Unit 2 AP afro

TOPIC 2.1 African Explorers in the Americas Required Course Content SOURCES § Juan Garrido’s Petition, 1538 § Image of Juan Garrido on a Spanish Expedition, Sixteenth Century LEARNING OBJECTIVES LO 2.1.A Explain the significance of the roles ladinos played as the first Africans to arrive in the territory that became the United States. ESSENTIAL KNOWLEDGE EK 2.1.A.1 In the early sixteenth century, some free and enslaved Africans familiar with Iberian culture journeyed with Europeans in their earliest explorations of the Americas; among them were the first Africans in the territory that became the United States. These Africans were known as ladinos. EK 2.1.A.2 Ladinos were part of a generation known as “Atlantic creoles.” Atlantic creoles were Africans who worked as intermediaries before the predominance of chattel slavery. Their familiarity with multiple languages, cultural norms, and commercial practices granted them a measure of social mobility. EK 2.1.A.3 Ladinos were essential to the efforts of European powers laying claim to Indigenous lands. Black participation in America’s colonization resulted from Spain’s early role in the slave trade and the presence of enslaved and free Africans in the parties of Spanish explorers who laid claim to “La Florida”— Spain’s name for an area that included Florida, South Carolina, and Georgia.

LO 2.1.B Describe the diverse roles Africans played during colonization of the Americas in the sixteenth century. ESSENTIAL KNOWLEDGE EK 2.1.B.1 In the fifteenth and sixteenth centuries, Africans in the Americas played three major roles: EK 2.1.B.1.i As conquistadores, participating in the work of conquest, often in hopes of gaining their freedom EK 2.1.B.1.ii As enslaved laborers, working largely in mining and agriculture to produce profit for Europeans EK 2.1.B.1.iii As free skilled workers and artisans EK 2.1.B.2 Juan Garrido, a conquistador born in the Kingdom of Kongo, moved to Lisbon, Portugal. A free man, he became the first known African to arrive in North America when he explored present-day Florida during a Spanish expedition in 1513. Garrido maintained his freedom by serving in the Spanish military forces, participating in efforts to conquer Indigenous populations. EK 2.1.B.3 Estevanico (also called Esteban), an enslaved African healer from Morocco, was forced to work in 1528 as an explorer and translator in Texas and in territory that became the southwestern United States. He was eventually killed by Indigenous groups who were resisting Spanish colonialism.

TOPIC 2.2 Departure Zones in Africa and the Slave Trade to the United States Freedom, Enslavement, and Resistance UNIT 2 Required Course Content SOURCES § Map Showing an Overview of the Slave Trade Out of Africa § Map Showing the Regional Origins of Enslaved People Forcibly Transported to North America LEARNING OBJECTIVES LO 2.2.A Describe the scale and geographic scope of the transatlantic slave trade. ESSENTIAL KNOWLEDGE EK 2.2.A.1 Because of the slave trade, before the nineteenth century, more people arrived in the Americas from Africa than from any other region in the world. EK 2.2.A.2 The transatlantic slave trade lasted over 350 years (from the early 1500s to the mid1800s), and more than 12.5 million enslaved Africans were forcibly transported to the Americas. Of those who survived the journey, only about 5 percent (approximately 388,000) came directly from Africa to what became the United States. EK 2.2.A.3 Forty-eight percent of all Africans who were brought to the United States directly from Africa landed in Charleston, South Carolina, the center of United States slave trading. EK 2.2.A.4 Portugal, Great Britain, France, Spain, and the Netherlands were the top five enslaving nations involved in the transatlantic slave tradLEARNING OBJECTIVES LO 2.2.B Identify the primary slavetrading zones in Africa from which Africans were forcibly taken. ESSENTIAL KNOWLEDGE EK 2.2.B.1 Enslaved Africans transported directly to mainland North America primarily came from locations that correspond to nine contemporary African regions: Senegambia, Sierra Leone, Liberia, Côte d’Ivoire, Ghana, Benin, Nigeria, Angola, and Mozambique. Captives from Senegambia and Angola composed nearly half of those taken to mainland North America. LO 2.2.C Explain how the distribution of distinct African ethnic groups during the era of slavery shaped the development of African American communities in the United States. EK 2.2.C.1 Enslaved Africans’ cultural contributions in the United States varied based on their many different places of origin. The interactions of various African ethnic groups produced multiple combinations of Africanbased cultural practices, languages, and belief systems within African American communities. EK 2.2.C.2 The ancestors of early generations of African Americans in mainland North America came from numerous West and Central African ethnic groups, such as the Wolof, Akan, Igbo, and Yoruba. Nearly half of those who arrived in the United States came from societies in Muslim or Christian regions of Africa. EK 2.2.C.3 The distribution patterns of numerous African ethnic groups throughout the American South created diverse Black communities with distinctive combinations of African-based cultural practicesTOPIC 2.3 Capture and the Impact of the Slave Trade on West African Societies Freedom, Enslavement, and Resistance UNIT 2 Required Course Content SOURCES § “On Being Brought from Africa to America” by Phillis Wheatley, 1773 § Excerpt from Chapter 2 of The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African. Written by Himself, 1789 LEARNING OBJECTIVES LO 2.3.A Describe the conditions of the three-part journey enslaved Africans endured during the transatlantic slave trade. ESSENTIAL KNOWLEDGE EK 2.3.A.1 Enslaved Africans’ journeys to the Americas varied. In the first part of the journey, which could last several months, Africans were captured and marched from interior states to the Atlantic coast. On the coast some captives waited in crowded, unsanitary dungeons. EK 2.3.A.2 The second part of the journey, the Middle Passage, involved traveling across the Atlantic Ocean, which lasted up to three months. For most, the Middle Passage established permanent separation from their communities. Aboard slave ships, Africans were humiliated, beaten, tortured, and raped, and they suffered from widespread disease and malnourishment. About 15 percent of captive Africans perished during the Middle Passage. EK 2.3.A.3 The third, or “final,” passage occurred when those who arrived at ports in the Americas were quarantined, resold, and transported domestically to distant locations of servitude—a process that could take as long as the first and Middle passages combined.

