Meredith Lane 8 th Grade US History: The Civil War SST 309-04
Meredith Lane
8th Grade US History: The Civil War
SST 309-04
MeredithLane,SST309-04,Page2
TableofContents:
Page3:Overview/Rationale/IntroductionPage4:VocabularyWordsPage5:VocabularyLessonPlan:LessonOnePage8:VocabularyLessonPlan:LessonTwoPage10:VocabularyLessonPlan:LessonThreePage12:KUD’sandICan’s:LessonOnePage13:SequenceofInstruction:LessonOnePage15:KUD’sandICan’s:LessonTwoPage17:SequenceofInstruction:LessonTwoPage19:KUD’sandICan’s:LessonThreePage21:SequenceofInstruction:LessonThreePage22:AttachmentA(NewVocabularyWorksheet)Page23:AttachmentB(VocabularyWordList)Page24:AttachmentC(InformationalWritingRubric)Page25:AttachmentD(FollowtheDrinkingGourdlyrics)Page26:AttachmentE(Mini-PresentationChecklist)Page27:AttachmentF(ProjectChoices)Page28:AttachmentG(Anti-SlaveryEssayRubric)Page29:AttachmentH(CartoonAnalysisGuide)Page31:AttachmentI(InternetScavengerHunt)Page32:AttachmentJ(BlacksintheWarvs.SlavesEssayRubric)Page33:WorksCited
MeredithLane,SST309-04,Page3
Overview:Thisisaplanforan8thGradeUShistoryunitaboutslaveryduringTheCivilWar.Morespecifically,studentswillbeabletoexplainthedifferencesbetweenthelivesofslaves,freeblacks,andwhites,thedifferentformsofresistanceandtheeffectofthoseefforts,anddescribetheroleofAfricanAmericansinthewareffort.Usingavarietyofmethodsandactivities,studentswillbetransportedbacktoatimeinwhichAmericaexploitedAfricanAmericans.Rationale:ACivilWarunitisimportantinteachingstudentsaboutoneofthedarkesttimesinAmericanhistory,butonethatcontributedsohighlytotheworldinwhichwelivetoday.Thisunitshedssomelightnotonlyontheslaveownersandtheiractions,buttakesacloserlookattheslaveswhowereoppressedduringthisera,andtheiractionstocombatthis.AunitabouttheseactionspavesthewaytolearningandthinkingmorecriticallyaboutAmerica’snot-so-pastpast,suchastheCivilRightsMovementandtheBlackLivesMattermovementincurrentevents.Introduction:ThefollowingMichiganGradeLevelContentExpectationswillbefocusedonduringthis8thGradeCivilWarunitplan:
• 8-U5.1.1:Explainthedifferencesinthelivesoffreeblacks(includingthosewhoescapedfromslavery)withthelivesoffreewhitesandenslavedpeoples.
• 8-U5.1.5:Describetheresistanceofenslavedpeople(e.g.,NatTurner,HarrietTubmanandtheUndergroundRailroad,JohnBrown,Michigan’sroleintheUndergroundRailroad)andeffectsoftheiractionsbeforeandduringtheCivilWar.
• 8-U5.2.4:DescribetheroleofAfricanAmericansinthewar,includingblacksoldiersandregiments,andtheincreasedresistanceofenslavedpeoples.
ByfocusingonthesespecificGLCE’s,thisunitplanreallyfocusesontheenslavedpeopleduringTheCivilWar,whichisoneofthemostimportantaspectsofthistime.ThisunitplanalsofocusesonafewdifferentlanguageartsstandardsfromtheCommonCore.Studentswillbedoingavarietyofactivities;they’llbeexaminingandcomparingprimarydocuments,locatingandsynthesizinginformationfromvarioustexts,writinglettersfromastandpointofanother,playinganinteractivecomputergame,writingseveralinformationalessays,andresearchingthelifeofafamousabolitionistorresistanceevent.Thevarietyofactivitiesinthislessonkeepsstudentsengagedandinterested,whilestilllearningthematerialthroughvariousdifferentoutlets.
MeredithLane,SST309-04,Page4
Vocabulary:
SlaveryWorkdoneunderharshconditionswithlittleornopay;thestateofbeingunderthecontrolof
another.
CivilWarThewarfoughtfrom1861to1865betweentheNorthandtheSouthstatesofthe
UnitedStates.
UnionTheNorthernstatesoftheUnitedStates,whichremainedunderthe
originalUSgovernment.
ConfederacyGroupofelevenSouthernstatesoftheUnitedStates,whichsucceededfromtheUSgovernmentin1860.
SlaveTradeThebusinessofselling,trading,ortransportingAfricanAmericanslaves.
FreeWhitesPrivileged,educated,andrichmembersofsociety,oftentimesusingtheir
statustoparticipateintheslavetrade.
FreeBlacksOfteneducatedandfairlywealthy,freeblackswerestillnottreatedwithequalrespectasfreewhites.
EnslavedTobemadeaslave;tobeforcedtoworkwithfew
benefits.
UndergroundRailroadSystemcreatedandusedbyabolitioniststoaideinthetransportofenslaved
peopletofreedom.
AbolitionistAnadvocateoftheending
ofslavery.
ManumissionsTheactofreleasingaslave
fromservitude.
ResistanceTheattempttostopor
preventsomethingthroughactions,rebellions,or
arguments.NatTurner
Ablackslavewholedarevoltoffellowslaves,whereheandhis
supporterskillednearlytwo-dozenwhitepeople.
HarrietTubmanAnAfrican-Americanslave,abolitionist,andavidUndergroundRailroad
conductor.
FrederickDouglassAnAfrican-American
escapedslave,abolitionist,andpowerfulwriter.
