# Lesson 2: Day 3 - Understanding Historiography

## Google Doc of This Lesson 

[https://docs.google.com/document/d/1a2PTMTeeOoM1T0Mgwp6wfcFoMuWDEqfh9DGNvYQONdE/edit?tab=t.qmco3z5ba25z](https://docs.google.com/document/d/1a2PTMTeeOoM1T0Mgwp6wfcFoMuWDEqfh9DGNvYQONdE/edit?tab=t.qmco3z5ba25z)

  
  

## **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__](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__***](https://docs.google.com/document/d/1sH7mhr0PYrhcVVDBiPe_JXj5uQ1Ti1ePZj6TagjNfWM/edit?usp=sharing).
* 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:
  * * [__Ona Judge Interview - The Liberator. August 22, 1845__](https://classroom.google.com/u/0/w/NzI1NTU1MjY1NjQ5/t/all)
    * [__The Philadelphia Gazette and Universal Daily Advertiser, May 24, 1796 [Oney Judge runaway notice]__](https://classroom.google.com/u/0/w/NzI1NTU1MjY1NjQ5/t/all)
    * [__Regarding Oney Judge_From George Washington to Joseph Whipple, 28 November 1796__](https://classroom.google.com/u/0/w/NzI1NTU1MjY1NjQ5/t/all)
  * 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__***](https://docs.google.com/document/d/1sH7mhr0PYrhcVVDBiPe_JXj5uQ1Ti1ePZj6TagjNfWM/edit?usp=sharing) to keep track of their responses. 
  * * Students can make their own copy here: [__Investigating Historiography Graphic organizer- Make a copy__](https://docs.google.com/document/d/1sH7mhr0PYrhcVVDBiPe_JXj5uQ1Ti1ePZj6TagjNfWM/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.

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**Documents**

- [L2:3 Historiography](https://1838blackmetropolis.getoutline.com/s/aa099d92-e5c1-4fa9-ad54-9fd69ac27a28/doc/l23-historiography-hQeKqNFHUl)
- [L2:3 Activity - Investigating Historiography](https://1838blackmetropolis.getoutline.com/s/aa099d92-e5c1-4fa9-ad54-9fd69ac27a28/doc/l23-activity-investigating-historiography-zbxnbDzjSA)
- [L2:3 The Philadelphia Gazette](https://1838blackmetropolis.getoutline.com/s/aa099d92-e5c1-4fa9-ad54-9fd69ac27a28/doc/l23-the-philadelphia-gazette-CA0MDPTNhW)
- [L2:3 Regarding Ona Judge Blog](https://1838blackmetropolis.getoutline.com/s/aa099d92-e5c1-4fa9-ad54-9fd69ac27a28/doc/l23-regarding-ona-judge-blog-mD5C4FeUHJ)
- [L2:3 Ona Judge Interview - The Liberator](https://1838blackmetropolis.getoutline.com/s/aa099d92-e5c1-4fa9-ad54-9fd69ac27a28/doc/l23-ona-judge-interview-the-liberator-31dr1QeEc0)