Using the life of slave Thomas Wiggins, a brilliant, blind teen musician, Through Teen Eyes helps today's teens look at these big questions:
• What legislative steps did the United States take prior to the Civil War to prevent or promote the spread of slavery within its borders? What did these steps lead to?
• What is slavery? Why does it exist? Why did it exist in the United States?
• What was the impact of the Battle of First Manassas (also known as the Battle of First Bull Run) on the North and the South? What was important about where it was fought?
• Why is Thomas Wiggins called the last unemancipated slave?
This unit includes the following:
A class project relating to Thomas Wiggins in which students research different points of view towards this young man who probably did not understand that he was a slave. This project strives to answer, what is slavery and how is it viewed across a spectrum.
A background informational page with a map to mark about what the Battle of First Manassas/First Bull Run meant to both North and South. These 4 pages include vocabulary and two-column note taking practice.
A Battle of First Manassas/First Bull Run Overview, using Thomas Wiggins as background, including a quotation from Mark Twain about Wiggins and the "big" questions listed above.
Slavery Map Project that leads students into research that helps them understand how the acquisition of territory to the United States put pressure of the fabric of government because of the strong opinions of U.S. citizens about slavery and its spread. This project includes 2 types of United States outline maps, a House Divided graphic organizer based on the different territorial acts from 1787-1861, and a Through Teacher Eyes resource sheet for finding information on maps of different time periods, including primary resources.
Slavery: What is it? Project:
Slavery True-False Hook: Use these true-false statements to have students evaluate what they know about slavery during the Civil War. Included is a teacher guide to help students in their discussion.
Slave Ad Exercise: Students will write slave ads based on themselves, imitating a primary account from The New Orleans Crescent of 1858. Students are asked to write historical narratives for the teen runaway slave featured in the historical ad, giving them practice in understanding this important tool of historical research.
Slave Code Comparison of Slave Codes from Pennsylvania in 1725 and Georgia in 1858. (Scans of the Georgia codes are included.)
The Slave Code Questions graphic organizer helps students to evaluate the codes.
Slavery Inference Exercise: This two-page exercise provides students with data relating to slavery and energy use in the 1700s and 1800s and asks them to make inferences based on the data. Included is a larger version of the energy chart to post as desired.
Slave Ship Project: A "hands-on project" for the adventurous, this project puts students into a mock slave ship and provides a graphic organizer for students to write down their understandings after the project.