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Unit: Slavery in the Americas

Slavery in the Americas

Study of Slavery in the Americas: US History, World History, Economics, Geography

Grade 6

NY State Learning Standards:

Social Studies:SS1 Standard 1 - History of the United States and New YorkStudents will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

SS1.2 Key Idea 2Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.SS1.3 Key Idea 3Study about how the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.SS1.4 Key Idea 4The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.Alternate Level: Key Idea SS1.alt.1Students will study family, neighborhood, community, New York State and United States history, culture, values, beliefs and traditions and the important contribution of individuals and groups.

SS2 Standard 2 - World HistoryStudents will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

SS2.2 Key Idea 2Establishing timeframes, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations

SS3 Standard 3 - GeographyStudents will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.

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SS3.1 Key Idea 1Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.SS3.2 Key Idea 2Geography requires the development and application of the skills of asking and answering geographic questions; analyzing theories of geography; and acquiring, organizing, and analyzing geographic information.Alternate Level: Key Idea SS3.alt.1: Students will study local, state, national and global geography. Geography can be divided into six essential elements: The world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.

SS4 Standard 4 - EconomicsStudents will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms.

SS4.1 Key Idea 1The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economies and economic systems throughout the world.

SS5 Standard 5 - Civics, Citizenship, and GovernmentStudents will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

SS5.4 Key Idea 4The study of civics and citizenship requires the ability to probe ideas and assumptions, ask and answer analytical questions, take a skeptical attitude toward questionable arguments, evaluate evidence, formulate rational conclusions, and develop and refine participatory skills.

English Language Arts:ELA1 Standard 1 - Language for Information and UnderstandingStudents will read, write, listen, and speak for information and understanding.

ELA1.LR1 Key Idea 1Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.ELA1.SW2 Key Idea 2Speaking and writing to acquire and transmit information requires asking probing

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http://nylearns.org/standards/standard_tree.asp?StandardID=12891&lev=ki


and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly

ELA2 Standard 2 - Language for Literary Response and ExpressionStudents will read, write, listen, and speak for literary response and expression.

ELA2.LR1 Key Idea 1Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.

ELA3 Standard 3 - Language for Critical Analysis and EvaluationStudents will read, write, listen, and speak for critical analysis and evaluation.

ELA3.LR1 Key Idea 1Listening and reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the differences in evaluations based on different sets of criteria.ELA3.SW2 Key Idea 2Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgment is based.

ELA4 Standard 4 - Language for Social InteractionStudents will read, write, listen, and speak for social interaction.

ELA4.LS1 Key Idea 1Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.

Science:MST4 Standard 4 - ScienceStudents will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

MST4.LE7 Living Environment- Key Idea 7Human decisions and activities have had a profound impact on the physical and living environment.

Art:ARTS1 Standard 1 - Creating, Performing and Participating in the ArtsStudents will actively engage in the processes that constitute creation and performance in the arts (dance, music, theatre, and visual arts) and participate in various roles in the arts.

ARTS1.VA1 Key Idea 1Students will make works of art that explore different kinds of subject matter, topics, themes, and metaphors. Students will understand and use sensory elements, organizational principles, and expressive images to communicate their

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own ideas in works of art. Students will use a variety of art materials, processes, mediums, and techniques, and use appropriate technologies for creating and exhibiting visual art works.

Educational GoalsAs a result of this unit, students will be able to:

1. Remember newly learned information about slavery in the Americas2. Understand vocabulary related to slavery in the Americas3. Apply newly learned knowledge to illustrate understanding of slave experiences4. Analyze the causes and effects of slavery in the Americas5. Evaluate researched information and make conclusions6. Create a reflective project relating experiences from different historical

perspectives.

Short Term Objectives:Students will be able to:

1. Recall information read or heard about in teacher directed reading or independent research of “Slavery in the Americas”

2. Retell in their own words, the definition of key vocabulary related to “Slavery in the Americas”, such as Middle Passage, Triangular Trade, cotton gin, etc

3. Describe the conditions and situation faced by slaves during enslavement4. Demonstrate the geographic representations of the Triangular Trade and the

Underground Railroad5. Interpret authentic documents and slave narratives to explain what drove some

slaves to run away from the plantation owners and what measures were taken to prevent and control runaway slaves

6. Compare and contrast the various causes and effects of “Slavery in the Americas”

7. Select meaningful information related to “Slavery in the Americas” and give own opinion about historical relevancy in presentation to class

8. Formulate a graphic organizer using main ideas and details to organize information found related to slave experiences

9. Create a reflective project, written, drawn, or performed, relating experiences from various historical perspectives, such as bound slave, runaway slave, slave owner/plantation owner, or Underground Railroad conductor

Materials: Wide range of books for direct teaching and for student research (see Print

Resources) Various internet websites (see Web Resources) Video clips (see Non-print Resources) Digital books (see Print Resources) Music clips (see Non-print Resources) Text to speech software Speech recognition software PowerPoint software

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Tape recorder/Digital recorder Computers Adapted or enlarged keyboard and mouse Graphic organizer Index cards for word wall Construction paper Markers Colored pencils Glue Scissors Large pieces of paper (ie Butcher paper) Pencils Notebook paper

Time:At least 90 minutes per lesson

10 minutes for introduction/review of previous learning 20 minutes for direct instruction 60 minutes for student research/project creation (possibly more) Note: Presentation and assessment may need more time

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Slavery in the AmericasLesson 1

Life As A Slave

Introduction:1. The students have previously studied Native Americans and exploration by other

world cultures and countries. Students should understand that Native Americans were in the Americas first and that explorers from other countries conquered the Americas. Within the “Slavery in the Americas” unit, this lesson should follow lessons on Native Americans as slaves and the switch to Africans as slaves. Students should know terms such as Middle Passage and Triangular Trade and understand the economic profits that plantation owners gained, turning crops into products which in turn allowed them to purchase more slaves.

