How Did Slavery Impact Our Nation?
Marisa Adams and Mindee Brown
http://www.ket.org/underground/resources/visualarts.htm
Table of Contents
Overview and Rationale
Teacher Background Information
Unit Planning Chart
Organization and Subject Matter Overview
Goals and Objectives
Learning Activities Bank
Assessment
Appendices
Overview and Rationale
Social injustice has affected our society since
the commencement of our nation. It is an
issue that is frequently addressed by citizens of the
No subject in the American past has
incited greater discussion and inflamed more controversy than slavery. From the
arrival of the first Africans at
From this
quote it is evident the impact slavery has had and continues to have on our
nation. Since the beginning of
anti-African American sentiment through our current modern society, slavery
continues to be a controversial and conflicting issue. Slavery affects each individual living within
the
We feel that this theme of slavery closely aligns with the NCSS Standards, which are:
NCSS Strand II:
a) Demonstrate an understanding that different people may describe the
same event, or situation in diverse ways, citing
reasons for the differences in views.
c) Compare and contrast different stories or accounts about past events,
people, places or situations, identifying how they contribute to our
understanding of the past.
f) Use knowledge of facts and concepts drawn from history, along with
elements of historical inquiry, to inform decision-making about and
action-taking on public issues.
In our unit we plan to engage
students in activities, which will help them view the past, present, and future
with multiple perspectives and varying viewpoints. They will connect past experiences of slaves
and understand the impact slavery has had on our society’s views and
values. Overall they will develop the
skills and abilities to become actively involved in their communities by
becoming active, informed citizens.
We also feel that the following
Objectives
Standard 6
Objective 3:
Trace the
development of social and political movements
Standard 11
Objective 2:
Examine the
political divisions of the
Standard 4
Objective 1:
Analyze the role
of leaders in the development of the
Standard 6
Objective 2:
Examine the
reasons for the Civil War (abolition)
Standard 7
Objective 1:
Examine the
development social and political movements
These objectives will help prepare
students in their quest to becoming dedicated citizens to their individual
communities. They will be able to
critically analyze past events and trace the development of slavery as a social
injustice.
This unit will be meaningful to the
lives of students, because it will increase their level of tolerance and
empathy toward those who are different from them. We hope it allows them to think with an open
mind and develop a greater appreciation for diversity.
Teacher Background Information
Beginning in the late 17th
century, African slaves began arriving in the tens of thousands through to the
early 18th century. Slavery came to be
an integral part of the plantation system (especially after the introduction of
the cotton gin in 1793). From the late 18th century to the beginning of the
Civil War, more than a million slaves were moved from the Eastern Seaboard to
the
In the
Even broader questions than
slavery were raised; including the constitutional issue of states’ rights. The two sections became more and more
hostile. The slave laws and the operations of the Underground Railroad all
heightened the tension. The Underground
Railroad consisted of different safe houses, which
were a part of this secret system that aided slaves in their attempt to reach
the North. Free blacks and sympathetic whites would help runaway slaves find
food, shelter, transportation, and guide them on their trek.
Araminta Harriet
Ross was born a slave in
In addition to the
Underground Railroad sporadic armed conflict erupted in
In the victory of the
Republican presidential candidate, Abraham Lincoln(1860),
the South saw a threat to Southern institutions, and the Southern states in an
effort to secure those institutions resorted to secession and formed the
Confederacy. The Civil War followed,
and the victory of the North brought an end to slavery in the
The end of the Civil War did
not completely solve the problem of slavery and resulted in the integration of
former slaves into American life. Easily
identified by the color of their skin, African Americans were subjected to
segregation and other forms of discrimination practiced by most white
Americans.
Unit Planning Chart
How
have the effects of slavery impacted our nation today?
