WCPSS Middle School Social Studies (919) 431-74823-Jul-12

Common Core Lesson Plan Topic: Introduction to Historical Thinking Title: Nat Turner Rebellion

Adapted from: Lesh, B.A. (2011). Why won’t your just tell me the answer? : teaching historical thinking in grades 7—12. Stenhouse Publishers : Portland Maine.

Resources (primary resource documents, artifacts, material needs, etc.) Nat Turner Primary Resources – See W-1

Nat Turner Document Analysis Worksheet – See W-2

Nat Turner Historical Marker – See W-3

Common Core Standards

ELA.RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including

figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning

and tone, including analogies or allusions to other texts. Cite specific textual evidence to support

analysis of primary and secondary sources.

ELA.RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.

ELA.RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.

ELA.WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and

style are appropriate to task, purpose, and audience.

Essential Standards

8.H.1.2 Summarize the literal meaning of historical documents in order to establish context.

8.H.3.4 Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States.

8.C&G.1.4 Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States.

Background Information

This lesson is designed to establish for students that simply reading history is not a good strategy for understanding the past and that the text must be investigated by looking behind the curtain at the context and subtext of primary document sources in order to investigate and interpret the events of history.

Students need to acquire background information on Nat Turner who was the leader of one of the bloodiest slave rebellions in the history of the United States. Turner believed he had been called by God to lead his fellow slaves in a fight for their freedom. He was called “The Prophet” by his fellow slaves and believed he had visions from God. In February of 1831 there was a solar eclipse that Turner took as a sign from God to organize a rebellion. On August 13, 1831 there was a solar disturbance causing the sun to appear a blue-green color and Turner believed it was time to take action. On August 21, 1831, a group of 60 slaves and free African Americans began the rebellion by killing the family of Turner’s slave owner. The men rode on horseback and killed almost 60 people in two days. The rebellion was stopped, but Turner escaped and was captured a few months later. After his trial, Turner was hung and skinned. The result of the rebellion was punishment of slaves, and strengthened slave

WCPSS Middle School Social Studies (919) 431-74823-Jul-12

laws. The rebellion scared slave owners and made a strong statement in the fight for the freedom of slaves.

Instructional Sequence (before, during, and after instruction)

Step 1 Students need to conduct research to gain biographical information on Nat Turner. When did he live? What did he do in his life, and why is he part of history? This can be done as research in class, or for homework. Below is a list of resources:

LearnNC.org-North Carolina Digital History Textbook

Chapter 9 Nat Turner’s Rebellion

http://www.learnnc.org/lp/editions/nchist-newnation/9.0

The Resurrection of Nat Turner, Part 1: The Witnesses- Interview with Novelist Sharon Ewell Foster http://www.youtube.com/watch?v=DEbk1PDqPpE

(radio interview)

http://www.youtube.com/watch?v=HxJfw3jtHEU&feature=related

(NC Bookwatch Broadcast) Foster gives her insight on Nat Turner’s Rebellion as she is interviewed about her book and information gained from Thomas Gray’s document that is a primary source document excerpted here.

http://www.history.com/videos/nat-turners-rebellion#nat-turners-rebellion

History Channel’s

Nat Turner's Rebellion (3:35) In August 1831, one of America's largest slave uprisings strikes fear in the South and prompts some to call for an end to the institution of slavery.

Step 2 Show the images of Nat Turner in the PowerPoint. They are slides #2, 3, 4, 5, 6, and 7.

As each slide is shown, ask students to describe how the person and his actions are depicted by each artist.

Prompt students to speculate on the person in the image (all Turner) describe the emotional state and/or personality of those in the images.

Ask students to tell you how the images are different – skin coloration, height, clothing, facial features, and relationship to others in the images. Discussion of the artists’ intent will lead to understanding the idea of text, context, and subtext in historical documents.

