Lesson 2: Day 3 - Understanding Historiography
Google Doc of This Lesson
Activity 1: The Africana Studies Conceptual Framework
Overview: Students will examine the Africana Studies Conceptual Framework (Carr, 2005; Carr, 2024; Carr, 2025) to critically analyze the accumulated historiography of people of African descent in the United States.
Time: 10 minutes
Format: Whole Group
Objective: SWBAT interpret how they shape understandings of African-descended peoples’ experiences in the United States by using the Africana Studies Conceptual Framework to analyze historiography.
Explain to students that according to the Merriam Webster online dictionary, historiography is defined as follows: Historiography (noun)
“the writing of history based on the critical examination of sources, the selection of particulars from the authentic materials, and the synthesis of particulars into a narrative that will stand the test of critical methods
“the principles, theory, and history of historical writing”
“the product of historical writing : a body of historical literature”
Source: Merriam-Webster. (n.d.). Historiography. In Merriam-Webster.com dictionary. Retrieved
from https://www.merriam-webster.com/dictionary/historiography
Ask students to think about what they already know about the history of people of African descent.
Invite two to three students to share their thoughts with the class.
Activity 2: Investigating Historiography
Overview: In this activity, students will investigate the life of Oney/Ona Judge by analyzing primary sources from various perspectives, including runaway notices, letters, and an abolitionist interview. This exploration encourages students to critically reflect on how historical narratives are constructed and how Black freedom seekers asserted their agency.
Time: 25 minutes
Format: Small Groups
Objective: SWBAT analyze multiple primary sources about Oney/Ona Judge to examine how her story was represented by different audiences and to consider its significance for Black freedom seekers in the 18th and 19th centuries.
Project the Investigating Historiography Graphic organizer.
Read each category title and framing question of the Africana Studies Conceptual Framework (Carr, 2005; Carr, 2024; Carr, 2025) as described on p. 1 of the graphic organizer.
Explain to students that they will use aspects of the Africana Studies Conceptual Framework to investigate primary sources about the captivity and forced human trafficking of people of African descent.
Tell students that they will review the following primary resources about Oney/Ona Judge:
As they review these resources, they will consider the following questions:
In the “Social Structures” category:” Who Are We to Others?”
How is Oney/Ona Judge described in the Runaway notice and in George Washington’s letter?
Who is Oney/Ona Judge to her captors and the people who view her as a slave?
In the “Governance” category:” Who Are We to Each Other?”
How does Oney/Ona Judge describe her own experience as a freedom seeker?
Why might Oney/Ona Judge’s story be meaningful for Black people during the 18th and 19th centuries?
Divide students into groups of three to four.
Invite students to use the Investigating Historiography Graphic organizer to keep track of their responses.
Students can make their own copy here: Investigating Historiography Graphic organizer- Make a copy
Activity 3: Share out
Overview: In this activity, students will consider multiple perspectives on Oney/Ona Judge’s story and how different sources shape historical understanding.
Time: 15 minutes
Format: Whole Group
Objective: SWBAT synthesize their group’s analysis of primary sources and articulate key takeaways about Oney/Ona Judge’s story in a whole-group discussion.
Remind each group to select one spokesperson.
Ask each spokesperson to share one takeaway.