Standard 2 : Analyze events that involved or affected African descendants and changed the American economic, political and social landscapes between 1776-1865.



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General Information

Number: SS.912.AA.2
Title: Analyze events that involved or affected African descendants and changed the American economic, political and social landscapes between 1776-1865.
Type: Standard
Subject: Social Studies
Grade: 912
Strand: African American History

Related Benchmarks

This cluster includes the following benchmarks
Code Description
SS.912.AA.2.1: Describe the contributions of Africans to society, science, poetry, politics, oratory, literature, music, dance, Christianity and exploration in the United States from 1776-1865.
Clarifications:

Clarification 1: Instruction includes contributions of key figures and organizations (e.g., Prince Hall, Phillis Wheatley, Benjamin Banneker, Richard Allen, the Free African Society, Olaudah Equiano, Omar ibn Said, Cudjoe Lewis, Anna Jai Kingsley).

Clarification 2: Instruction includes the role of black churches (e.g., African Methodist Episcopal [AME]).

SS.912.AA.2.2: Explain how slave codes were strengthened in response to Africans’ resistance to slavery.
Clarifications:

Clarification 1: Instruction includes early laws that impacted slavery and resistance (i.e., Louisiana’s Code Noir [1724], Stono Rebellion in [1739], South Carolina slave code [1740], Igbo Landing Mass Suicide [1803]).

Clarification 2: Instruction includes foreign and domestic influences on the institution of slavery (i.e., Haitian Revolution [1791-1804], The Preliminary Declaration from the Constitution of Haiti [1805], German Coast Uprising [1811], Louisiana Revolt of [1811]).

SS.912.AA.2.3: Examine political actions of the Continental Congress regarding the practice of slavery.
Clarifications:

Clarification 1: Instruction includes examples of how the members of the Continental Congress made attempts to end or limit slavery (e.g., the first draft of the Declaration of Independence that blamed King George III for sustaining the slave trade in the colonies, the calls of the Continental Congress for the end of involvement in the international slave trade, the Constitutional provision allowing for congressional action in 1808).

SS.912.AA.2.4: Examine political actions of the Continental Congress regarding the practice of slavery.
Clarifications:
Clarification 1: Instruction includes examples of how the members of the Continental Congress made attempts to end or limit slavery (e.g., the first draft of the Declaration of Independence that blamed King George III for sustaining the slave trade in the colonies, the calls of the Continental Congress for the end of involvement in the international slave trade, the Constitutional provision allowing for congressional action in 1808).
SS.912.AA.2.5: Examine how federal and state laws shaped the lives and rights for enslaved and free Africans in the 18th and 19th centuries.
Clarifications:

Clarification 1: Instruction includes how different states passed laws that gradually led to the abolition of slavery in northern states (e.g., gradual abolition laws: RI Statutes 1728, 1765 & 1775, PA 1779, MA & NH 1780s, CT & NJ 1784, NY 1799; states abolishing slavery: VT 1777).

Clarification 2: Instruction includes the Constitutional provision regarding fugitive persons.

Clarification 3: Instruction includes the ramifications of the Dred Scott v. Sandford decision.

SS.912.AA.2.6: Analyze the provisions under the Articles of Confederation and the Constitution regarding slavery.
Clarifications:

Clarification 1: Instruction includes how slavery increased through natural reproduction and the smuggling of human contraband, in spite of the desire of the Continental Congress to end the importation of slaves.

Clarification 2: Instruction includes how the Northwest Ordinance of 1785 provided a mechanism for selling and settling the land and laid the foundations of land policy until passage of the Homestead Act of 1862.

Clarification 3: Instruction includes the political issues regarding slavery that were addressed in the Northwest Ordinance of 1787.

Clarification 4: Instruction includes the Three-Fifths Compromise as an agreement between delegates from the northern and the southern states in the Continental Congress (1783) and taken up anew at the United States Constitutional Convention (1787) that required three-fifths of the slave population be counted for determining direct taxation and representation in the House of Representatives.

SS.912.AA.2.7: Analyze the contributions of founding principles of liberty, justice and equality in the quest to end slavery.
Clarifications:

Clarification 1: Instruction includes the principles found in historical documents (e.g., Declaration of Independence as approved by the Continental Congress in 1776, Chief Justice William Cushing’s notes regarding the Quock Walker case, Petition to the Massachusetts Legislature on January 13, 1777, Constitution of Massachusetts of 1780, Constitution of Kentucky of 1792, Northwest Ordinance of 1785, Northwest Ordinance of 1787, Southwest Ordinance of 1790, Petition from the Pennsylvania Society for the Abolition of Slavery of 1790, Petition of Free Blacks of Philadelphia 1800, United States Congress Act Prohibiting Importation of Slaves of 1808).