LEARNING OBJECTIVES LO 2.3.B Explain how the transatlantic slave trade destabilized West African societies. ESSENTIAL KNOWLEDGE EK 2.3.B.1 The slave trade increased monetary incentives to use violence to enslave neighboring societies, and domestic wars between kingdoms were at times exacerbated by the prevalence of firearms received from trade with Europeans. EK 2.3.B.2 Some coastal states became wealthy from trade in goods and people, while some interior states became less stable under the constant threat of capture and enslavement. EK 2.3.B.3 To maintain local dominance and grow their wealth, African leaders sold soldiers and war captives from opposing ethnic groups. EK 2.3.B.4 African societies suffered from longterm instability and loss of kin who would have assumed leadership roles in their communities, raised families, and passed on their traditions. LO 2.3.C Describe the key features and purposes of narratives written by formerly enslaved Africans. EK 2.3.C.1 Formerly enslaved Africans detailed their experiences in poetry and a genre known as slave narratives. EK 2.3.C.2 Slave narratives are foundational to early American writing. They serve as historical accounts, literary works, and political texts. As political texts, slave narratives were designed to end slavery and the slave trade, demonstrate Black humanity, and advocate for the inclusion of people of African descent in American society

TOPIC 2.4 African Resistance on Slave Ships and the Antislavery Movement Required Course Content SOURCE § Stowage of the British Slave Ship Brookes, Early Nineteenth Century § Plea to the Jurisdiction of Cinque and Others, 1839 § Sketches of the Captive Survivors from the Amistad Trial, 1839 § Stowage by Willie Cole, 1997 LEARNING OBJECTIVES LO 2.4.A Describe the methods by which Africans resisted their commodification and enslavement individually and collectively during the Middle Passage. ESSENTIAL KNOWLEDGE EK 2.4.A.1 Aboard slave ships, African captives resisted the trauma of deracination, commodification, and lifelong enslavement individually and collectively by staging hunger strikes, attempting to jump overboard rather than live enslaved, and overcoming linguistic differences to form revolts. EK 2.4.A.2 Africans’ resistance made the slave trade more expensive and more dangerous, and it led to changes in the design of slave ships (e.g., the construction of barricades and inclusion of nets and guns). EK 2.4.A.3 In 1839, more than 30 years after the abolition of the slave trade, a Mende captive from Sierra Leone, Sengbe Pieh, led a group of enslaved Africans in one of the most famous revolts aboard a slave ship. During the revolt, the enslaved Africans took over the schooner La Amistad. After a trial that lasted two years, the Supreme Court granted the Mende captives their freedom. The trial generated public sympathy for the cause of abolition.LEARNING OBJECTIVES LO 2.4.B Describe the features of slave ship diagrams created during the era of the slave trade. ESSENTIAL KNOWLEDGE EK 2.4.B.1 Slave ship diagrams depict a systematic arrangement of captives designed to maximize profit by transporting as many people as possible; even so, the diagrams typically show only about half the number of enslaved people on any given ship. EK 2.4.B.2 Slave ship diagrams showed unsanitary and cramped conditions that increased the incidence of disease, disability, and death during a trip that could last up to 90 days. EK 2.4.B.3 Slave ship diagrams rarely included the features enslavers used to minimize resistance, such as guns, nets to prevent captives from jumping overboard, and iron instruments to force-feed those who resisted. LO 2.4.C Explain how Africans’ resistance on slave ships and slave ship diagrams inspired abolitionists and Black artists during the era of slavery and after. EK 2.4.C.1 African resistance on slave ships spurred antislavery activism. In the eighteenth and nineteenth centuries, Black and white antislavery activists circulated diagrams of slave ships to raise awareness of the dehumanizing conditions of the Middle Passage. EK 2.4.C.2 Since abolition, Black visual and performance artists have repurposed the iconography of the slave ship to process historical trauma and honor the memory of their ancestors— the more than 12.5 million Africans who were forced onto over 36,000 known voyages for over 350 yearTOPIC 2.5 Slave Auctions and the Domestic Slave Trade Required Course Content SOURCES § Excerpt from Twelve Years a Slave: Narrative of Solomon Northup, a Citizen of NewYork, Kidnapped in Washington City in 1841, and Rescued in 1853, 1853 § Broadside for an Auction of Enslaved Persons at the Charleston Courthouse, 1859 LEARNING OBJECTIVES LO 2.5.A Describe the nature of slave auctions in the nineteenthcentury United States South. ESSENTIAL KNOWLEDGE EK 2.5.A.1 Enslavers leveraged the power of the law and white supremacist doctrine to assault the bodies, minds, and spirits of enslaved Africans and their descendants. At some auctions, those who resisted sale were punished severely by whipping—at times in front of their families and friends. LO 2.5.B Explain how African American authors advanced the causes of abolition and equality in their writings about slave auctions. EK 2.5.B.1 African American writers used various literary genres, including narratives and poetry, to articulate the physical and emotional effects they experienced from being sold at auction into unknown territory. EK 2.5.B.2 African American writers sought to counter enslavers’ claims that slavery was a benign institution to advance the cause of abolition.LEARNING OBJECTIVES LO 2.5.C ESSENTIAL KNOWLEDGE Explain how the growth of the cotton industry in the United States displaced enslaved African American families. EK 2.5.C.1 After the United States government formally banned the transatlantic slave trade in 1808, the enslaved population grew primarily through childbirth rather than new importations to meet the growing demand for enslaved agricultural laborers. EK 2.5.C.2 The lower South (South Carolina, Georgia, Florida, Alabama, Mississippi, Louisiana, and Texas) was dominated by the slave-cotton system, in which enslaved African Americans were especially valuable as commodities because of the demand for enslaved laborers. EK 2.5.C.3 During the cotton boom in the first half of the nineteenth century, many African Americans were forcibly relocated through the domestic slave trade from the upper South (inland states like Virginia, Tennessee, Kentucky, Arkansas, and Missouri) to the lower South. EK 2.5.C.4 Marching hundreds of miles, over one million African Americans were displaced by this “Second Middle Passage”—over two-and-ahalf times more people than had arrived from Africa during the original Middle Passage. This massive displacement was the largest forced migration in American h