RegimentsAmilitaryunitconsistingofatleasttwobattalionsandoverseenbyacolonel.
EmancipationProclamation
PresidentAbrahamLincoln’sstatement
confirmingtheabolishingofslavery,changingthelegalstatusof3millionenslavedpeoplesfrom“slave”to“free.”
MilitiaActof1862LegislationbytheUnitedStatesCongressthat
allowedAfrican-Americanstojointhewareffortaslaborersandsoldiers.
MeredithLane,SST309-04,Page5
VocabularyLessonPlans:Thislessonformatwouldbefollowedforeveryvocabularywordintheunit,butforthepurposesofthisconciseunitplan,threewillbehighlightedusingMarzano’sSixStepsbelow.
LessonOne:VocabularyLesson
MaterialsNeeded
Word#1:AbolitionistStepOne:Provideadescription,explanation,orexampleofthenewterm–“teachertalk.”
“Howmanyofyouknowwhatanabolitionistis?Forthoseofyouwhohaven’tyetheardthatwordbefore,let’slookattherootoftheword.Abolition–toabolish,toeliminate,toeradicate.Whatissomethingthatyouwanttoabolishbecauseyouthinkit’simpracticalorharmfultothecommunityorsocietyingeneral?Nochewingguminschool?Youcouldsayyou’reanabolitionistforthatcause.Leavingyourcellphoneinyourlockerduringclass?You’reananti-cellphoneabolitionist.Whatkindofthingsdoyouthinkthepeopleinthe1800’swouldwanttoabolish?”*Studentswillraisehands,answerquestions,andparticipateindiscussion.*“We’regoingtoreadthisarticleaboutabolitionismduringTheCivilWar,andIwantyoutospecificallyfocusonhowtheabolitionistsfoughtfortheircause.Onceyouthinkyouhavethatdown,focusontheconsequencesoftheabolitionists’actions.Didmanypeoplesupportthem?I’mgoingtopassanarticletoeachtablegroupandIwanteachofyoutoreadapassageofthearticlealoud.Discussthosequestionswithyourgroupmembersandpreparesomeanswerstosharewiththerestoftheclass.Makesureyouranswersareinyourownwords–don’tcopyword-for-wordfromthearticle.”*Teacherwillhandoutboth‘DidAbolitionistsCauseTheCivilWar?’articleouttoeachtablegroupof4students,andwritethediscussionquestionsontheboard.*
StepTwo:Askstudentstorestatethedescription,explanation,orexampleintheirownwords.
StudentswillfillouttheNewVocabularyWorksheet
Resources:o Printedcopiesof“Did
AbolitionistsCausetheCivilWar?”article
o NewVocabularyworksheet(attachmentA)
o Whiteboardo Dryerasemarkerso Posterpapero Markers
• Vocabularywordlist(attachmentB)
MeredithLane,SST309-04,Page6
(attachmentA),usingadictionaryifnecessarytofilloutanyoftheboxes.Theseworksheetswillhelpthemlateronwhentheclasscomestogetherforalargervocabularygame.
StepThree:Askstudentstoconstructapicture,symbol,orgraphicrepresentingtheterm.
Studentswillfilloutthe“picture”boxontheNewVocabularyWorksheet(attachmentA).Remindstudentsthatthepictureissupposedtorepresentthedefinitionofthewordanddoesnothavetobeverydetailed,unlessitisgoingtohelpthemremembertheword.
StepFour:Engagingstudentsintheactivitiestohelpaddtotheirknowledgeofthenewterm.
Asaclassroom,thestudentswillfilloutabigconceptmapwithwordsthatdescribe“abolitionist.”TheteacherwilldrawaBubbleMaponapieceofposterpaperwiththevocabularywordinthemiddlebubble.Agroupdiscussionoftheworditselfwillleadstudentsuptowritetheirdescribingwordorphraseontooneoftheconnectingbubbles.Whentheconceptmapiscomplete,itwillbehunguponthewallforstudentstolookatcontinuously.
StepFive:Periodicallyaskstudentstodiscusstermswithoneanother.
StudentswillsharetheiranswersandfindingstotheNewVocabularyWorksheetwiththeirtablepartners.Theteachershouldposeaquestiontotheclasssuchas,“Doesyourdefinitionchangeorstaythesameafterweallcreatedthebubblemaptogether?Didanyofyourclassmateshelpyouunderstandthewordbetter?”
ForALL18VocabularyWords:StepSix:Involvestudentsperiodicallyingamesthatallowthemtoplaywithterms.
TheteacherwillintroduceagamecalledBackWords.Studentswillhaveavocabularyword(attachmentB)tapedtotheirback,whichtheycan’tseeorlookatbeforehand.Theywillgoaroundtheroomandaskyesornoquestionstofigureoutwhattheirwordis.Inordertokeepthestudentsfocusedandefficient,theteachershoulddisplayatimerontheboard,with10or15minutesasthegoaltime.
MeredithLane,SST309-04,Page7
Wordscanbeusedmorethanonceinordertomakeenoughforeachstudent,oranextensiononthegamecouldbetoplacedefinitionsononeperson’sbackandtermsonanotherperson’sback.Thestudentswouldhavetofindtheirpartneronlyaskingyesornoquestionstodetermineiftheymatch.
MeredithLane,SST309-04,Page8
LessonTwo:VocabularyLesson
MaterialsNeeded
Word#2:ManumissionsStepOne:Provideadescription,explanation,orexampleofthenewterm–“teachertalk.”
