Objective: To gauge students general knowledge of Back-to-Africa political thought.
Entry Point A: Teacher should instruct students that they will be exploring a topic with that is no widely discussed. Teacher should then distribute pre-test (see next page) to students and inform them that this pre-test will not be graded, but will be used to help teacher evaluate student knowledge of the content.
Entry Point B: Teacher should encourage students to read some of their responses aloud. After this, teacher should refer to narrative to begin the unit/lesson.
Entry Point C: Teacher should distribute part one of the narrative to students and have them read this section. If time does not permit the class to finish this reading aloud, assign the rest for homework.
Name___ Back-to-Africa Pre-test
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Date_____
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1. Which group, Black or White leaders in America, were the first ones to have public discussions about Blacks going back to Africa?
2. What was the basis for your choice in question number one?
3. In your opinion, Blacks in which part of the United States (North, West or South) would most likely want to leave America and go back to Africa? Explain your answer.
4. What role do you think racism and prejudice played in public discussions about Blacks going back to Africa? Explain your answer.
5. Based upon your current knowledge of American/Black history, if both Black and White leaders agreed that going back to Africa was the best thing for most Blacks during the years 1790 and 1850, would you agree? Explain your answer.
6. Who was Paul Cuffe, and why is he an important part of the Back-to-Africa Debate?
7. Knowing what you do about Thomas Jefferson, how would you say that he felt about Blacks going back to Africa? Explain your answer.