2. Tell students that they will continue learning about slavery in the Americas. They will continue adding to the word wall of important terms related to slavery. (see Appendix A)

3. To start this lesson, show video clipa. This clip reviews previously learned information and vocabularyb. Provides visuals related to learned information

4. Discuss, as a large group, images and thoughts about slave experiences on the ships and arrival in the Americas

5. Play music clip: “Trouble So Hard” (see Non-print Resources, Appendix U)6. Provide students with song lyrics to read (see Appendix B)7. Discuss, as a large group, student impressions of slave life experiences related

to songa. What are slaves trying to communicate?b. Is the song effective?

Procedures:1. After discussion of the video and song clip, show students the book to be read

aloud: The Old African by Julius Lester (see Print Resources, Appendix S).2. Do a picture walk with students to show them the images.3. Ask about their ideas about slave experiences: being enslaved, what freedom

means4. Give graphic organizer so that students can organize ideas and information

heard as story is reada. provide appropriate organizer based on student ability (see Appendix C

and Appendix D)5. Read the story aloud6. Discuss story, asking questions such as:

a. The Old African helps slaves cope with suffering in their lives. What are some of these ways?

b. Riley, the plantation owner, whips the runaway slave and then states that he is a good man but cannot have slaves running away. Do you agree that Riley is a good man? Why or why not?

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c. Water is discussed frequently in the story. What does water and the ocean represent to the slaves?

d. Do the illustrations add to the story? How?7. Tell students that many African slaves dreamed of freedom and going back to

Africa. Sometime slaves told legends about freedom and going back to Africa. A legend represents beliefs held by the slaves and may include miracles or unseen actions happening.

8. Ask students if they think this story represents a legend or a true story.a. Name some possible unreal occurrences.b. The author uses many similes to help visualize what the Old African sees.

Find other examples of similes in the book.9. Tell students they are going to do some further research on what slave

experiences were like.10. Each student must present information learned about slave life experiences.

The presentations may be done individually or in a small group (as approved by teacher)

11. Students will use a Graphic Organizer as they research, compiling information from the four different perspectives. Students will then choose one perspective to complete the project on. (See Appendix E)

12. Students must fill out Project Planning Guide and discuss proposed research plan with teacher (see Appendix L)

13. Students may choose to: write a slave work song, write a fictional story characterizing enslaved life, write a journal with at least 10 entries from the perspective of a slave write a script to read (Reader’s Theater style) or dramatize illustrating slave

experiences create artistic depiction reflecting enslaved life using any medium design a PowerPoint presentation illustrating aspects of the slave life

experience give oral presentation highlighting slave life characteristics

14. Students will receive evaluation rubric that will be used by the teacher to evaluate finished project so that they know what is expected of them (see Appendix Q and Appendix R)

15. They may use books (see Print Resources, Appendix S): Wake Up Our Souls: A Celebration of African American Artists by Tonya

Bolden The Slave Dancer by Paula Fox A Day of Tears: A Novel in Dialogue by Julius Lester The Old African by Julius Lester Amistad: A Long Road to Freedom by Walter Dean Meyers The Strength of These Arms: Life in the Slave Quarters by Raymond Bial Now Let Me Fly by Delores Johnson A Slave Family (Colonial People) by Bobbie Kalman Slave Life on the Plantation: Prisons Beneath the Sun by Richard Worth

16. They may listen to digital stories (see Non-Print Resources, Appendix U):

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47 by Walter Mosley Chains by Laurie Halse Anderson Elijah of Buxton by Christopher Paul Curtis

17. They may watch videos (see Non-Print Resources, Appendix U): Amistad The History of Slavery in America Slavery and the Making of Modern America

18. They may explore given websites (see Web Resources, Appendix W): BrainPOP: Slavery A Slave on Three Continents: Olaudah Equiano Witness a Slave Auction Historical Census Browser The Atlantic Slave Trade and Slave Life in the Americas: A Visual Record Slavery in America: Narratives/Biographies The African American: A Journey from Slavery to Freedom PBS: Slavery and the Making of Modern America

o Time and Placeo Slave Experience: Living Conditionso Slave Memories

Multiple Means of Representation:Students will have access to the content for this lesson and following activity in numerous ways, including:

Audio song Video clip Graphic Organizer to manage ideas and details Books ranging in reading level from Kindergarten through age 18 Audio books Videos: movie and short narrative clips Websites with audio, pictures, and words

Multiple Means of Engagement:Students will have several ways in which they may become engaged in the lesson, from direct instruction to project completion, including:

Work in groups or independently as desired Write to demonstrate learning Physically perform to demonstrate understanding Discuss with peers or teacher to gain understanding Images as reflection of understanding

Adaptations and Modifications:Several means of assistive technology will be provided to students to aid them in the completion of this project, including:

Text to speech software: allows students to hear printed material; teacher will help convert any text needed to audio as necessary

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Speech recognition software: allows students to orally present material and reflections and printed words will be produced for peer and teacher perusal

Tape recorder/Digital recorder: allows students to record direct teaching material or researched material for replay at a later time

Computers with adapted or enlarged keyboard and mouse: allows students with physical disabilities to participate in full research learning

Art pictures books and visual image websites: allows students at very low reading level access to images that convey slave experience information

Multilevel reading material: allows students to participate and gather information regardless of reading level ability; material is available in print (level Kindergarten through age 18) and on various websites provided

Multilevel Worksheets: all graphic organizers as well as student self evaluation worksheets have high and low ability modifications allowing the teacher to adapt work expected to ability level

Management:Classroom environment will be established to allow students a variety of workspaces. Students can work independently or in small groups, and there is available workspace for both types. Classroom will also have “break” space where students can relax as needed in order to return to productive work. There is plenty of walk space so that the teacher can observe students as they research and complete projects.