“FrederickDouglasswasaslavethateventuallyescapedtofreedom.Welearnedthatwhenweweretalkingaboutabolitionists.Forthosethatcouldn’tescape,sometimestheywouldbeletfreebytheirslaveowners.Thatprocessissomethingcalled‘manumissions.’ItwasveryrareandthereweremanyrestrictionsinplaceintheSouthernstatestopreventthis,butitdidhappenfromtimetotime.Someslavesgainedtheirfreedombytheirlastwillandtestamentfromtheirslaveowners,orbydoingaservicefortheirowner.I’mgoingtohaveeachtablereadanarticleaboutaslavewhowasfreedbymanumissions,JehuJones.”*TeacherwillhandoutcopiesoftheJehuJonesarticletogroupsof4students.*
StepTwo:Askstudentstorestatethedescription,explanation,orexampleintheirownwords.
StudentswillfilloutanotherNewVocabularyWorksheet(attachmentA).Theycanbrainstormanddiscusswiththeirclassmates.
StepThree:Askstudentstoconstructapicture,symbol,orgraphicrepresentingtheterm.
StudentswillcompletethispictureintheNewVocabularyWorksheet(attachmentA).
StepFour:Engagingstudentsintheactivitiestohelpaddtotheirknowledgeofthenewterm.
Theteacherwillintroduceanactivityinwhichthestudentswillwritealetterfromonestandpoint:eitherfromsomeonefromtheNorthernstatesurgingtheirfriendinoneoftheSouthernstatestofreetheirslaves,someoneintheSouthernstatesexplainingtheirdecisiontofreetheirslave,orfinallyfromaslavetohisorherslaveowner.Studentswillhavetousetheword“manumission”intheletteratleastonce.
StepFive:Periodicallyaskstudentstodiscusstermswithoneanother.
Resources:o PrintedcopiesofJehuJones
articleo NewVocabularyworksheet
(attachmentA)o Notebookpaper
• Vocabularywordlist(attachmentB)
MeredithLane,SST309-04,Page9
Oncethestudentshavefinishedwritingtheirletters,theywillsharetheirletterswiththeirtablegroups.Theyshouldfocusonwhatpointstheymadeintheletter.
ForALL18VocabularyWords:StepSix:Involvestudentsperiodicallyingamesthatallowthemtoplaywithterms.
TheteacherwillintroduceagamecalledBackWords.Studentswillhaveavocabularyword(attachmentB)tapedtotheirback,whichtheycan’tseeorlookatbeforehand.Theywillgoaroundtheroomandaskyesornoquestionstofigureoutwhattheirwordis.Inordertokeepthestudentsfocusedandefficient,theteachershoulddisplayatimerontheboard,with10or15minutesasthegoaltime.Wordscanbeusedmorethanonceinordertomakeenoughforeachstudent,oranextensiononthegamecouldbetoplacedefinitionsononeperson’sbackandtermsonanotherperson’sback.Thestudentswouldhavetofindtheirpartneronlyaskingyesornoquestionstodetermineiftheymatch.
MeredithLane,SST309-04,Page10
LessonThree:VocabularyLesson
MaterialsNeeded
Word#3:RegimentsStepOne:Provideadescription,explanation,orexampleofthenewterm–“teachertalk.”
“I’mgoingtostartusoutbyplayingashortvideoclipaboutblacksoldiersduringTheCivilWar.You’llheartheword‘regiment’quiteabitthroughoutthevideo,soIwantyoutotrytocomeupwithaworkingdefinitionofthatwordusingthecontextofthevideotohelpyouout.”*Teacherwillplay“FirstblackUnionregimentmarks150yearssincedefiningbattle”videofromCBSNews.*“Nowthatyou’veseenthevideo,haveanyofyoucomeupwithwhatyouthinkisagooddefinitionfor‘regiment?’”*Classwilldiscusstheirgroups’definitions.*
StepTwo:Askstudentstorestatethedescription,explanation,orexampleintheirownwords.
StudentswillfilloutanotherNewVocabularyWorksheet(attachmentA).Theycanbrainstormanddiscusswiththeirclassmates.
StepThree:Askstudentstoconstructapicture,symbol,orgraphicrepresentingtheterm.
StudentswillcompletethispictureintheNewVocabularyWorksheet(attachmentA).
StepFour:Engagingstudentsintheactivitiestohelpaddtotheirknowledgeofthenewterm.
TheteachershouldexplaintothestudentsthatnoteverybodywashappywiththeideaofAfricanAmericansjoiningthewareffort.Toexplorethisidea,studentswilluseaninteractivewebsitetocompareandcontrasttworecruitmentpostersduringthisera.Theywillworkindividuallytofindexplorethesiteandanswerthequestionsposedonthewebsite.
StepFive:Periodicallyaskstudentstodiscusstermswithoneanother.Oncethestudentshavefinishedalloftheanswersonthe
Resources:o “FirstblackUnionregiment
marks150yearssincedefiningbattle”videoclip
o NewVocabularyworksheet(attachmentA)
o Computersortabletso “ComparingCivilWar
RecruitmentPosters”interactivewebsite
• Vocabularywordlist(attachmentB)
MeredithLane,SST309-04,Page11
interactivewebsite,theywillcometogetherwiththeirtablegroupsanddiscusstheanswersthattheyfoundwhencomparingthetwoposters.ForALL18VocabularyWords:StepSix:Involvestudentsperiodicallyingamesthatallowthemtoplaywithterms.
TheteacherwillintroduceagamecalledBackWords.Studentswillhaveavocabularyword(attachmentB)tapedtotheirback,whichtheycan’tseeorlookatbeforehand.Theywillgoaroundtheroomandaskyesornoquestionstofigureoutwhattheirwordis.Inordertokeepthestudentsfocusedandefficient,theteachershoulddisplayatimerontheboard,with10or15minutesasthegoaltime.Wordscanbeusedmorethanonceinordertomakeenoughforeachstudent,oranextensiononthegamecouldbetoplacedefinitionsononeperson’sbackandtermsonanotherperson’sback.Thestudentswouldhavetofindtheirpartneronlyaskingyesornoquestionstodetermineiftheymatch.
