Topic: Slavery
Names: Tonya Gingerich
Megan Goldensoph
Learning Goals:
1)Analyze how economics affected the practice of slavery.
2)Identify key people who fought for equal rights in the early 1800’s.
3)Analyze how the issues of states rights and slavery led to conflict among sections of the United States.
4)Identify laws Congress passed regarding slavery and states rights.
Key Concepts/Terms:
Secede
Frederick Douglass
Abolitionist
Underground Railroad
Harriet Tubman
Compromise of 1850
Missouri Compromise
Fugitive Slave Laws
Abraham Lincoln
Cotton production
Dred Scott Decision
Slavery
Standards:
National Council for Social Studies Standards
1)Culture and Cultural Diversity
Social studies programs should include experiences that provide for the study of culture and cultural diversity.
2)Time, Continuity, and Change
Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time.
3)People, Places, and Environments
Social studies programs should include experiences that provide for the study of people, places, and environments.
4)Individual Development and Society
Social studies programs should include experiences that provide for the study of individual development and identity.
5)Individuals, Groups, and Institutions
Social studies programs should include experiences that provide for the study of interactions among individuals, group
6)Power, Authority, and Governance
Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governances, and institutions.
7) Production, Distribution, and Consumption
Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services.
9) Global Connection
Social studies programs should include experiences that provide for the study of global connections and interdependence.
10) Civic Ideals and Practice
Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.
Resources:
Our Nation, Macmillan/McGraw-Hill Unit 6: Slavery and Emancipation
The United States and Canada, Prentice Hall
From Colonies to Country, Joy Hakim
Iowa: Past to Present, Lynn Nielsen and Jeffrey Blaga
The Iowa Heritage, Iowa Public Television
Blacks in America 1791-1861, FlorenceJackson
Eyewitness Books: Civil War, John Stanchack
Atlas of Our Country’s History
Literature:
F is for Freedom / Roni Schotter
Night John /Gary Paulsen
Sarny: A Life Remembered /Gary Paulsen
The People Could Fly / V. Hamilton
The Patchwork Path : AQuilt Map to Freedom / Bettye Stroud
A Good Night for Freedom / Barbara Olenyik
Friend on FreedomRiver / Gloria Whelan
Almost to Freedom / Vaunda Micheaux Nelson
Under the Quilt of Night / Deborah Hopkinson
FreedomRiver / Doreen Rappaport
In the Time of the Drums / Kim L. Siegelson
Barefoot : Escape on the Underground Railroad / Pamela Duncan Edwards
Minty : A Story of Young Harriet Tubman / Alan Schroeder
Journey to Freedom : A Story of the Underground Railroad / Courtni C. Wright
Allen Jay and the Underground Railroad / Marlene Targ Brill
Sweet Clara and the Freedom Quilt / Deborah Hopkinson
Follow the Drinking Gourd / Jeanette Winter
I, Dred Scott/ Shelia P. Moses
Trembling Earth / Kim L. Siegelson
Seaward Born / Lea Wait
Night Journey to Vicksburg / Susan Rowan Masters
Trouble Don't Last / Shelley Pearsall
The Spirit and Gilly Bucket / Maurine F. Dahlberg
Abraham Lincoln : Letters from a Slave Girl / by Andrea Davis Pinkney
The Secret Road / Robert Nordan
John Quincy Adams : Letters from a Southern Planter's Son / by Steven Kroll.
Freedom's Wings : Corey's Diary / by Sharon Dennis Wyeth
Miles' Song / Alice McGill.
Joseph's Choice, 1861 / Bonnie Pryor
Technology:
Title: Lesson 1 (What do we know about slavery?)
Materials: picture of slave market, list of analytical questions, KWL chart
Objectives:
1) TLW analyze a painting of a slave market.
2) TLW generate and record prior knowledge on the topic of slavery using a KWL chart.
Procedures:
1) Split students into small groups of 3-4. Display the painting The Slave Market by Taylor. Discuss what students see in the picture to help generate ideas.
2) Give each group a list of analytical questions for them to discuss and answer together. Have students record their responses.
- Why was the painting made?
- What time period does the painting represent?
- What is the setting of the painting?
- Of whom or of what was it painted?
- Are the first four questions useful in dealing with this particular painting?
- Where can we look for information about the painting and lay out a research plan?
- Why did this painting survive?
- Is the painting a legitimate historical document?
- Does the painting accurately reflect anything about a way of life during some identifiable historical period?
- What uses might have been made of this painting during its initial existence?
