterns of change in state and world
histories
How to analyze perspectives and sources of information (primary and secondary)
How history informs understanding of the present and predictions about the future
Standard 2 in the Middle Grades Content Area Standards for Social Studies
Teacher Candidates is demonstrated through my North Carolina history midterm exam in
regards to my commentary on the three historical schools of slavery. I evaluated each
historical school as “historical eras in North Carolina history” as well as “comparative
chronologies of events and patterns of change in state and world histories.” Dr. Campbell
taught the subject of slavery and others very candidly and clearly. The three historical
schools help us classify the interpretations of slavery that have been apparent throughout
its existence. The first school, the Traditionalist Historical School, was common thinking
from the birth of slavery until about the 1950s. Then, the Revisionist Historical School
became commonplace after the end of the Traditionalist way of thinking and is still
taught and believed today. The Revisionist belief is that slavery was a “horrible
institution with horrific conditions that ultimately victimized African Americans. They
also believe that slavery was a profitable endeavor” (p 1, NC midterm essay)… The most
recently developed and third historical school is called the New Social Historical School.
This became common from about the 1970s until today. They too believe slavery was a
horrible institution that resulted in slaves being victims, but that slaves had something
called slave agency, which argues that slaves resisted the oppression and fought back
physically and culturally.
For my essay, the New Social Historical School is the one that I argued was the
most accurate way of thinking. As one can see, the with the passage of time, widespread
public opinion changes based on what is popular, what has been researched, or simply the
closed or open-mindedness of society at the time. These historical schools demonstrate a
chronological pattern of change. Each historical school can also be seen as a historical era
because each classifies a time in which the country thought a certain way about the way
slavery affected African Americans. Throughout history and within different historical
eras, opinions change. Through historical examples, I was able to argue the point that
slaves were victims, however they fought back in ways that kept cultural traditions alive.
To connect my midterm essay to the Teacher Candidate Standards, the idea of
comparative chronologies within is society is demonstrated in Standard 1: social studies
teacher candidates must be versed in the “roles and contributions of diverse groups of
people in the world and North Carolina.” I believe this essay prompt illustrates that
diverse groups around the world can impact ways of thinking as well as controversial
opinions that last through time. Through my midterm essay I was able to give specific
examples of how slave agency allowed several African traditions to stay alive until today.
Another example is how slaves to rebelled against their masters and escaped slavery. This
would be considered a cultural contribution to our society because if the slaves had not
rebelled and kept some aspects of their heritage alive, we would not have some of the
evident African traditions such as bottle trees or gospel music.
Within Standard 2, it mentions “diverse perspectives.” I believe each historical
school can symbolize a different perspective. When I teach the subject of slavery in my
classroom, I would thoroughly enjoy bringing up the three historical schools to give the
students different perspectives to consider. It is important for middle grades students to
be able to form their own opinions and state why they believe what they believe. For this
purpose, giving them diverse opinions about a controversial topic like slavery would be
very beneficial to moving them up the Bloom’s Taxonomy Scale towards evaluating and
analyzing. Students should understand that there are many different viewpoints about the
system of slavery, and that some people still believe that the slaves benefited from their
time as slaves, i.e. traditionalists.
One thing that I did not do well with in this midterm essay was putting my own
analysis in the thesis statement. I stated my opinion throughout the essay but I failed to
put my analysis of why I believe the New Social Historical School was the most accurate
in the thesis statement. For the final exam essay I wrote in this class, I demonstrated that I
could take constructive criticism and direction and make that correction. I am a good
writer; however, in the pressure of a timed-essay, I sometimes forget the conventions of
common writing procedures.
Through my historical examples within my midterm essay, I connected the broad
institution of slavery to the state North Carolina specifically through the story of Harriet
Jacobs. Jacobs was a slave woman who hid in the attic on the property of her master for
seven years until she found the right moment to escape. In my essay, I wrote that she
“demonstrates a success story of slave agency” (p 2, NC midterm essay). Her story
connects slavery to the state of North Carolina. Also, all of the traditions that have
remained steady throughout time from the time of slavery, are also very unmistakable in
North Carolina today. I can point out a gospel church down the road and also to several
bottle trees that are in backyards.
B.
Analyze the development of your content knowledge since the artifact was
completed or developed.