MeredithLane,SST309-04,Page12
KUD’sandICan’s:LessonOne
GLCE: 8-U5.1.1:Explainthedifferencesinthelivesoffreeblacks(includingthosewhoescapedfromslavery)withthelivesoffreewhitesandenslavedpeoples.Typeoflearning:knowledge.
Knowledge(K) Understand(U) DO:DemonstrationofLearning(DOL)
Vocabulary ICan
AftertheAmericanRevolution,theNorth(Union)abolishedslavery,whilethesouthernstates(Confederacy)insistedthatslaverywaspartoftheirConstitutionalrights.Anentirelyseparateclassfromwhitesandslaves,freeblackswereofteneducatedandfairlywealthy.Therearemanywaysinwhichaslavecouldbecomeafreeblack–someslavesboughttheirfreedomwiththeirearnings,freerelativeswouldbuytheirfreedom,slaveownerswouldfreetheirownslavesinaprocessreferredtoasmanumissionsorfreedomwasawardedduetoaservice.Therewereslaveswhowerenotactually“free,”butlivedintownsamongotherfreeslavesandkeptalowprofile,orwhotravelledinsecretalongtheUndergroundRailroad.Freewhitesareessentiallywhatwethinkofwhenthinkingaboutwhitepeopleinthistime–theywereprivilegedandoftentimesrichandeducatedandusedtheirstatustoparticipateintheslavetrade.
Studentswillunderstandthatenslavedblackpeopleweretreateddifferentlythanotherpopulationsacrosstheworld.
Givenagraphicorganizer,studentswillcompareandcontrastthelivesoffreewhites,freeblacks,andenslavedpeople.
SlaveryCivilWarUnionConfederacySlavetradeFreewhitesFreeblacksUndergroundRailroadEnslavedManumissions
Icanexplainhowandwhyfreeblacksweretreateddifferentlythanfreewhitesandenslavedpeople.
MeredithLane,SST309-04,Page13
SequenceofInstruction:LessonOne
LessonOne:Step-by-Step
MaterialsNeeded
AnticipatorySet:First,theteacherwillshowascenefromthemovieDjangoUnchained.Thevideoshowsthehowdifferentlyfreeblackswerestilltreatedbyfreewhitesandslaves.TheteacherwillthenprojectapaintingbyAgostinoBrunias,entitledCreoleWomanandServants.Thepaintingshowsafreeblackwoman,awhitewoman,andablackservantservingthemtea.Theteacherwillaskstudentsiftheynoticeanysimilaritiesordifferencesbetweeneachofthethreewomen.Modeling:Theteacherwillbringupsimilarimagesbythesameartistandpointoutwhatcouldbedifferentbetweentheblackwomanandtheslave;thewaythey’redressed,thepigmentoftheirskin,thequalityoftheirclothing,etc.Posediscussionquestionstothestudentssuchas,“whatotherfactorscouldhavecontributedtothiswoman’sfreedom?”Someanswersarethatherslaveownercouldhavefreedher,shecouldhavebeenborntoafreefamily,orshe’seducatedandwealthy.GuidedPractice:StudentswillworkingroupstoexploretheinteractiveAbolitionistMap;theyshouldfocusonfiguringouthowtheattitudeandsubjectsofthedocumentsandmaterialschangeswiththegeographyoftheUnitedStates;morepositiveinfluencesongettingblackstofreedomarefurthernorth,whilebacklashtoabolitionistmovementsweremorefrequentintheSouthernstates.Eachtablegroupwillresearchoneperson,onedocument,andoneeventhighlightedonthemap,andwillpresenttheirfindingstotherestoftheclassinaninformalmini-presentation.Independentpractice:Studentswillwriteadiaryentryofafictionalperson,usingrealhistoricalexamples.Theirpersoncaneitherbeafreewhite,freeblack,oraslave.Intheirdiaryentry,theyshouldincludewhotheyare,whattheirstatusinsocietyis,whatpositiontheyarein,whattheirlifeislike,andwhatisgoingonaroundthem.CheckingforUnderstanding:UsingaDoubleBubbleMap,studentswillcompareandcontrastthelivesoffreewhites,freeblacks,andenslavedpeople.Theywillneedtocreatetwographicorganizerstodothis;oneforcomparingfreewhitesandfreeblacks,andoneforcomparingfreeblacksandenslavedpeople.Sincethereareverylittlecomparisonsbetweenfreewhitesandenslavedpeople,agraphicorganizerforthisrelationshipisnotneeded.Theywillturnthesegraphicorganizersinforcredit,butwillgetthembacktokeepintheir
Resources:• DjangoUnchainedvideoclip• CreoleWomanandServants
painting• Notebookpaper• DoubleBubbleMapgraphic
organizer• Computersortablets• “TheAbolitionistMapof
America”website• InformationalWriting
rubric(attachmentC)
MeredithLane,SST309-04,Page14
notesforstudying.Assessmentideas:Studentswillusetheirknowledgeoffreeblacksandenslavedpeopletowriteashortpaperonthesimilaritiesanddifferencesintheirlives,usingcredibleonlineresources.Arubricwillbeusedtogradetheassignment,andstudentswillgetthisrubricbeforehandsotheyknowexactlywhatisexpectedofthem(attachmentC).
MeredithLane,SST309-04,Page15
KUD’sandICan’s:LessonTwo
GLCE: 8-U5.1.5:Describetheresistanceofenslavedpeople(e.g.,NatTurner,HarrietTubmanandtheUndergroundRailroad,JohnBrown,Michigan’sroleintheUndergroundRailroad)andeffectsoftheiractionsbeforeandduringtheCivilWar.Typeoflearning:knowledge.
