Chelsea Consolmagno SSE 6115 June 5, 2015

Artifacts Information

1) Photo of Civil War Soldiers: The abolition of slavery was achieved by victory on the Civil War battlefields, where the recruitment of black soldiers was the turning point.

This can be used to teach necessary concepts to students such as freedom, slavery, abolition, and the Civil War. Using photographs of the events you are teaching will help students to gain interest in the subject, be more engaged, and provide a visual support for both English native and ELL students.

I would use this photograph to reflect on the time period and discuss how the soldiers must have been feeling at that time when the picture was taken, do they look happy to be free?, etc.

2) Photo of Harriet Tubman: Born a slave, Harriet Tubman became a famous “conductor” on the Underground Railroad, leading hundreds of slaves to freedom.

This can be used to teach necessary concepts to students such as freedom, slavery, abolition, the Civil War, and the Underground Railroad. Using photographs of the events you are teaching, as well as influential people at that time will help students to gain interest in the subject, be more engaged, and provide a visual support for both English native and ELL students.

I would use this photograph to introduce the topic of the Underground Railroad. Students would be in the process of learning about slavery and the Civil War and introducing an influential person would keep students interested in the topic. Students can discuss how dangerous this was for Harriet and if they were in her situation would they do the same thing? Students can talk about how she is dressed compared to how a white person would have dressed at that time. Students can learn about how the Underground Railroad was started and how difficult this process was for slaves trying to escape.

3) Photo of Copper Slave Tags: These tags were used to identify a slave by number when they were hired out in South Carolina. Slaves were required to wear these tags or an identification marker. Fees were charged for the tags, similar to a license and were set based on the abilities and skills of the slave. The registration fee or tax for

slave tags brought income to the city of Charleston. Most tags were measured approximately 2 inches square and were worn in a diamond fashion. A serial

number on the tag was specific to an individual slave. The tag further noted the slave’s occupation and year of issue.

This can be used to teach necessary concepts to students such as slavery, identification, and the Civil War. Using photographs of the events and details you are teaching will help students to gain interest in the subject, be more engaged, and provide a visual support for both English native and ELL students.

I would use this photograph to introduce the topic of identification. Do we use different forms of identification today (i.e., drivers licenses, student IDs, etc.)? What information is found on our IDs today compared to slave tags? An art connection would be to have students create their own form of identification after discussing what important information should go on it.

4) Transcription of the Emancipation Proclamation: “That on the first day of January, in the year of our Lord one thousand eight hundred and sixty-three, all persons held as slaves within any State or designated part of a State, the people whereof shall then be in rebellion against the United States, shall be then, thenceforward, and forever free.” This document abolished slavery and recruited black soldiers on the battlefields.

This can be used to teach necessary concepts to students such as freedom, slavery, abolition, the Civil War, and government. Using documents and transcriptions of the events you are teaching will help students to gain interest in the subject, be more engaged, and provide a visual support for both English native and ELL students.

I would use this document transcription to discuss what was going on in the country at the time the document was written. How might Abraham Lincoln have been feeling at this time? Does this document accurately represent his personal thoughts and feelings towards slavery? Students can discuss the language used in the document compared to how we speak and write today.

Link to this document can be retrieved at: http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/transcript.html

5) American Artifacts Preview: Underground Railroad and Slavery Experience video (YouTube): https://www.youtube.com/watch?v=yXjaFF1OImk

Anthony Cohen takes you on a tour of the Button Farm Living History Center. This history center is dedicated to depicting 19th century slave plantation life. Through their programs and activities they strive to give visitors the experience of working as a slave, and also experiencing the perils of escaping to freedom on the Underground Railroad.

This can be used to teach necessary concepts to students such as freedom, slavery, abolition, and the Civil War. Using videos of the events you are teaching will help students to gain interest in the subject, be more engaged, and provide a visual support for both English native and ELL students.

I would use this video to introduce 19th century slave plantation life. Button House Living History Center is dedicated to educating people about the working lives of slaves, as well as the perils of escaping freedom on the Underground Railroad. This video would serve as a way to gain student interest in the topic, as well as provide the opportunity for discussions and gauging student prior knowledge on the topic (which would prove useful for later instructional lesson plan purposes).