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| Lesson Information |
| Lesson Title: |
Who Was Cinque? |
| Grade Level(s): |
9,10,11,12 |
| Lesson URL: |
http://edsitement.neh.gov/view_lesson_plan.asp?id=308 |
| Description: |
This lesson plan, from EDSITEment, focuses on Cinque, the leader of the 1839 Amistad revolt, drawing on a variety of documentary resources to examine how he was perceived by Americans on both sides of the debate over slavery. Students first review the facts of the Amistad revolt, including the legal proceedings that ended in the Supreme Court decision that the Amistad captives were free Africans, not slaves. Then, using newspaper reports of the times, students examine how Cinque and his companions were described by reporters, tracing the shifts in public opinion that occurred on both sides as the case developed. Students next look at visual representations of Cinque from those times, noting how these images reflect the views of those who made them as much as the physical reality of the man. Finally, students attempt to lift away these layers of partisan perception by examining transcripts of Cinque's testimony and letters written by his companions, to see if they can arrive at an unmediated view of this individual whom many now recognize as a hero. To conclude the lesson, students produce their own portrait of Cinque, in a biographical profile or an editorial. |
| Partner Information |
| Partner Name: |
EDSITEment |
| NY State Standards
Alignments: |
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Subject
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Grade
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Level
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Learning Standard
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MST Math Strand
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ELA Literacy Competency
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Key Idea
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MST Math Band
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ELA Competency Skill
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Performance Indicator
or
ELA Competency Indicator
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| Social Studies |
Commencement |
Standard 1 - History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States. |
Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals andgroups. |
Students compare and contrast the experiences of different ethnic, national, and religious groups, including Native American Indians, in the United States, explaining their contributions to American society and culture. |
| Social Studies |
Commencement |
Standard 1 - History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States. |
The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments. |
Students analyze historical narratives about key events in New York State and United States history to identify the facts and evaluate the authors' perspectives. |
| Social Studies |
Commencement |
Standard 1 - History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States. |
The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments. |
Students consider different historians' analyses of the same event or development in United States history to understand how different viewpoints and/or frames of reference influence historical interpretations. |
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