Knowledge(K) Understand(U) DO:DemonstrationofLearning(DOL)
Vocabulary ICan
NatTurnerledagroupofslavescarryingfarmequipmentinaresistancemovementagainstslavery,whichkilledatleastfiftywhitepeopleandresultedinover200blackpeoplebeingkilledbywhitemilitiaandmobs.Bornintoslavery,HarrietTubmanescapedfromherslaveowners,thenwentbacktorescueherfamily.TubmanslowlyledsmallgroupsofrelativesandotherslavestofreedomviathenetworkofsafehousesandantislaveryactivistsknownastheUndergroundRailroad.JohnBrownwasawhiteabolitionist(someonewhosupportstheendingofslavery)whobelievedarmeduprisingswerethekeytodefeatingslavery.Hebelievedthatnon-violentmethodstoendslaverywereunsuccessful,soheledmanymovementsandraidsagainstslave
Studentswillunderstandthatresistancemovementsandtheirleadershaveanimpactontheworld.
Studentswillwritearesponsetotheprompt,“HowsuccessfulwereresistancemovementsoftheCivilWar?”andmustusespecificdetailstodefendtheiranswers.
ResistanceNatTurnerHarrietTubmanUndergroundRailroadCivilWarAbolitionistFrederickDouglass
IcanexplainwhyspecificresistanceleadersandtheiractionsimpactedtheCivilWar.
MeredithLane,SST309-04,Page16
ownersandsupporters.DetroitwasoneofthelaststopsforslavesontheUndergroundRailroadbeforefindingfreedominCanada.FrederickDouglasswasthenationalleaderoftheabolitionistmovement.Hewasextremelyintelligentandcontradictedtheideathatblackscouldnotbeeducatedmembersofsociety.
MeredithLane,SST309-04,Page17
SequenceofInstruction:LessonTwo
LessonTwo:Step-by-Step
MaterialsNeeded
AnticipatorySet:Theteacherwillplayasongtitled“FollowtheDrinkingGourd,”andhandoutthelyricsheet(attachmentD).Afterthesongplays,theteacherwillaskthestudentswhattheythinkthe“drinkinggourd”inthesongisreferringto.Ifstudentsdon’tknow,theteacherwillexplainthattheDrinkingGourdisanothernamefortheBigDipperconstellation.Theteacherwillexplainthatsingingsongssuchasthiswasaformofresistance;slavesoftensungsongstokeeptheirmindsoccupiedwhileworkinginharshconditions.Modeling:TheteacherwillreadapassagefromtheslaveresistancechapterofthebookToBeaSlavebyJuliusLesterandTomFeelings.Thisbookusesaccountsfromrealformerslaves,sothebookgivesagoodrepresentationoflifewasreallylikeforslavesduringthistime.Studentsshouldactivelylisten,takenotes,andaskquestionsifneeded.Afterthepassage,theteacherwillaskthestudentswhattheslavesdidtoresisttheirbadsituation;singingsongs,stealingfromslaveowners,doingpoorwork,andpracticingreligion.GuidedPractice:StudentswillplayaNationalGeographiccomputergamecalled“TheUndergroundRailroad:JourneytoFreedom,”wheretheyplaytheroleofaslavewhoisgoingtomaketheirescapetofreedom.Thisgameshowsstudentswhatthestrugglesofaslaveduringthistimewouldbe,thepossiblescenariosthatarunawayslavemightencounter,andtheriskinvolvedwithescapingontheUndergroundRailroad.Aftertheyhaveallfinishedthegame,theteacherwillfacilitateaclassdiscussionaboutthekindsofpeopletheyencountered,whatpathstheychosetotakeandwherethatledthem,andwhetherornottheymadeittofreedom.Independentpractice:Studentswillresearchatopicfromthiseraandcreateaposter,PowerPoint,orbrochureabouttheirpersonortopic.Eachstudentwillchoosefromalistoffamousabolitionists,UndergroundRailroadconductors,orrebellionmovements(attachmentE).Whentheyarefinishedwiththeirposters,theywillgiveashortinformalpresentationtotheirclassmatestoteachthemabouttheirperson.Theywillbegradedbasedonachecklist(attachmentF),whichtheywillreceivebeforetheprojectsothattheywillknowwhatisexpectedofthem.CheckingforUnderstanding:Studentswillcreateafoldableaboutthethreeaspectscoveredinthisexpectation;the
Resources:• “FollowtheDrinkingGourd”
videoclip• “FollowtheDrinkingGourd”
lyricssheet(attachmentD)• ToBeaSlavebook• Computersortablets• “TheUndergroundRailroad:
JourneytoFreedom”game• Listofnotablepeopleand
events(attachmentE)• Posterpaper• PowerPointprogram• Wordprogram• Constructionpaper• Markers• Presentationchecklist
(attachmentF)• Essayrubric(attachmentG)
MeredithLane,SST309-04,Page18
UndergroundRailroad,abolitionists,andslaveresistance.Theywillturnthesefoldablesinforcredit,butwillgetthembacktokeepintheirnotesforstudying.Assessmentideas:Nowthatstudentshaveasolidbackgroundofslaveresistancemovements,abolitionists,andtheUndergroundRailroad,theywillwritearesponsetotheprompt,“Howsuccessfulwereanti-slaveryeffortsduringTheCivilWar?Useatleastfivespecificexamplesfromdifferentresistancemovementsandrebellions,abolitionism,andtheUndergroundRailroadtotransportslavestofreedomtodefendyouranswer.”Theseessayswillbegradedbasedonarubric(attachmentG).