NCSS A)
Demonstrate
an understanding that different people may describe the same event, or situation in diverse ways, citing reasons for
the differences in views. C)
Compare
and contrast different stories or accounts about past events, people, places
or situations, identifying how they contribute to our understanding of the
past. F)
Use
knowledge of facts and concepts drawn from history, along with elements of
historical inquiry, to inform decision-making and action-taking on public
issues. |
|||
Teacher
Resources -Encyclopedia -History
textbooks -Internet |
Student
Literature -Books on slavery -Harriet Tubman and the Underground Railroad -Slave Dancer -Articles
from the viewpoints of slaves |
Oral
Language -role play
perspective of a slave/plantation owners -discussion/debate
what is fair? |
Written
Language -journal entry
of a slave child -resolution
letters to the government |
Social
Studies -What took
place during the slave trade? -How did
Abraham Lincoln help bring our nation out of slavery? -What
happened to slaves on the plantations? -Why were
blacks so badly mistreated? -How do
slavery and racism relate? -What part
did the Underground Railroad play in the freedom of slaves? -What slaves
are in our world today? |
Art -Cotton art -draw
pictures of slave’s homelands -map of
plantation -create
Underground Railroad -Create a
ship |
Music -soul music -talk about
the lyrics of slave songs/how they related to clues along the Underground
Railroad -write a song
about slavery and the time period |
|
Science -cotton
plantation (harvested, grown, geography of land) -health
conditions |
Physical
Education/Movement and Health -what
physical effects did they endure -game |
Math -ratio of
slaves to white -find percent
of whites compared to blacks in the -How many
slaves did they fit on the ships to send over to |
Technology -PowerPoint
presentations about slavery issues -cotton
gin-how it effected the economy -visit the
Underground Railroad websites |
Field
Trips/Guests -descendant
of a slave -history
teacher |
Accommodations
for Learners ESL student - draw
pictures - give time
to translate assignment into English - provide a
tape recording
of a part of the lesson. - write in
their native tongue - pair up
with an English
speaking student |
Assessment - write a
letter - students devise a freedom plan, and teachers evaluates it. - analyze an
“I am from” poem - write song
lyrics - class
participation |
Culminating
Activity/Unit Projects - Power point
presentation on slavery - Make a
poster about a
specific topic related to slavery - write a
letter to their congressman, about their concern for modern day slavery |
Classroom Set Up
Organization and Subject Matter Overview
|
Week 1 |
Week 2 |
Week 3 |
Week 4 |
Topic |
Introduction
to Slavery |
The
Underground Railroad and Harriet Tubman |
The Abolition of Slavery and Abraham
Lincoln |
Modern Day Slavery |
NCSS Standard |
Strand II: a) Demonstrate an understanding that
different people may describe the same event, or situation
in diverse ways, citing reasons for the differences in views. c) Compare and contrast different stories or accounts about past
events, people, places or situations, identifying how they contribute to our
understanding of the past. f) Use knowledge of facts and concepts drawn from history, along with
elements of historical inquiry, to inform decision-making about and
action-taking on public issues. |
|||
|
Standard 6 Objective 3: Trace the
development of social and political movements Standard 11 Objective 2: Examine the
political divisions of the |
Standard 4 Objective 1: Analyze the
role of leaders in the development of the Standard 6 Objective 3: Trace the development
of social and political movements |
Standard 6 Objective 2: Examine the
reasons for the Civil War (abolition) |
Standard 7 Objective 1: Examine the
development social and political movements |
Learning Activities |
Where did
slavery begin? |
Life of
Harriet Tubman |
Persecution
of slaves in the South. |
Division and
segregation in the South. |
What was life
like on plantations? |
Harriet Tubman’s role in the Underground Railroad |
Americans
political views of slavery. |
Key
individuals who fought against slavery, and for their civil rights. |
|
What were the
slave rules and laws they had to follow? |
What was the
Underground Railroad? |
Abraham
Lincoln’s role in the abolition of slavery. |
What are Americans
current views on slavery? Do you think slavery exists today? |
|
The apparent
need of slavery according to the geographic land features. |
What Were the Dimensions of the Underground Railroad? |
Timeline
giving accounts of slavery and how it was abolished. |
Where do you
stand as an American citizen on this issue? |
|
Differing
viewpoints of slaves |
The road to
freedom. |
Laws enacted
in regards to slavery. |
What will you
do to help change and solve this problem? |
Learning Activities Bank
Title of Lesson: From the Viewpoint of a Slave
Teacher: Mindee Brown
Date:
Time Allotted: 45 minutes
Grade Level: 5th
Number of Learners: 25
Unit Theme: What Impact Has Slavery Had on Our Nation?
