meredith lane 8th grade us history: the civil war sst 309-04

Meredith Lane

8th Grade US History: The Civil War

SST 309-04

MeredithLane,SST309-04,Page2

TableofContents:

Page3:Overview/Rationale/IntroductionPage4:VocabularyWordsPage5:VocabularyLessonPlan:LessonOnePage8:VocabularyLessonPlan:LessonTwoPage10:VocabularyLessonPlan:LessonThreePage12:KUD’sandICan’s:LessonOnePage13:SequenceofInstruction:LessonOnePage15:KUD’sandICan’s:LessonTwoPage17:SequenceofInstruction:LessonTwoPage19:KUD’sandICan’s:LessonThreePage21:SequenceofInstruction:LessonThreePage22:AttachmentA(NewVocabularyWorksheet)Page23:AttachmentB(VocabularyWordList)Page24:AttachmentC(InformationalWritingRubric)Page25:AttachmentD(FollowtheDrinkingGourdlyrics)Page26:AttachmentE(Mini-PresentationChecklist)Page27:AttachmentF(ProjectChoices)Page28:AttachmentG(Anti-SlaveryEssayRubric)Page29:AttachmentH(CartoonAnalysisGuide)Page31:AttachmentI(InternetScavengerHunt)Page32:AttachmentJ(BlacksintheWarvs.SlavesEssayRubric)Page33:WorksCited


Overview:Thisisaplanforan8thGradeUShistoryunitaboutslaveryduringTheCivilWar.Morespecifically,studentswillbeabletoexplainthedifferencesbetweenthelivesofslaves,freeblacks,andwhites,thedifferentformsofresistanceandtheeffectofthoseefforts,anddescribetheroleofAfricanAmericansinthewareffort.Usingavarietyofmethodsandactivities,studentswillbetransportedbacktoatimeinwhichAmericaexploitedAfricanAmericans.Rationale:ACivilWarunitisimportantinteachingstudentsaboutoneofthedarkesttimesinAmericanhistory,butonethatcontributedsohighlytotheworldinwhichwelivetoday.Thisunitshedssomelightnotonlyontheslaveownersandtheiractions,buttakesacloserlookattheslaveswhowereoppressedduringthisera,andtheiractionstocombatthis.AunitabouttheseactionspavesthewaytolearningandthinkingmorecriticallyaboutAmerica’snot-so-pastpast,suchastheCivilRightsMovementandtheBlackLivesMattermovementincurrentevents.Introduction:ThefollowingMichiganGradeLevelContentExpectationswillbefocusedonduringthis8thGradeCivilWarunitplan:

• 8-U5.1.1:Explainthedifferencesinthelivesoffreeblacks(includingthosewhoescapedfromslavery)withthelivesoffreewhitesandenslavedpeoples.

• 8-U5.1.5:Describetheresistanceofenslavedpeople(e.g.,NatTurner,HarrietTubmanandtheUndergroundRailroad,JohnBrown,Michigan’sroleintheUndergroundRailroad)andeffectsoftheiractionsbeforeandduringtheCivilWar.

• 8-U5.2.4:DescribetheroleofAfricanAmericansinthewar,includingblacksoldiersandregiments,andtheincreasedresistanceofenslavedpeoples.

ByfocusingonthesespecificGLCE’s,thisunitplanreallyfocusesontheenslavedpeopleduringTheCivilWar,whichisoneofthemostimportantaspectsofthistime.ThisunitplanalsofocusesonafewdifferentlanguageartsstandardsfromtheCommonCore.Studentswillbedoingavarietyofactivities;they’llbeexaminingandcomparingprimarydocuments,locatingandsynthesizinginformationfromvarioustexts,writinglettersfromastandpointofanother,playinganinteractivecomputergame,writingseveralinformationalessays,andresearchingthelifeofafamousabolitionistorresistanceevent.Thevarietyofactivitiesinthislessonkeepsstudentsengagedandinterested,whilestilllearningthematerialthroughvariousdifferentoutlets.


Vocabulary:

SlaveryWorkdoneunderharshconditionswithlittleornopay;thestateofbeingunderthecontrolof

another.

