2011
African American Studies - The Roots of Inhumanity and the Peculiar Institution
Unit Title
The Roots of Inhumanity
Grade Level
11 + 12
Timeframe
Four Weeks
Subject or topic area
The Peculiar Institution in the Colonial and American
Societies
Slavery, the “peculiar institution” was considered necessary
Summary of unit
and acceptable in northern and southern colonial and later
American societies for a variety of reasons. African indentured
servants were brought to colonial Virginia in 1609 and the
indentured system became firmly entrenched as a slave system
by 1661/1662 in Colonial America. It is important to understand
that “…many factors, including history, contemporary political
and economic environment, as well as the collective behavior of
many individuals…” (The Roots of Inhumanity, Ch. 2)
contributed to the development and continuation of the
“peculiar system” resulting in the denial and violation of human
rights.
It was an imposed social, political and economically viable
system that benefited southern plantation owners, small slave
owners, slave traders, northern shipbuilders, industrial centers
and the nation. As a result, the institution of slavery was
generally accepted as a necessary evil in America.
The geography and climate of the south led to a largely
agrarian society. The social and cultural values and beliefs were
largely influenced by the planters, social leaders and politicians
of the time, which included men such as George Washington
and Thomas Jefferson. The northern region was not suitable to
labor intensive crops but shipbuilding contributed to the
continuation of the slave system.
Millions of Africans were forced against their will to come
to the New World across the Middle Passage in detestable
conditions and millions died as the result of the slave trade.
Discriminatory, prejudicial and racist and beliefs encouraged
many to support inaccuracies regarding Africans as less than
human relegating them to the status of property.
Slaves were sold at public auctions, resulting in the
destruction of families, loss of personal identity, degradation,
and psychological and physical trauma. In 1808, in accordance
with Section 9 of the United States Constitution, further
importation and selling of Africans was prohibited. The
American “peculiar institution” became a self-perpetuating
system, unlike other slave systems worldwide.
Among the primary sources you will read and analyze indepth is Julius Lester’s book To Be A Slave, an excellent
primary source depicting firsthand accounts of slaves detailing
their lives and feelings. You will also read Alex Haley’s book
Roots, the story of Kunta Kinte born in 1750 in Juffure ending
seven generations later at Alex Haley’s father’s funeral. Roots
depicts the “peculiar institution “…and the effects it had on his
ancestors and family, as well as thousands of other African
American families.” (Alex Haley).You will also read The Other
American – The African American by Robert E. Walsh and
Leon Burrell and other works. You will make clear connections
to the Five Big Ideas- geography/environment, politics,
economics, social/cultural and science/technology and the unit’s
Overarching/Essential and Topical Questions through research,
analysis, writing, visual creations, verbal tasks and the Unit
Performance Assessment.
Overarching/Essential African American Overarching/Essential QuestionsQuestions
1. What is the meaning of having an enduring
understanding of what you learn and how does this
affect concept of identity in a culture? (6.1, 6.4, 6.9,
6.12, 6.13, 6.1.6)
2. From whose perspective or angle are you seeing,
reading and/or hearing from? (6.2, 6.4, 6.12, 6.13,
6.16)
3. What happens when cultures collide? (6.2, 6.4, 6.9,
6.12, 6.13, 6.16)
4. Whose story is it? (6.2, 6.4, 6.13)
Topical Questions
1. Why do cultural norms and historical events impact
the development of identity in a society, e.g., the use
and meaning of language such as servant v. slave?
(6.1, 6.2, 6.9, 6.12, 6.13)
2. What did the Declaration of Independence mean for
African Americans and how did they participate in
the struggle for independence? What expectations
did they have about the new nation they helped to
create? (6.4, 6.12, 6.13, 6.16)
3. Why was the institution of slavery supported as an
economic and political development/system? ( 6.4,
6.13, 6.16)
4. What impact did scientific and technology inventions
such as the cotton gin have on the slave system and
why?
5. How did the evolving economy of the British colonies
and later the United States depend on a race-based
system of slavery?
6. How did slavery affect African women in colonial
America?