TOPIC 2.6 Labor, Culture, and Economy Freedom, Enslavement, and Resistance Required Course Content SOURCES § Sugar Cane Harvest, Antigua, West Indies 1823, 1826 § Broadside Advertising “Valuable Slaves at Auction” in New Orleans, 1859 § Rice Fanner Basket, Circa 1863 LEARNING OBJECTIVES LO 2.6.A Describe the range and variety of specialized roles performed by enslaved people. ESSENTIAL KNOWLEDGE EK 2.6.A.1 Enslaved people of all ages and genders performed a wide variety of domestic, agricultural, and skilled labor in both urban and rural locales. EK 2.6.A.2 In some areas, there were distinct roles separating domestic and agricultural laborers, although enslaved people could be reallocated to another type of labor according to the preferences of their enslaver. EK 2.6.A.3 Some enslaved people were bound to institutions such as churches, factories, and colleges rather than to an individual person. EK 2.6.A.4 Many enslaved Africans brought skills to the Americas, including blacksmithing, basketweaving, and the cultivation of rice and indigo. Enslavers exploited these valuable skills, as well as the specializations many African Americans developed as painters, carpenters, tailors, musicians, and healers. In the face of such commodification, African Americans used these skills to survive, create culture, and build community LEARNING OBJECTIVES LO 2.6.B Explain how slave labor systems affected the formation of African American musical and linguistic practices. ESSENTIAL KNOWLEDGE EK 2.6.B.1 Enslaved agricultural laborers often worked in a gang system or a task system. EK 2.6.B.2 In the gang system, enslaved laborers worked in groups from sunup to sundown, under the watch and discipline of an overseer, as they cultivated crops like cotton, sugar, and tobacco. Enslaved people working in gangs created work songs (in English) with syncopated rhythms to keep the pace of work. EK 2.6.B.3 In the task system, enslaved people worked individually until they met a daily quota, generally with less supervision. The task system was used for the cultivation of crops like rice and indigo. With less oversight, some enslaved people maintained linguistic practices, such as the Gullah creole language that developed in the Carolina lowcountry. LO 2.6.C Evaluate the economic effects of enslaved people’s commodification and labor, within and outside of African American communities. EK 2.6.C.1 Slavery fostered economic interdependence between the North and South. Cities that did not play a major role in the African slave trade nonetheless benefited from the economy created by slavery. EK 2.6.C.2 Enslaved people and their labor were foundational to the American economy, even though they and their descendants were alienated from the wealth that they both embodied and produced. EK 2.6.C.3 Over centuries slavery deeply entrenched wealth disparities along America’s racial lines. Enslaved African Americans had no wages to pass down to descendants and no legal right to accumulate property, and individual exceptions to these laws depended on their enslavers’ decisions Slavery and American Law: Slave Codes and Landmark Cases Required Course Content SOURCE § Articles 1–10 from the Louisiana Slave Code (Code Noir, or Black Code), 1724 § Excerpts from The South Carolina Slave Code, 1740 § Article I, Section 2 and Article IV, Section 2 of the United States Constitution, 1787 § Excerpts from Dred Scott’s Plea and Chief Justice Roger B. Taney’s Opinion in Dred Scott v. Sandford, 1857 LEARNING OBJECTIVES LO 2.7.A Explain how American law affected the lives and citizenship rights of enslaved and free African Americans between the seventeenth and nineteenth centuries. ESSENTIAL KNOWLEDGE EK 2.7.A.1 Article I and Article IV of the United States Constitution refer to slavery but avoid using the terms “slave” or “slavery.” “Slave” appeared in an early draft but was removed. These terms appear for the first time in the Thirteenth Amendment to the United States Constitution, which abolished slavery. EK 2.7.A.2 Slave codes defined chattel slavery as a race-based, inheritable, lifelong condition and included restrictions on movement, congregation, possessing weapons, and wearing fine fabrics, among other activities. These regulations manifested in enslaving societies throughout the Americas*, including the Code Noir and Código Negro in French and Spanish colonies, respectively. EK 2.7.A.3 Slave codes and other laws hardened the color line in American society by reserving opportunities for upward mobility and protection from enslavement for white people based on their race and by denying opportunities to Black people on the same premise.Slavery and American Law: Slave Codes and Landmark Cases Required Course Content SOURCE § Articles 1–10 from the Louisiana Slave Code (Code Noir, or Black Code), 1724 § Excerpts from The South Carolina Slave Code, 1740 § Article I, Section 2 and Article IV, Section 2 of the United States Constitution, 1787 § Excerpts from Dred Scott’s Plea and Chief Justice Roger B. Taney’s Opinion in Dred Scott v. Sandford, 1857 LEARNING OBJECTIVES LO 2.7.A Explain how American law affected the lives and citizenship rights of enslaved and free African Americans between the seventeenth and nineteenth centuries. ESSENTIAL KNOWLEDGE EK 2.7.A.1 Article I and Article IV of the United States Constitution refer to slavery but avoid using the terms “slave” or “slavery.” “Slave” appeared in an early draft but was removed. These terms appear for the first time in the Thirteenth Amendment to the United States Constitution, which abolished slavery. EK 2.7.A.2 Slave codes defined chattel slavery as a race-based, inheritable, lifelong condition and included restrictions on movement, congregation, possessing weapons, and wearing fine fabrics, among other activities. These regulations manifested in enslaving societies throughout the Americas*, including the Code Noir and Código Negro in French and Spanish colonies, respectively. EK 2.7.A.3 Slave codes and other laws hardened the color line in American society by reserving opportunities for upward mobility and protection from enslavement for white people based on their race and by denying opportunities to Black people on the same premise.TOPIC 2.8 The Social Construction of Race and the Reproduction of Status Required Course Content SOURCES § Laws of Virginia, Act XII, General Assembly, 1662 § “Am I Not a Woman and a Sister?” from The Liberator, 1849 LEARNING OBJECTIVES LO 2.8.A Explain how partus sequitur ventrem affected African American families and informed the emergence of racial taxonomies in the United States. ESSENTIAL KNOWLEDGE EK 2.8.A.1 Partus sequitur ventrem, a seventeenthcentury law, defined a child’s legal status based on the status of their mother and held significant consequences for enslaved African Americans. EK 2.8.A.2 Partus codified hereditary racial slavery in the United States by ensuring that enslaved African American women’s children would inherit their status as property, which invalidated African Americans’ claims to their children. EK 2.8.A.3 Partus was designed to prohibit the mixedrace children of Black women from inheriting the free status of their fathers (the custom in English common law). EK 2.8.A.4 Partus gave male enslavers the right to deny responsibility for the children they fathered with enslaved women (most often through assault) and to commodify enslaved women’s reproductive livesLEARNING OBJECTIVES LO 2.8.B Explain how racial concepts and classifications emerged alongside definitions of status. ESSENTIAL KNOWLEDGE EK 2.8.B.1 Within the discipline of African American Studies, among other fields, the concept of race is considered socially constructed, not based on clear biological distinctions. More genetic difference and variation appear within racial groups than between