Standards Met:
Goal: Learners will be able to:
1. Demonstrate
an understanding that different people may describe the same event, or
situation in diverse ways, citing reasons for the differences in views (Strand
II, objective a.)
2. Compare and contrast different stories or
accounts about past events, people, places or situations, identifying how they
contribute to our understanding of the past (Strand II, objective c.)
Objective: Given a variety of different slave
accounts, a sample “I am from” poem, and the format to write an “I am from”
poem, students will be able to identify and trace the development of social and political movements through the eyes
of a slave.
Materials Needed:
- 15-20 accounts of slaves from the website
- format for an “I am from” poem
- an example of an “I am from” poem
- Voices in the Park by Anthony Browne
Motivation: Read the children’s book Voices in the Park by Anthony Browne to the students’. Pause to explain differing perspectives and viewpoints. After reading the book ask students’ to share their perspectives on slavery.
Procedures:
1. Pass out a slave account to each student and ask them to read through it, paying
attention to the characteristics of individual slaves. Have students’ compare and contrast the lives they live to those of slaves.
5. Have students’ organize their ideas and then draft their poems.
Accommodations: (ESL student) Provide shorter slave accounts, so they are easier to read through. Allow student to write a shortened and condensed version of an “I am from” poem, leaving out certain sections if needed.
Closure: Discuss with students why people have different viewpoints. Explain to them that everyone has different experiences in their lives, which allows them to look at life in very diverse ways.
Assessment: Read and evaluate students’ “I am from” poems focusing on their ability to identify and trace the development of slaves’ ideas and perspectives throughout this political movement. Evaluate their perception of a slaves’ life by looking through their list of ideas and reading through their poems.
Extension: Have
students write a personal “I am From” poem about
themselves.
Teacher Reflection:
Title of Lesson: Who is Harriet Tubman?
Teacher: Mindee Brown
Date:
Time Allotted: 30 minutes
Grade Level: 5th
Number of Learners: 25
Unit Theme: What Impact Has Slavery Had on Our Nation?
Standards Met:
Goal: Learners
will be able to compare and
contrast different stories or accounts about past events, people, places or
situations, identifying how they contribute to our understanding of the past
(Strand II, objective c.)
Objectives: Given an introduction to Harriet Tubman, learners will be able to analyze the role of this leader in the development of the
Materials Needed:
-
costume resembling a southern farm girl
-
The Value of Helping by Ann Donegan Johnson
-
Map of the
-
Format for friendly letter writing
- paper
Motivation: I will dress up like a southern farm girl and explain to the students that I helped slaves escape and flee to freedom in the north. I will explain to them that I am under the direction and leadership of a person referred to by some slaves as Moses, but we know her as Harriet Tubman; the conductor of the Underground Railroad. Continue to explain that this woman accomplished a great deal for her people, and expound on her life and accomplishments (referring back to the teacher background information in the unit plan.) Explain to the students that she experienced many hardships and had dangerous encounters when freeing slaves. If she were ever caught in the act of freeing slaves she would have been imprisoned and tried in court for a serious crime. Allow for students questions and comments.
Procedures:
Accommodations: (ESL student) Have student(s) follow the same lesson plan, but write a letter to Harriet Tubman in their native tongue. Then ask them to share their thoughts with you on an individual basis.
Closure: Explain to the students the crucial role that Harriet Tubman played in leading hundreds of blacks to freedom. Let them know that they will be learning more about Harriet Tubman and her life. Explain that they will be able to answer the questions they asked Harriet and be more informed about the impact slavery has had on our nation.
Assessment: I will assess student’s understanding of this topic by reading through
their letters and analyzing their ability to identify the role Harriet Tubman played in the development of the
Extension: Allow students to draw a picture, expressing their thoughts and views
on Harriet Tubman and her role in the Underground
Railroad.
Teacher Reflection:
Title of Lesson: What Did Slaves Experience on the Underground Railroad? (Day One)
Teacher: Mindee Brown
Date:
Time Allotted: 45
minutes
Grade Level: 5th
Number of Learners: 25
Unit Theme: What Impact Has Slavery Had on Our Nation?