Step 3 Students will realize that all the images are of Nat Turner. Ask students why we get such different views of him in these images. Based on the background knowledge students have as a result of their research of Turner’s rebellion, discuss with students the artists beliefs, intentions, and motivation that lead to these various images. This helps students to begin to see that history can be interpreted in many ways. Communicate that the lesson will now focus on students examining various historical documents to answer the question – How should Nat Turner be remembered? See Ppt. slide #8. Show students the final product (summative assessment), the historical marker, (W-3) and explain that they

WCPSS Middle School Social Studies (919) 431-74823-Jul-12

will complete it and turn in for a grade. Tell students that this investigation is meant to show that history is not a collection of facts, but it is based on making arguments using these facts!

Step 4 Working in groups of 4 or 5 (reluctant readers can pair on a source), distribute a copy of W-1 Primary Sources and W-2 Nat Turner’s Rebellion: Evaluating Historical Opinions (a document analysis sheet). Assign each member of the group a primary source excerpt to read. They are numbered 1 to 5 on the pages. (A class set of these should be enough since students do not need to write on the primary source excerpts).

Step 5 Model the strategy you want students to follow by reading primary source #2, The Insurrection – from The Liberator. Once you have completed reading, go to Ppt. slide #9 and show students how to complete W-2, the document analysis sheet, by filling in #2, The Insurrection – from The Liberator with adjectives, a quote, and the term that you feel best describes the document’s position on Turner’s rebellion.

Step 6 After students finish their own document, they need to share their thoughts with their group and each student should complete W-2 by discussing their findings and reviewing the documents together. They must complete the document sheet listing how each source depicts Turner and his actions.

Step 7 Once students have completed step 6 – have them spend two or three minutes discussing with their group how they feel Turner should be remembered. Remind them that their final product will be the historical marker (W-3) to help them focus their discussions. Open the discussion to the entire class and ask how students would describe Turner. Adjectives like heroic, brave, brutal, religious, and murderer will be used.

Students will try to give the teacher “the right” answer as they are trained to do. This is the place to show students that they need to develop the skill of using the documents and their knowledge of the facts to find the “right” answer which can vary.

Ask students who respond to tell you which document formed their opinion and why. As students identify those documents and their influence on the student’s opinion, show Ppt. slides #10, 11, 12, 13, or 14 to give the background of the document and point out the bias of the author for each during the discussion.

End the discussion by asking students if they know that the author has a particular interest or bias, does that influence students’ opinions of how Turner should be viewed? Do the documents or newspapers written at the time of the rebellion have more influence than the historian? Did Gray fabricate parts of the interview? This is the teachable moment of how text, context and subtext should be examined in primary source documents since each impacts how to interpret the text. (Some students will be angry that you didn’t just tell them the background, and others will have the “AHA!” moment. Show the Ppt. slides, # 15, 16, and 17 as you describe how each idea impacts investigations of history through documents.

Step 8 Have students complete W-3, Historical Marker and complete the metacognitive paragraph at the end explaining the document that influenced their decision. Some students will have trouble dealing with the different viewpoints of the newspapers, historians, and authors. Even if their historical marker is not completed with a strong point of view, as long as they think about the documents and the idea of text, context, and subtext they have gained new perspective on how to investigate history by looking behind the curtain and beyond the words on the page.

1. THE CONFESSIONS OF NAT TURNER, LEADER OF THE LATE INSURRECTION IN SOUTHAMPTON, VA. As fully and voluntarily made to THOMAS R. GRAY

2.24 and I was greatly astonished, and for two years prayed continually, whenever my duty would permit—and then again I

had the same revelation, which fully confirmed me in the impression that I was ordained for some great purpose in the

hands of the Almighty.

2.48 Vision of

Revolt

And on the 12th

of May, 1828, I heard a loud noise in the heavens, and the Spirit was loosened, and Christ had laid down

the yoke he had borne for the sins of men, and that I should take it on and fight against the Serpent, for the time was fast

approaching when the first should be last and the last should be first.

