Saara+Bonakdar-Cotton 

S- The overseer explains he received a letter of complaint. He talks about a man named Mr. Ruffin who helps after 2 weeks or so. He describes the excess amount of crop. The lice is infesting and damaging the cotton. A child has passed, the corn crops are being harmed by weather, and some packaging has been lost in transit. C- June 1, 1845. Handwritten letter sent after requested by Mr. Cameron. I- The source suggests the cotton is being damaged by lice. It also suggests that Cameron is irritated by the lack of communication from Charles. He gives specifics on days and amount of Ruffin is visiting. M-What did Molly die from? When grass and lice infest the cotton do they have to toss it all? Or do they pick that out as best as possible? Is Mr. Ruffin learning from Charles? Or is Charles learning from Mr. Ruffin? Are Ruffin and Cameron friends? || S- Lewellyn writes to let Cameron know that 2 slaves have died since Ruffin’s departure. One died with congestive fever. The other from cramp colick died before he arrived home. He names the many slaves who are inside and ill. The rust is ruining the cotton. He is still deciding when to begin cotton picking since so many servants are sick.
 * ** Source 1: Charles Lewellyn- 6/ 1/ 1845 **
 * ** Source 2: **** Charles Lewellyn **** 8/1/1845 **

C- August 1, 1845. Handwritten letter to Mr. Cameron.

I- Without the servants cotton is not being kept up with. Rust is damaging the cotton harvest and Charles is starting to worry.

M- How is he saving fodder? How are all these servants being put in the same little house with sicknesses not getting more sick? Does Charles have to wait for others to start his cotton picking. || S-Charles explains his struggles with the cotton he has started to pick, because it is “trashy.” He states he is going to try and stay on track with what he had planned to make even though he has set backs. Names three slaves and gives the number of pounds they have picked. Some slaves are better now and names a few who are not well enough yet. C-Aug. 16, 1845. Handwritten letter. Written to inform plantation owner I-The source suggests the overseer is trying to pick cotton but is struggling. However, he won’t give up. Some slaves are working hard. The letter also gives the reader an idea that the weather conditions play a big role in the plantation and crops. M- Is it normal for the overseer to do most of the picking? What is making the cotton trashy? What sickness are the slaves at the end of the letter suffering from? || S-Charles Lewellyn is the plantation overseer he gives specific numbers of cotton bales saved. He describes the harm the cotton could be in if a storm were to come. He tells him about a few slaves who have been sick and unable to help with work on the land. He ends letting him know when he will write again and that the colder months clothing is almost done.
 * ** Source 3: Charles Lewellyn 8-16, 1845 **
 * ** Source 4: Charles Lewellyn 9/4/1845 **

C- August 4, 1845. Handwritten letter to plantation owner.

I- The letter suggests Lewellyn’s nervousness about the cotton and its condition if it happens to rain. It also suggests that work may seem lower than usual because the few slaves who are ill and unable to work. M-Why will he be writing on the 15th of the class? Can the cotton be picked earlier and set in a safer place so it is less likely it will be ruined from rain? Is medicine unavailable for these slaves because they are slaves or because of expense? || S- Charles is writing in response to Cameron’s letter about the amount of cotton that was expected to be saved and cleaned. He lets him know if he were to pick clean cotton it wouldn’t be valuable. The bales are organized to the best of his ability. Few slaves are still sick.
 * ** Source 5: Charles Lewellyn 9/17/1845 **

C- September 17, 1945. Handwritten letter. I- He is anxious that Cameron is anxious about the cotton saving. He tries to give as much detail as to how many bales can be filled. It also seems he is trying to prove himself when he states he’s done the absolute best he can with the bales.

M-What is bad? Why does he seem to be so anxious? Is there a specific time they have to have all this done? ||
 * **Corroboration**: I really liked the SCIM-C tool. When first reading about it, I thought it would be very complex and perhaps a little repetitive. Now that I have done it myself, I can see the content I read and dissected using SCIM-C and got me thinking critically. I would love to use this in my future classroom. I actually told me CT about SCIM-C and she said she would consider using this in her classroom. I think it would be a great way to introduce research to students for the first time. If I had used SCIM-C with all my research in the past I would’ve had much more use and understood sources with ease. I really liked that our assignment went with original letters. I would like to integrate that into my future lesson. ||