racial groups. Current biological knowledge does not impute cultural, political, or economic achievement to “races.” Concepts and classifications of racial types emerged in tandem with systems of enslavement and oppression. EK 2.8.B.2 Phenotype (e.g., skin color, hair texture) contributes largely to perceptions of racial identity. During the era of slavery, racial categories were also defined by law, regardless of phenotype. Legal statutes like partus sequitur ventrem defined racial categories and tied them to rights and status (e.g., enslaved, free, citizen) in order to perpetuate slavery over generations. EK 2.8.B.3 In the United States, race classification was determined based on hypodescent. Before the Civil War, states differed on the percentage of ancestry that defined a person as white or Black. In the late nineteenth and twentieth centuries, a practice known as the “one-drop rule” classified a person with any degree of African descent as part of a singular, inferior status. EK 2.8.B.4 Although many African Americans had European or Indigenous ancestry, race classification prohibited them from fully embracing multiracial or multiethnic heritag TOPIC 2.9 Creating African American Culture Required Course Content SOURCES § Cream and Red Appliqued Quilted Bedcover, Circa 1850 § Excerpt from Chapter 6 of My Bondage and My Freedom by Frederick Douglass, 1855 § Storage Jar by David Drake, 1858 § Gospel Performance of “Steal Away to Jesus” by Shirley Caesar and Michelle Williams (video, 0:00–2:00), 2001 § Lyrics to “Steal Away to Jesus,” Mid-Nineteenth Century LEARNING OBJECTIVES LO 2.9.A Describe African American forms of self-expression in art, music, and language that combine influences from diverse African cultures with local sources. ESSENTIAL KNOWLEDGE EK 2.9.A.1 African American creative expression drew upon blended influences from African ancestors, community members, and local European and Indigenous cultures. EK 2.9.A.2 African Americans incorporated African aesthetic influences as they made pottery and established a tradition of quilt-making as a medium of storytelling and memory keeping. EK 2.9.A.3 African Americans drew from varied African and local influences in the construction of instruments such as rattles from gourds, the banjo, and drums in order to recreate instruments similar to those in West Africa. LEARNING OBJECTIVES ESSENTIAL KNOWLEDGE EK 2.9.A.4 Enslaved Africans arrived in the United States with knowledge of both African and European languages. Africans who had participated in long-distance trade were accustomed to developing a lingua franca (or common language) to communicate across languages. Enslaved African Americans continued this practice in the United States and developed creole languages, such as Gullah, which combines elements from West African and European languages. LO 2.9.B Describe ways enslaved African Americans adapted African musical elements from their ancestors and influenced the development of American musical genres. EK 2.9.B.1 Enslaved people adapted Christian hymns they learned and combined rhythmic and performative elements from Africa (e.g., call and response, clapping, improvisation, and syncopation) with biblical themes, creating a distinct American musical genre. This became the foundation of later American musical genres, including gospel and the blues. EK 2.9.B.2 Senegambians and West Central Africans arrived in large numbers in Louisiana, which influenced the development of American blues. American blues contains the same musical system as the fodet, from the Senegambia region. LO 2.9.C Explain the multiple functions and significance of spirituals. EK 2.9.C.1 Musical and faith traditions combined in the United States in the form of spirituals (also called sorrow songs and jubilee songs)—the songs enslaved people sang to articulate their hardships and their hopes. EK 2.9.C.2 African Americans’ religious practices served social, spiritual, and political purposes. Enslaved people used spirituals to resist the dehumanizing conditions and injustice of enslavement, express their creativity, and communicate strategic information, such as warnings, plans to run away, and methods of escape. cLEARNING OBJECTIVES LO 2.9.C Explain the multiple functions and significance of spirituals. ESSENTIAL KNOWLEDGE EK 2.9.C.3 The lyrics of spirituals often had double meanings. These songs used biblical themes of redemption and deliverance to alert enslaved people to opportunities to run away via the Underground Railroad. EK 2.9.C.4 Spirituals reflect African Americans’ African heritage and American identity. They preserve rhythms and performance styles from West Africa and express contemporary experiences in America. TOPIC 2.10 Black Pride, Identity, and the Question of Naming Required Course Content SOURCES § Selections of letters written to newspapers from Call and Response, 1831–1841 (pages 87–89, including letters from various named and anonymous authors that were originally published between 1831 and 1841, including Freedom’s Journal, The Liberator, The Colored American, and the “Minutes of the Fifth Annual Convention for the Improvement of the Free People of Colour in the United States”) LEARNING OBJECTIVES LO 2.10.A Explain how changing demographics and popular debates about African Americans’ identity influenced the terms they used to identify themselves in the nineteenth century and beyond. ESSENTIAL KNOWLEDGE EK 2.10.A.1 After the United States banned international slave trading in 1808, the percentage of African-born people in the African American population declined (despite the importation of enslaved Africans continuing illegally). EK 2.10.A.2 The American Colonization Society was founded during the same era by white leaders seeking to exile the growing free Black population to Africa. In response, many Black people emphasized their American identity by rejecting the term “African,” the most common term for people of African descent in the United States until the late 1820s. EK 2.10.A.3 From the nineteenth century onward, African Americans described themselves through a range of ethnonyms (names of ethnic groups, racial groups, and nationalities), such as AfroAmerican, African American, and Black.TOPIC 2.11 The Stono Rebellion and Fort Mose Required Course Content SOURCE § Letter from Governor of Florida to His Majesty, 1739 § Excerpt from An Account of the Stono Rebellion, 1739 (first paragraph) LEARNING OBJECTIVES LO 2.11.A Explain key effects of the asylum offered by Spanish Florida in the seventeenth and eighteenth centuries. ESSENTIAL KNOWLEDGE EK 2.11.A.1 Founded in Florida in 1565, St. Augustine is the oldest continuously occupied settlement of African American and European origin in the United States. Beginning in the seventeenth century, enslaved refugees escaping Georgia and the Carolinas fled to St. Augustine, seeking asylum in Spanish Florida, which offered freedom to enslaved people who converted to Catholicism. EK 2.11.A.2 In 1738 the governor of Spanish Florida established a fortified settlement under the leadership of Francisco Menéndez, an enslaved Senegambian who fought against the English in the Yamasee War and found refuge in St. Augustine. The settlement, called Fort Mose, was the first sanctioned free Black town in what is now the United States. LEARNING OBJECTIVES