# Lesson 4: Day 2 - Economic Organizations

## Google Doc for This Lesson

[https://docs.google.com/document/d/1VcolWI20OZWX8SDAM8WIFmVub9VoluRh-wj3YdlVF8Y/edit?tab=t.qmco3z5ba25z](https://docs.google.com/document/d/1VcolWI20OZWX8SDAM8WIFmVub9VoluRh-wj3YdlVF8Y/edit?tab=t.qmco3z5ba25z)

## **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)__](https://www.1838blackmetropolis.com/post/finding-black-led-creation-and-use-of-economic-instruments-to-support-freedom-seekers-in-1840)
* * 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__](https://www.newspapers.com/article/national-anti-slavery-standard-letter-ab/145631697/)
  * **Groups 3 & 4:** [**__Transcription  - Agricultural and Mechanics Consititution - May 1, 1839_.docx__**](https://docs.google.com/document/d/1yK93dDN2Eh-ukN6ILgg2uEIANFpljQZ7/edit?usp=sharing&ouid=100793064716503237315&rtpof=true&sd=true)
  * **Groups 5 & 6:** [**__Transcription  - William Watson Letter 4_25_1846.docx__**](https://docs.google.com/document/d/1ZS0z_aPNYgP-tHOciwLEZY3Uk60RIkwK/edit?usp=sharing&ouid=100793064716503237315&rtpof=true&sd=true)
  * **Groups 7 & 8:** [**__Transciption - Margaret Williams Letter 3_7_1840.docx__**](https://docs.google.com/document/d/1UC5jDrR7Rj0pWbtrpm1gr8MJewIiD0hh/edit?usp=sharing&ouid=100793064716503237315&rtpof=true&sd=true)
* Tell students to use the [__Group Reading: Notes Organizer__](https://docs.google.com/document/d/1YBYy8eDbV0M0TEScGmSkxT2aedCUKe1WI7XDd22QriM/edit?usp=sharing) to write notes (p. 1). 
* * They can make their own copy here: [__Group Reading: Notes Organizer- Make a Copy__](https://docs.google.com/document/d/1YBYy8eDbV0M0TEScGmSkxT2aedCUKe1WI7XDd22QriM/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__](https://docs.google.com/document/d/1YBYy8eDbV0M0TEScGmSkxT2aedCUKe1WI7XDd22QriM/edit?usp=sharing) 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.

---

**Documents**

- [L4:2 Activity - Group Reading Notes Organizer](https://1838blackmetropolis.getoutline.com/s/aa099d92-e5c1-4fa9-ad54-9fd69ac27a28/doc/l42-activity-group-reading-notes-organizer-4N305a7wQt)
- [L4: 2 Margaret Williams Letter](https://1838blackmetropolis.getoutline.com/s/aa099d92-e5c1-4fa9-ad54-9fd69ac27a28/doc/l4-2-margaret-williams-letter-75DecLDxEp)
- [L4:2 William Watson Letter](https://1838blackmetropolis.getoutline.com/s/aa099d92-e5c1-4fa9-ad54-9fd69ac27a28/doc/l42-william-watson-letter-knz7ewqU5i)
- [L4:2 Constitution of the AMAPNJ](https://1838blackmetropolis.getoutline.com/s/aa099d92-e5c1-4fa9-ad54-9fd69ac27a28/doc/l42-constitution-of-the-amapnj-MUYhIcXvCe)
- [L4:2 Letter about Freehaven](https://1838blackmetropolis.getoutline.com/s/aa099d92-e5c1-4fa9-ad54-9fd69ac27a28/doc/l42-letter-about-freehaven-GUXKzbynv7)
- [L4:2 Finding Black Led Use of Economic Instruments](https://1838blackmetropolis.getoutline.com/s/aa099d92-e5c1-4fa9-ad54-9fd69ac27a28/doc/l42-finding-black-led-use-of-economic-instruments-nzO59maDPv)