Students will be required to complete a Project Planning Guide (see Appendix L) and discuss plans with the teacher. If students are participating in a small group project, roles will be decided: Facilitator, Time Keeper, Recorder, Reporter. Small groups will fill out a group evaluation (see Appendix M) at the completion of the project. This evaluation will provide the student the opportunity to reflect on the group’s work ability, research methods, and presentation value as a reflection of material researched.

Multiple Means of Expression:Students will be encouraged to demonstrate what they have learned and how they feel about it in a variety of ways, including:

Perform song written Written fictional story Written journal Act out skit or dialogue created Art image PowerPoint presentation Oral presentation

Concluding Activity: Presentations will be the culmination of this lesson. Students will be provided

with the opportunity to present information gathered and new understandings of slave life experiences.

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Teacher will make copies of written work or take pictures of visual or performed work and create a class journal that will illustrate all work done. This book/journal will remain in the class for all students to view.

Students will complete peer evaluations of each presentation (See Appendix P) Students will complete self evaluations at the conclusion of the presentation (See

Appendix N and Appendix O) Evaluations will indicate what materials were helpful for students, what methods

of presentation were enjoyed, and will contribute in overall teacher evaluation of student products.

At the conclusion of all presentations, students will have the opportunity to discuss as a whole group any opinions or ask questions related to slave life experiences.

Teacher will assess projects using Teacher Evaluation Rubric (see Appendix Q) with supplementary project evaluation rubric appropriate to student product (see Appendix R).

Teacher criteria in project assessments:o Students should justify their own opinion about historical relevancyo Information must be historically accurateo Students must reflect slave experiences related to:

work expectations hopes, dreams, desires fears family

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Slavery in the AmericasLesson 2

The Underground Railroad

Introduction:8. The students have previously studied Native Americans and exploration by other

world cultures and countries. Students should understand that Native Americans were in the Americas first and that explorers from other countries conquered the Americas. Within the “Slavery in the Americas” unit, this lesson should follow lessons on Native Americans as slaves and the switch to Africans as slaves. It should also be after students understand the causes and effects of bringing slaves to America and what the economic connections and ramifications are. It would be helpful for students to have previously studied slave life experiences, highlighting the desire for freedom and the difficulties experiences being a slave. Students should know terms such as Middle Passage and Triangular Trade

9. To start this lesson, play music clip: “Follow the Drinking Gourd” by H. B. Parks (see Non-print Resources, Appendix U)

10. Provide students with song lyrics to read (see Appendix F)11. Ask students what they think about the lyrics and the meaning of the song. 12. Use an overhead transparency chart to discuss the meaning of the song,

breaking it down line-by-line (see Appendix H)13. If students are struggling with meaning, share explanation key (see Appendix G) 14. Tell students that, as a class, they are going to continue adding to the word wall

of important terms related to slavery. Several terms should already be present on the word wall. (See Appendix A)

Procedures:19. Show video clip: The Function and Methods of the Underground Railroad (see

Non-print Resources, Appendix U)20. This clip highlights what the Underground Railroad was and many of the

important vocabulary.21. Make sure students understand that the “railroad” was not an actual railroad but

rather a term22. Tell students that they are going to complete a “T” graphic organizer, showing

the pros and cons for a slave looking to take the Underground Railroad to freedom

23. Use overhead graphic organizer to brainstorm with students24. Give graphic organizer so that students can complete as well

a. provide appropriate organizer based on student ability (see Appendix I and Appendix J)

25. Allow students to write, draw, or complete on computer as ideas are discussed26. When all students have had the chance to share pros or cons of a slave running

away, tell students they are going to do some further research on what the

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Underground Railroad was and some of the people that were involved, for example: slaves, runaways, slave catchers, and abolitionists or station conductors

27. Each student must present information learned about the Underground Railroad. The presentations may be done individually or in a small group (as approved by teacher)

28. Students will use a Graphic Organizer as they research, compiling information from the four different perspectives. Students will then choose one perspective to complete the project on. (See Appendix K)

29. Student projects can take the perspective of a bound slave who did not take the Underground Railroad, an escaping slave who did take the Underground Railroad, a conductor on the Underground Railroad, or a slave catcher

a. Students may also choose to take the perspective of a plantation owner though the graphic organizer does not include this perspective

30. Students must fill out Project Planning Guide and discuss proposed research plan with teacher (see Appendix L)

31. Students may choose to: write a song write a fictional story characterizing the experiences of the Underground

Railroad from one of the given perspectives, write a journal with at least 10 entries write a script to read (Reader’s Theater style) or dramatize relating a chosen

aspect of the Underground Railroad create a quilt make a map, drawn or modeled, of an Underground Railroad route design a PowerPoint presentation give oral presentation

32. Students will receive evaluation rubric that will be used by the teacher to evaluate finished project so that they know what is expected of them (see Appendix Q and Appendix R)

33. They may use books (see Print Resources, Appendix S): Hidden in Plain View: A Secret Story of Quilts and the Underground Railroad

by Jaqueline L. Tobin Sweet Clara and the Freedom Quilt by Deborah Hopkins The Underground Railroad by Raymond Bial John Brown: One Man Against Slavery by Gwen Everett Bound for the North Star: True Stories of Fugitive Slaves by Dennis Brindell

Fradin Harriet Tubman: A Woman of Courage edited by Time for Kids The Underground Railroad: An Interactive History Adventure by Allison

Lassieur …If You Traveled on the Underground Railroad by Ellen Levine Letters from a Slave Girl: The Story of Harriet Jacobs by Mary E Lyons Aunt Harriet’s Underground Railroad in the Sky by Faith Ringgold Underground Railroad: Authentic Narratives and First-Hand Accounts by