CivilWarThewarfoughtfrom1861to1865betweentheNorthandtheSouthstatesofthe

UnitedStates.

UnionTheNorthernstatesoftheUnitedStates,whichremainedunderthe

originalUSgovernment.

ConfederacyGroupofelevenSouthernstatesoftheUnitedStates,whichsucceededfromtheUSgovernmentin1860.

SlaveTradeThebusinessofselling,trading,ortransportingAfricanAmericanslaves.

FreeWhitesPrivileged,educated,andrichmembersofsociety,oftentimesusingtheir

statustoparticipateintheslavetrade.

FreeBlacksOfteneducatedandfairlywealthy,freeblackswerestillnottreatedwithequalrespectasfreewhites.

EnslavedTobemadeaslave;tobeforcedtoworkwithfew

benefits.

UndergroundRailroadSystemcreatedandusedbyabolitioniststoaideinthetransportofenslaved

peopletofreedom.

AbolitionistAnadvocateoftheending

ofslavery.

ManumissionsTheactofreleasingaslave

fromservitude.

ResistanceTheattempttostopor

preventsomethingthroughactions,rebellions,or

arguments.NatTurner

Ablackslavewholedarevoltoffellowslaves,whereheandhis

supporterskillednearlytwo-dozenwhitepeople.

HarrietTubmanAnAfrican-Americanslave,abolitionist,andavidUndergroundRailroad

conductor.

FrederickDouglassAnAfrican-American

escapedslave,abolitionist,andpowerfulwriter.

RegimentsAmilitaryunitconsistingofatleasttwobattalionsandoverseenbyacolonel.

EmancipationProclamation

PresidentAbrahamLincoln’sstatement

confirmingtheabolishingofslavery,changingthelegalstatusof3millionenslavedpeoplesfrom“slave”to“free.”

MilitiaActof1862LegislationbytheUnitedStatesCongressthat

allowedAfrican-Americanstojointhewareffortaslaborersandsoldiers.


VocabularyLessonPlans:Thislessonformatwouldbefollowedforeveryvocabularywordintheunit,butforthepurposesofthisconciseunitplan,threewillbehighlightedusingMarzano’sSixStepsbelow.

LessonOne:VocabularyLesson

MaterialsNeeded

Word#1:AbolitionistStepOne:Provideadescription,explanation,orexampleofthenewterm–“teachertalk.”

“Howmanyofyouknowwhatanabolitionistis?Forthoseofyouwhohaven’tyetheardthatwordbefore,let’slookattherootoftheword.Abolition–toabolish,toeliminate,toeradicate.Whatissomethingthatyouwanttoabolishbecauseyouthinkit’simpracticalorharmfultothecommunityorsocietyingeneral?Nochewingguminschool?Youcouldsayyou’reanabolitionistforthatcause.Leavingyourcellphoneinyourlockerduringclass?You’reananti-cellphoneabolitionist.Whatkindofthingsdoyouthinkthepeopleinthe1800’swouldwanttoabolish?”*Studentswillraisehands,answerquestions,andparticipateindiscussion.*“We’regoingtoreadthisarticleaboutabolitionismduringTheCivilWar,andIwantyoutospecificallyfocusonhowtheabolitionistsfoughtfortheircause.Onceyouthinkyouhavethatdown,focusontheconsequencesoftheabolitionists’actions.Didmanypeoplesupportthem?I’mgoingtopassanarticletoeachtablegroupandIwanteachofyoutoreadapassageofthearticlealoud.Discussthosequestionswithyourgroupmembersandpreparesomeanswerstosharewiththerestoftheclass.Makesureyouranswersareinyourownwords–don’tcopyword-for-wordfromthearticle.”*Teacherwillhandoutboth‘DidAbolitionistsCauseTheCivilWar?’articleouttoeachtablegroupof4students,andwritethediscussionquestionsontheboard.*

StepTwo:Askstudentstorestatethedescription,explanation,orexampleintheirownwords.