MeredithLane,SST309-04,Page19
KUD’sandICan’s:LessonThree
GLCE: 8-U5.2.4:DescribetheroleofAfricanAmericansinthewar,includingblacksoldiersandregiments,andtheincreasedresistanceofenslavedpeoples.Typeoflearning:knowledge.
Knowledge(K) Understand(U) DO:DemonstrationofLearning(DOL)
Vocabulary ICan
AtthestartoftheCivilWar,blackmenintheUnion(agroupof23freestatesand5borderstatesthatopposedslavery)volunteeredtobesoldiersintheforces,afterthepassingoftheMilitiaAct(legislationallowingslavestoparticipateinthewarassoldiersandlaborers),andafterPresidentLincolnsignedtheEmancipationProclamation(anorderproclaimingthefreedomofslavesintenstates).Thefirstblackregiments–designatedcoloredtroops–didnotreceiveequalpayortreatment,evenintheNorth,andgotharshertreatmentwhencapturedbyConfederatetroops.Blacksalsoservedrolesinreliefeffortssuchasnurses,cooks,spies,scouts,andblacksmiths.Manyresistanceeffortswerepursuedbyenslavedandfreeblacks,oneofwhichbeingNatTurner’s
Studentswillunderstandthatblackpeopleservedmanyrolesinthewareffort.
StudentswillcreateaflowchartfortwoaspectsoftherolesofAfricanAmericansinthewar–blackregimentsandsoldiersandslaveresistance.Foreach,theywillhighlightkeyaspectsofeachandidentifycauseandeffect.
RegimentsResistanceEnslavedEmancipationProclamationMilitiaActof1862
IcanexplainthedifferentrolesthatAfricanAmericanshadduringtheCivilWar.
MeredithLane,SST309-04,Page20
massacre.Moreoftenthanfull-blownrebellionsweresmallactsofresistancelikepoorwork,sabotage,fakingillnesses,orcommittingcrimesliketheft,poisoning,andarson.
MeredithLane,SST309-04,Page21
SequenceofInstruction:LessonThree
LessonThree:Step-by-Step
MaterialsNeeded
AnticipatorySet:First,theteacherwillshowthetrailerfromthemovieGlory.ThisvideogivesagoodoverviewofAfricanAmericansbeingabletofightinTheCivilWar–forfreedomandhonor.Afterthevideo,theteacherwillposeadiscussionaboutvariousrolesthatAfricanAmericansplayedinthewar;weretheysolelyjustsoldiers?Thestudentswillparticipateinthediscussionandofferideasandstandpoints.Modeling:TheteacherwillprojecttheMilitiaActof1862ontheboardandexplaintostudentsthatthiswastheactthatallowedAfricanAmericanstofightinthewar.Theteachershouldspecificallyhighlightsection13,whereitspecificallyoutlinesthatAfricanAmericansmaybeapartofthewareffort.Theteacherwillalsoposeaquestiontostudentssuchas,“DoyouthinkeveryoneapprovedofAfricanAmericansjoiningthewareffort?Whodoyouthinkapproved?Whodoyouthinkdisapproved?”Studentswillparticipateinthisdiscussionandofferideas.GuidedPractice:Studentswillworkingroupstoexploreapoliticalcartoonfromthisera.TheywillusetheCartoonAnalysisGuidefromtheLibraryofCongresstoanalyzethecartoonandanswersomequestionsaboutit(attachmentH).Whenallofthegroupshavefinished,theywillcometogetherasaclassanddiscusstheirfindingsandanalyses.Independentpractice:StudentswillindividuallyinvestigateonlineresourcestolearnmoreaboutthedifferentrolesofAfricanAmericansinthewar.TheywillusePBS’sHistoryDetectivesInternetScavengerHunt(attachmentI).Aftertheyhavefinishedthescavenger,theclasswillcometogetheragaintodiscusswhattheyfoundandwhatotherrolesAfricanAmericansplayedinthewarotherthanjustsoldiers.CheckingforUnderstanding:TakingwhattheyknowabouttherolesofblacksinTheCivilWarandtheresistanceofslaves,thestudentswillcreateaMulti-FlowMapflowchart,focusingoncauseandeffectofgettingAfricanAmericansabletobepartofthewareffort.Theywillturnthesegraphicorganizersinforcredit,butwillgetthembacktokeepintheirnotesforstudying.
Resources:• Gloryvideoclip• TheMilitiaActof1862• CartoonAnalysisGuide
(attachmentH)• InternetScavengerHunt
(attachmentI)• Computersortablets• Multi-FlowMapgraphic
organizer• InformationalWriting
rubric(attachmentC)
Assessmentideas:StudentswillcompareandcontrastthelivesofAfricanAmericansinthewarandenslavedpeople,usingspecificdetailstobackuptheirmainpoints.TheywillbegradedbasedonarubricverysimilartotherubricinLessonTwo(attachmentJ).
MeredithLane,SST309-04,Page22
New Vocabulary Worksheet
Name:_________________________________Date:___________________Hour:_____________
Word Picture
Part of Speech Synonyms Antonyms
In my own words…
Sentence
AttachmentA:
MeredithLane,SST309-04,Page23
Abolitionist
Nat Turner
Frederick Douglass
Harriet Tubman
Regiment
Free Blacks
Free Whites
Militia Act of 1782
Emancipation Proclamation
Resistance
Manumission
Enslaved
Slavery
Underground Railroad
Union
The Civil War
Confederacy
Slave Trade
AttachmentB:
MeredithLane,SST309-04,Page24
Informational Writing Rubric Name:
4 3 2 1
Information All of the information is
clear, accurate, and thorough.