The development of my content knowledge on this subject has not grown much
since I was last in the course sitting in front of Dr. Campbell lecturing. However, I am
much more confident in my ability to make connections between North Carolina history
and United States history. Normally, in state history classes, a teacher solely focuses on
history stories that happened within the borders of the state. But in the History of North
Carolina course, Dr. Campbell focused on how United States history events impacted
North Carolina (and visa versa) as well as history specific to the state. In essence, I was
able to get a firmer understanding of United States history while learning about statespecific historical events as well as how North Carolina as a state contributed to the
United States.
Being able to connect state history to national history is a valuable thing I’ve
since learned how to foster. The course sparked that ability in me; but through my social
studies methods course at Appalachian with Dr. Bryant, I have been able to make other
connections between historical events and North Carolina’s history. Dr. Bryant liked to
debunk historical myths. He believes that history, often times, is taught very inaccurately,
poorly, and lazily. So, in his course, he chose historical events to lecture about and tell us
the facts that we probably had no prior knowledge of. He gave one mention about how
the Native American named Tsali is taught completely wrong. We were taught about
Tsali a different way in my History of North Carolina class, and through the evidence and
information given to me in both classes, I was able to form my own opinion as well as
realize that I needed to do some further research before I ever endeavored to teach his
story.
Also, for fall break I traveled to the Outer Banks on a camping trip. We traveled
right through the town of Manteo to get to our destination of Rodanthe. I immediately
made the connection to what I had learned in the History of North Carolina class about
the Native American named Manteo and his contributions to the history of the state. My
new knowledge of the geography of North Carolina has been of great value when it
comes to travel as well as talking to native North Carolinians about where they’re from.
Being from out of state, it used to be impossible to picture where my acquaintances and
friends said they were from prior to this class. It may seem silly, but I feel much more
connected to North Carolina as well as to my friends now that I understand the physical
geography of the state. It also makes me feel great when I am able to make historical
connections such as hearing that someone is from Bath, NC, and I can say, “Oh, that’s
where Blackbeard was from!”
As it pertains to my knowledge on slavery, I have not learned anything else as
distinct as the three historical schools to classify slavery. I had never learned about those
before this history class. The topic of slavery is always a hot-topic issue; yet, I know we
never went as deep as this course did about the different perspectives, slaves affected, etc.
In my essay, I was able to give examples of actual slaves like Celia and Harriet Jacobs. I
never learned about Celia in middle or high school; and Harriet Jacobs was taught, but
never focused on for longer than a short blip in the lecture. I desire so much more than
that from history. However, now that my undergraduate journey is coming to an end,
short of going to graduate school or reading a multitude of biographies about the subject
or person, I won’t get as detailed of information without having to do the digging myself.
C.
Create a plan for deepening your knowledge in this area of study.
In order to deepen my knowledge on North Carolina history, the history of slavery, and
the different historical schools about slavery, I need to partake in more of my own research. I
will have to find trusted peer-reviewed articles on the Internet or in the library, read biographies
and autobiographies, and potentially ask my professors for more information. As it relates to
reading biographies and autobiographies, my professor from the middle grades social studies
methods class at Appalachian State, Dr. Bryant, told our class the only way we will come close
to knowing all the content needed in order to make history interesting is to read, read, read.
If I am to become a North Carolina history teacher (eighth grade) or a social studies
teacher in any grade, reading biographies to further my content knowledge to bring interesting
anecdotes to tell the students is going to be a big priority. I want to make social studies more
inviting and more like a story-telling class. If a teacher simply tells the students about a historic
time in the form of a story, they will more likely understand and grasp the concepts and actually
remember what the teacher is trying to teach them. Some of the biographies that are on the top of
my “to-read” list are Nikola Tesla: Imagination and the Man That Invented the 20th Century by
Sean Patrick and The Biography of a Prairie Girl by Eleanor Gates.
Keeping in contact with Dr. Campbell will also be an invaluable resource to have. Dr.
Campbell was an excellent example of what a phenomenal social studies teacher should be for
their students. He was engaging, and each story he told was intriguing because he would
humanize historically important figures by using voices and told the stories of the unassuming
people in history. His class was mostly lecture, and a couple times he showed a short movie clip.
