Lesson 4: Day 2 - Economic Organizations

Google Doc for This Lesson

Activity 1: Read Aloud

Overview: 

Time: 15 minutes

Format: Whole Group

Objective: SWBAT identify and discuss the significance of the Black-led Agricultural and Mechanics Association of Pennsylvania and New Jersey (AMAPNJ) in supporting community resilience during American slavery.

• Explain to students that today’s lesson will focus on the Agricultural and Mechanics Association of Pennsylvania and New Jersey (AMAPNJ). 

• Tell them they will work in small groups to explore some of the people and places highlighted in the article in the next activity. 

• Project and read the following article aloud: Finding Black-Led Creation and Use of Economic Instruments to support Freedom Seekers in 1840 (2024)

• • Invite student volunteers to read portions of the text.

• Lead students in a discussion using the following questions:

• • Why might independent economic support systems be helpful for both free and freedom seeking Black people?

  • What does the presence of the Agricultural and Mechanics Association of Pennsylvania and New Jersey reveal about the agency and accomplishments of Black people living under the shadow of slavery?

Activity 2: Deeper Dive

Overview: 

Time: 20 minutes

Format: Small Groups 

Objective: 

• Tell students that they will work in small groups to further explore the Agricultural and Mechanics Association of Pennsylvania and New Jersey (AMAPNJ). 

• Divide students into groups of three to four by counting off or forming groups in some other way. 

• Assign each group to one of the following resources: 

• • Groups 1 & 2: Letter about Free Haven

  • Groups 3 & 4: Transcription  - Agricultural and Mechanics Consititution - May 1, 1839_.docx

  • Groups 5 & 6: Transcription  - William Watson Letter 4_25_1846.docx

  • Groups 7 & 8: Transciption - Margaret Williams Letter 3_7_1840.docx

• Tell students to use the Group Reading: Notes Organizer to write notes (p. 1). 

• • They can make their own copy here: Group Reading: Notes Organizer- Make a Copy

Activity 3: Partner Exchange

Overview: In this culminating activity, students will pair up with someone from a different group to exchange highlights about the individuals and themes explored in their assigned documents. 

Time: 15 minutes

Format: Partners

Objective: Students will be able to compare and discuss historical perspectives by exchanging insights from primary source documents that highlight Black community-building, leadership, and resistance in the antebellum era.

• After the group reading/discussion activity is complete, assign partners by pairing students with a partner in the following way:

• • Group 1 ↔ Group 2

  • Group 3 ↔ Group 4

  • Group 5 ↔ Group 6

  • Group 7 ↔ Group 8

• Let students know that each partner will have 3-5 minutes to explain the key ideas from their group’s assigned reading.

• • Invite students to use the Group Reading: Notes Organizer to write notes (p. 2). 

• Circulate and listen in to assess understanding and clarify misconceptions.

• Encourage partners to identify one big takeaway from their discussion to share with the class.

• If time permits, call on a few students to share their big takeaways with the class.