William Still

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The Patchwork Quilt: A Quilt Map to Freedom by Bettye Stroud President of the Underground Railroad: A Story of Levi Coffin by Gwenyth

Swain Dear Austin: Letters from the Underground Railroad by Elvira Woodruff Freedom’s Wings: Corey’s Diary by Sharon Dennis Wyeth

34. They may listen to audio stories (see Non-Print Resources, Appendix U): Harriet Tubman: Conductor on the Underground Railway by Ann Petry The Drinking Gourd book and tape: A Story of the Underground Railroad by

F.N. Monjo35. They may watch videos (see Non-Print Resources, Appendix U):

Roots of Resistance: A Story of the Underground Railroad Freedom: A History of US; Fighting for Freedom

36. They may explore given websites (see Web Resources, Appendix W): BrainPOP: Underground Railroad National Geographic: The Underground Railroad (simulation) Slavery in America: Roads to Freedom (simulation) Slavery in America: Geography The National Parks Service: Aboard the Underground Railroad America’s Stories from America’s Library: Tubman, Conductor of the

Underground Railroad Pathways to Freedom: Maryland and the Underground Railroad (simulation

and information) National Underground Railroad Freedom Center The African American: A Journey from Slavery to Freedom PBS: Slavery and the Making of Modern America

o Slave Memorieso Slave Experiences: Responses to Enslavement

Multiple Means of Representation:Students will have access to the content for this lesson and following activity in numerous ways, including:

Audio song Video clip Graphic Organizer to manage ideas and details Books ranging in reading level from Kindergarten through age 18 Audio books Videos: movie and short narrative clips Websites with audio, pictures, and words

Multiple Means of Engagement:Students will have several ways in which they may become engaged in the lesson, from direct instruction to project completion, including:

Work in groups or independently as desired Write to demonstrate learning Physically perform to demonstrate understanding Discuss with peers or teacher to gain understanding

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Images or models as reflection of understanding

Adaptations and Modifications:Several means of assistive technology will be provided to students to aid them in the completion of this project, including:

Text to speech software: allows students to hear printed material; teacher will help convert any text needed to audio as necessary

Speech recognition software: allows students to orally present material and reflections and printed words will be produced for peer and teacher perusal

Tape recorder/Digital recorder: allows students to record direct teaching material or researched material for replay at a later time

Computers with adapted or enlarged keyboard and mouse: allows students with physical disabilities to participate in full research learning

Art pictures books and visual image websites: allows students at very low reading level access to images that convey Underground Railroad information

Multilevel reading material: allows students to participate and gather information regardless of reading level ability; material is available in print (level Kindergarten through age 18) and on various websites provided

Multilevel Worksheets: all graphic organizers as well as student self evaluation worksheets have high and low ability modifications allowing the teacher to adapt work expected to ability level

Management:Classroom environment will be established to allow students a variety of workspaces. Students can work independently or in small groups, and there is available workspace for both types. Classroom will also have “break” space where students can relax as needed in order to return to productive work. There is plenty of walk space so that the teacher can observe students as they research and complete projects.

Students will be required to complete a Project Planning Guide (see Appendix L) and discuss plans with the teacher. If students are participating in a small group project, roles will be decided: Facilitator, Time Keeper, Recorder, Reporter. Small groups will fill out a group evaluation (see Appendix M) at the completion of the project. This evaluation will provide the student the opportunity to reflect on the group’s work ability, research methods, and presentation value as a reflection of material researched.

Multiple Means of Expression:Students will be encouraged to demonstrate what they have learned and how they feel about it in a variety of ways, including:

Perform song written Written fictional story Written journal Act out skit or dialogue created Art image Map PowerPoint presentation

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Oral presentation

Concluding Activity: Presentations will be the culmination of this lesson. Students will be provided

with the opportunity to present information gathered and new understandings of how the Underground Railroad operated and what kinds of people were involved.

Teacher will make copies of written work or take pictures of visual or performed work and create a class journal that will illustrate all work done. This book/journal will remain in the class for all students to view.

Students will complete peer evaluations of each presentation (see Appendix P) Students will complete self evaluations at the conclusion of the presentation (see

Appendix N and Appendix O) Evaluations will indicate what materials were helpful for students, what methods

of presentation were enjoyed, and will contribute in overall teacher evaluation of student products.

At the conclusion of all presentations, students will have the opportunity to discuss as a whole group any opinions or ask questions related to the Underground Railroad.

Teacher will assess projects using Teacher Evaluation Rubric (see Appendix Q) with supplementary project evaluation rubric appropriate to student product (see Appendix R)

Teacher criteria for projects assessments:o Information must be historically accurateo "Runaway Slaves" must address the reason they are running, and their

plan and hopes.o “Slaves” must address their decision not to run and the reasons for not

doing so.o "Slave Catchers" must address their reasons for hunting down the slaves.o "Underground Railroad Conductors" must explain why they are willing to

risk their lives and livelihood to help slaves get to freedom.

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Slavery in the Americas

Unit Assessment

At the conclusion of the unit, students will be assessed on the unit as a whole, from the arrival of slaves in the Americas to the Civil War era emancipation. Students will be allowed to express understanding and unit mastery in a number of ways. All students will be required to take a Multiple Choice and Short Answer test, but students may choose to take a shortened test in combination with one of the following projects:

1. In a small group, create a board game that represents some aspect of slave experience (from enslavement in the Americas to emancipation). You must include 5 historical facts or events. Have another group of students play the game.

2. In a small group or individually, develop an interactive computer presentation that represents some aspect of slave experience. You must include 5 historical facts or events. Present to the class.

3. Design a mural that visually represents some aspect of slave experience. You must include 5 historical facts or events. Present to the class.

4. Develop a simulation of some aspect of slave experience. You must include 3 historically accurate personas. Have class participate in acting out the simulation.