Standards Met:
Goal: Learners will be able to:
1. Demonstrate
an understanding that different people may describe the same event, or
situation in diverse
ways, citing reasons for the differences in views (Strand II,
objective a.)
2. Compare and contrast different stories or
accounts about past events, people, places or situations, identifying how they
contribute to our understanding of the past (Strand II, objective c.)
Objectives: Given the simulation experience and
discussion within groups, learners will be able to
1. Identify the role of leaders in the
development of the
2. Effectively work in groups and exchange
ideas.
Materials Needed:
-
a copy of script for the simulation
experience
- candles
- lighter
- CD player
- somber
music
Motivation: Set the mood for this simulated experience
of the Underground Railroad by playing somber music, setting out lighted
candles, and dimming the lights. This
will provide a somber atmosphere that will prepare students for the lesson.
Procedures: (This will be the first part of a two
day lesson plan)
Teacher-in-Role:
Emma Douglas
Students-in-Role:
Emma: “Thank you all for
risking your lives by coming out tonight.
My husband, Levi, could not be here tonight because he is in
Accommodations: (ESL student – Spanish speaking) Before teaching this lesson plan, I will find someone to translate the script into Spanish and record it on tape. Then I will have the student(s) listen to the tape recording so he/she understands what will be taking place.
Closure: Ask students how they felt during the simulation. Listen to their comments and ideas, and discuss how dangerous it was for slaves to escape through the Underground Railroad. Explain to students’ that we will continue this experience tomorrow.
Assessment: During the time students are deciding on their group name and what symbols they will use in their houses, I will walk around assessing students’ participation by documenting their actions with different patterning techniques. I will be assessing their ability to identify different leaders in the development of the Underground Railroad, and the way they interact with their group members.
Extension: If this lesson finishes early, I will have the students participate in a think-pair-share. They will think about their experience on the Underground Railroad, share with their partner what they felt, and then we will open it up for a class discussion about what took place on our journey.
Teacher Reflection:
Adapted from “To Be a Slave” by Debra Melle
Title of Lesson: What Were the Dimensions of the Underground Railroad?
Teacher: Mindee Brown
Date:
Time Allotted: 45
minutes
Grade Level: 5th
Number of Learners: 25
Unit Theme: What Impact Has Slavery Had on Our Nation?
Standards Met:
Goal: Learners will be able to:
1. Demonstrate
an understanding that different people may describe the same event, or
situation in diverse
ways, citing reasons for the differences in views (Strand II,
objective a.)
2. Compare and contrast different stories or
accounts about past events, people, places or situations, identifying how they
contribute to our understanding of the past (Strand II, objective c.)
Objective: Given a map of
1.
Trace the development of the political movement, the Underground
Railroad, by
mapping a route, and calculating the time and
distance to freedom.
2.
Identify the great lengths taken to acquire freedom, and appreciate this
privilege
in their own lives.
Materials Needed:
- maps
of
- yarn for measuring
- background information from the unit plan
- markers to draw their route
- calculators
Motivation: Have students’ take a virtual tour of the Underground Railroad at
http://www.nationalgeographic.com/railroad/j1.html This website will allow them to look through the eyes of a slave as they embark on the treacherous road of the Underground Railroad. This website presents students with questions of whether they want to move forward to freedom or go back to slavery.
Procedures:
Accommodations: (ESL
student) In order to accommodate this student’s needs I would allow them to
draw a picture of their route, and then give a short explanation as to why they
chose it.
Closure: Ask students’
the question, “What lengths would you take to obtain freedom?” Then discuss with the students’, what great
hardships and dangers slaves endured in their pursuit for freedom. Explain that we should be very thankful for
the freedom that we enjoy. Close by
asking each student to share with the class one thing that they are thankful
for in relation to freedom.
Assessment: Evaluate students’ plans for freedom focusing on their ability
to trace the
development of the political movement, the
Underground Railroad, by mapping a
route, and calculating the time and distance
to freedom. Review their results and
findings
documenting their understanding of these
concepts.
Extension: Ask
students’ to choose a different route and perform the same steps (see steps 5,6 and 7) to develop their plan for freedom.
