Last updated: March 23, 2023
Lesson Plan
Black Resistance through Election Day
- Grade Level:
- Upper Elementary: Third Grade through Fifth Grade
- Subject:
- Social Studies
- Lesson Duration:
- 90 Minutes
- State Standards:
- Massachusetts Curriculum Framework for History and Social Science 3.T1 #5 and #7
Essential Question
How did enslaved people resist their condition of enslavement? What are ways enslaved people experienced joy and maintained culture despite oppression? How did Black Election Day foster community among the enslaved and free Black residents of Massachusetts?
Objective
As a result of this lesson plan, students will…
1. Determine key information in historical texts.
2. Explain the history of Black Election Day in what is today Essex County.
3. Describe the ways enslaved people resisted their enslavement through Black Election Day.
Background
Historians' work involves investigating the past by analyzing different kinds of evidence to get as complete an understanding as possible, much like how detective work involves seeing how different clues all fit together. In this lesson plan, students grapple with sources about the history of enslavement in Massachusetts.
Preparation
A broad narrative in the field of African American history is the journey from enslavement to freedom. A deeper dive, however, also shows a dynamic and diverse group of Black people living—by holding on to cultural practices, resisting enslavement, and establishing communities. Read the two following articles or take relevant exerpts for each article and watch the videos:
Articles
"Juneteenth and More: Celebrating Regional Black Civic Holidays" by Professor Kabria Baumgartner (The Panorama- the online presence for The Journal of the Early Republic - August 17, 2020)
"‘African Americans have enriched Massachusetts for centuries’: Mass. lawmakers approve Negro Election Day holiday" by John Hilliard (Boston Globe, July 16, 2022)
Videos
To prepare for the primary source analysis, students watch four short videos (about 2 min. each) highlighting Enslaved People's Perspectives on Life and Labor in the Americas. The videos are produced by The Choices Program, Brown University (on the webpage, scroll down to the third lesson or click the hyperlinks to each video):
- What do historians mean when they talk about historical silences?
- What kinds of sources can be used to show how enslaved people experienced their lives?
- How did enslaved people respond to and resist slavery?
- How did enslaved people build communities?
Materials
This packet includes 4 primary source documents and transcriptions.
Download Primary Source Packet - Black Election Day
Graphic organizer to use with the primary and secondary sources.
Download Graphic Organizer - Black Election Day
Procedure
Print out copies of the Graphic Organizer and the Primary Source Packet found in the "Materials" section of this lesson plan. Distribute to students. As students read and view both the secondary and primary sources, they should take notes in the tables of the graphic organizer.
These notes will help them to answer the following questions:
1. How do the primary and secondary sources help us understand Black Election Day from multiple perspectives?
2. What does the evidence of racial oppression and prejudice in the historical sources tell us about the past? Why is it important to recognize this, especially in this region?
3. In what ways did enslaved people show resistance to slavery and experience joy during Election Days?
Vocabulary
A Note on Language: Over the course of American history the language used to describe Black people has changed and most likely will continue to change. In these materials we use Black and African American interchangeably. Be sure to discuss with students that some of the primary sources they will encounter in these lessons use outdated terms as well as racist and offensive language to describe Black people. We recommend developing a plan or guidelines with students to ensure a respectful, reflective classroom discussion.
Additional Resources
Author Recognition: The "Black Resistance through Elction Days" lesson plan was developed by Kate Milano, grade 5 teacher, Salem, Massachusetts.
Donor Recognition: This program was made possible by a grant from the National Park Foundation through the generous support of Union Pacific Railroad and donors across the country.
Partner Recognition: The National Park Service at Salem Maritime collaborated with The Hard History Project and local teachers to co-create lesson plans dealing with slavery and freedom. Thank you to the staff of The Phillips Library at the Peabody Essex Museum where most of the documents used in these lessons are preserved and made accessible.