3.11 it was quickly agreed we should commence at home (Mr. J. Travis') on that night, and until we had armed and equipped

ourselves, and gathered sufficient force, neither age nor sex was to be spared, (which was invariably adhered to.)

3.13 On returning to the house, Hark went to the door with an axe, for the purpose of breaking it open, as we knew we were

strong enough to murder the family, if they were awaked by the noise; but reflecting that it might create an alarm in the

neighborhood, we determined to enter the house secretly, and murder them whilst sleeping. Hark got a ladder and set it

against the chimney, on which I ascended, and hoisting a window, entered and came down stairs, unbarred the door and

removed the guns from their places.

3.15 First Blood

It was then observed that I must spill the first blood. On which, armed with a hatchet, and accompanied by Will, I

entered my master's chamber, it being dark, I could not give a death blow, the hatchet glanced from his head, he sprang

from the bed and called his wife, it was his last word, Will laid him dead, with a blow of his axe, and Mrs. Travis shared

the same fate, as she lay in bed.

3.17 The murder of this family, five in number, was the work of a moment, not one of them awoke; there was a little infant

sleeping in a cradle, that was forgotten, until we had left the house and gone same distance, when Henry and Will

returned and killed it; we got here, four guns that would shoot, and several old muskets, with a pound or two of powder.

3.54 I proceeded to Mr. Levi Waller's, two or three miles distant. I took my station in the rear, and as it 'twas my object to

carry terror and devastation wherever we went, I placed fifteen or twenty of the best armed and most to be relied on, in

front, who generally approached the houses as fast as their horses could run; this was for two purposes, to prevent their

escape arid strike terror to the inhabitants—on this account I never got to the houses, after leaving Mrs. Whitehead's,

until the murders were committed, except in one case. I sometimes got in sight in time to see the work of death

completed, viewed the mangled bodies as they lay, in silent satisfaction, and immediately started in quest of other

victims—

1.1 Gray's

Introduction

Agreeable to his own appointment, on the evening he was committed to prison, with permission of the jailer, I visited NAT on

Tuesday the 1st November, when, without being questioned at all, he commenced his narrative in the following words:—

2.1 Address

SIR,—YOU have asked me to give a history of the motives which induced me to undertake the late insurrection, as you call

it—To do so I must go back to the days of my infancy, and even before I was born.

2.3 Introduction

I was thirty-one years of age the 2nd of October last, and born the property of Benj. Turner, of this county. In my childhood a

circumstance occurred which made an indelible impression on my mind, and laid the ground work of that enthusiasm, which

has terminated so fatally to many, both white and black, and for which I am about to atone at the gallows. It is here necessary

to relate this circumstance—trifling as it may seem, it was the commencement of that belief which has grown with time, and

even now, sir, in this dungeon, helpless and forsaken as I am, I cannot divest myself of.

2. The Insurrection - The Liberator, September 3, 1831

by William Lloyd Garrison (These are excerpts from this article)

Read the account of the insurrection in Virginia, and say whether our prophecy be not fulfilled. What was poetry—

imagination—in January, is now a bloody reality. “Wo to the innocent babe—to mother and daughter!” Is it not true? Turn again

to the record of slaughter! Whole families have been cut off—not a mother, not a daughter, not a babe left. Dreadful

retaliation! “The dead bodies of white and black lying just as they were slain, unburied”—the oppressor and the oppressed

equal at last in death—what a spectacle!

True, the rebellion is quelled. Those of the slaves, who were not killed in combat, have been secured, and the prison is crowded

with victims destined for the gallows!

You have seen, it is to be feared, but the beginning of sorrows. All the blood which has been shed will be required at your hands.

At your hands alone? No—but at the hands of the people of New-England and of all the free states. The crime of oppression is

national. The south is only the agent in this guilty traffic. But, remember! the same causes are at work which must inevitably

produce the same effects; and when the contest shall have again begun, it must be again a war of extermination. ..