Teacher Reflection:
Title of Lesson: Introduction to Slavery
Teacher: Marisa Adams
Date:
Time Allotted: 1 ˝ hours
Grade Level: 5
Number of Learners: 25
Unit Theme: How Did Slavery Impact Our Nation?
Standard Met: NCSS II C
Goal: Students will compare and contrast different stories or accounts about past events, people, places or situations, identifying how they contribute to our understanding of the past.
Objectives: Standard 6, objective3. Trace the development of social and political movements.
Materials Needed:
-Chart paper
-pictures of people
-picture of slave auction
-
-Blank paper
-Internet access
Motivation:
1. Show clip from website about discrimination. http://www.auburn.edu/pctl/models/EarlyChild/Disc/implement.html
2. Lead discussion about how it would feel to not be able to do things because of the color of your hair, or eyes.
3. Why is this important at all?
Procedure:
1. Make a KWL chart about slavery with the class.
2. Tell them that they will be working in their base groups for the day’s activities.
3. Make each of the different groups a “center”.
4. Explain and model examples from each of the five centers.
5. The centers are as follows:
1. Pictures of people will be in the envelope in the middle of the table
2. Students look at each picture and put it into one of the four categories: slave, slave owner, abolitionist, and free black.
3. Discuss with the group the rationale behind placing the picture in the particular category.
1. Picture of a slave auction in an envelope on the table. (See picture on cover page.)
a. Students
look at the picture of the painting and respond to it using the 4-step
critiquing process. :
b. Describe: Tell exactly
what you see
c. Analyze: Use the
elements/principles to reflect upon the art form
d. Interpret: Consider
the following
-What is the artist
trying to say?
-What caused the artist to say it?
-What is the historical milieu that surrounds the work of
art?
-Why was the work of art created in this particular style?
e. Evaluate: How successful or important is the work of art?
1. Write a letter or a journal entry from the perspective of a slave.
2. Students may choose to write to anyone (ex. Another slave, slave owner, free black, or to us today).
3. Share in groups what you have created.
1. Have copies of the handout “Savannah Georgia Gazette”, runaway slave advertisements.
2. Each person picks one to read out loud to the group.
3.
Have
students write down a list of ideas in response to the following question:
"What was slavery like for those held in bondage?"
1. Have blank pieces of paper in the middle of the table.
2. Instruct students to divide the paper in half, however they want.
3. On one side of the paper, entitle it “Freedom”, on the other side, label it “Bondage”. (It may be necessary to discuss the meaning of the word “bondage”).
4. Represent both of the words in whatever way they want. This can be done with pictures, words, symbols, or anything else they want.
6. Closure:
a. Talk about what their favorite centers were and why.
b. What did they learn new about slavery?
7. Fill in anything new on the KWL chart
8. Hang up the chart for the duration of the unit.
Accommodations: ESL students: have students pair up with
another student. During the centers
where writing is involved, have the ESL student tell the other student what to
write, or have them collaborate on ideas, and turn in only one paper.
Assessment/Evaluation:
Using differing pattern
techniques walk around while the students are doing the centers, and document
participation.
Extensions:
1. Have the students copy KWL chart on their own paper, or in their journals. Throughout the unit write down new things they learned, or questions that they might have.
Teacher Reflection:
Title of Lesson: Political Boundaries (Day One)
Teacher: Marisa Adams
Date:
Time Allotted: 1 hour
Grade Level: 5
Number of Learners: 25
Unit Theme: How Did Slavery Impact Our Nation?
Standard Met: NCSS II A
Goal: Students will demonstrate an understanding that different people may describe the same event, or situation in diverse ways, citing reasons for the differences in views.
Objectives: Standard 11, Objective 2: Examine the
political divisions of the
Materials Needed:
-Rural perspective paper
-City perspective paper
-Map of agriculture production
Motivation:
1. Split class into two groups
2. Give one group the “rural perspective” and the other group the “city perspective”. Give them ten minutes to read the paragraph out loud and discuss their points.