StudentswillfillouttheNewVocabularyWorksheet

Resources:o Printedcopiesof“Did

AbolitionistsCausetheCivilWar?”article

o NewVocabularyworksheet(attachmentA)

o Whiteboardo Dryerasemarkerso Posterpapero Markers

• Vocabularywordlist(attachmentB)


(attachmentA),usingadictionaryifnecessarytofilloutanyoftheboxes.Theseworksheetswillhelpthemlateronwhentheclasscomestogetherforalargervocabularygame.

StepThree:Askstudentstoconstructapicture,symbol,orgraphicrepresentingtheterm.

Studentswillfilloutthe“picture”boxontheNewVocabularyWorksheet(attachmentA).Remindstudentsthatthepictureissupposedtorepresentthedefinitionofthewordanddoesnothavetobeverydetailed,unlessitisgoingtohelpthemremembertheword.

StepFour:Engagingstudentsintheactivitiestohelpaddtotheirknowledgeofthenewterm.

Asaclassroom,thestudentswillfilloutabigconceptmapwithwordsthatdescribe“abolitionist.”TheteacherwilldrawaBubbleMaponapieceofposterpaperwiththevocabularywordinthemiddlebubble.Agroupdiscussionoftheworditselfwillleadstudentsuptowritetheirdescribingwordorphraseontooneoftheconnectingbubbles.Whentheconceptmapiscomplete,itwillbehunguponthewallforstudentstolookatcontinuously.

StepFive:Periodicallyaskstudentstodiscusstermswithoneanother.

StudentswillsharetheiranswersandfindingstotheNewVocabularyWorksheetwiththeirtablepartners.Theteachershouldposeaquestiontotheclasssuchas,“Doesyourdefinitionchangeorstaythesameafterweallcreatedthebubblemaptogether?Didanyofyourclassmateshelpyouunderstandthewordbetter?”

ForALL18VocabularyWords:StepSix:Involvestudentsperiodicallyingamesthatallowthemtoplaywithterms.

TheteacherwillintroduceagamecalledBackWords.Studentswillhaveavocabularyword(attachmentB)tapedtotheirback,whichtheycan’tseeorlookatbeforehand.Theywillgoaroundtheroomandaskyesornoquestionstofigureoutwhattheirwordis.Inordertokeepthestudentsfocusedandefficient,theteachershoulddisplayatimerontheboard,with10or15minutesasthegoaltime.


Wordscanbeusedmorethanonceinordertomakeenoughforeachstudent,oranextensiononthegamecouldbetoplacedefinitionsononeperson’sbackandtermsonanotherperson’sback.Thestudentswouldhavetofindtheirpartneronlyaskingyesornoquestionstodetermineiftheymatch.


LessonTwo:VocabularyLesson

MaterialsNeeded

Word#2:ManumissionsStepOne:Provideadescription,explanation,orexampleofthenewterm–“teachertalk.”

“FrederickDouglasswasaslavethateventuallyescapedtofreedom.Welearnedthatwhenweweretalkingaboutabolitionists.Forthosethatcouldn’tescape,sometimestheywouldbeletfreebytheirslaveowners.Thatprocessissomethingcalled‘manumissions.’ItwasveryrareandthereweremanyrestrictionsinplaceintheSouthernstatestopreventthis,butitdidhappenfromtimetotime.Someslavesgainedtheirfreedombytheirlastwillandtestamentfromtheirslaveowners,orbydoingaservicefortheirowner.I’mgoingtohaveeachtablereadanarticleaboutaslavewhowasfreedbymanumissions,JehuJones.”*TeacherwillhandoutcopiesoftheJehuJonesarticletogroupsof4students.*


StudentswillfilloutanotherNewVocabularyWorksheet(attachmentA).Theycanbrainstormanddiscusswiththeirclassmates.


StudentswillcompletethispictureintheNewVocabularyWorksheet(attachmentA).


Theteacherwillintroduceanactivityinwhichthestudentswillwritealetterfromonestandpoint:eitherfromsomeonefromtheNorthernstatesurgingtheirfriendinoneoftheSouthernstatestofreetheirslaves,someoneintheSouthernstatesexplainingtheirdecisiontofreetheirslave,orfinallyfromaslavetohisorherslaveowner.Studentswillhavetousetheword“manumission”intheletteratleastonce.