Most of the information is
clear, accurate, and thorough
Information is accurate, but is
not always thorough
Information has several
inaccuracies OR is not clear
Main Ideas, Supports
Every main idea is well supported
with several relevant facts, statistics, or
examples
Every main idea is adequately
supported with several relevant facts, statistics,
or examples
Every main idea is supported with facts,
statistics, or examples, but
the relevance of some is
questionable
Some main ideas are not
supported with facts, statistics,
or examples
Organization -Highly engaging introduction
-Ideas organized in a tight, logical
fashion -Smooth
transitions connect ideas
-Strong conclusion that
summarizes ideas and leaves a
lasting thought
-Engaging introduction -Most ideas
organized in a logical fashion
-Transitions between ideas
-Conclusion summarizes
ideas
-Introduction and closing are
routine or incomplete
-Organization of ideas is not
always clear or logical
-Transitions are repetitive or
omitted
-Introduction and conclusion
are weak or missing
-Somewhat confusion,
and/or may stray from
topic -Ideas are not organized in a logical manner
-Transitions are omitted
Sources More than 4 highly credible
sources
3-4 Sources 3-4 Questionable Sources
0-2 Sources Used
Score for Information: _____/4 Score for Main Ideas and Supports: _____/4 Score for Organization: _____/4 Score for Sources: _____/4 Total Score: _____/16 Comments:
AttachmentC:
MeredithLane,SST309-04,Page25
Follow the Drinking Gourd When the sun comes back and the first quail calls Follow the drinking gourd The old man is a-waitin' for to carry you to freedom Follow the drinking gourd Chorus Follow the drinking gourd, follow the drinking gourd For the old man is a-waitin' to carry you to freedom Follow the drinking gourd The river bank will make a mighty fine road, The dead trees will show you the way And it's left foot, peg foot, traveling on Follow the drinking gourd Chorus The river ends between two hills Follow the drinking gourd There's another river on the other side Follow the drinking gourd Chorus When the great big river meets the little river Follow the drinking gourd For the old man’s a-waitin’ to carry you to freedom Follow the drinking gourd Chorus
http://www.myblues.eu/blog/wp-content/uploads/2011/10/drinking-gourd-met-sterrebeeld.jpg
http://www.thecommunitypicnic.com/wp-content/uploads/2015/01/gourd.jpg
AttachmentD:
MeredithLane,SST309-04,Page26
Mini-Presentation Checklist (15 points) Name: ____ I stated the topic, person, or event I researched.
____ I have all of the following facts about my research topic:
____ Important Dates (i.e. time that my person was alive or relevant,
date(s) of the event, etc.)
____ What this topic/person/event contributed to The Civil War
____ Why this topic/person/event is significant when studying The
Civil War
____ At least 3 interesting facts concerning this topic/person/event
(i.e. was this person a former slave? How many people were killed in
this revolt? What did this person do after The Civil War?)
____ I have a visually appealing presentation.
____ Fonts are easy to read and big enough to see
____ Pictures are big enough and easy to see
____ Pictures pertain to and contribute to the information
____ I have summarized bullet points; sentences aren’t too long
____ I know enough information about this topic/person/event that I can
sufficiently answer questions about it.
____ I spent my classroom time efficiently while working on my
presentation.
____ I gave a thorough presentation and relayed all of the information I
researched.
____ I was respectful during my classmates’ presentations.
AttachmentE:
MeredithLane,SST309-04,Page27
1. Harriet Tubman 2. Frederick Douglass 3. Nat Turner Rebellion 4. John Brown 5. Gabriel’s Conspiracy 6. Stono Rebellion 7. William Lloyd Garrison 8. Lydia Maria Child 9. Henry Ward Beecher 10. Sojourner Truth 11. Wendell Phillips 12. Gerrit Smith 13. Harriet Beecher Stowe 14. David Walker 15. Arthur Tappan 16. William Wells Brown 17. New York Conspiracy of 1741 18. Harper’s Ferry Attack 19. Creole Case 20. Denmark Vesey 21. Susan B. Anthony 22. Julia Ward Howe 23. Martin Delany 24. Lucretia Mott 25. Elizabeth Keckley 26. Levi Coffin 27. Elizabeth Freeman 28. Charlotte Forten Grimké 29. Harriet Ann Jacobs 30. William Still 31. Henry Bibb
AttachmentF:
MeredithLane,SST309-04,Page28
Success of Anti-Slavery Movements Essay (15 points) Name:
15 Points 10 Points 5 Points < 2 Points Specific
Examples The student
gave at least 5 specific
examples.
The student gave at least 4 specific
examples.
The student gave at least 3
specific examples.
The student gave less than 2
specific examples.
Context All examples were correct in
context with the student’s
standpoint.
The examples were mostly
correct in context with the
student’s standpoint.
The examples were mostly incorrect in
context with the student’s
standpoint.
None of the examples given were correct in
context with the student’s
standpoint. Organization The information
in the student’s essay is well organized.
The information in the student’s essay is mostly
organized.
The information in the student’s essay is mostly unorganized.
The information in the student’s
essay is not organized.
Structure The student has included all of the main parts of a structured
essay.
The student has included most
parts of a structured essay.
The student has not included
most parts of a structured
essay.
The student’s essay is not structured.
Standpoint The student has a clear
standpoint on the question.
The student’s standpoint to the
question is mostly clear.
The student’s standpoint on the question is mostly unclear.
The student does not have a clear
standpoint on the question.
Total Points: _________ / 15 Comments:
AttachmentG:
MeredithLane,SST309-04,Page29
Cartoon Analysis Guide Name:
Cartoonists’ Persuasive Techniques
Where do you find them in the cartoon?
Symbolism: Cartoonists use simple objects, or symbols, to stand for larger concepts or ideas. After you identify the symbols in a cartoon, think about what the cartoonist means each symbol to stand for.
