Who Am I? Self Image and Michigan African Americans

Grade Level: 8

• See this lesson's curriculum standards.

Research Room	Documents for this Lesson
Newspaper Room	Detroit Tribune, January 17, 1886 Signal of Liberty, January 23, 1843
Archives Reading Room	Deposition of: Adam Crosswhite Sarah Crosswhite Simon D. Harris Nancy Reid
Personal Testimony Library	Levi Coffin, Aunt Rachel Laura Haviland, Anti-Slavery Experiences Second Effort to Retake the Hamiltons

Resources/Materials Needed:

• 11" x 17" paper
• colored pencils, markers or crayons
• worksheet [PDF]

Michigan Counties Covered:

Calhoun, Cass, Genesee, Jackson, Kalamazoo, Lenawee, Washtenaw, Wayne

Length of Time Needed:Two or three 50-minute class sessions, unless students pick their documents as homework.

How It Works:

Students use at least five primary sources (documents) to create a concept map that serves as a visual answer to the critical question: How did slavery affect the self-image of African Americans in Michigan? Consider both those who were born free and those who were formerly enslaved.

In the Classroom

Brainstorm what we mean by "self image" and discuss why it is important. Give students the handout and ask them to review the primary documents and select those that they think will help them answer the question. Have students make a list of the documents they will use for their concept map.

Have students study the sample descriptive concept map [PDF]. If students are not familiar with concept mapping, go through a simple class exercise on the blackboard to create a concept map about something they have all experienced—a sporting event, a science experiment or getting ready for school.

Ask students to draw their own concept map on the 11" x 17" paper. They should be encouraged to be as visual and descriptive as possible in answering their critical question.

As a follow-up activity, teachers can ask students to write a short essay or make an oral presentation based on their concept map. They should be required to use quotes from the primary documents to support their points.

---

Curriculum Standards Served

Strand 1: Historical Perspective

1.2 Comprehending the Past
1.3 Analyzing & Interpreting the Past

Strand 3: Civic Perspective

3.1 Purposes of Government
3.3 Democracy in Action

Strand 5: Inquiry

5.1 Information Processing
5.2 Conducting Investigations

Strand 6: Public Discourse and Decision Making

6.1 Identifying and Analyzing Issues
6.2 Group Discussion
6.3 Persuasive Writing

Strand 7: Citizen Involvement<

7.1 Responsible Personal Conduct

Contact the Michigan Historical Center.

Updated 08/26/2010