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Images of Black Americans Week 4- Freedom and Stereotypes Checklist · I read the questions first which will bring an awareness to what to look for in the reading. · I read The American Revolution: Defining Freedom in a New Nation (link also available in Resources/Bookmarks) and highlighted or underlined sections of the reading that respond to question 1. · I read biographical information about Crispus Attucks (link also available in Resources/Bookmarks) and highlighted or underlined sections of the reading that respond to question 2. · I took notes while viewing the discussion of stereotypes to respond to question 3. · My responses are paraphrases (written in my own words) based on the reading. · The information is contextualized allowing the reader to understand through my responses who I am referencing, what is the circumstance, when did the event occur, where the event took place, why the event happened, and how the event took place. [Note: not all of the 6 Ws (who, what, when, where, why and how) may be relevant to the response but I am mindful to offer information that will aid reader’s comprehension of the text]. · I fill in the Worksheet keeping the original questions and formatting in tact. · I do a spell check and grammar check before uploading as a Word document by the deadline. · If I do not know how to upload the assignment, I refer to Resources where there are instructions for uploading the assignment or I contact
[email protected] for assistance. 1. Within the timeline of the American Revolution (1763-1783), or American colonists’ fight for independence from British rule, several colonies begin to outlaw slavery. Which colonies abolish, and/or establish a gradual abolition of, slavery? Name of Colony #1: Date of Abolition of Slavery: If there was a Gradual Abolition, what were the conditions: Name of Colony #2: Date of Abolition of Slavery: If there was a Gradual Abolition, what were the conditions: Name of Colony #3: Date of Abolition of Slavery: If there was a Gradual Abolition, what were the conditions: 2. Read the account of The Boston Massacre (1770), featuring a prominent discussion of Crispus Attucks’ contribution. Afterwards, write a response to the following questions: a. How did John Adams, America’s second President but, at the time, an English loyalist, describe Attucks? b. In 1750, Attucks was described by the Boston Gazette and Weekly Journal. How was Attucks described in these papers? c. What accounts for the difference in which John Adams in 1770 and the papers in 1750 describe Attucks? 3. Reflect on the material covered in the Week 2 and Week 3 assignments where we see the expansion of the slave trade and its institutionalization in the American colonies (i.e., the Virginia Slave Codes). After viewing the discussion of stereotypes, show a connection between the outcome of Attucks case with an earlier reference to material either in Week 2 or Week 3. Afterwards, explain if the connection reflects confirmatory bias, omission, and/or distortion? a. Outcome of Attucks’ legal case: b. Provide a reference to an event in Week 2 or Week 3 that may show a connection to Attucks’ case: c. Explain the connection between 3a and 3b. d. Explain whether this connection reflects confirmatory bias, omission and/or distortion. * Provide 2 reasons to support your response: i. Reason #1: The form of stereotype that is displayed through the connection between 3a and 3b is (choose either confirmatory bias, omission or distortion) because ii. Reason #2: The form of stereotype that is displayed through the connection between 3a and 3b is (choose either confirmatory bias, omission or distortion) because *It is fine to choose two different forms of stereotypes you think are being displayed through the connection between 3a and 3b. If this is the case, describe a different form of stereotype for each reason.