We have appealed to christians, philanthropists, and patriots, for their assistance to accomplish the great work of national

redemption through the agency of moral power—of public opinion—of individual duty. How have we been received? We have

been threatened, proscribed, vilified, and imprisoned—a laughing-stock and a reproach. Do we falter, in view of these things?

Let time answer. If we have been hitherto urgent, and bold, and denunciatory in our efforts,—hereafter we shall grow

vehement and active with the increase of danger. We shall cry, in trumpet tones, night and day,—Wo to this guilty land, unless

she speedily repent of her evil doings! The blood of millions of her sons cries aloud for redress! Immediate emancipation alone

can save her from the vengeance of Heaven, and cancel the debt of ages!

3. The Richmond Enquirer on Nat Turner's Rebellion

Virginia, 30 August 1831

(These are excerpts from this article)

THE BANDITTI

So much curiosity has been excited in the state, and so much exaggeration will go abroad, that we have determined to devote a

great portion of this day's paper to the strange events in the county of Southampton.... What strikes us as the most remarkable

thing in this matter is the horrible ferocity of these monsters. They remind one of a parcel of blood-thirsty wolves rushing down

from the Alps; or rather like a former incursion of the Indians upon the white settlements. Nothing is spared; neither age nor sex

is respected-the helplessness of women and children pleads in vain for mercy. The danger is thought to be over-but prudence

still demands precaution. The lower country should be on the alert.-The case of Nat Turner warns us. No black man ought to be

permitted to turn a Preacher through the country. The law must be enforced or the tragedy of Southampton appeals to us in

vain.

A fanatic preacher by the name of Nat Turner (Gen. Nat Turner) who had been taught to read and write, and permitted to go

about preaching in the country, was at the bottom of this infernal brigandage. He was artful, impudent and vindictive, without

any cause or provocation that could be assigned.-He was the slave of Mr. Travis. He and another slave of Mr. T. a young fellow,

by the name of Moore, were two of the leaders. Three or four others were first concerned and most active. They had 15 others

to join them. And by importunity or threats they prevailed upon about 20 others to cooperate in the scheme of massacre. We

cannot say how long they were organizing themselves-but they turned out on last Monday early (the 22d) upon their nefarious

expedition.... They were mounted to the number of 40 or 50; and with knives and axes-knocking on the head, or cutting the

throats of their victims. They had few firearms among them-and scarcely one, if one, was fit for use.... But as they went from

house to house, they drank ardent spirits-and it is supposed, that in consequence of their being intoxicated,-or from mere

fatigue, they paused in their murderous career about 12 o'clock on Monday.

4. The Aftermath of Nat Turner's Insurrection – The Journal of Negro History, 1920

John W. Cromwell (Excerpts from the article)

Sixty-one white persons were killed. Not a Negro was slain in any of the encounters led by Turner. Fifty-three Negroes were apprehended and arraigned. Seventeen of the insurrectionists were convicted, and executed, twelve convicted and transported, ten acquitted, seven discharged and four sent on to the Superior Court. Four of those convicted and transported were boys. There were brought to trial only four free Negroes, one of whom was discharged and three held for subsequent trial were finally executed. It is said that they were given decent burial. The news of the Southampton insurrection thrilled the whole country, North as well as South. The newspapers teemed with the accounts of it. Rumors of similar out- breaks prevailed all over the State of Virginia and throughout the South. There were rumors to the effect that Nat Turner was everywhere at the same time. People returned home before twilight, barricaded themselves in their homes, kept watch during the night, or abandoned their homes for centers where armed force was adequate to their protection. There were many such false reports as the one that two maid servants in Dinwiddie County had murdered an old lady and two children. Negroes throughout the State were suspected, arrested and prosecuted on the least pre-text and in some cases murdered without any cause. Al- most any Negro having some of the much advertised characteristics of Nat Turner was in danger of being run down and torn to pieces for Nat Turner himself. His escape from Francis added new enthusiasm to the pursuit and Turner's resources as fertile as ever contrived a new hiding place in a sort of den in the lap of a fallen tree over which he placed fine brush. He protruded his head as if to reconnoiter about noon, Sunday, October 30, when a Benjamin Phipps, who had that morning for the first time turned out in pursuit, came suddenly upon him. Phipps not knowing him, demanded: "Who are you?" He was answered, "I am Nat Turner." Phipps then ordered him to extend his arms and Turner obeyed, delivering up a sword which was the only weapon he then had.