7. What were the characteristics of plantation slavery?
Established Goals:
(Grade Cluster
Expectations (GCEs)
and Standards)
Introductory
Activities
8. What forces worked for freedom for slaves in the
first years after the American Revolution?
9. What is the impact of media, e.g., History v.
Hollywood in the history of American slavery? (6.1,
6.4,6.13, 6.16)
6.1 Causes and Effects in Human Societies:
6.2 Uses of Evidence and data
History:
6.4 Historical Connections.
6.7 Geographical Knowledge
6.9 Meaning of Citizenship:
6.12 Human Rights
Economics:
6.16 Impact of Economic Systems:
Vital Results:
1.8 Reports
1.19 Research
1.21 Selection
1.22 Simulation and Modeling
2.1 Types of Questions
3.3 Respect
3.10 Teamwork
4.1 Service
4.2 Democratic Processes
4.3 Cultural Expressions
4.4 Effects of Prejudice
4.5 Continuity and Change
4.6 Understanding Place
1. Students are given the Theme, Topic, and Purpose of the
Unit, Standards, Overarching/Essential and Topical
Questions, the Five Big Ideas and the unit Performance
Assessment.
2. Cooperative groups will participate in an ABCD activity
reflecting their prior knowledge of African American
history and share in class.
3. Individual students will participate in What’s in a
Word Activity and analyze the impact of language
usage sharing results and opinions with their peers.
4. Students will view the documentary Ethnic Notions and
evaluate the effects of media messages demonstrating
understanding of the legacy of the Peculiar System.
They will analyze, compare and reflect on the
stereotypes in the previous What’s in a Word Activity
to the documentary and share their thoughts in class.
5. Students will view the documentary Unchained
Memories, Readings from Slave Narratives and analyze
Enabling Activities
Performance Tasks
the realities of the slave system and write a thoughtful
reflection integrating # 4 and 5 activities.
6. Students will read Alex Haley’s Roots, view the
miniseries Roots, and write a response comparing and
contrasting the book with the miniseries connecting to
one Overarching/Essential question and one of the Five
Big Ideas of their choosing sharing their results in class.
7. Students will read Julius Lester’s To Be A Slave and
create a Mind Map reflecting the first hand accounts of
slaves and their lives in the” peculiar institution”
connecting to the documentary Unchained Memories,
Readings from Slave Narratives.
8. Students will analyze the impact the slave system had on
African American women, the family structure and its
lasting legacy in a creative visual format with a written
reflection presented verbally to their peers.
1. Students will write a Constructed Response that
demonstrates their knowledge of the Five Big Ideas, one
of the unit’s Overarching/Essential Questions of their
choice to the institution of slavery based on their
readings including direct quotations.
2. Cooperative groups will choose “from the hat” one of
the Five Big Ideas, a major event or person that
impacted the slave system and create a Chart. Groups
will support their choices and share their results in class.
3. Cooperative Groups will create a Concept Map
reflecting the ways they would resist the “Peculiar
Institution” and share in class.
4. Students will maintain an electronic portfolio of their
work and self-assessments.
5. Students will participate in various writing activities,
e.g., Constructed Responses, Comparison/Contrast, Exit
Cards, Student Response Logs, free writes and journals
relating to the visual and literal texts, the Five Big Ideasand the unit’s Overarching/Essential and Topical
Questions to be placed in their portfolio.
Performance Assessment: Constructed Response
PART 1- Students will write a Constructed Response using
the given prompt connecting to one Overarching/Essential
Question of their choice integrating the Five Big Ideas
demonstrating their knowledge of the institution of slavery
based on their readings including direct quotations.
Prompt- This declared indifference, but, as I must think,
covert, real zeal, for the spread of slavery, I cannot but hate. I
hate it because of the monstrous injustice of slavery itself. I
hate it because it deprives our republican example of its just
influence in the world, enables the enemies of free institutions
with plausibility to taunt us as hypocrites, causes the real
friends of freedom to doubt our sincerity, and especially
because it forces so many good men among ourselves into an
open war with the very fundamental principles of civil liberty,
criticizing the Declaration of Independence, and insisting that
there is no right principle of action but self-interest.