3) Come back together as a large group to discuss the group’s ideas.
4) As a large group fill out a KWL chart on the topic of slavery to generate students’ prior knowledge. You will want to discuss the use of certain terms referring to African-Americans in that time period (nigger, negro).
Assessment:
1)Groups’ written responses to questions analyzing the painting.
2)KWL chart.
Title: Lesson 2 (Cotton is King)
Materials: Our Nation, Macmillan/McGraw-Hill (pp. 410-411), T-chart, computer w/ internet access, sample of a cotton plant
Objectives:
1)TLW analyze how economics affected the practice of slavery.
2)TLW identify changes in society resulting from industry and how these changes led to conflict in the U.S.
Procedures:
1) Use pages 410-411 in the text book (Our Nation) to discuss how the cotton industry affected the practice of slavery and the differences between the northern and southern parts of the United States in relation to views on slavery.
2) Use a T-chart to record the differences discussed.
3) Have students visit this website to learn more about the production of cotton.
4) Discuss the following questions: How is cotton grown? How is it harvested? What does it look like? What is it used for? If possible, show students a sample of a cotton plant.
5) Discuss and add to the KWL chart what students have learned in this lesson.
Assessment:
1)T-chart
2)Teacher observation of class discussion
Title: Lesson 3 (Understanding Slavery)
Materials: computer with internet access, KWL chart, sale posters and fliers from
Objectives:
1)TLW begin to understand African life under slavery. (United States History, Era 2 Standard 3C)
Procedures:
1)Discuss what students already know or think they know about slavery. Focus on the daily life of a slave
2)Have students do a quick write about this topic:
Have students imagine what it might be like to be sold away from their families. What might you miss? What might await you? What if you were a slave being sold as property?
3)Show students the slave sale posters and fliers. Discuss the terminology and racist vernacular. Discuss where the may have seen fliers and posters like this before?
4)Have students do another quick write on this topic:
How do these fliers make you feel?
5)Introduce the website and together with the students walk through “Witness a Slave Auction.” This could be done in the classroom or in the computer lab. The kids have the opportunity to play the different roles of individuals at the auction and see ramifications for various choices made. Ask probing questions throughout the activity.
6)Discuss and add to the KWL chart about what students have learned in this lesson.
Assessment:
1)Teacher observation of discussion and attention during web lesson.
2)Quick write journal entries.
Title: Lesson 4 (Understanding Slavery - Treatment of Slaves)
Materials:photographs/pictures of 5-7 artifacts from slavery in the United States, The People Could Fly/ V. Hamilton (actual stories passed down from generation to generation- non-fiction, Letters from the South (a story about a Northern girl who travels south with her brother and is very excited until she witnesses the treatment of slaves – fiction, reflection sheet, “A Day in the Life of a Slave” found at
Objectives:
1)TLW build on their understanding of African life under slavery
Procedure:
1)Show various artifacts and ask students what they believe the artifacts are and what they are used for. Use the artifact questions as a guide. This could be done in small group or as a whole group.
TEACHING WITH HISTORIC ARTIFACTS
1)How were you made? (What is it made of, how was it constructed, where was it made?)
2)How were you used? (Who used his object and when was it used?)
3)What was your environment? (Did it exist in a house, a barn, a school, outside?)
4)Have your related artifacts changed through time? (Are similar objects that we use today changed from when this object was in use? How? Why?)
5)What influenced the way you look? (Why is the object designed the way it is?)
6)What did you mean in your own culture?
7)What do you mean to our culture?
2)Recall the previous lesson’s discussion. Read “A Day in the Life of a Slave” reviewing and discussing the slave codes. How is this different than the life of their owners? One of the codes states that slaves are prohibited from learning to read and write. Discuss how slaves may have passed down information to their children (story telling).
3)Read 2-3 stories from The People Could Fly. Discuss: How is the vocabulary different? What lessons/information was being passed down?
4)Read Letters from the South (found in the multi-copy library). In small groups have students fill out teacher given reflection sheet after reading story.
Assessment:
1)Teacher observation of discussion and interaction during the artifact activity.
2)Collect the reflection sheet from Letters from the South.
Title: Lesson 5 (Opposing Slavery)
Materials:various books on the Underground Railroad, various biographies of runaway or free slaves (Harriet Tubman, Sojourner Truth, Frederick Douglass, etc.), Our Nation – Macmillan/McGraw-Hill, graphic organizers,
Objectives:
1)TLW evaluate the quality of life of African-American slaves
Procedures:
1)Read pp. 412-413 in Our Nation and discuss. When reading page 413 (Biography of Frederick Douglass) analyze and study the timeline reflecting his life.