StepFive:Periodicallyaskstudentstodiscusstermswithoneanother.

Resources:o PrintedcopiesofJehuJones

articleo NewVocabularyworksheet

(attachmentA)o Notebookpaper



Oncethestudentshavefinishedwritingtheirletters,theywillsharetheirletterswiththeirtablegroups.Theyshouldfocusonwhatpointstheymadeintheletter.

ForALL18VocabularyWords:StepSix:Involvestudentsperiodicallyingamesthatallowthemtoplaywithterms.

TheteacherwillintroduceagamecalledBackWords.Studentswillhaveavocabularyword(attachmentB)tapedtotheirback,whichtheycan’tseeorlookatbeforehand.Theywillgoaroundtheroomandaskyesornoquestionstofigureoutwhattheirwordis.Inordertokeepthestudentsfocusedandefficient,theteachershoulddisplayatimerontheboard,with10or15minutesasthegoaltime.Wordscanbeusedmorethanonceinordertomakeenoughforeachstudent,oranextensiononthegamecouldbetoplacedefinitionsononeperson’sbackandtermsonanotherperson’sback.Thestudentswouldhavetofindtheirpartneronlyaskingyesornoquestionstodetermineiftheymatch.


LessonThree:VocabularyLesson

MaterialsNeeded

Word#3:RegimentsStepOne:Provideadescription,explanation,orexampleofthenewterm–“teachertalk.”

“I’mgoingtostartusoutbyplayingashortvideoclipaboutblacksoldiersduringTheCivilWar.You’llheartheword‘regiment’quiteabitthroughoutthevideo,soIwantyoutotrytocomeupwithaworkingdefinitionofthatwordusingthecontextofthevideotohelpyouout.”*Teacherwillplay“FirstblackUnionregimentmarks150yearssincedefiningbattle”videofromCBSNews.*“Nowthatyou’veseenthevideo,haveanyofyoucomeupwithwhatyouthinkisagooddefinitionfor‘regiment?’”*Classwilldiscusstheirgroups’definitions.*


StudentswillfilloutanotherNewVocabularyWorksheet(attachmentA).Theycanbrainstormanddiscusswiththeirclassmates.


StudentswillcompletethispictureintheNewVocabularyWorksheet(attachmentA).


TheteachershouldexplaintothestudentsthatnoteverybodywashappywiththeideaofAfricanAmericansjoiningthewareffort.Toexplorethisidea,studentswilluseaninteractivewebsitetocompareandcontrasttworecruitmentpostersduringthisera.Theywillworkindividuallytofindexplorethesiteandanswerthequestionsposedonthewebsite.

StepFive:Periodicallyaskstudentstodiscusstermswithoneanother.Oncethestudentshavefinishedalloftheanswersonthe

Resources:o “FirstblackUnionregiment

marks150yearssincedefiningbattle”videoclip

o NewVocabularyworksheet(attachmentA)

o Computersortabletso “ComparingCivilWar

RecruitmentPosters”interactivewebsite



interactivewebsite,theywillcometogetherwiththeirtablegroupsanddiscusstheanswersthattheyfoundwhencomparingthetwoposters.ForALL18VocabularyWords:StepSix:Involvestudentsperiodicallyingamesthatallowthemtoplaywithterms.

TheteacherwillintroduceagamecalledBackWords.Studentswillhaveavocabularyword(attachmentB)tapedtotheirback,whichtheycan’tseeorlookatbeforehand.Theywillgoaroundtheroomandaskyesornoquestionstofigureoutwhattheirwordis.Inordertokeepthestudentsfocusedandefficient,theteachershoulddisplayatimerontheboard,with10or15minutesasthegoaltime.Wordscanbeusedmorethanonceinordertomakeenoughforeachstudent,oranextensiononthegamecouldbetoplacedefinitionsononeperson’sbackandtermsonanotherperson’sback.Thestudentswouldhavetofindtheirpartneronlyaskingyesornoquestionstodetermineiftheymatch.