This insurrection may be considered an effort of the Negro to help himself rather than depend on other human agencies for the protection which could come through his own strong arm; for the spirit of Nat Turner never was completely quelled. He struck ruthlessly, mercilessly, it may be said, in cold blood, innocent women and children; but the system of which he was the victim had less mercy in subjecting his race to the horrors of the "middle passages” and the endless crimes against justice, humanity and virtue, then perpetrated throughout America. The brutality of his onslaught was a reflex of slavery, the object lesson which he gave brought the question home to every fireside until public conscience, once callous, became quickened and slavery was doomed.

5. Slave Insurrections in Virginia, 1900 William S. Drewry (Excerpts from the book) Nat himself had, up to the time of the insurrection, been faithful and highly trusted. In fact, he was quite unrestricted, and, being a preacher, was allowed many privileges. There was only one person who mistrusted him, and that was Mr. Salathiel Francis, the brother of Mrs. Travis, who told her that Nat was a negro of bad character, and that it would be best for her not to trust him so much. But, thinking her brother somewhat uncompromising, wild and reckless in general, she continued lenient with Nat. Nat's son, Redic, survived him and proved to be a worthy and highly respected slave, much like his father in ability, but not fanatical. From childhood Nat was very religious, truthful, and honest, ''never owning a dollar, never uttering an oath, never drinking intoxicating liquors, and never committing a theft." He never had any cause to steal, as he always had plenty, but he often did the planning for negroes on plundering expeditions, as they trusted his superior generalship and ability. Nat's own words, better than those of any other, will give an insight into the development of his character, illustrate his treatment as a slave, and show how his mind, attempting to grapple with things beyond its reach, Nat said he could not kill his kind master and mistress, and the task was made doubly hard when the little baby, which he had often fondled, looked him in the face and sweetly smiled, as he reached down to take it in his arms.

Nat could not plead cruelty at the hands of an imperious and barbarous master as an excuse for the crime, for he confessed that he had had a kind and considerate master, and, in fact, an overindulgent one. Nor could the plea of insanity be made, for the prisoner had answered questions most intelligently, and showed a marked degree of sound judgment. Consequently, the court was of the opinion that the prisoner was guilty in manner and form as in the information against him alleged.

Name: _______________________________________ Period: ________________

Nat Turner’s Rebellion: Evaluating Historical Opinions Use the following to record information from the various primary and secondary sources. When deciding the term that best

describes the document’s position regarding Nat Turner, consider hero, villain, fanatic, religious, insane, leader, manipulative,

brave, etc.

Source 1: The Confessions of Nat Turner -

Thomas R. Gray

Adjectives in the document describing Turner:

Quote from the document:

Term:

Source 2: The Insurrection – The Liberator by

William Lloyd Garrison

Adjectives in the document describing Turner:

Quote from the document:

Term:

Source 3: The Richmond Enquirer

on Nat Turner's Rebellion

Adjectives in the document describing Turner:

Quote from the document:

Term:

Source 4: The Aftermath of Nat Turner’s

Insurrection – John W. Cromwell

Adjectives in the document describing Turner:

Quote from the document:

Term:

Source 5: Slave Insurrections in Virginia, 1900 –

William S. Drewry

Adjectives in the document describing Turner:

Quote from the document:

Term:

Name: _______________________________________ Period: ________________

Nat Turner’s Rebellion: Evaluating Historical Opinions Use the following to record information from the various primary and secondary sources. When deciding the term that best

describes the document’s position regarding Nat Turner, consider hero, villain, fanatic, religious, insane, leader, manipulative, brave,

etc.