Exaggeration: Sometimes cartoonists overdo, or exaggerate, the physical characteristics of people or things in order to make a point. When you study a cartoon, look for any characteristics that seem overdone or overblown. (Facial characteristics and clothing are some of the most commonly exaggerated characteristics.) Then, try to decide what point the cartoonist was trying to make by exaggerating them.
Labeling: Cartoonists often label objects or people to make it clear exactly what they stand for. Watch out for the different labels that appear in a cartoon, and ask yourself why the cartoonist chose to label that particular person or object. Does the label make the meaning of the object more clear?
Analogy: An analogy is a comparison between two unlike things. By comparing a complex issue or situation with a more familiar one, cartoonists can help their readers see it in a different light. After you’ve studied a cartoon for a while, try to decide what the cartoon’s main analogy is. What two situations does the cartoon compare? Once you understand the main analogy, decide if this comparison makes the cartoonist’s point more clear to you.
Irony: Irony is the difference between the ways things are and the way things should be, or the way things are expected to be. Cartoonists often use irony to express their opinion on an issue. When you look at a cartoon, see if you can find any irony in the situation the cartoon depicts. If you can, think about what point the irony might be intended to emphasize. Does the irony help the cartoonist express his or her opinion more effectively?
AttachmentH:
MeredithLane,SST309-04,Page30
What issue is this political cartoon about? What do you think is the cartoonist’s opinion on this issue? What other opinion can you imagine another person having on this issue? Did you find this cartoon persuasive? Why or why not? What other techniques could the cartoonist have used to make this cartoon more persuasive?
AttachmentH:
MeredithLane,SST309-04,Page31
AttachmentI:
MeredithLane,SST309-04,Page32
Blacks in the War vs. Slaves Essay (15 points) Name:
15 Points 10 Points 5 Points < 2 Points Specific
Examples The student
gave at least 5 specific
examples.
The student gave at least 4 specific
examples.
The student gave at least 3
specific examples.
The student gave less than 2
specific examples.
Context All examples were correct in
context with the student’s
standpoint.
The examples were mostly
correct in context with the
student’s standpoint.
The examples were mostly incorrect in
context with the student’s
standpoint.
None of the examples given were correct in
context with the student’s
standpoint. Organization The information
in the student’s essay is well organized.
The information in the student’s essay is mostly
organized.
The information in the student’s essay is mostly unorganized.
The information in the student’s
essay is not organized.
Structure The student has included all of the main parts of a structured
essay.
The student has included most
parts of a structured essay.
The student has not included
most parts of a structured
essay.
The student’s essay is not structured.
Total Points: _________ / 15 Comments:
AttachmentJ:
MeredithLane,SST309-04,Page33
Citations:TheAbolitionSeminar.(n.d.).RetrievedApril24,2016,fromhttp://www.abolitionseminar.org/did-abolitionists-cause-the-civil-war/SouthCarolinaSesquicentennialHistory&Education-Jones,Jehu(ca.1769–1833).(n.d.).RetrievedApril24,2016,fromhttp://sc150civilwar.palmettohistory.org/edu/people/Jones-Jehu.htmJones,JehuSr.(1769-1833)|TheBlackPast:RememberedandReclaimed.(n.d.).RetrievedApril24,2016,fromhttp://www.blackpast.org/aah/jones-jehu-sr-1769-1833Wilson,O.(n.d.).Slavery,Manumission,andFreedom:FreeBlacksinCharlestonbeforetheCivilWar.RetrievedApril24,2016,fromhttp://www.teachingushistory.org/lessons/SlaveryManumissionFreedom.htmThrockmorten,W.(n.d.).VirginiaSlaveLaw:1782ActtoAuthorizetheManumissionofSlaves.RetrievedApril24,2016,fromhttp://gettingjeffersonright.com/1782manumissionlaw/C.(2013).FirstblackUnionregimentmarks150yearssincedefiningbattle.RetrievedApril24,2016,fromhttps://www.youtube.com/watch?v=3ww5ljU3lx4ComparingCivilWarRecruitmentPosters.(n.d.).RetrievedApril24,2016,fromhttp://docsteach.org/activities/21DjangoUnchained.BigDaddyandBettina.Funny.Aboutracism.(2013).RetrievedApril24,2016,fromhttps://www.youtube.com/watch?v=rd7kprBGiVQA.B.(n.d.).CarmenThyssen-BornemiszaCollection.RetrievedApril24,2016,fromhttp://www.museothyssen.org/en/thyssen/ficha_obra/1067Veldman.(n.d.).SlaveryinAmerica.RetrievedApril24,2016,fromhttp://mrveldmansclass.weebly.com/91-slavery-in-america.htmlTheUndergroundRailroad:JourneytoFreedom.(2014).RetrievedApril24,2016,fromhttp://education.nationalgeographic.org/media/underground-railroad-journey-freedom/LessonMaterialsforTeachingAboutSlaveryandtheUndergroundRailroad.(n.d.).RetrievedApril24,2016,fromhttp://score.rims.k12.ca.us/score_lessons/datahi/underground.html
MeredithLane,SST309-04,Page34
FamousAbolitionists.(n.d.).RetrievedApril24,2016,fromhttp://www.biography.com/people/groups/abolitionistsLester,J.(1992).ToBeaSlave.Harmondsworth:PenguinBooks.TheNewJerseyStateMuseumPlanetarium.(1995).FollowtheDrinkingGourdTeacher'sGuide.RetrievedApril24,2016,fromhttp://www.northern-stars.com/Follow_theDrinking_Gourd.pdfLibraryofCongress.(n.d.).CartoonAnalysisGuide.RetrievedApril24,2016,fromhttps://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/political-cartoon/lm_cart_analysis_guide.pdfTheMilitiaActof1862.(n.d.).RetrievedApril24,2016,fromhttp://www.freedmen.umd.edu/milact.htm