2)In small groups research the life and accomplishments of Frederick Douglass.
3)Have students create a mural showing the major events of his life. Ask one member of each group to select a part of the mural and prepare an oral presentation.
4)Have kids take the role of a slave on the same plantation as Frederick Douglass. They should write a letter to a friend or relative in the north telling them about their experiences as a slave.
Assessment:
1)Oral presentations and murals on Frederick Douglass’ life.
2)Letter written to friend or relative from slave’s perspective.
Title: Lesson 6 (Underground Railroad)
Materials: Our Nation – Macmillan/McGraw-Hill
Objectives:
1)TLW define the Underground Railroad
2)TLW identify reasons that enslaved people wanted to escape north.
Procedures:
1)Read pp. 404-405 in Our Nation (“The Story of the Underground Railroad” by Gena Gorrell)
2)Have students do a quick write on the following topic:
What was the Underground Railroad? Why were the mother and her child running away? How do you think members of the Underground Railroad helped the escaping slaves?
3)Discuss what students know about the Underground Railroad including Harriet Tubman. Read pp. 418-419 in Our Nation and use questions in teacher’s manual to discuss.
4)Use the following website ssad.bowdoin.edu:9780/projects/flighttofreedom/persona.shtml to have students choose a former slave and simulate a journey on the Underground Railroad.
5)After participating in the simulation, have students share orally or in writing what their experience was like and the emotions/feelings they felt while on their simulated journey.
Assessment:
1)Quick write on Underground Railroad.
2)Underground Railroad simulation presentation.
Title: Lesson 7 (A Nation Divided)
Materials: Teacher provided copies of Missouri Compromise, Compromise of 1850, Kansas-Nebraska Act, and Fugitive Slave Law, Our Nation – Macmillan/McGraw-Hill,
Objectives:
1)TLW identify and analyze key laws passed by Congress regarding slavery and states’ rights.
2)TLW analyze how the issues of states’ rights and slavery led to conflict among sections of the United States.
Procedures:
1)Read pp. 424-425 in Our Nation.
2)Give students a blank map of the United States in 1820. Based on the map on page 425, have students color their map accordingly.
3)Divide students into 4 groups. Each group will be responsible for studying and analyzing one of the four laws discussed in the textbook. Provide each group with a graphic organizer or a list of questions to help them organize their thoughts about each law.
4)Have each group present to the rest of the class what they discovered.
Assessment:
1)Teacher observation of class discussion.
2)Group presentations on assigned law.
Title: Lesson 8 (The Conflict Spreads)
Materials:Our Nation – Macmillan/McGraw-Hill,
Objectives:
1)TLW identify and analyze key laws passed by Congress regarding slavery and states’ rights.
2)TLW analyze how the issues of states’ rights and slavery led to conflict among sections of the United States.
Procedures:
1)Read pp. 427 in Our Nation.
2)Study the Dred Scott case further by reading the Supreme Court’s decision. Discuss these key questions:
- Why did the Supreme Court rule against him?
- What may have happened had they ruled in favor of him?
- How did this further fuel the flames of conflict over states’ rights and slavery?
3) Divide students into two groups, one on each side of the case. Have students groups present their own arguments for or against the decision.
Assessment:
1)Teacher observation of class discussion.
2)Presentation of arguments.
Title: Lesson 9 (A New Party)
Materials:Our Nation – Macmillan/McGraw-Hill, various reading materials on Abraham Lincoln, cause and effect graphic organizer
Objectives:
1) TLW identify and analyze key laws passed by Congress regarding slavery and states’ rights.
2) TLW analyze how the issues of states’ rights and slavery led to conflict among sections of the United States
Procedures:
1)Read pp. 426-429 in Our Nation. Discuss.
2)Have students fill out a cause and effect graphic organizer focusing on the text.
Assessment:
1) Teacher observation of class discussion.
2) Graphic organizers.
Final Assessment
Students may demonstrate their learning using one of the following projects.
1)Given the following key terms have students write a narrative about slavery.
Secede
Frederick Douglass
Abolitionist
Underground Railroad
Harriet Tubman
Compromise of 1850
Missouri Compromise
Fugitive Slave Laws
Abraham Lincoln
Cotton production
Dred Scott Decision
Slavery
2)Students create a picture timeline of slavery in America
3) Students reexamine the Slave Market painting from Lesson 1 and answer the questions again.