5. With a small group, engage in a debate outlining the pros and cons of a slave deciding to run away or stay on a plantation. You must include experiential reasons for either decision. Present to the class.

6. In a small group or individually, create a timeline depicting the history of slavery from African enslavement to emancipation. You must include at least 10 events or facts with dates.

Students will be assessed using the Teacher Assessment Rubric (see Appendix Q) with appropriate Project Assessment Rubric (see Appendix R).

Assessment Criteria: Students will understand the chronological progression of the enslavement of

Africans and the institution of slavery in the Americas (ie arrival, enslaved life, Underground Railroad, Emancipation)

Students will express their own opinion about using human labor as an exploited commodity

Students understand the idea of personal freedom and why slavery prohibits freedom

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Underground Railroad a secret network of people who helped runaway slaves escape to freedom

station another name for a safe houseslave catcher a person who earned his living by tracking

escaped slaves, capturing them and returning them to their owners for reward money

safe house a place where runaway slaves could find food and shelter

Big Dipper a group of seven stars that form a bowl with a handle

abolitionist a person who did not believe in slavery and who worked to free slaves

quilt a blanket made from pieces of fabric sewn together, it was sometimes used as a signal that a station was safe

emancipation to free from slaveryDrinking Gourd code name the slaves used for the Big

Dipperpatrollers men on horseback who guarded roads

against escaping slavesConductor a person who provided shelter for

runaways and directed them where to go next

enslaved forced to be a slave.

negro a term used in the eighteenth century to describe an enslaved person of African descent.

slave a person owned as the property of another person

plantation a large farm on which crops are grown

fugitive slave a runaway slave

auction a place where slaves were sold

anti-slavery against slavery

runaway an escaped slave trying to make his or her way to freedom

spirituals religious songs sung by slaves to lift their spirits and relay information

Trouble So Hard

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Chorus:

O Lord, trouble so hard. (2)

Yes, indeed, my trouble is hard. (2)


Don’t nobody know my troubles but God. (2)

Yes, indeed, my trouble’s so hard. (2)


l. Wait and let me tell you what the sister will do:

‘Fo’ your face, she have a love for you,

'Hind your back, scandalize your name,

Jest the same you have to bear the blame.

(Chorus)

2. Wait and let me tell you what your brother will do:

‘Fo’ your face, have a love for you,

'Hind your back, scandalize your name,

Jest the same you have to bear the blame.


Source: Afro-American Spirituals, Work Songs, and Ballads, ed. Alan Lomax (Washington, D.C.: Library of Congress Archive of Folk Song, AFS L3). Sung by Dock and Henry Reed and Vera Hall at Livingston, Alabama, 1937. Recorded by John A, and Ruby T. Lomax and Ruby Pickens Tartt.

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Unit: Slavery in the Americas 18



Slave Life Experiences:Students will use print and electronic resources to complete graphic organizer

Students will fill in additional information during final presentationsWork Hopes Fears Family

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Follow the Drinking GourdParks Lyrics

VERSE 1When the sun come back, When the firs' quail call,Then the time is comeFoller the drinkin' gou'd.

CHORUSFoller the drinkin' gou'd,Foller the drinkin' gou'd;For the ole man say,"Foller the drinkin' gou'd."

VERSE 2The riva's bank am a very good road,The dead trees show the way,Lef' foot, peg foot goin' on,Foller the drinkin' gou'd.

CHORUS

VERSE 3The riva ends a-tween two hills, Foller the drinkin' gou'd; 'Nuther riva on the other side Follers the drinkin' gou'd.

CHORUS

VERSE 4Wha the little riva Meet the grea' big un, The ole man waits--Foller the drinkin' gou'd.

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H.B. Parks Version

LYRICS EXPLANATION

VERSE 1 Taken together, this verse suggests escaping in the spring and heading North to freedom.

When the sun come back, Refers to the winter or spring. The days are getting longer, and the angle of the sun is higher each day at noon.

When the firs' quail call, Refers to the breeding season. Quail in Alabama start calling to each other in early to mid-April.

Then the time is come

Foller the drinkin' gou'd. The "drinkin' gou'd" alludes to the hollowed out gourd used by slaves (and other rural Americans) as a water dipper. Used here it is a code name for the Big Dipper star formation, which points to Polaris, the Pole Star, and North.

CHORUS

Foller the drinkin' gou'd,

Foller the drinkin' gou'd;

For the ole man say, "Ole man" is nautical slang for "Captain" (or "Commanding Officer.") According to Parks, the Underground Railroad operative Peg Leg Joe was formerly a sailor.

"Foller the drinkin' gou'd."

VERSE 2 Describes how to follow the route, from Mobile, Alabama north.

The riva's bank am a very good road, The first river in the song is the Tombigbee, which empties into Mobile Bay. Its headwaters extend into northeastern Mississippi.

The dead trees show the way, According to Parks, Peg Leg Joe marked trees and other landmarks "with charcoal or mud of the outline of a human left foot and a round spot in place of the right foot." (1)

Lef' foot, peg foot goin' on,

Foller the drinkin' gou'd.

CHORUS

VERSE 3 Describes the route through northeastern Mississippi and into Tennessee.

22

http://www.followthedrinkinggourd.org/What_The_Lyrics_Mean-Notes.htm#Trees


The riva ends a-tween two hills, The headwaters of the Tombigbee River end near Woodall Mountain, the high point in Mississippi and an ideal reference point for a map song. The "two hills" could mean Woodall Mountain and a neighboring lower hill. But the mountain itself evidently has a twin cone profile and so could represent both hills at once. (More on the route to come.)


'Nuther riva on the other side The river on the other side of the hills is the Tennessee, which extends outward in an arc above Woodall Mountain. The left-hand side proceeds virtually due north to the Ohio river border with Illinois – definitely the preferred route, since the right hand side meanders back into northern Alabama and then proceeds up into Tennessee.