ABRAHAM LINCOLN, speech, Oct. 16, 1854
Questioning prompt- What is your analysis of Abraham
Lincoln’s view?
PART 2- Individual students will create a Collage of visual
images (if you use any image other than your own you must cite
all sources, e.g., photographer’s name) including symbols,
words and colors clearly reflecting their Constructed Response
and present their work verbally to the class.
You are required to complete the writing and peer review
process in order to receive
credit  First draft
 Rewrite
 Second draft
 Rewrite
 Peer evaluation
 Final copy –word-processed Times Roman 12, double –
spaced
 You must meet all due dates
 All components of the writing/peer review process must
be handed in on time to receive full credit.
 A completed self-reflection is required in order to
receive credit. Rubrics must be completed with written
reasons for your choice of placement.
Verbal Presentation Rubric
CATEGORY 4
3
2
1
Preparedness Student is
demonstrates clear
knowledge of the
topic and is
completely prepared
and has obviously
rehearsed.
Student demonstrates
knowledge and for the
most part addresses
the topic in depth,
mostly prepared but
needed more
rehearsals for
presentation.
The student is
somewhat prepared,
but it is clear that
rehearsal was
lacking as well as
clear understanding
of the topic in
depth.
Student is not
well prepared to
present and does
not clearly
understand the
topic in depth.
Presentation is 5
Presentation is 4
Presentation 3
Time-Limit
Presentation is 6 or
more minutes long.
minutes long.
minutes long.
minutes or less.
Speaks
Clearly
Speaks clearly and
distinctly
Speaks clearly
Speaks clearly most Often mumbles or
of the time.
can not be
understood
Uses
Complete
Sentences
Speaks in complete
sentences.
Mostly speaks in
complete sentences.
Sometimes speaks
in complete
sentences.
Rarely speaks in
complete
sentences.
Making a Collage - The Peculiar Institution and Roots of Resistance
CATEGORY 4
Visuals are all in
Graphics focus and the
Clarity
content easily
viewed and
identified from
the back by the
audience
3
Most visuals are in
focus and the
content easily
viewed and
identified from
back
by the audience
2
Most visuals are in
focus and the
content can be
viewed and
identified from the
back by the
audience
1
Many visuals are not clear
or are too small to be seen
from the back by the
audience
Originality
All of the visuals
used on the
collage reflect an
exceptional
degree creativity
Most of the visuals
used on the collage
reflect student
creativity in their
creation
Some of the visuals No visuals made by the
are made by the
student are included.
student, but are
based on the
designs or ideas of
others.
Sources
All sources are
clearly cited
At least one source Two sources are
is not clearly cited not clearly cited
Relevance
All visuals are
related to the
topic and make it
easier to
understand.
Most visuals are
Some visuals relate Visuals do not clearly
related to the topic to the topic.
relate to the topic
and make it easier
to understand.
Required
Elements connections
to the
questions
and the Five
Big Ideas
The collage
includes all
required
elements as well
as additional
information.
All but 1 of the
required elements
is included on the
poster.
Three or more sources not
clearly cited
All but 2 of the
Several (3 or more)
required elements required elements were
are included on the missing.
poster.
Constructed Response Rubric
4 - Above
Category
Standards
The thesis
Focus or
statement names
Thesis
the topic of the
Statement
constructed
response and
outlines the main
points to be
discussed.
3 - Meets
Standards
The thesis
statement names
the constructed
response of the
essay.
2 – Approaching
Standards
The thesis
statement
outlines some or
all of the main
points to be
discussed but
does not address
the topic
1 Below
Standards
The thesis
statement does not
name the topic
AND does not
preview what will
be discussed.
Support for
Position
Includes 3 or
more pieces of
evidence
Includes 3 or
more pieces of
evidence
Includes 2 pieces Includes 1 or fewer
of evidence
pieces of evidence
Evidence and
Examples
All of the
evidence and
examples are
specific, relevant
and explanations
are given that
show how each
piece of evidence
supports the
author's position.
