“The Conversation Continues” activities are discussion prompts and resources to dive deeper into the issues raised in the Basic Plan. These flexible resources require little to no preparation on your part.
NOTES TO EDUCATOR:
This video contains descriptions and images of slavery that some may find disturbing. Please be sure to inform students of this content prior to viewing and remind students of the respect and rigor required to study this history. This is hard history, but it is necessary history to study.
1. Students will process personal reactions to the ideas within the episode
2. Students discuss the significance of the historical events that they have studied, and what they demonstrate about specific themes within the episode
Choose the questions that seem most relevant for your students and curriculum.
1. What surprised you in this episode?
2. What is the most important idea in the episode “A Mother’s Bond” ?
3. Where in the story of Catherine Linda did you see solidarity and allyship between self-emancipated people, abolitionists, and Catherine Linda?
5. While many of the Northern actors in the Catherine Linda story supported her becoming free, do the letters to the editor written about the court case present a more diverse assortment of views regarding abolition abong Northamptonians? Summarize the different views depicted.
6. How does learning about the Catherine Linda case change how you understand how abolition was viewed by people in the Northern states?
7. Though we may never know the real reason, what was the hypothesis presented for why Catherine Linda returned to slavery in Georgia?
8. How did the banning of the International Slave Trade in 1808 change American slavery? How did this change potentially show up in the story of Catherine Linda?
9.What connections can you make between this story and anything else we have studied so far?
10. Does anything about the Catherine Linda case remind you of things that are happening in the present? How so?
DISCUSSION STRUCTURE IDEAS:
The best discussions often come when students have the chance to develop ideas before discussing as a class. The following are different structures for small group conversations before a larger whole class discussion of the same questions.
• Small Groups (no-tech, low-prep): Have students discuss the prompt list in small groups, with one student taking notes. Then, discuss as a group.
• Written Response Chain (tech-optional, low-prep): Have students write quick (2-3 minutes) responses and then exchange (digitally or otherwise) papers and read and respond, in writing. Repeat process for a total of 2, 3, or 4 passes.
• Rotating Groups (no-tech, low-prep): Have students meet in small groups and discuss one question at a time, record ing their thoughts. Between questions, have one or two members of each group rotate to a new group.
• Chat Stations/Gallery Walk (Low-tech, medium-prep): Write the questions on chart paper around the room. Have groups rotate through the prompts, recording their thoughts and their reactions to the thoughts of other members.
• Digital Breakout Rooms (High-tech, low-prep): Using the breakout room feature of Zoom or create multiple Google Meets to allow students to talk in small groups and take notes.
• Parlay or other digital discussion board (High-tech, medium prep): Use an online discussion board. Parlay and Google Classroom can both be used as a traditional board, while a tool like Today’s Meet enables back-and-forth conversation.
Written by Michael Lawrence-Riddell, Rebecca Schouvieller, and Lisa Montgomery © Self-Evident Media, 2021