Follers the drinkin' gou'd.

CHORUS

VERSE 4 Describes the end of the route, in Paducah, Kentucky.

Wha the little riva When the Tennessee...

Meet the grea' big un, ...meets the Ohio River. The Tennessee and Ohio rivers come together in Paducah, KY, opposite southern Illinois.

The ole man waits-- Per one of Parks's informants, the runaways would be met on the banks of the Ohio by the old sailor. Of course, the chances that Peg Leg Joe himself would be there to meet every escapee (as depicted literally in the children's books) are quite small.


23


LYRICS EXPLANATION

VERSE 1

When the sun come back,

When the firs' quail call, .

Then the time is come


CHORUS

Foller the drinkin' gou'd,


For the ole man say,

"Foller the drinkin' gou'd."

VERSE 2

The riva's bank am a very good road,

The dead trees show the way,

Lef' foot, peg foot goin' on,


CHORUS

VERSE 3

The riva ends a-tween two hills,


'Nuther riva on the other side

Follers the drinkin' gou'd.

CHORUS

VERSE 4

Wha the little riva

Meet the grea' big un,

The ole man waits--


24


from:

25



Underground Railroad:Students will use print and electronic resources to complete graphic organizer

Students will fill in additional information during final presentations

Slave Runaway Slave Slave Catcher Station Conductor

Motivation(Reason for doing what

they did)

Belief System

(Opinion about

slavery)

Economic Implications

(Money consequence

s to choice)

Dangers(risks

involved in choice)

Process(steps

involved in making choice)

Other

27




Project Research

CATEGORY 4 3 2 1Time-management

Routinely uses time well throughout the project to ensure things get done on time.

Usually uses time well throughout the project, but may have procrastinated on one thing.

Tends to procrastinate, but always gets things done by the deadlines.

Rarely gets things done by the deadlines.

Focus on the task Consistently stays focused on the task and what needs to be done. Very self-directed.

Focuses on the task and what needs to be done most of the time.

Focuses on the task and what needs to be done some of the time. Teacher needs to remind student to stay on task.

Rarely focuses on the task and what needs to be done.

Project Product

Comprehension Student is able to accurately answer almost all questions posed by classmates about the topic.

Student is able to accurately answer most questions posed by classmates about the topic.

Student is able to accurately answer a few questions posed by classmates about the topic.

Student is unable to accurately answer questions posed by classmates about the topic.

Content Covers topic in-depth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Project Presentation

Visual Appeal Makes excellent use of font, color, graphics, effects, etc. to enhance the project and presentation (may include props)

Makes good use of font, color, graphics, effects, etc. to enhance to project and presentation

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the project content.

Use of font, color, graphics, effects etc. but these often distract from the project and presentation content.

Oral Presentation Interesting, well-rehearsed with smooth delivery that holds audience attention.

Relatively interesting, rehearsed with a fairly smooth delivery that usually holds audience attention.

Delivery not smooth, but able to hold audience attention most of the time.

Delivery not smooth and audience attention lost.

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Name: _____________________

Project Title: _____________________

Teacher(s): Mrs. Hahn

Date: ___________________


Process Below Avg. Satisfactory Excellent1. Has clear vision of final product 1, 2, 3 4, 5, 6 7, 8, 92. Properly organized to complete project 1, 2, 3 4, 5, 6 7, 8, 93. Managed time wisely 1, 2, 3 4, 5, 6 7, 8, 94. Acquired needed knowledge base 1, 2, 3 4, 5, 6 7, 8, 95. Communicated efforts with teacher 1, 2, 3 4, 5, 6 7, 8, 9

Product (Project) Below Avg. Satisfactory Excellent1. Format 1, 2, 3 4, 5, 6 7, 8, 92. Mechanics of speaking/writing 1, 2, 3 4, 5, 6 7, 8, 93. Organization and structure 1, 2, 3 4, 5, 6 7, 8, 94. Creativity 1, 2, 3 4, 5, 6 7, 8, 95. Demonstrates knowledge 1, 2, 3 4, 5, 6 7, 8, 9, 106. Other: 1, 2, 3 4, 5, 6 7, 8, 9

Total Score:____________________________

Teacher(s) Comments:

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PowerPoint Presentations:CATEGORY 4 3 2 1

Buttons and Links Work Correctly

All buttons and links work correctly.

Most (99-90%) buttons and links work correctly

Many (89-75%) of the buttons and links work correctly.

Fewer than 75% of the buttons work correctly.

Text - Font Choice & Formatting

Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content.

Font formats have been carefully planned to enhance readability.

Font formatting has been carefully planned to complement the content. It may be a little hard to read.

Font formatting makes it very difficult to read the material.

Skit or Readers Theater:CATEGORY 4 3 2 1

Role Point-of-view, arguments, and solutions proposed were consistently in character.

Point-of-view, arguments, and solutions proposed were often in character.

Point-of-view, arguments, and solutions proposed were sometimes in character.

Point-of-view, arguments, and solutions proposed were rarely in character.

Props/Costume Student uses several props (could include costume) that accurately fit the period, show considerable work/creativity and make the presentation better.

Student uses 1-2 props that accurately fit the period, and make the presentation better.

Student uses 1-2 props which make the presentation better.

The student uses no props OR the props chosen detract from the presentation.

Artistic Depiction:CATEGORY 4 3 2 1

Graphics - Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation.

All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation.

All graphics relate to the topic. Most borrowed graphics have a source citation.

Graphics do not relate to the topic OR several borrowed graphics do not have a source citation.

Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

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Song:CATEGORY 4 3 2 1 Score

Flow & Rhythm (Sentence Fluency)

All sentences sound natural and are easy-on-the-ear when read aloud. Each sentence is clear and has an obvious emphasis.