3. Have them choose a scribe, and write down at least 3 arguments.
4. Move desks to face each other.
5. Have group pick a spokesperson. The spokesperson may hand off the “spokesperson duty” to anyone on his or her side.
6. Have both sides debate their points of view.
Procedure:
1. Transition:
a. Ask some of the following questions and open the floor for discussion.
b. Why did these different sides have such different opinions?
c. Why did where they were living have such an impact on their political opinions?
d. Why would it matter where they lived as to what they believed?
e. What does this have to do with slavery?
2. Show them a map of agriculture production during slave times. (See attached)
3. Ask them to respond to what they notice about the map.
4. Show them the map of the division of the states. (See attached)
5. Ask them what they notice about the two maps that are similar.
6.
Where are most of the crops of
7. What is it about crops that make it so the south needed slaves?
8. Closure: Tell them that they are going to get an assignment, but it’s a very important one.
9. Number the students off, one’s and two’s.
10. Tell them that the one’s are now the northern states, against slavery, abolitionists. The number two’s are now the southern states, protecting their property, and defending their rights.
11.
The assignment:
Go home and research the opinion of the assigned area. Write down at least three arguments about your opinion on slavery. Remember to stay in character to do this. Also make up a new name for yourself, and what you do for a living, what your family life is like, and anything else about your life that you would like to add.
Accommodations: ESL Learners: For their assignment, they
only need to come up with two arguments.
They also have the option of working with another student in their
group.
Assessment/Evaluation: Students will be evaluated on
class participation during group discussions.
Teacher will walk around and tally participation activity.
Extension: Research other political boundaries caused by
natural resources and write about one perspective.
Teacher Reflection:
Teacher Resources:
Map of crop production
http://darkwing.uoregon.edu/~atlas/america/static/map16.html
map of north/south
http://www.ohioundergroundrailroad.org/slavery.htm
Special thanks are due to Henry Burke for creating this
map and for allowing us to post it here.
Title of Lesson: Political Boundaries (Day Two)
Teacher: Marisa Adams
Date:
Time Allotted: 1 hour
Grade Level: 5
Number of Learners: 25
Unit Theme: How Did Slavery Impact Our Nation?
Standard Met: NCSS II A
Goal: Students will demonstrate an understanding that different people may describe the same event, or situation in diverse ways, citing reasons for the differences in views.
Objectives: Standard 11, objective 2: By
participating in a debate about differing political views, students will
examine the political divisions of the
Materials Needed:
-Journals
-Assignments from Day One.
Motivation:
1. Go over the assignment from yesterday.
2. Ask if there were any problems or questions from the day before.
Procedure:
Accommodations: ESL learners: give them time in class to
translate their assignment into English.
Allow them to read their statements during the debate.
Assessment/Evaluation: Learners will be evaluated according to participation during the
debate. Inform students at the beginning
of the lesson that this is how they will be assesses.
Extension: “Switch Sides”: Whichever side they were
assigned to debate on in class, have them write from the perspective of the
other side. If the assignment is in
class, have them physically move to the other teams’ desks.
Teacher Reflection:
Title of Lesson: Slave Music
Teacher: Marisa Adams
Date:
Time Allotted: 1 hour
Grade Level: 5
Number of Learners: 25
Unit Theme: How Did Slavery Impact Our Nation?
Standard Met: NCSS II C
Goal: Students will compare and contrast different stories or accounts about past events, people, places or situations, identifying how they contribute to our understanding of the past.
Objectives: Standard 6, Objective 3: Trace the development of social and political movements.
Materials Needed:
-Internet access
-“My Country ‘Tis of Thee” song
-Copies of Lyrics to “Steal Away”(25)
-Transparency of quote from website
Motivation:
1. Play “My Country ‘Tis of Thee” for the students. Tell them to pay attention to how they feel as they listen to the music and the words.
2. Have them write down lyrics to one of their favorite songs.
3. Ask them why it is their favorite song, and tell them to write that down too.
4. Do a think-pair-share with the group, then the class to those that want to share.
Procedures:
1. Lead into a discussion about slave music. Ask questions such as:
a. Why is music so important to us?
b. Why was music so important to the slaves?
c. What did the music do for them?
d. Why were the lyrics so important?
