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.
- Have students brainstorm a list of characteristics related to slaves that they gathered from reading the slave accounts. Ask them to consider all aspects of a slaves’ life.
- Present a sample “I am from” poem to the students’ explaining the different sections that are included in their poem. For example: items found around the home, yard, plantation, names of relatives, food they eat, memories they have.
- Explain the format of an “I am from” poem. Have student begin each stanza with “I am from…” and remind them to avoid rhyming in their poems.
5. Have students’ organize their ideas and then draft their poems.
- Ask students’ to share their poems with the class.
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:
- Begin
the lesson by giving students an overview of Harriet Tubman’s
life by reading, The Value of Helping by Ann Donegan
Johnson. Explain where this story takes place by pointing to the state of
- Ask students to think about their knowledge of slavery, Harriet Tubman, and the Underground Railroad. Have them brainstorm ideas and write them down on paper focusing only on these three topics.
- After students have brainstormed a variety of different ideas, ask them to write a letter to Harriet Tubman. Explain that they can ask her any questions that are related to her life, slavery, and the Underground Railroad. In the first part of their letter have them focus on questions they might have for her, followed by their concerns and thoughts on slavery, and then conclude with their appreciation for what she has done for our country.
- Allow them time to read through and correct mistakes in their writing. Then ask any volunteers to share their letters with the class.
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)
- Begin this lesson by explaining to
student’s that they will be taking on the role of a Hope,
Teacher-in-Role:
Emma Douglas
Students-in-Role:
- Begin this simulation experience by
asking students’ to imagine that they are traveling back in time to the
1800’s. The setting for this
experience will be in
- Explain to students that the
following passage describes their first meeting as slave holders for the
Underground Railroad: “It is dark, a little cold and you are shivering,
more from fear than the chill in the air.
You are in the cellar of Emma and Levi Douglas. It is
Emma: “Thank you all for
risking your lives by coming out tonight.
My husband, Levi, could not be here tonight because he is in
- At this time, ask students to introduce themselves by going around the circle and giving their names.
- Explain
to the students’ that as a group they need to make their involvement more
solid in the Underground Railroad.
In order to do this they need to decide on a password phrase to let
the runaway slaves know which houses are safe places on their journey to
- Next, explain to students that it is time to ready their homes for the “parcels” (slaves) that will be coming anytime during the night or day. Explain to them that they will need to prepare secret hiding places, food stashes, clothing, etc. for future travelers on the Underground Railroad.
- Ask students to share with the group what they have done to ready their homes for future visitors.
- After sharing, announce that the first “parcel” delivery will come tonight. All community members should go home, put their candles in the window and wait for a visitor.
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:
- Begin the lesson by explaining the hardships that slaves endured on the Underground Railroad, in order to find freedom.
- Distribute
copies of the
- Each group should begin this activity by drawing out their route to freedom on the given map.
- Explain to students that
we use the distance key to measure certain distances on a map. First we use a ruler or yarn to measure
the given distance, and then use the scale that is given to calculate how
many units of measurement we have found.
- Now have students calculate the distance for their route using
the distance key on the map.
(Measure the distance with yarn and then use the mileage key to add
up the total miles of the route.)
- Next, estimate how long the trek would take. Have students use their skill of number
sense to approximate how long it would take to walk a mile. Explain that they would then multiply
that time with the total miles of the route to find the total number of
hours. Also ask them to add on
minutes or hours that they will need to sleep or rest. Finally, have them add up the total
hours for their journey and find the number of days it will require.
- Ask students to explain why
they chose this certain route. What
barriers were in the way? Was the
terrain too rough? Would you follow
a path or make your own? Is their to much population and traffic on this route,
that would risk being caught?
- Have groups pair up with
another group and share the results that they found. Ask them to explain their reasoning as
to why they chose that particular route.
Then have each group share their plan towards freedom with the
class, including the distance and time for the route, and their reasons
for selecting it. Discuss with the
class which route would be best and why.
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: