The Stono
Rebellion of 1739
An Internet WebQuest
on The Stono Rebellion of 1739
created by Mrs. Belair
Ashford School
Introduction | The Task | The Process & Resources
| Conclusion | HyperText Dictionary
In the early 1700's, the people of
the American colonies were under British rule. What would it be like to live in
a society where civil liberties were determined by a government across the
Atlantic Ocean? Do you think you could endure the conditions experienced by the
slaves who lived under not only their masters' rule but British rule as well?
One group of slaves in South Carolina could no longer endure the lack of
freedom so they rebelled.
There were other slave rebellions. Was this one similar to any others? Would
you join a rebellion if you were a slave? If you were not a slave would you
punish those that participated in a rebellion? These are the kinds of questions
you will ask yourself as you research the Stono Rebellion.
Another very important question you will ask is who, what, or where is STONO?!
Were the actions of the slaves
involved in the Stono Rebellion justified?
When people examine a historical
event, they realize there are many different opinions about what happened, why
it happened and the outcome of the event. You and your classmates will use the
information provided to examine such an event. You will be asked to indentify
the who, what, where, when, how, and why of the event individually on a multiple
choice quiz.
Then you will become a member of a smaller group to discuss what you know and
respond to a question with a short essay answer. Your group will share your
answer with the whole class.
Finally, you will work in your group to begin your individual products. The
product is a five paragraph essay, using what you know from the information
provided, answers the smaller groups produced and shared, and your knowledge of
the subject to answer the final question.
Use the Internet information linked below to answer the
basic questions of who? what? where? when? why? and how? Be creative in
exploring the information so that you answer these questions as fully and
insightfully as you can.
·
Africans in America: An
Introduction - This briefly describes the time frame and sequence of events
that occurred in the Americas. It offers a link to the next site. (map)
·
Africans in America: Map of
the British Colonies - This is an interactive map that allows the student
to find Charleston,S.C. and its relative location to Florida.
Show your teacher these two lists
before you proceed.
·
Slavery: The
Peculiar Institution - This site from the Library of Congress helps the
student understand the slaves point of view from the brief text that brings up
the important point of Americans fighting for freedom from England while
believing it was wrong for slaves to fight for their freedom.
·
The Stono Rebellion: History
Skill; Interpreting Primary Documents - This site guides the students
through primary documents then assesses their knowledge with a short quiz. In
groups the students will discuss and develop essay answers to questions. On
this page the users need click on link Critical Thinking Modules. Use left
menu, click on By Topic. Click on number one, The Stono Rebellion. You are
there!
After you have read all the information at the above
sites, ask your teacher for the short quiz form. Complete the quiz before
proceeding to Phase 2. Turn the
quiz into your teacher.
INSTRUCTIONS:
1. You will be assigned to Group One, Two, or Three to complete the next
task.
2. Read through the sites listed below. If you print out information underline the
passages that you feel are the most important. If you look at the information
on the computer, write down the sections you feel are important. You may copy by dragging the mouse
across the passage and copying / pasting it into a word processor or other
writing software.
3. Note: Remember to write down or copy/paste the URL of the file you take the
passage from so you can quickly go back to it if you need to prove your point.
4. Be prepared to combine what you learn to form an individual opinion that
answers the Big Question .
Use the information at the site The Stono Rebellion: History
Skill; Interpreting Primary Documents. When you reach this site; click on
CRITICAL THINKING MODULES. Then click on BY TOPIC in the menu bar on the left.
Now you will see a list, click on THE STONO REBELLION. At this site read the
introduction then click on SOURCE to find the documents you need to read.
1. Explain the strategy whites took to define race relations after The Stono
Rebelion. What methods did they use to ensure the subordination of slaves? Did
whites see American Indians as allied with slaves?
Use the information at the site The Stono Rebellion: History
Skill; Interpreting Primary Documents. When you reach this site; click on
CRITICAL THINKING MODULES. Then use the LEFT menu click on BY TOPIC. Now you
will see a list, click on THE STONO REBELLION. At this site read the introduction
then click on SOURCE to find the documents you need to read.
2.Explain the significance of the law during and after The Stono Rebellion. Did
the law merely provide a cover for the violence of whites against slaves? Or
did the laws passed after The Stono Rebellion themselves lead to a shift in
race relations?
Use the information at the site The Stono Rebellion: History
Skill; Interpreting Primary Documents. When you reach this site; click on
CRITICAL THINKING MODULES. Then use the LEFT menu click on BY TOPIC. Now you
will see a list, click on THE STONO REBELLION. At this site read the
introduction then click on SOURCE to find the documents you need to read.
3.Explain The Stono Rebellion from the perspective of the slaves. What did they
hope to achieve? What were their goals? What role did the possibility of
freedom in Spanish Florida play in the plans of the slaves?
You have all examined a different
part of The Stono Rebellion of 1739. Now group members come back to the whole
class with expertise gained by searching one part of the event. Your group will
share the information with the whole group
.
Now everyone knows enough about The Stono Rebellion to answer The Big Question.
Discuss The Big Question with your small group members: Were the actions of
the slaves in The Stono Rebellion justified? Each of you will bring a certain viewpoint to the
answer: some of you will agree and others disagree. Use information, pictures,
quotes, facts, opinions, etc. from the web sites you explored to convince your
teammates that your viewpoint is important.
Each student will write an answer to The Big Question in the form of a typed
five paragraph essay.
*Don't forget to save the work on your file.
*Ask a classmate to read your essay for historic accuracy, grammar, and
organization.
Please hand your essay to your teacher on the due date given in class.
You and your classmates have learned
a lot by dividing up into different groups. Now's the time to send your
learning out for real world feedback.
1. Edit your graded essay.
2. Include information about who you are and why you wrote the essay.
3. Provide background information that shows you understand the topic and
highlight any information you think helps support your opinion.
4.STATE THE BIG QUESTION AND YOUR ANSWER.(yes or no)
5. Place your materials in the folder to be delivered to the eighth grade
Social Studies class.
6. Wait for their reply.
Eighth graders will read the materials provided and randomly choose an essay.
The eighth grade student will respond with an essay agreeing or disagreeing
with the response to the Big Question.
Nice work! You should be proud of
yourselves! How can you use what you've learned to see beyond the obvious facts
reported on a topic? What other
parts of The Stono Rebellion of 1739 could still be explored? Do you think you
would have joined the rebels? We will learn about the Nat Turner Revolt and the
Amistad Incident later in the year. You will be able to compare what you have
learned about the Stono Rebellion to these other historic rebellions. I wonder,
how will you answer The Big Question? Remember, learning never stops.