KUD’sandICan’s:LessonOne

GLCE: 8-U5.1.1:Explainthedifferencesinthelivesoffreeblacks(includingthosewhoescapedfromslavery)withthelivesoffreewhitesandenslavedpeoples.Typeoflearning:knowledge.

Knowledge(K) Understand(U) DO:DemonstrationofLearning(DOL)

Vocabulary ICan

AftertheAmericanRevolution,theNorth(Union)abolishedslavery,whilethesouthernstates(Confederacy)insistedthatslaverywaspartoftheirConstitutionalrights.Anentirelyseparateclassfromwhitesandslaves,freeblackswereofteneducatedandfairlywealthy.Therearemanywaysinwhichaslavecouldbecomeafreeblack–someslavesboughttheirfreedomwiththeirearnings,freerelativeswouldbuytheirfreedom,slaveownerswouldfreetheirownslavesinaprocessreferredtoasmanumissionsorfreedomwasawardedduetoaservice.Therewereslaveswhowerenotactually“free,”butlivedintownsamongotherfreeslavesandkeptalowprofile,orwhotravelledinsecretalongtheUndergroundRailroad.Freewhitesareessentiallywhatwethinkofwhenthinkingaboutwhitepeopleinthistime–theywereprivilegedandoftentimesrichandeducatedandusedtheirstatustoparticipateintheslavetrade.

Studentswillunderstandthatenslavedblackpeopleweretreateddifferentlythanotherpopulationsacrosstheworld.

Givenagraphicorganizer,studentswillcompareandcontrastthelivesoffreewhites,freeblacks,andenslavedpeople.

SlaveryCivilWarUnionConfederacySlavetradeFreewhitesFreeblacksUndergroundRailroadEnslavedManumissions

Icanexplainhowandwhyfreeblacksweretreateddifferentlythanfreewhitesandenslavedpeople.


SequenceofInstruction:LessonOne

LessonOne:Step-by-Step

MaterialsNeeded

AnticipatorySet:First,theteacherwillshowascenefromthemovieDjangoUnchained.Thevideoshowsthehowdifferentlyfreeblackswerestilltreatedbyfreewhitesandslaves.TheteacherwillthenprojectapaintingbyAgostinoBrunias,entitledCreoleWomanandServants.Thepaintingshowsafreeblackwoman,awhitewoman,andablackservantservingthemtea.Theteacherwillaskstudentsiftheynoticeanysimilaritiesordifferencesbetweeneachofthethreewomen.Modeling:Theteacherwillbringupsimilarimagesbythesameartistandpointoutwhatcouldbedifferentbetweentheblackwomanandtheslave;thewaythey’redressed,thepigmentoftheirskin,thequalityoftheirclothing,etc.Posediscussionquestionstothestudentssuchas,“whatotherfactorscouldhavecontributedtothiswoman’sfreedom?”Someanswersarethatherslaveownercouldhavefreedher,shecouldhavebeenborntoafreefamily,orshe’seducatedandwealthy.GuidedPractice:StudentswillworkingroupstoexploretheinteractiveAbolitionistMap;theyshouldfocusonfiguringouthowtheattitudeandsubjectsofthedocumentsandmaterialschangeswiththegeographyoftheUnitedStates;morepositiveinfluencesongettingblackstofreedomarefurthernorth,whilebacklashtoabolitionistmovementsweremorefrequentintheSouthernstates.Eachtablegroupwillresearchoneperson,onedocument,andoneeventhighlightedonthemap,andwillpresenttheirfindingstotherestoftheclassinaninformalmini-presentation.Independentpractice:Studentswillwriteadiaryentryofafictionalperson,usingrealhistoricalexamples.Theirpersoncaneitherbeafreewhite,freeblack,oraslave.Intheirdiaryentry,theyshouldincludewhotheyare,whattheirstatusinsocietyis,whatpositiontheyarein,whattheirlifeislike,andwhatisgoingonaroundthem.CheckingforUnderstanding:UsingaDoubleBubbleMap,studentswillcompareandcontrastthelivesoffreewhites,freeblacks,andenslavedpeople.Theywillneedtocreatetwographicorganizerstodothis;oneforcomparingfreewhitesandfreeblacks,andoneforcomparingfreeblacksandenslavedpeople.Sincethereareverylittlecomparisonsbetweenfreewhitesandenslavedpeople,agraphicorganizerforthisrelationshipisnotneeded.Theywillturnthesegraphicorganizersinforcredit,butwillgetthembacktokeepintheir

