Spring+Break+DBQ+Slavery+and+the+American+Revolution

African-American History: Spring Break Document-based Essay

**Objective: Students will write a five paragraph essay that analyzes and categorizes ten (10) primary and secondary sources on the American Revolution in order to make an argument for or against the following statement: The American Revolution helped end African enslavement in the United States of America OR The American Revolution help to prolong African enslavement in the United States of America.**  **Step 1: Over Spring Break, students will analyze TEN (10) primary and secondary source documents on the American Revolution and slavery in the 17th and 18th centuries. Students will complete ONE (1) Source Document Analysis Form for EACH of the TEN documents analyzed. The TEN (10) Document Analysis forms are due APRIL 25th, 2014.**  **Step 2: Students will categorize each document as either helping to PROLONG or helping to END slavery in the United States of America.**  **Step 3: Based on their document analysis and categorizations, students will form an argument on the following proposition: Did the American Revolution help to end or prolong slavery in the United States of America? ** **Step 4: Using a graphic organizer and their document analysis, students will create ethical (ethos), logical (logos), and emotional (pathos) appeals in order to support and persuade others to agreement with their argument. ** **Step 5: In groups, students will debate the **f**ollowing proposition: Did the American Revolution help to end or prolong slavery in the United States of America? ** **Primary and Secondary Source Documents:**

**Document #1 ** **Document #2 **

Document #3

**Document #4 **

Document #5

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Document #6 **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Document #7 and <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Document #8**

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Document #9

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">**Document #10 **

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">Document #11

<span style="display: block; font-family: Arial,sans-serif; font-size: 10pt; text-align: left;">**Students will select and analyze ten (10) primary and secondary source documents using the following form:**

Source Document Analysis Form

• Author - Who created the source? What is their point of view? • Place and Time -Where and when was the source produced? • Prior Knowledge - What do you already know that would further your understanding of this source? • Audience - For whom was the source created? Does this affect the reliability of the source? • Reason - Why was this source produced at the time it was produced? • The Main Idea - What is the source trying to convey? • Significance - Why is this source important?

<span style="font-family: 'High Tower Text','serif';">What was the author’s purpose/agenda in writing the document?

<span style="font-family: 'High Tower Text','serif';">What about the author makes them say what they say (occupation, religion, ethnicity, gender, country of origin, etc.)? i.e., what is their POV?

<span style="font-family: 'High Tower Text','serif';">Write three sentences: The first sentence should introduce the document with an appropriate attribution; the second sentence should cite a point of view or bias from the author with appropriate verbiage and grammar; and the third sentence should call for an additional document to better help your analysis.

Document Analysis Due: April 25, 2014