Building Ensemble: 'Yes, And' Principle
Students will practice the 'Yes, And' principle to build collaborative scenes and foster spontaneity.
Key Questions
- Explain how 'Yes, And' helps to advance an improvised scene.
- Analyze the impact of rejecting an idea versus accepting and building upon it in improvisation.
- Construct a short scene demonstrating effective 'Yes, And' collaboration.
Common Core State Standards
About This Topic
Slavery and servitude were foundational to the early economy of many states. This topic examines the lives of enslaved people and indentured servants, focusing on their labor in fields, homes, and trades. Students learn about the system of slavery, where people were treated as property, and indentured servitude, where people worked for a set number of years to pay off a debt. This aligns with standards about economic systems and human rights.
It is essential to handle this topic with great care and sensitivity, focusing on the humanity and resilience of those who were enslaved. Students also explore the ways people resisted these systems. This topic is particularly effective when students use structured discussions to analyze primary sources, such as advertisements or narratives, to understand the harsh realities and the human spirit of the time.
Active Learning Ideas
Inquiry Circle: Analyzing Primary Sources
In small groups, students examine age-appropriate primary sources, such as a runaway slave advertisement or a servant's contract. They use a graphic organizer to identify the challenges these individuals faced and how they might have felt.
Think-Pair-Share: Forms of Resistance
Students learn about different ways enslaved people resisted, from learning to read in secret to escaping. They think about why these acts were brave, pair up to discuss, and share with the class.
Gallery Walk: Contributions of the Enslaved
Post images and text about the skills enslaved people brought with them (e.g., rice farming, blacksmithing, music). Students walk through and note how these skills helped build the state's economy and culture.
Watch Out for These Misconceptions
Common MisconceptionSlavery only happened in the South.
What to Teach Instead
Explain that slavery existed in all thirteen colonies and in many early states, including those in the North. Using a map of early slavery can help students see the widespread nature of the system.
Common MisconceptionEnslaved people were 'happy' or 'well-treated.'
What to Teach Instead
Use primary source narratives to show the reality of life under slavery, which was based on force and the denial of basic human rights. Focus on the constant desire for freedom as evidence of their true feelings.
Suggested Methodologies
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Frequently Asked Questions
What is the difference between an enslaved person and an indentured servant?
How did enslaved people contribute to our state's growth?
How did people resist slavery?
How can active learning help students understand slavery and servitude?
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