Resources:• DjangoUnchainedvideoclip• CreoleWomanandServants

painting• Notebookpaper• DoubleBubbleMapgraphic

organizer• Computersortablets• “TheAbolitionistMapof

America”website• InformationalWriting

rubric(attachmentC)


notesforstudying.Assessmentideas:Studentswillusetheirknowledgeoffreeblacksandenslavedpeopletowriteashortpaperonthesimilaritiesanddifferencesintheirlives,usingcredibleonlineresources.Arubricwillbeusedtogradetheassignment,andstudentswillgetthisrubricbeforehandsotheyknowexactlywhatisexpectedofthem(attachmentC).


KUD’sandICan’s:LessonTwo

GLCE: 8-U5.1.5:Describetheresistanceofenslavedpeople(e.g.,NatTurner,HarrietTubmanandtheUndergroundRailroad,JohnBrown,Michigan’sroleintheUndergroundRailroad)andeffectsoftheiractionsbeforeandduringtheCivilWar.Typeoflearning:knowledge.


Vocabulary ICan

NatTurnerledagroupofslavescarryingfarmequipmentinaresistancemovementagainstslavery,whichkilledatleastfiftywhitepeopleandresultedinover200blackpeoplebeingkilledbywhitemilitiaandmobs.Bornintoslavery,HarrietTubmanescapedfromherslaveowners,thenwentbacktorescueherfamily.TubmanslowlyledsmallgroupsofrelativesandotherslavestofreedomviathenetworkofsafehousesandantislaveryactivistsknownastheUndergroundRailroad.JohnBrownwasawhiteabolitionist(someonewhosupportstheendingofslavery)whobelievedarmeduprisingswerethekeytodefeatingslavery.Hebelievedthatnon-violentmethodstoendslaverywereunsuccessful,soheledmanymovementsandraidsagainstslave

Studentswillunderstandthatresistancemovementsandtheirleadershaveanimpactontheworld.

Studentswillwritearesponsetotheprompt,“HowsuccessfulwereresistancemovementsoftheCivilWar?”andmustusespecificdetailstodefendtheiranswers.

ResistanceNatTurnerHarrietTubmanUndergroundRailroadCivilWarAbolitionistFrederickDouglass

IcanexplainwhyspecificresistanceleadersandtheiractionsimpactedtheCivilWar.


ownersandsupporters.DetroitwasoneofthelaststopsforslavesontheUndergroundRailroadbeforefindingfreedominCanada.FrederickDouglasswasthenationalleaderoftheabolitionistmovement.Hewasextremelyintelligentandcontradictedtheideathatblackscouldnotbeeducatedmembersofsociety.