Clarification 2: Instruction includes the contributions of key figures in the quest to end slavery as the nation was founded (e.g., Elizabeth “Mum Bett” Freeman, George Washington, Alexander Hamilton, Benjamin Franklin, John Jay).

SS.912.AA.2.8: Examine the range and variety of specialized roles performed by slaves.
Clarifications:

Clarification 1: Instruction includes the trades of slaves (e.g., musicians, healers, blacksmiths, carpenters, shoemakers, weavers, tailors, sawyers, hostlers, silversmiths, cobblers, wheelwrights, wigmakers, milliners, painters, coopers).

Clarification 2: Instruction includes the variety of locations slaves worked (e.g., homes, farms, on board ships, shipbuilding industry).

SS.912.AA.2.9: Explain how early abolitionist movements advocated for the civil rights of Africans in America.
Clarifications:

Clarification 1: Instruction includes leading advocates and arguments for civil rights (e.g., John Jay, Alexander Hamilton, Benjamin Rush).

Clarification 2: Instruction includes the abolitionist and anti-slavery organizations (e.g., Pennsylvania Abolition Society [PAS], New York Manumission Society [NYMS], Free African Society [FAS], Maryland Society for Promoting the Abolition of Slavery and the Relief of Free Negroes and Others Unlawfully Held in Bondage, Pennsylvania Society for Promoting the Abolition of Slavery).

SS.912.AA.2.10: Evaluate the Abolitionist Movement and its leaders and how they contributed in different ways to eliminate slavery.
Clarifications:

Clarification 1: Instruction includes different abolitionist leaders and how their approaches to abolition differed (e.g., William Lloyd Garrison, Frederick Douglass, President Abraham Lincoln, Thaddeus Stevens, Sojourner Truth, Jonathan Walker, Albion Tourgée, Harriet Tubman, Harriet Beecher Stowe, William Wilberforce [United Kingdom], Vicente Guerrero [Mexico]).

Clarification 2: Instruction includes how Abraham Lincoln’s views on abolition evolved over time.

Clarification 3: Instruction includes the relationship between William Lloyd Garrison and Frederick Douglass and their respective approaches to abolition.

Clarification 4: Instruction includes the efforts in the creation of the 13th Amendment.

Clarification 5: Instruction includes different abolition groups and how they related to other causes (e.g., women’s suffrage, temperance movements).

Clarification 6: Instruction includes the efforts of the American Colonization Society towards the founding of Liberia and its relationship to the struggle to end slavery in the United States.

SS.912.AA.2.11: Describe the impact The Society of Friends had on the abolition of slavery.
Clarifications:

Clarification 1: Instruction includes the relationship between the Abolitionist Movement involving the Quakers in both England and the United States.

Clarification 2: Instruction includes how the use of pamphlets assisted the Quakers in their abolitionist efforts.

Clarification 3: Instruction includes key figures and actions made within the Quaker abolition efforts in North Carolina.

SS.912.AA.2.12: Explain how the Underground Railroad and its conductors successfully relocated slaves to free states and Canada.
Clarifications:

Clarification 1: Instruction includes the leaders of the Underground Railroad (e.g., Harriet Tubman, Gerrit Smith, Levi Coffin, John Rankin family, William Lambert, William Still).

Clarification 2: Instruction includes the methods of escape and the routes taken by the conductors of the Underground Railroad.

Clarification 3: Instruction includes how the South tried to prevent slaves from escaping and their efforts to end the Underground Railroad.

Clarification 4: Instruction includes how the Underground Railroad and the Abolitionist Movement assisted each other toward ending slavery.

SS.912.AA.2.13: Explain how the rise of cash crops accelerated the growth of the domestic slave trade in the United States.
Clarifications:

Clarification 1: Instruction includes the regions where cotton was produced.

Clarification 2: Instruction includes the purpose and impact of Eli Whitney’s cotton gin.

Clarification 3: Instruction includes how the demand for slave labor resulted in a large, forced migration.

Clarification 4: Instruction includes debates over the westward expansion of slavery (e.g., Louisiana Purchase, Missouri Compromise, Wilmot Proviso, Compromise of 1850, Kansas-Nebraska Act).

SS.912.AA.2.14: Compare the actions of Nat Turner, John Brown and Frederick Douglass and the direct responses to their efforts to end slavery.
SS.912.AA.2.15: Describe the effects produced by asylum offered to slaves by Spanish Florida.
Clarifications:

Clarification 1: Instruction includes the significance of Fort Mose as the first free African community in the United States and the role it and the Seminole Tribe played in the Underground Railroad.

Clarification 2: Instruction includes the role of Florida and larger Gulf Coast region in the War of 1812 as the British offered liberation to slaves.

SS.912.AA.2.16: Describe Florida colonies that existed between the colonial period through the acquisition of Florida with the Adams-Onís Treaty of 1819, which was called the Transcontinental Treaty and ratified in 1821.