Most of the
evidence and
examples are
specific, relevant
and explanations
are given that
show how each
piece of evidence
supports the
author's position.
At least one of
the pieces of
evidence and
examples is
relevant and has
an explanation
that shows how
that piece of
evidence
supports the
author's position.
Evidence and
examples are NOT
relevant AND/OR
are not explained.
Accuracy
All supportive
facts and
statistics are
reported
accurately.
Almost all
supportive facts
and statistics are
reported
accurately.
Most supportive
facts and
statistics are
reported
accurately.
Most supportive
facts and statistics
were inaccurately
reported.
Transitions
A variety of
thoughtful
transitions are
used. They
clearly show how
ideas are
connected
Transitions show
how ideas are
connected, but
there is little
variety
Some transitions
work well, but
some
connections
between ideas are
fuzzy.
The transitions
between ideas are
unclear OR
nonexistent.
Closing
paragraph
The conclusion is
strong and leaves
the reader solidly
understanding
the writer's
position.
Effective
The conclusion is
recognizable.
The author's
position is
restated within
the first two
sentences of the
The author's
position is
restated within
the closing
paragraph, but
not near the
beginning.
There is no
conclusion - the
paper just ends.
restatement of
closing
the position
paragraph.
statement begins
the closing
paragraph.
Sentence
Structure
All sentences are
well-constructed
with varied
structure.
Most sentences
are wellconstructed and
there is some
varied sentence
structure in the
essay.
Most sentences
are well
constructed, but
there is no
variation is
structure.
Most sentences are
not wellconstructed or
varied.
Grammar &
Spelling
Author makes no
errors in
grammar or
spelling
Author makes 12 errors in
grammar or
spelling.
Author makes 34 errors in
grammar or
spelling
Author makes
more than 4 errors
in grammar or
spelling
Capitalization Author makes no
& Punctuation errors in
capitalization or
punctuation
Author makes 12 errors in
capitalization or
punctuation
Author makes a
few errors in
capitalization
and/or
Author makes
several errors in
capitalization
and/or punctuation.
GRASPS Task Design Prompts
Goal
 Your task is to write a Constructed Response and create a collage.
 The goal is to create and write original pieces (using cited sources in your creation if necessary)
representing your knowledge of The Roots of Inhumanity in African American history and sharing it
with your audiences.
 The problem or challenge is placing yourself in the time of the “peculiar institution of slavery” and
disregarding preconceived notions.
 The obstacles to overcome are placing yourself in another continuum in African and American history
and demonstrating your knowledge and empathy for the people involved.
Role
 You are to become a person of the time of the Peculiar Institution.
 You have been asked to thoughtfully plan out the components of your Constructed Response and
Collage integrating historical facts and your reflections.
 Your job is to very thorough in your research and make clear connections to the unit’s Overarching
Question and the Five Big Ideas that you chose.
Audience
 Your clients are your peers.
 The target audiences are your peers and people living in current times.
 You need to convince your peers, guests and teacher of your knowledge and ability to convey your
topic in an original creative but historically accurate presentation.
Situation

The context you find yourself in is current times explaining the colonial America and post-colonial
American slave system.
 The challenge involves dealing with preconceived notions and/or misconceptions of African
Americans and American society during the times and the legacy of the slave system.
Product, Performance, and Purpose
 You will create original written and creative pieces that clearly represent your individual thoughts and
interpretations of the “peculiar institution” in order to demonstrate your mastery of the topic and your
ability to place yourself in another era of American history.
 You need to develop pieces that reflect clear connections to the unit’s Overarching/Essential Question
and the Five Big Ideas you chose so that you will be able to share your knowledge verbally with your
peers, teacher and any guest present.
Standards and Criteria for Success
 Your performance needs to be complete, historically accurate, well-prepared and practiced, and
handed in on time.
 Your work will be judged by your audience (s).
 Your product must meet the following standards planning, organization, historical accuracy in
content, original thinking, use of time in the writing and peer review process, connection to the
Overarching/Essential Questions, the Five Big Ideas, speaking skills and evidence of learning.