Almost all sentences sound natural and are easy-on-the-ear when read aloud, but 1 or 2 are stiff and awkward or difficult to understand.

Most sentences sound natural and are easy-on-the-ear when read aloud, but several are stiff and awkward or are difficult to understand.

The sentences are difficult to read aloud because they sound awkward, are distractingly repetitive, or difficult to understand.

Story Writing:CATEGORY 4 3 2 1

Characters The main characters are named and clearly described in text as well as pictures. Most readers could describe the characters accurately.

The main characters are named and described. Most readers would have some idea of what the characters looked like.

The main characters are named. The reader knows very little about the characters.

It is hard to tell who the main characters are.

Setting Many vivid, descriptive words are used to tell when and where the story took place.

Some vivid, descriptive words are used to tell the audience when and where the story took place.

The reader can figure out when and where the story took place, but the author didn't supply much detail.

The reader has trouble figuring out when and where the story took place.

Action Several action verbs (active voice) are used to describe what is happening in the story. The story seems exciting!

Several action verbs are used to describe what is happening in the story, but the word choice doesn't make the story as exciting as it could be.

A variety of verbs (passive voice) are used and describe the action accurately but not in a very exciting way.

Little variety seen in the verbs that are used. The story seems a little boring.

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Map:CATEGORY 4 3 2 1

Neatness of Color and Lines

All straight lines are ruler-drawn, all errors have been neatly corrected and all features are colored completely.

All straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely.

Most straight lines are ruler-drawn, most errors have been neatly corrected and most features are colored completely.

Many lines, corrections of errors, and/or features are not neatly done.

Scale All features on map are drawn to scale and the scale used is clearly indicated on the map.

Most features on map are drawn to scale and the scale used is clearly indicated on the map.

Many features of the map are NOT drawn to scale even though a scale is clearly indicated on the map.

Many features of the map are NOT drawn to scale AND/OR there is no scale marker on the map.

Map Legend/Key Legend is easy-to-find and contains a complete set of symbols, including a compass rose.

Legend contains a complete set of symbols, including a compass rose.

Legend contains an almost complete set of symbols, including a compass rose.

Legend is absent or lacks several symbols.

Journal Writing:CATEGORY 4 3 2 1

Use of Character Character choice is clear. The journal is written as if it truly belonged to that character.

Character choice is clear. The journal seems to be drawing on the personality of the character but there is some lack of ownership.

Character choice is clear. The journal is not written as if it belonged to that character.

Character choice is not clear.

Following Directions There were more than 10 entries / entries were longer than minimal length. Entries included realistic thoughts and emotions.

There were at least 10 entries / entries averaged to at least 4 sentences each. Entries generally included realistic thoughts and emotions.

There were fewer than 10 entries / entries averaged to less than 4 sentences each OR Only some entries included thoughts and emotions.

There were very few entries / entries were very short OR Entries included little to none of the character's thoughts and emotions.

37


Print Resources

Bial, R. (1997). The strength of these arms: life in the slave quarters. New

York: Houghton Mifflin Books for Children.

Ages 4-9

Bial, R. (1995). The underground railroad. New York: Houghton Mifflin.

Ages 9-12

Bolden, T. (2004). Wake up our souls: a celebration of black american

artists. New York: Harry N Abrams, Inc.

Ages 9-12

Everett, G. (1993). John brown: one man against slavery. New York: Rizzoli.

Ages 9-12

Fox, P. (1973). The slave dancer. Scarsdale, NY: Bradbury Press.

Ages 9-12

Fradin, D. B. (2000). Bound for the north star: true stories of fugitive slaves.

New York: Clarion Books.

Ages 12-18

Hopkinson, D. (1993). Sweet Clara and the Freedom Quilt. New York:

Dragonfly Books.

Ages 4-8

Johnson, D. (1997). Now let me fly. New York: Aladdin Picture Books.

Ages 4-8

Kalman, B. (2002). A slave family (a colonial people). Madison, WI:

Turtleback Books.

Ages 4-8

Lassieur, A. (2008). The underground railroad: an interactive history

adventure. Mankato, MN: Capstone Press.

Ages 9-12

Lester, J. (2005). Day of tears: a novel in dialogue. New York: Jump at the

sun, Hyperion books for Children.

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Ages 9-12

Lester, J. (2005). The old african. New York: Dial Books.

Ages 9-12

Levine, E. (1993). ...If you traveled on the underground railroad. New York:

Scholastic Inc.

Ages 9-12

Lyons, M. E. (1992). Letters from a slave girl: the story of harriet jacobs.

New York: Charles Scribner's Sons.

Ages 12-18

McMullan, K. (1991). The story of harriet tubman, conductor of the

underground railroad. New York: Dell Publishing.

Ages 9-12

Myers, W. D. (1998). Amistad: a long road to freedom. New York: Dutton

Children's Books.

Ages 9-12

Ringgold, F. (1992). Aunt harriet's underground railroad in the sky. New

York: Dragonfly Books.

Ages 9-12

Rowley, J. (1999). Harriet Tubman. Chicago: Heinemann Library.

Ages 12-18

Still, W. (2007). The underground railroad: authentic narratives and first-

hand accounts. New York: Dover Publishing.

Adult

Stroud, B. (2007). The patchwork path: a quilt map to freedom. Somerville,

MA: Candlewick Press.

Ages 4-8

Swain, G. (2001). President of the underground railroad: a story about levi

coffin. Minneapolis: Carolrhoda Books, Inc.

Ages 9-12

Time for Kids (Ed.). (2005). Harriet tubman: a woman of courage. New

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York: HarperCollins.

Ages 9-12

Tobin, J. L. (2000). Hidden in plain view: a secret story of quilts and the

underground railroad. New York: First Anchor Books Edition.

Adult

Woodruff, E. (1998). Dear austin: letters from the underground railroad.