Contrary to other classes that are heavy-lecture, his class was never a bore. When he lectured,
he’d give the story of the historical event as if he was one of the people who witnessed it. He
would say stuff like, “The Antifederalists were like uhh no, we don’t want a strong government.
What are you thinking Federalists?! That’ll ruin everything we’ve been working for!” He made it
easy to understand and fun to listen to. I think I could learn a great deal more from him about
North Carolina history, the institution of slavery, and the different historical schools but also in
the field of teaching.
I’m aware that I will never be an expert in history, but as a dedicated future-teacher, I can
promise to always be reaching. This goes back to endeavoring the feat of being a lifelong learner.
A teacher must always be adding to their content knowledge. In some cases, students will add to
this knowledge. Likewise, knowledge doesn’t come to those who wait for it to come; I will have
to seek it out. It is important to me to be intellectual and knowledgeable, and I am on that track
already simply by being a college student that is almost graduated. However, there is always
more to learn, and I refuse to become stagnant after I graduate from Appalachian. Maybe I’ll go
back to get my masters degree to be considered even higher qualified.
D.
Reflect on your depth of knowledge in this area of study.
Considering the first time I had learned anything about North Carolina history
was the summer course I took with Professor Campbell, my depth of knowledge in this area
of study is only as deep as the course went. I am originally from the prideful state of Texas.
So, during my schooling, I was taught Texas history in elementary and middle school and
can still, to this day, recite the Texas Pledge following the recitation of the American Pledge.
Because I am not from here, I had absolutely no prior knowledge of North Carolina’s history
before this summer course. But with that, I believe the professor did such an excellent job of
teaching the North Carolina history material. I learned a great deal just from that class. I
know his course only scratched the surface on the depth of knowledge I can acquire in the
subject of North Carolina and also of the topic of my essay, slavery and the three historical
schools, but this extra knowledge can be gained in multiple different ways, and I have
mentioned some of those above. I can honestly say that I like North Carolina history better
than Texas history.
As it pertains to the subject of the essay – the three historical schools of slavery –
I feel like my depth of knowledge has not grown past what I demonstrated in the midterm
essay. However, I know a great deal about slavery in general just from being in school from
elementary school until college. Slavery is one subject that tends to be revisited in some
shape or form every year once it’s introduced, just like the Holocaust. The information about
the three historical schools of slavery that exist allowed me to dive deeper into my
understanding and analysis of slavery. College students are supposed to be on a higher level
of thinking, and I proved that I could argue a point and use historical examples to do so.
Being analytical and critical of viewpoints and opinions is necessary to be an intelligent and
savvy citizen of this society and of this world. Knowing how people have thought, still think,
and categorize slavery is imperative to understanding where one fits in the spectrum.
E.
Debrief your growth as a middle grades teacher throughout completion of this
expert study.
Through this expert study, I have grown professionally and gained more
confidence in my ability to teach information well. I have reflected on a piece of work
from a subject in which I knew nothing about until the summer course with Dr.
Campbell. The “A” grade on the back of the midterm paper signifies that with focus and
dedication to the subject, I can learn quickly and bring that knowledge to my students.
Completing this expert study helped me realize my strengths as a future educator. I have
analyzed how I learned in the History of North Carolina course, and am now extremely
excited to teach my students history in a more interesting and detail-oriented way like this
class was taught.
In my internship this semester at Avery Middle in an eighth grade North Carolina
history class, I was privileged to teach a five-day unit on the first government in the
United States including subjects such as Federalists and Anti-federalists, the
Constitutional Convention, and the ratification of the Constitution. During this unit, I was
able to teach in a way that kept the students engaged in the seemingly boring topic of our
new government. In the same way that I recalled specific examples and stories to
validate my argument in my midterm essay, I recalled specific anecdotes and stories that
humanized the great men and told the untold story of the founding fathers and the events
during this period. I spoke candidly with each subject of history I taught about so as to
make the subject more relatable to my eighth grade students. The students really loved
how I exposed Thomas Jefferson for having an affair with Sally Hemings and Alexander
Hamilton for growing up very poor on the West Indies island of Nevis. It made the
students realize that you don’t have to be perfect to be influential. The great men and
founding fathers of our country didn’t have amazing lives, they were just like us –
flawed.