LO 2.11.A Explain key effects of the asylum offered by Spanish Florida in the seventeenth and eighteenth centuries. ESSENTIAL KNOWLEDGE EK 2.11.A.3 Spanish Florida offered emancipation to enslaved people fleeing the British colonies, which in part inspired the Stono Rebellion in South Carolina in 1739. Jemmy, an enslaved man from the Angola region, led nearly 100 enslaved African Americans, who set fire to plantations and marched toward sanctuary in Spanish Florida. Many of the enslaved people participating in the Stono Rebellion were from the Kingdom of Kongo (present-day Angola), and they were Portuguese speakers familiar with Catholicism. EK 2.11.A.4 In response to the Stono Rebellion, the British province of South Carolina passed a restrictive slave code in 1740. One month later, British colonial forces invaded Florida, eventually seizing and destroying Fort Mose. TOPIC 2.12 Legacies of the Haitian Revolution Required Course Content SOURCE § The Preliminary Declaration from the Constitution of Haiti, 1805 § Frederick Douglass’s Lecture on Haiti at the Chicago World’s Fair, 1893 § “L’Ouverture,” 1986, “To Preserve Their Freedom,” 1988, and “Strategy,” 1994, from The Life of Toussaint L’Ouverture, a series by Jacob Lawrence LEARNING OBJECTIVES LO 2.12.A Explain the global impacts of the Haitian Revolution. ESSENTIAL KNOWLEDGE EK 2.12.A.1 The Haitian Revolution (1791–1804) was the only uprising of enslaved people that resulted in overturning a colonial, enslaving government. It transformed a European colony (Saint-Domingue) into a Black republic free of slavery (Haiti) and created the second independent nation in the Americas, after the United States. EK 2.12.A.2 The cost France incurred while fighting Haitians prompted Napoleon to sell the Louisiana Territory to the United States. This sale nearly doubled the size of the United States, and the federal government made this land available for the expansion of slavery. EK 2.12.A.3 France lost its most lucrative colony and temporarily abolished slavery (from 1794 to 1802) throughout the empire (e.g., Guadeloupe, Martinique). EK 2.12.A.4 The destruction of the plantation slavery complex in Haiti shifted opportunities in the market for sugar production to the United States, Cuba, and Brazil. C LEARNING OBJECTIVES LO 2.12.A Explain the global impacts of the Haitian Revolution. ESSENTIAL KNOWLEDGE EK 2.12.A.5 The Haitian Revolution brought an influx of white planters and enslaved Black refugees to United States cities like Baltimore, New York, and Philadelphia. This increased anxieties about the spread of slave revolts, contributing to the passage of the Alien and Sedition Acts (1798). EK 2.12.A.6 Haiti’s growth and development was hindered by the requirement to pay reparations to France for approximately 122 years in exchange for France’s recognition of Haiti as a sovereign republic. LO 2.12.B Describe the role of maroons in the Haitian Revolution. EK 2.12.B.1 Afro-descendants who escaped slavery to establish free communities were known as maroons. EK 2.12.B.2 During the Haitian Revolution, maroons disseminated information across disparate groups and organized attacks. Many of the enslaved freedom fighters were former soldiers who were enslaved during civil wars in the Kingdom of Kongo and sent to Haiti. LO 2.12.C Explain the impacts of the Haitian Revolution on African diasporic communities and Black political thought. EK 2.12.C.1 For some African Americans, Haiti’s independence and abolition of slavery highlighted the unfulfilled promises of the American Revolution. EK 2.12.C.2 The Haitian Revolution inspired uprisings in other African diasporic communities, such as the Louisiana Slave Revolt (1811), one of the largest on United States soil, and the Malê Uprising of Muslim slaves (1835), one of the largest revolts in Brazil. EK 2.12.C.3 The legacy of the Haitian Revolution had an enduring impact on Black political thinking, serving as a symbol of Black freedom and sovereignt TOPIC 2.13 Resistance and Revolts in the United States Required Course Content SOURCE § Letter from Thomas Jefferson to Rufus King, 1802 LEARNING OBJECTIVES LO 2.13.A Describe the daily forms of resistance demonstrated by enslaved and free African Americans. ESSENTIAL KNOWLEDGE EK 2.13.A.1 Enslaved people continually resisted their enslavement by slowing work, breaking tools, stealing food, or attempting to run away. EK 2.13.A.2 Daily methods of resistance helped sustain the larger movement toward abolition. EK 2.13.A.3 Religious services and churches became instrumental in galvanizing daily forms of resistance to slavery. They served as multifunctional sites for community gathering, celebration, mourning, sharing information, and, in the North, political organizing. LO 2.13.B Describe the inspirations, goals, and struggles of different revolts and abolitionist organizing led by enslaved and free Afrodescendants throughout the Americas. EK 2.13.B.1 In some areas of the Americas, the transatlantic slave trade led to a concentration of former African soldiers, which aided enslaved communities’ ability to revolt. EK 2.13.B.2 In 1526 Africans enslaved in Santo Domingo (Dominican Republic) were brought to aid Spanish exploration along the South Carolina–Georgia coastline. They led the earliest known slave revolt in what is now United States territory and escaped into nearby Indigenous communities.  LEARNING OBJECTIVES LO 2.13.B Describe the inspirations, goals, and struggles of different revolts and abolitionist organizing led by enslaved and free Afrodescendants throughout the Americas. ESSENTIAL KNOWLEDGE EK 2.13.B.3 Inspired by the Haitian Revolution, Charles Deslondes led up to 500 enslaved people in the largest slave revolt on United States soil, known as the German Coast Uprising, or the Louisiana Revolt of 1811. Deslondes organized support across local plantations and maroon communities (including selfemancipated people from Haiti) and led them on a march toward New Orleans. The revolt was violently suppressed. EK 2.13.B.4 In 1841 Madison Washington, an enslaved cook, led a mutiny aboard the slave brig Creole, which transported enslaved people from Virginia to New Orleans. Washington seized the ship and sailed it to the Bahamas, knowing that the British had ended slavery in the West Indian colonies in 1833. As a result, nearly 130 African Americans gained their freedom in the Bahamas. EK 2.13.B.5 Religion inspired resistance to slavery in the form of rebellions, such as those led by Nat Turner and Denmark Vesey, and the activism of abolitionists like Maria W. Stewart and Henry Highland Garne TOPIC 2.14 Black Organizing in the North: Freedom, Women’s Rights, and Education Required Course Content SOURCES § “Why Sit Here and Die” by Maria W. Stewart, 1832 LEARNING OBJECTIVES LO 2.14.A Explain how free Black people in the North and South organized to support their communities. ESSENTIAL KNOWLEDGE EK 2.14.A.1 Throughout the late eighteenth and early nineteenth centuries, the free Black population grew in the United States. By 1860, free people were 12 percent of the Black population. Although there were more free Black people in the South than in the North, their numbers were small in proportion to the enslaved population. EK 2.14.A.2 The smaller number of free Black people in the North and South built community through institutions that thrived in cities like Philadelphia, New York, and New Orleans. They created mutual-aid societies that funded the growth of Black schools, businesses, and independent churches and supported the work of Black writers and speakers.  