New York: Alfred A Knopf.

Ages 9-12

Worth, R. (2004). Slave life on the plantation: prisons beneath the sun.

Berkley Heights, NJ: Enslow Publishers.

Ages 12-18

Wyeth, S. D. (2001). Freedom's wings: corey's diary. New York: Scholastic.

Ages 9-12

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Non-Print ResourcesThe History of slavery in america: A Vvsch D6625.

"Trouble so hard". (1937). On Afro-American Spirituals, Work Songs, and

Ballads. Washington, D.C: Library of Congress Archive of Folk Song, AFS L3.

Roots of resistance: a story of the underground railroad (1990). The

American Experience.

Fighting for freedom (2002). Freedom: A History of US: PBS.

The downward spiral (2005). In PBS (Producer), Slavery and the Making of

America

Anderson, L. H. (2008). Chains. Grand Haven, MI: Brilliance Audio.

Ages 9-12

Curtis, C. P. (2008). Elijah of buxton. New York: Random House Listening

Library.

Ages 9-12

Monjo, F. N. (1991). The drinking gourd book and tape: a story of the

underground railroad. New York: HarperFestival.

Ages 4-9

Mosley, W. (2005). 47. New York: Random House Listening Library.

Ages 9-12

Petry, A. (1999). Harriet tubman: conductor on the underground railway.

Prince Frederick, MD: Recorded Books, LLC.

Ages 9-12

Schmid, W. (2008). Road to freedom: songs of the underground railroad. On

World Music Drumming. Milwaukee, WI: Hal Leonard Corporation.

The atlantic slave trade (2007). American History: A Nation is Born.

The function and methods of the underground railroad (2007). New York Up-

Close: Modern-Day New York.

Franzoni, D. (Writer) (1997). Amistad.

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Web Resources

A slave on three continents. Understanding Slavery Retrieved November, 2009,

from http://school.discoveryeducation.com/schooladventures/slavery/equiano.htm

Aboard the underground railroad. Retrieved November, 2009, from

http://www.nps.gov/nr/travel/underground/

Barnes, L. (2006). The old african guide. Massachusetts Center for the Book

Retrieved November, 2009, from

http://www.massbook.org/reading_guides/The_Old_African_guide.pdf

BrainPop. Slavery. Retrieved November, 2009

BrainPop. Underground Railroad. Retrieved November, 2009

Bresler, J. (2008). Follow the drinking gourd. Retrieved November, 2009, from

http://www.followthedrinkinggourd.org/

Franker, K. (2007). Primary grade self-evaluation teamwork rubric.

Geography. Slavery in America Retrieved November, 2009, from

http://www.slaveryinamerica.org/geography/ugrr_1860.htm

Handler, J. S., & Jr., M. L. T. (2008). The atlantic slave trade and slave life in the

americas: a visual record. Retrieved November, 2009, from

http://hitchcock.itc.virginia.edu/Slavery/index.php

Hill, B. C., Schlick, K. L., & King, J. A. (2003). Two starts and a wish.

HoughtonMifflinCompany. (2009). Cluster/Word Web 1.

Libraries, U. o. V. (2007). Historical Census Browser. Retrieved November, 2009,

from http://fisher.lib.virginia.edu/collections/stats/histcensus/

Narratives/biographies. Slavery in America Retrieved November, 2009, from

http://www.slaveryinamerica.org/narratives/overview.htm

National underground railroad freedom center. (2009, November 2009). Retrieved

November, 2009, from http://www.freedomcenter.org/

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PBS. Slave experience: living conditions. Slavery and the Making of America

Retrieved November, 2009, from

http://www.pbs.org/wnet/slavery/experience/living/index.html

PBS. Time and Place. Slavery and the Making of America Retrieved November,

2009, from http://www.pbs.org/wnet/slavery/timeline/index.html

Pathways to freedom: maryland and the underground railroad. (2009). Retrieved

November, 2009, from http://pathways.thinkport.org/following/

Roads to freedom. Slavery in America Retrieved November, 2009, from

http://www.slaveryinamerica.org/walkthru/RoadsToFreedom/main2.html

SuperTeacherWorksheets. (2009). T-chart.

TeAch-nology. Project rubric generator. from

http://www.teach-nology.com/cgi-bin/project_rub.cgi

TeacherCreatedResources. (2009). Brainstorming web.

Tubman: conductor of the underground railroad. America's Story from America's

Library Retrieved November, 2009, from

http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/activists/tubman/rail_1

Witness a slave auction. Understanding Slavery Retrieved November, 2009, from

http://school.discoveryeducation.com/schooladventures/slavery/witness.html

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http://www.freedomcenter.org/

http://www.slaveryinamerica.org/narratives/overview.htm

http://fisher.lib.virginia.edu/collections/stats/histcensus/

http://hitchcock.itc.virginia.edu/Slavery/index.php

http://www.slaveryinamerica.org/geography/ugrr_1860.htm

http://www.followthedrinkinggourd.org/

http://www.massbook.org/reading_guides/The_Old_African_guide.pdf

http://www.nps.gov/nr/travel/underground/

http://school.discoveryeducation.com/schooladventures/slavery/equiano.htm

http://school.discoveryeducation.com/schooladventures/slavery/witness.html

http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/activists/tubman/rail_1

http://www.teach-nology.com/cgi-bin/project_rub.cgi

http://www.slaveryinamerica.org/walkthru/RoadsToFreedom/main2.html

http://pathways.thinkport.org/following/

http://www.pbs.org/wnet/slavery/timeline/index.html

http://www.pbs.org/wnet/slavery/experience/living/index.html

Documents

ajahahn.files.wordpress.com · Web viewCATEGORY 4 3 2 1 Score Flow & Rhythm (Sentence Fluency) All sentences sound natural and are easy-on-the-ear when read aloud. Each sentence is