• Analyze and translate primary sources taken from James Henry Hammond's Plantation Books (1832-1850).
• Take notes on what they learn about life on Hammond's plantation.
• Synthesize the information they have gathered to create a final project which accurately reflects what life on the plantation was like.
  

Steps:

• Students will spend 2-3 days analyzing the plantation book's pages. They will use the notes page to help guide their analysis.
• Students will then bring their notes to class and brainstorm ideas about projects.
• After the brainstorm day students will have 3 days to work on the project at home.
  

Final Project:

Student's final project can take any form the student's choose. Examples include:

• A journal written from the perspective of a person who lived on the plantation (owner, overseer, driver, slave, etc.
• A play produced with fellow students to illustrate the conditions on the plantation (should be presented in class)
• A song or rap which accurately describes what life on the plantation was like
• A short story set on the plantation which uses the plantation as a setting
  

Students should consult with Mr. Foley for approval of any project.

All projects will have certain requirements which must be met for an acceptable grade. Examples include:

• All projects must included detailed descriptions of five of the aspects of slave life that are explained in the Plantation Book (children, rewards, etc.)
• Any journals or short stories must be 2-3 pages in length with appropriate spelling and grammar.
• Plays should be 2-3 minutes in length and include characters & settings. Organization is crucial to a good grade.
• Songs or raps can be recorded or sung to the class but must have complete and detailed descriptions of five aspects.
• Any original projects will be given custom requirements by Mr. Foley.

• Urbana Outcome 2.1: Recognize and interpret primary and secondar sources of information in order to analyze people and events shaping the history of the U.S.
• Urbana Outcome 3.1: Compare and contrast the ways in which African Americans, European Americans, and Native Americans dealt with the issue of labor and slavery.
• Urbana Outcome 3.2: Evaluate the methods used to resolve conflicts over land, slavery, and human rights.
• Urbana Outcome 5.1: Research and evaluate issues which relate to a topic relevant to the course.
• Urbana Outcome 5.2: Participate in role playing, simulations, or cooperative learning activities.
• Illinois Benchmark 14.C.3: Compare historical issues involving rights, roles, and status of individuals in relation to municipalities, states and the nation.
• Illinois Benchmark 16.C.3b: Explain relationships among the American economy and slavery, immigration, industrialization, labor and urbanization 1700-present.
• Illinois Benchmark 18.B.3a: Analyze how individuals and groups interact with and within institutions.
• Illinois Benchmark 18.B.3b: Explain how social institutions contribute to the development and transmission of culture