LEARNING OBJECTIVES LO 2.14.B Describe the techniques used by Black women activists to advocate for social justice and reform. ESSENTIAL KNOWLEDGE EK 2.14.B.1 In the nineteenth century, Black women activists used speeches and publications to call attention to the need to consider gender and Black women’s experiences in antislavery discussions. EK 2.14.B.2 Maria W. Stewart was the first Black woman to publish a political manifesto and one of the first American women to give a public address. Her advocacy in the 1830s contributed to the first wave of the feminist movement. LO 2.14.C Explain why Black women’s activism is historically and culturally significant. EK 2.14.C.1 Black women activists called attention to the ways that they experienced the intersections of race and gender discrimination. EK 2.14.C.2 Black women activists fought for abolitionism and the rights of women, paving a path for the women’s suffrage movement. EK 2.14.C.3 By highlighting the connections between race, gender, and class in their experiences, Black women’s activism anticipated political debates that remain central to African American politic TOPIC 2.15 Maroon Societies and Autonomous Black Communities Required Course Content SOURCES § Leonard Parkinson, a Captain of the Maroons by Abraham Raimbach, 1796 § The Maroons in Ambush on the Dromilly Estate in the Parish of Trelawney, Jamaica by J. Bourgoin and J. Merigot, 1801 § The Hunted Slaves by Richard Ansdell, 1862 LEARNING OBJECTIVES LO 2.15.A Describe the characteristics of maroon communities and the areas where they emerged across the African diaspora. ESSENTIAL KNOWLEDGE EK 2.15.A.1 Maroon communities emerged throughout the African diaspora, often in remote and hidden environments beyond the purview of enslavers. Some communities lasted for just a few years, while others continued for a full century. EK 2.15.A.2 Maroon communities consisted of selfemancipated people and those born free in the community. They created autonomous spaces where African-based languages and cultural practices blended and flourished, even as maroons faced illness, starvation, and the constant threat of capture. EK 2.15.A.3 African Americans formed maroon communities in areas such as the Great Dismal Swamp (between Virginia and North Carolina) and within Indigenous communities. EK 2.15.A.4 Maroon communities* emerged beyond the United States and were called palenques in Spanish America and quilombos in Brazil. The Quilombo dos Palmares, the largest maroon society in Brazil, lasted nearly 100 years. LEARNING OBJECTIVES LO 2.15.B Describe the purposes of maroon wars throughout the African diaspora. ESSENTIAL KNOWLEDGE EK 2.15.B.1 Maroon leaders and their militias often staged wars (as distinct from slave revolts) against colonial governments to protect their collective freedom and autonomy. Others made treaties with colonial governments that required them to assist in extinguishing slave rebellions. EK 2.15.B.1.i Bayano led a maroon community in wars against the Spanish for several years in Panama in the sixteenth century. EK 2.15.B.1.ii Queen Nanny led maroons in Jamaica in the wars against the English in the eighteenth century. TOPIC 2.16 Diasporic Connections: Slavery and Freedom in Brazil Required Course Content SOURCE § Festival of Our Lady of the Rosary, Rio de Janeiro, Brazil by Carlos Julião, Circa 1770s § Escravo Mina and Escrava Mina by José Christiano de Freitas Henriques Junior, 1864 § Capoeira Players and Musicians on Beach in Salvador da Bahia LEARNING OBJECTIVES LO 2.16.A Describe features of the enslavement of Africans in Brazil. ESSENTIAL KNOWLEDGE EK 2.16.A.1 More enslaved Africans disembarked in Brazil than anywhere else in the Americas. Approximately half of the 10 million Africans who survived the Middle Passage landed in Brazil, where they were forced to labor in various enterprises that waxed and waned over the centuries, such as sugar plantations, gold mines, coffee plantations, cattle ranching, and the production of food and textiles for domestic consumption. EK 2.16.A.2 The massive number of African-born people who arrived in Brazil formed communities that preserved cultural practices. Some of those practices still exist in Brazil, such as capoeira (a martial art developed by enslaved Africans that combines music and call and response singing) and the congada (a celebration of the king of Kongo and Our Lady of the Rosary). continued on next pag LO 2.16.B Explain shifts in the numbers of enslaved Africans in Brazil and the United States during the nineteenth century. ESSENTIAL KNOWLEDGE EK 2.16.B.1 During the nineteenth century in Brazil, the number of enslaved Africans steadily decreased as Brazil’s free Black population grew significantly because of the increased frequency of manumission (release from slavery)—a result of the influence of Iberian laws and the Catholic church. Accordingly, by 1888, when Brazil became the last country in the Americas to abolish slavery, approximately 4 million people in Brazil with African ancestry were already free, and Brazil’s abolition freed the approximately 1.5 million Africans still enslaved at that time. EK 2.16.B.2 Even after the 1808 ban against importing enslaved Africans, the number of enslaved Africans in the United States increased steadily throughout the nineteenth century as children of enslaved people were born into enslavement themselves, such that 4 million Africans remained enslaved in the United States—about 50 percent of all enslaved people in the Americas—by the time of the Emancipation Proclamation TOPIC 2.17 African Americans in Indigenous Territory Required Course Content SOURCE § Diary Entry Recounting the Capture of 41 Black Seminoles by Gen. Thomas Sidney Jesup, 1836 § Abraham, a Black Seminole leader, 1863 § Gopher John, a Black Seminole leader and interpreter, 1863 § Arkansas Petition for Freedmen’s Rights, 1869 LEARNING OBJECTIVES LO 2.17.A Explain how the expansion of slavery in the United States South affected relations between Black and Indigenous people. ESSENTIAL KNOWLEDGE EK 2.17.A.1 Some African American freedom seekers (maroons) found refuge among the Seminoles in Florida and were welcomed as kin. They fought alongside the Seminoles in resistance to relocation during the Second Seminole War from 1835 to 1842. EK 2.17.A.2 Many African Americans were enslaved by peoples of the five large Indigenous nations.* When Indigenous enslavers were forcibly removed from their lands by the federal government during the Trail of Tears, they took the African Americans they had enslaved with them. EK 2.17.A.3 The five large Indigenous nations adopted slave codes, created slave patrols, and assisted in recapturing enslaved Black people who fled for freedom. LEARNING OBJECTIVES LO 2.17.A Explain how the expansion of slavery in the United States South impacted relations between Black and Indigenous people. ESSENTIAL KNOWLEDGE EK 2.17.A.4 Codifying racial slavery within Indigenous communities hardened racial lines. It severed Black–Indigenous kinship ties and eliminated recognition for mixed-race members of Indigenous communities, redefining them as per TOPIC 2.18 Debates About Emigration, Colonization, and Belonging in America Required Course Content SOURCES § “Emigration to Mexico” by “A Colored Female of Philadelphia,” The Liberator, 1832 § Excerpt from The Condition, Elevation, Emigration, and Destiny of the Colored People of the United States, Politically Considered by Martin R. Delany, 1852 § “West India Emancipation” by Frederick Douglass, 1857 LEARNING OBJECTIVES LO 2.18.A Explain how nineteenthcentury emigrationists aimed to achieve the goal of Black freedom and selfdetermination. ESSENTIAL KNOWLEDGE EK 2.18.A.1 With the spread of abolition in Latin America and the Caribbean, African American emigrationists supported building new communities outside the United States as an alternative to the continuation of slavery and racial discrimination, exemplified by the Dred Scott case (1857). EK 2.18.A.2 Emigrationists identified locations in Latin America, the Caribbean, and West Africa as promising areas for relocation because of their large populations of Afro-descendants, shared histories, and advantageous climates. EK 2.18.A.3 Black abolitionists who supported emigration, like Paul Cuffee and Martin R. Delany, embraced Black nationalism, which promoted Black unity, pride, and self-determination. EK 2.18.A.4 Paul Cuffee was the first person to relocate African Americans from the United States to Africa. In 1815 he took 39 African Americans to the British Black settlement of Freetown in Sierra Leone Explain how transatlantic abolitionism influenced antiemigrationists’ political views about the potential for African Americans’ belonging in American society. ESSENTIAL KNOWLEDGE EK 2.18.B.1 Anti-emigrationists believed abolition and racial equality reflected the nation’s ideals and that they would achieve the liberation, political representation, and full integration of African Americans in American society. They saw themselves as having “birthright citizenship.” EK 2.18.B.2 Because of the Fugitive Slave Acts, Frederick Douglass and other formerly enslaved abolitionists were not protected from recapture, even in the North. Many found refuge across the Atlantic in England and Ireland and advocated for United States abolition from there. EK 2.18.B.3 Nineteenth-century anti-emigrationists highlighted the paradox of celebrating nearly a century of American independence while excluding millions from citizenship because of their race and profiting from their exploitation. TOPIC 2.19 Black Political Thought: Radical Resistance Required Course Content SOURCE § Appeal by David Walker, 1829 § “An Address to the Slaves of the United States” by Henry Highland Garnet, 1843 LEARNING OBJECTIVES LO 2.19.A Describe the features of nineteenth-century radical resistance strategies promoted by Black activists to demand change. ESSENTIAL KNOWLEDGE EK 2.19.A.1 Advocates of radical resistance embraced overthrowing slavery through direct action, including revolts and, if necessary, violence to address the daily urgency of living and dying under slavery. EK 2.19.A.2 In the 1830s and 1840s, advocates of radical resistance opposed moral suasion, a strategy that sought to change the status of African Americans in American society through persuasion by appealing to a sense of morality and ethics. EK 2.19.A.3 Advocates of radical resistance leveraged publications that detailed the horrors of slavery to encourage enslaved African Americans to use any tactic, including violence, to achieve their freedom. Antislavery pamphlets were smuggled into the South as a radical resistance tactic. TOPIC 2.20 Race to the Promised Land: Abolitionism and the Underground Railroad Required Course Content SOURCE § Harriet Tubman’s reflection in The Refugee by Benjamin Drew, 1856 (p. 30) § Excerpt from Harriet, the Moses of Her People by Sarah H. Bradford, 1886 (pp. 27–29) LEARNING OBJECTIVES LO 2.20.A Describe the role and scale of the Underground Railroad in providing freedom-seeking routes. ESSENTIAL KNOWLEDGE EK 2.20.A.1 The term “Underground Railroad” refers to a covert network of Black and white abolitionists who provided transportation, shelter, and other resources to help enslaved people fleeing the South resettle in free territories in the United States North, Canada, and Mexico in the nineteenth century. EK 2.20.A.2 An estimated 30,000 African Americans reached freedom through the Underground Railroad during this period. EK 2.20.A.3 Because of the high number of African Americans who fled enslavement, Congress enacted the Fugitive Slave Acts of 1793 and 1850, authorizing local governments to legally kidnap and return escaped refugees to their enslavers. C LO 2.20.B Explain the significance of Harriet Tubman’s contributions to abolitionism and African Americans’ pursuit of freedom. ESSENTIAL KNOWLEDGE EK 2.20.B.1 Harriet Tubman is one of the most well-known conductors of the Underground Railroad. After fleeing enslavement, Tubman returned to the South at least 19 times, leading about 80 enslaved African Americans to freedom. She sang spirituals to alert enslaved people of plans to leave. EK 2.20.B.2 Tubman leveraged her vast geographic knowledge and social network to serve as a spy and nurse for the Union Army during the Civil War. EK 2.20.B.3 During the Combahee River raid, Tubman became the first American woman to lead a major military operation. 

TOPIC 2.21 Legacies of Resistance in African American Art and Photography Required Course Content SOURCE § Photographs of Harriet Tubman Throughout Her Life: Carte-de-Visite Portrait of Harriet Tubman, 1868–1869; Matte Collodion Print of Harriet Tubman, 1871–1876; Albumen Print of Harriet Tubman, Circa 1908 § I Go to Prepare a Place for You by Bisa Butler, 2021 LEARNING OBJECTIVES LO 2.21.A Explain the significance of visual depictions of African American leaders in photography and art during and after the era of slavery. ESSENTIAL KNOWLEDGE EK 2.21.A.1 In the nineteenth century, African American leaders embraced photography, a new technology, to counter stereotypes about Black people by portraying themselves as citizens worthy of dignity, respect, and equal rights. EK 2.21.A.2 Sojourner Truth sold her carte-de-visites to raise money for the abolitionist cause as well as participating in activities such as speaking tours and recruiting Black soldiers to the Union Army. Her photos showcased the centrality of Black women’s leadership in the fight for freedom. EK 2.21.A.3 Frederick Douglass was the most photographed man of the nineteenth century. Photos of formerly enslaved African Americans like Harriet Tubman and Frederick Douglass were especially significant because they demonstrated Black achievement and potential through freedom 