Adapted from: Lesh, B.A. (2011). Why won’t your just tell me the answer? : teaching historical thinking in grades 7—12. Stenhouse Publishers : Portland Maine.

Name: _________________________________________

Nat Turner’s Rebellion: A Historical Marker

You have been commissioned by the state of Virginia Historical Trust to develop a historical

marker that will be placed along the roadside adjacent to the area impacted by Nat Turner and

his followers. Your task is to write the inscription for the marker that describes your

interpretation of Nat Turner and his actions. Your inscriptions should take into account:

The specific factors involved in the event.

The various reactions to Nat Turner in the documents and images.

Why I came to this decision (What documents most impacted your decisions and why?)

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Name: _________________________________________

Nat Turner’s Rebellion: A Historical Marker

You have been commissioned by the state of Virginia Historical Trust to develop a historical

marker that will be placed along the roadside adjacent to the area impacted by Nat Turner and

his followers. Your task is to write the inscription for the marker that describes your

interpretation of Nat Turner and his actions. Your inscriptions should take into account:

The specific factors involved in the event.

The various reactions to Nat Turner in the documents and images.

Why I came to this decision (What documents most impacted your decisions and why?)

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

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Look at these images carefully

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NNDB web site

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h ld b

The purpose of this investigation is to answer a historical question:

How should Nat Turner be remembered?

Source 2:  The Insurrection – The Liberator by William Lloyd Garrison

Adjectives in the document to describe Turner:dreadful, guilty, speedily 

Quote from document : “ ‘The dead bodies of white Quote from document :    The dead bodies of white and black lying just as they were slain, unburied’ –the oppressor and the oppressed equal at last in death – what a spectacle!”

Term that best describes Turner in this document:Brave Prophet

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Thomas R. Gray, the Confessions of Nat Turner, 1831After his capture and arrest on October 30, 1831, Nat Turner was imprisoned in the Southampton C t  j il   h  h    i t i d b  County jail, where he was interviewed by Thomas R. Gray, a Southern physician, failed planter, and slave owner.  Gray said that only Turner’s words were written down, but in several instances Gray’s words appear in the confession.

William Lloyd Garrison, The Insurrection, The Liberator, 1831Through his newspaper, The Liberator, William Lloyd Garrison spoke out against slavery and for the rights Garrison spoke out against slavery and for the rights of black Americans for 35 years. 

Garrison, a leader among American abolitionists, delivered his views with great conviction, as well as great foresight. "Posterity," he concluded in the editorial"will bear testimony that I was right."

The Richmond Enquirer, 1831This newspaper was published in a Southern city and was read widely by l   h h   h   i   Th  planters throughout the region.  They 

tended to promote the political views of the upper class planters who paid to subscribe to the paper.

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John W. Cromwell, The Aftermath of Nat Turner’s Rebellion, The Journal of Negro History, 1920

Born a slave in Portsmouth, Virginia, Cromwell was sent to a private school in Philadelphia after his father purchased the family’s freedom.  Cromwell became a teacher, writer, and political activist.  He was one of the first to write in the academic field of African American History.

William S. Drewry, Slave Insurrections in Virginia, 1900

A white Virginian who grew up near the area of the rebellion and descended from a family of planters and sla e o ners  Dre r  researched Nat Turner for his slave owners, Drewry researched Nat Turner for his dissertation at Johns Hopkins University.  Drewry  read lots of primary sources and interviewed whites and blacks who knew people who were alive in 1831.  He believed that slavery was a good thing, that slaves were happy, and that they rarely rebelled.

•TextWhat is visible/readable i e whatWhat is visible/readable, i.e., what information is provided by the source?

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•ContextWhat was going on during the time period?  What background information do you have that helps explain the information found in the source?

•SubtextWhat is between the lines?  Ask questions about the following:Ask questions about the following:Author:  Who created the source, and what do we know about that person?Audience:  For whom was the source created?Reason:  Why was this source produced when it was?