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the Pople Lesson Plans



African Americans at Fort Mose
Prepared by Matt and Jennifer L6pez

Intended Grade: 8th

Subject Areas: American History

Correlation to State of Texas Standards:
8.13B Explain reasons for the development of the plantation system, the growth of the slave
trade, and the spread of slavery.

8.30A Differentiate between, locate, and use primary and secondary sources such as
computer software, databases, media and news services, biographies, interviews, and artifacts
to acquire information about the United States.

8.30B Analyze information by sequencing, categorizing, identifying cause-and-effect
relationships, comparing, contrasting, finding the main idea, summarizing, making
generalizations and predictions, and drawing inferences and conclusions.

Objectives:
Compare and contrast status of African Americans in St. Augustine to status of African
Americans in the English Colonies. Examine primary source material.

Approximate Time Required: Two 45 minute class periods

Materials Required:
Ft. Mose graphic / description Handout #1
http://www.flmnh.ufl.edu/histarch/mose.htm
St. Augustine map Handout #2
http://web.uflib.ufl.edu/digital/collections/Teachers/maps/uf00026201/staugplan.pdfSt.
Augustine map showing Ft. Mose Handout #3
http://web.uflib.ufl.edu/digital/collections/Teachers/Maps/UF00026244/bwhole.pdf Digital
projector (if desired to show handouts)
5 copies of Fort Mose: Colonial America's Black Fortress ofFreedom by Kathleen Deagan
and Darcie MacMahon (University Press of Florida, Gainesville), 1995.

Instructions:
Day 1
Warm-up "Based on what you know, draw what slavery looked like in the 13 Colonies."
After students complete drawings, teacher should compile a list of common themes. Class
will then read the introduction to Fort Mose and discuss graphic. Class should be broken up
into 5 groups, 1 each for Urban Interlude, Militia, Life at Mose, Home and Family, Daily
Bread & Cowboys. Students will rotate from station to station, making note of relevant
aspects of the readings. After all 5 stations are completed, class will come together to discuss.










Day 2
Students will reassemble groups with notes from Day 1. Groups will create "Resident Rules"
for the Fort Mose community (considering understanding of complaints of African
Americans in 13 Colonies and opportunities of African Americans in St. Augustine). Each
group will share out.

Evaluation:








Rubric for Community Rules for Life for Life in Fort Mose


Number of Mention of Life Pertains to Clarity and Depth
Rules in 13 Colonies Information of Understanding
from Stations
Community rules Five of the rights Rules pertain to at Rules are very
are at least ten in / rules would not least five topics clearly written and
number have been from stations, show significant
available to understanding of
African- opportunities for
Americans in the African-Americans
southern in Fort Mose
Thirteen
Colonies
Community rules Four of the Rules pertain to Rule show
are eight to nine rights / rules four topics from understanding of
in number would not have stations, life in Mose, but
been available to one or two elements
African- seems missing
Americans in the
southern
Thirteen
Colonies
Community rules Three of the Rules pertain to
are six to seven in rights / rules three topics from
number would not have stations.
been available to
African-
Americans in the
southern
Thirteen
Colonies
Community rules One to two of Rules pertain to Rules could apply
are less than five the rights / rules one or two topics to life in Mose, but
in number would not have from stations, demonstrate little
been available to understanding of
African- opportunities for
Americans in the African-Americans
southern there.
Thirteen
Colonies