LEARNING OBJECTIVES LO 2.21.A Explain the significance of visual depictions of African American leaders in photography and art during and after the era of slavery. ESSENTIAL KNOWLEDGE EK 2.21.A.4 Many contemporary African American artists build on Black aesthetic traditions to integrate historical, religious, and gender perspectives in representations of African American leaders. Their works preserve the legacy of these leaders’ bravery and resistance TOPIC 2.22 Gender and Resistance in Slave Narratives Required Course Content SOURCE § Excerpt from The History of Mary Prince, a West Indian Slave by Mary Prince, 1831 § Excerpts from Incidents in the Life of a Slave Girl: Written by Herself by Harriet A. Jacobs, 1860 (sections V–VIII, XIV, XXI) LEARNING OBJECTIVES LO 2.22.A Explain how enslaved women used methods of resistance against sexual violence. ESSENTIAL KNOWLEDGE EK 2.22.A.1 Laws against rape did not apply to enslaved African American women. Some African American women resisted sexual abuse and the enslavement of their children through variousmethods,includingfightingtheir attackers, using plants as abortion-inducing drugs, infanticide, and running away with their children when possible. LO 2.22.B Explainhowgenderaffected the genre and themes of slave narratives in the nineteenth century. EK 2.22.B.1 Slavenarrativesdescribedfirsthandaccounts ofsufferingunderslavery,methodsof escape, and ways to acquire literacy, with an emphasis on the humanity of enslaved people to advance the political cause of abolition. EK 2.22.B.2 Narratives by formerly enslaved Black women reflectednineteenth-centurygendernorms. They focused on domestic life, modesty, family, and constant vulnerability to sexual violence and exploitation, whereas narratives by enslaved men emphasized autonomy and manhood LEARNING OBJECTIVES LO 2.22.C Explain the impact of Black women’s enslavement narratives on political movements in the nineteenth century. ESSENTIAL KNOWLEDGE EK 2.22.C.1 In the United States and the Caribbean, Black women’s narratives of their distinct experiences during slavery advanced the causes of abolition and feminist movements in their respective societies TOPIC 2.23 The Civil War and Black Communities Required Course Content SOURCE § Civil War-Era Photographs: Washerwoman for the Union Army in Richmond, VA, 1860s; Photograph of Charles Remond Douglass, Circa 1864 § “The Colored Soldiers” by Paul Laurence Dunbar, 1895 LEARNING OBJECTIVES LO 2.23.A Describe enslaved and free African American men’s and women’s contributions during the United States Civil War. ESSENTIAL KNOWLEDGE EK 2.23.A.1 Thousands of free and enslaved African Americans from the North and South joined theUnionwarefforttoadvancethecausesof abolition and Black citizenship. EK 2.23.A.2 Men participated as soldiers and builders, and women contributed as cooks, nurses, laundresses, and spies. EK 2.23.A.3 EnslavedpeopleintheSouthfledslaveryto jointheUnionwareffort,whilefreeAfrican Americans in the North raised money for formerly enslaved refugees and journeyed southtoestablishschoolsandoffermedical care. EK 2.23.A.4 Of the 200,000 Black men who served in the Civil War, 50,000 were free men from the North and about 150,000 were formerly enslaved men liberated during the Civil War by Union troops and the Emancipation Proclamation. continued o LEARNING OBJECTIVES LO 2.23.B Describe African American soldiers’ motivations for enlisting during the United States Civil War and the inequities they faced. ESSENTIAL KNOWLEDGE EK 2.23.B.1 For many free and enslaved African American men, service in the Union Army demonstrated their view of themselves as United States citizens, despite the inequities they faced. EK 2.23.B.2 Initially excluded from serving in the Civil War, African American men were permitted to join the Union Army when it faced labor shortages; they also served in the Union Navy. They enrolled under unequal conditions (e.g., receiving half the salary of white soldiers) and risked enslavement and death if captured by the Confederate Army. LO 2.23.C Explain how Black soldiers’ serviceaffectedBlack communities during and after the United States Civil War. EK 2.23.C.1 During the war, free Black communities in theNorthsufferedfromanti-Blackviolence initiated by those who opposed Black military service and the possibility of Black citizenship and political equality. Some white workingclass men, largely Irish immigrants, resented beingdraftedtofightintheCivilWarand rioted against Black neighborhoods. EK 2.23.C.2 Black soldiers took immense pride in their role in preserving the Union and in ending slavery, even though after the war they were not immediately celebrated. African American poetry and photographs preserve an archive oftheparticipation,dignity,andsacrificeof Black soldiers and Black communities during the Civil War. TOPIC 2.24 Freedom Days: Commemorating the Ongoing Struggle for Freedom Required Course Content SOURCE § General Order 3, issued by Maj. Gen. Gordon Granger, 1865 § Photographs of Juneteenth celebrations: ◆ Juneteenth Celebration in West Philadelphia, 2019 ◆ Juneteenth Celebration in Louisville, 2021 ◆ Juneteenth Celebration in Galveston, 2021 LEARNING OBJECTIVES LO 2.24.A Describe the events that officiallyendedlegal enslavement in the United States. ESSENTIAL KNOWLEDGE EK 2.24.A.1 The 1863 Emancipation Proclamation, a wartime order, declared freedom for enslaved people held in the Confederate states still at war against the Union. After the Civil War, legal enslavement of African Americans continued in the four border states until the ratificationoftheThirteenthAmendmentin 1865. EK 2.24.A.2 The Thirteenth Amendment secured the permanent abolition of slavery in the United States, except as a punishment for a crime. It freed four million African Americans, nearly a thirdoftheSouth’spopulation,andsignified amonumentalfirststeptowardachieving freedom, justice, and inclusion in the land of their birth. EK 2.24.A.3 The Thirteenth Amendment did not apply to the nearly 10,000 African Americans enslaved by Indigenous nations. The United States government negotiated treaties with these nations to end legal slavery in Indian Territory in 1866, though these treaties did not grant freed men rights as tribal citizens. continued on nextLEARNING OBJECTIVES LO 2.24.B Explain why Juneteenth is historically and culturally significant. ESSENTIAL KNOWLEDGE EK 2.24.B.1 Juneteenth marks the end of slavery in the last state of rebellion—Texas. It commemorates June 19, 1865, the day that enslaved people in Galveston, Texas, were informed that they were free by a Union general’s reading of General Order No. 3. Thisorderwasthefirstdocumenttomention racial equality through “an absolute equality of personal rights and rights of property between former masters and slaves.” EK 2.24.B.2 African American communities have a long history of commemorating local Freedom Days, since the celebration of abolition in New York on July 5, 1827. Juneteenth is one of the many Freedom Days that African American communities have consistently celebrated. Over150yearsafteritsfirstcelebration,it became a federal holiday in 2021. EK 2.24.B.3 The earliest Juneteenth celebrations included singing spirituals and wearing new clothing that symbolized newfound freedom, along with feasting and dancing. At that time, Juneteenth was also called Jubilee Day and Emancipation Day. EK 2.24.B.4 Juneteenth and other Freedom Days commemorate: EK 2.24.B.4.i African Americans’ ancestors’ roles in the struggle to end legal enslavement in the United States EK 2.24.B.4.ii African Americans’ postslavery embrace of a fraught freedom even as they actively engaged in ongoing struggles for equal rights, protections, and opportunities in the United States EK 2.24.B.4.iii African Americans’ commitment to seeking joy and validation among themselves, despite the nation’s belated recognition of this important moment in its own history