Posted: January 26th, 2023

Quiz 2: “Wet Nurse for Sale,

Quiz 2: “Wet Nurse for Sale,” in They Were Her Property, pages 101-112
After reading the pages 101-112, students must answer all of the following questions:
1. What are two major issues in the reading?
2. Who are the main characters?
3. When do the events take place?
4. Where do events take place?
5. How are the issues resolved?
6. How are Black women treated?
7. What is the nature of the relationship between Black women and White women?
8. What kind of profession is being discussed?
9. Why would this be considered very strange today–excluding the issue of slavery?
10. Why do you think theses issues were not discussed in your high school?
Here is the pdf:
They Were Her Property_b PDF.PDF

Discussion 3, “Frederick Douglass: From Slave to Abolitionist” (Documentary)
https://youtu.be/qWcbqlSTYeg

Students must answer at least four of the questions below. Remember, students must always write their answers in complete sentences.
1. How is this presentation different from what we have discussed and perhaps already learned about Douglass?
2. How is Douglass relevant to the struggle for equality and justice today?
3. Why is Douglass exceptional as a slave, according to the documentary?
4. Why should Douglass be introduced to all students of American history at every level?
5. What is the definition of an “abolitionist?”
6. Why do you some historians claim that Douglass is one of the greatest leaders of the 1800s?
7. At what point in your formal education did you learn about Douglass?
8. How do you think elementary school children would react to learning about Douglass and the Black experience of the 1800s through his life and challenges?

Summary2/Essay/”Wet Nurse for Sale or Hire” (Pages 113-125)
Students are required to write a three-page summary (double-spaced) on chapter 5, “Wet Nurse for Sale or Hire,” pages 113-125, in They Were Her Property. Students must highlight the important points, conflicts, and illustrations concerning enslaved women and their owners in a narrative style. Students must demonstrate they read all of the material, using their own unique voices in their particular summaries.

Discussion 4 “Gold, Silver, and Slaves” (Britain’s Slave Trade Documentary)

Students must answer at least four of the questions below. Remember, students must always write their answers in complete sentences.
1. What is the about, and how is it relevant to African American history?
2. How did Britain benefit from the Transatlantic Slave Trade?
3. Did African countries benefit from the Transatlantic Slave Trade?
4. What were some of the challenges African people faced, as they traveled to the New World.
5. What is the modern, or present, impact of the Transatlantic Slave Trade on world history?
6. Why do think the Transatlantic Slave Trade is not often studied and discussed in high schools, middle schools, or elementary schools?
7. At what point in your formal education were you introduced to the Transatlantic Slave Trade?
8. How did this documentary on the Transatlantic Slave Trade make you feel?
9. What is the most important thing you learned from this documentary?

Quiz 3: Federalist No. 54 (Primary Source)
Students must answer the following questions below, using complete sentences based on reading Federalist #54.
1. How does James Madison, “The Father of the Constitution,” view African Americans?
2. Who is Madison’s primary audience?
3. What part of the Constitution was Madison concerned with?
4. What is the problem with Madison’s language and style of writing?
5. How is Madison’s perspective relevant to today?
6. Do you agree with Madison in any regard?
7. Which part of Madison’s perspective do you think most African Americans might disagree with?
8. Madison believes that “all men are created equal?” True or False
9. Madison discusses George Washington? True or False
10. Madison discusses the rights of women briefly in Federalist #54: True or False
Please find the reading below:
The Federalist Papers_#54.PDFDownload The Federalist Papers_#54.PDF
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Study Notes:
For Quiz 2, “Wet Nurse for Sale,” in They Were Her Property, pages 101-112, some possible answers are:

Two major issues in the reading are the exploitation of enslaved Black women as wet nurses and the impact of slavery on their maternal and familial relationships.
The main characters are enslaved Black women and their masters.
The events take place in the antebellum period in the United States.
The events take place on plantations and in cities where enslaved Black women were sold or hired as wet nurses.
The issues are not resolved in the reading. They are presented as historical facts and their impact on enslaved Black women’s lives.
Black women are treated as property, exploited for their reproductive labor, and denied their rights as mothers and human beings.
The nature of the relationship between Black women and White women is one of power imbalance and exploitation. White women, as the masters’ wives, have the power to hire and control enslaved Black women as wet nurses.
The profession being discussed is that of wet nurses, specifically enslaved Black women who were forced to nurse White children.
This would be considered very strange today because it involves the ownership of human beings and the forced separation of mothers and their children.
These issues were not discussed in high school because it was not deemed as important or relevant, or it was not included in the curriculum.
For Discussion 3, “Frederick Douglass: From Slave to Abolitionist” (Documentary), some possible answers are:

The presentation is different from what we have discussed and learned about Douglass because it focuses on his role as an abolitionist and his impact on the abolitionist movement, whereas in previous discussions, we may have focused more on his personal story of escape from slavery.
Douglass is relevant to the struggle for equality and justice today because his message of freedom, self-empowerment, and resistance against oppression continues to resonate with marginalized communities who are still fighting for their rights and dignity.
Douglass is exceptional as a slave because he was able to escape slavery and become an influential leader, speaker, and writer who advocated for the abolition of slavery and the rights of Black people.
Douglass should be introduced to all students of American history at every level because his life and legacy are an essential part of American history and have shaped the country’s social, political, and cultural landscape.
An abolitionist is a person who advocates for the abolition of slavery and the rights of enslaved people.
Some historians claim that Douglass is one of the greatest leaders of the 1800s because he was able to escape slavery, become an influential leader, speaker, and writer who advocated for the abolition of slavery and the rights of Black people.
At what point in your formal education did you learn about Douglass? It’s likely that students may have learned about Douglass at different points in their education, depending on the curriculum and focus of their classes.
How do you think elementary school children would react to learning about Douglass and the Black experience of the 1800s through his life and challenges? It’s possible that elementary school children may find Douglass’ story inspiring and educational, but also emotionally challenging. It would be important to provide age-appropriate context and support for learning about such difficult history.
For Discussion 4 “Gold, Silver, and Slaves” (Britain’s Slave Trade Documentary

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