2. Tell students that you are going to play one of the most famous songs from that time. Tell them to pay particular attention to the feeling and the lyrics.
3. Play “Roll Jordan Roll”. http://www.ket.org/underground/resources/music.htm
4. Share with them Frederick Douglass’ quote:
"They would sing words which to many would seem unmeaning jargon, but which nevertheless, were full of meaning to themselves. I have sometimes thought that the mere hearing of those songs would do more to impress some minds with the horrible character of slavery than the reading of whole volumes of philosophy. I did not, when a slave, understand the deep meaning of those songs. They told a tale of woe which was then altogether beyond my feeble comprehension; they were tones loud, long, and deep; they breathed the prayer and complaint of souls boiling over with the bitterest anguish. Every tone was a testimony against slavery and a prayer to God for deliverance from chains...Slaves sing most when they are most unhappy. The songs of the slave represent the sorrows of his heart; and he is relieved by them, only as an aching heart is relieved by its tears."
5. Ask the students to respond to the song and the quote.
6. Play “Steal Away” (located on the same address as above). This time pass out copies of the lyrics so the students can read along with the song.
7. The lyrics to the song are:
Lyrics to Steal Away
Steal away, steal away, steal away to Jesus!
Steal away, steal away home, I ain't got long to stay
here!
The trumpet sounds within in-a my soul, I ain't got long to stay here
8. Discuss what a “code” is. Why would they have needed to use code? What codes can the students pick out of the songs that they heard?
9. Put transparency of the quote from the website on the overhead, and have one student read it out loud.
10. Quote:
O Canaan was used to refer to the
trip to
11. Closure:
a. Are songs popular with young people today "coded" in any way?
b. Have them discuss in their groups songs that they think might be coded.
c. Each group shares one idea that they have come up with.
Accommodations: ESL Learner: Write song lyrics in their native tongue.
Assessment/Evaluation:
1. Students will be evaluated on participation in the group activities. Teacher will use a chart while walking around.
2. Everyone will turn in their lyrics for their songs, and get credit for participation.
Extension:
1. Have students make up lyrics to a song, or a poem that has a “code”.
Teacher Reflection:
Assessment
Slavery is a vast subject, which
encompasses many different values, viewpoints, and perspectives. As we assess this social and political issue in
social studies we need to be aware of our students’ backgrounds, beliefs, and
experiences. As we come to know and
understand our students we will be able to effectively educate and assess their
abilities.
It is important to implement a
variety of assessment techniques into your teaching. By assessing students’ in various ways and in
diverse settings teachers are able to identify what they need to focus and
improve on.
In this unit plan we have provided
various styles of assessment, which can be found in detail in the learning
activities bank section.
The following are examples and
excerpts from our assessment sections:
Evaluate students’ plans for freedom focusing on their
ability to trace the
development of the political movement, the Underground
Railroad, by mapping a
route, and calculating the time and distance
to freedom. Review their results and
findings
documenting their understanding of these
concepts.
During the time students are deciding on their group name and what symbols they
will use in their houses, I will walk around assessing students’ participation by documenting their actions with different patterning techniques. I will be assessing their ability to identify different leaders in the development of the Underground Railroad, and the way they interact with their group members.
I will assess student’s understanding of this topic by reading through
their letters and analyzing their ability to identify the role Harriet Tubman played in the development of the
Read and evaluate students’ “I am from” poems focusing on their ability to identify and trace the development of slaves’ ideas and perspectives throughout this political movement. Evaluate their perception of a slaves’ life by looking through their list of ideas and reading through their poems.
Using differing pattern techniques walk around while the students are
doing the centers, and document participation.
Students will be evaluated on class
participation during group discussions.
Teacher will walk around and tally participation activity.
Learners will be evaluated according to
participation during the debate. Inform
students at the beginning of the lesson that this is how they will be assesses.
Appendices
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http://americancivilwar.com/women/harriet_tubman.html
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Bial,
Raymond. The Underground Railroad. Houghton Mifflin, 1995.
Bolden, Tony
(edited by). Rites of Passage, Stories About Growing Up by
Black Writers from Around the World.
Haskins, Jim. Get on Board: The Story of the
Underground Railroad. Scholastic
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