SequenceofInstruction:LessonTwo

LessonTwo:Step-by-Step

MaterialsNeeded

AnticipatorySet:Theteacherwillplayasongtitled“FollowtheDrinkingGourd,”andhandoutthelyricsheet(attachmentD).Afterthesongplays,theteacherwillaskthestudentswhattheythinkthe“drinkinggourd”inthesongisreferringto.Ifstudentsdon’tknow,theteacherwillexplainthattheDrinkingGourdisanothernamefortheBigDipperconstellation.Theteacherwillexplainthatsingingsongssuchasthiswasaformofresistance;slavesoftensungsongstokeeptheirmindsoccupiedwhileworkinginharshconditions.Modeling:TheteacherwillreadapassagefromtheslaveresistancechapterofthebookToBeaSlavebyJuliusLesterandTomFeelings.Thisbookusesaccountsfromrealformerslaves,sothebookgivesagoodrepresentationoflifewasreallylikeforslavesduringthistime.Studentsshouldactivelylisten,takenotes,andaskquestionsifneeded.Afterthepassage,theteacherwillaskthestudentswhattheslavesdidtoresisttheirbadsituation;singingsongs,stealingfromslaveowners,doingpoorwork,andpracticingreligion.GuidedPractice:StudentswillplayaNationalGeographiccomputergamecalled“TheUndergroundRailroad:JourneytoFreedom,”wheretheyplaytheroleofaslavewhoisgoingtomaketheirescapetofreedom.Thisgameshowsstudentswhatthestrugglesofaslaveduringthistimewouldbe,thepossiblescenariosthatarunawayslavemightencounter,andtheriskinvolvedwithescapingontheUndergroundRailroad.Aftertheyhaveallfinishedthegame,theteacherwillfacilitateaclassdiscussionaboutthekindsofpeopletheyencountered,whatpathstheychosetotakeandwherethatledthem,andwhetherornottheymadeittofreedom.Independentpractice:Studentswillresearchatopicfromthiseraandcreateaposter,PowerPoint,orbrochureabouttheirpersonortopic.Eachstudentwillchoosefromalistoffamousabolitionists,UndergroundRailroadconductors,orrebellionmovements(attachmentE).Whentheyarefinishedwiththeirposters,theywillgiveashortinformalpresentationtotheirclassmatestoteachthemabouttheirperson.Theywillbegradedbasedonachecklist(attachmentF),whichtheywillreceivebeforetheprojectsothattheywillknowwhatisexpectedofthem.CheckingforUnderstanding:Studentswillcreateafoldableaboutthethreeaspectscoveredinthisexpectation;the

Resources:• “FollowtheDrinkingGourd”

videoclip• “FollowtheDrinkingGourd”

lyricssheet(attachmentD)• ToBeaSlavebook• Computersortablets• “TheUndergroundRailroad:

JourneytoFreedom”game• Listofnotablepeopleand

events(attachmentE)• Posterpaper• PowerPointprogram• Wordprogram• Constructionpaper• Markers• Presentationchecklist

(attachmentF)• Essayrubric(attachmentG)


UndergroundRailroad,abolitionists,andslaveresistance.Theywillturnthesefoldablesinforcredit,butwillgetthembacktokeepintheirnotesforstudying.Assessmentideas:Nowthatstudentshaveasolidbackgroundofslaveresistancemovements,abolitionists,andtheUndergroundRailroad,theywillwritearesponsetotheprompt,“Howsuccessfulwereanti-slaveryeffortsduringTheCivilWar?Useatleastfivespecificexamplesfromdifferentresistancemovementsandrebellions,abolitionism,andtheUndergroundRailroadtotransportslavestofreedomtodefendyouranswer.”Theseessayswillbegradedbasedonarubric(attachmentG).


KUD’sandICan’s:LessonThree

GLCE: 8-U5.2.4:DescribetheroleofAfricanAmericansinthewar,includingblacksoldiersandregiments,andtheincreasedresistanceofenslavedpeoples.Typeoflearning:knowledge.


Vocabulary ICan

AtthestartoftheCivilWar,blackmenintheUnion(agroupof23freestatesand5borderstatesthatopposedslavery)volunteeredtobesoldiersintheforces,afterthepassingoftheMilitiaAct(legislationallowingslavestoparticipateinthewarassoldiersandlaborers),andafterPresidentLincolnsignedtheEmancipationProclamation(anorderproclaimingthefreedomofslavesintenstates).Thefirstblackregiments–designatedcoloredtroops–didnotreceiveequalpayortreatment,evenintheNorth,andgotharshertreatmentwhencapturedbyConfederatetroops.Blacksalsoservedrolesinreliefeffortssuchasnurses,cooks,spies,scouts,andblacksmiths.Manyresistanceeffortswerepursuedbyenslavedandfreeblacks,oneofwhichbeingNatTurner’s

Studentswillunderstandthatblackpeopleservedmanyrolesinthewareffort.

StudentswillcreateaflowchartfortwoaspectsoftherolesofAfricanAmericansinthewar–blackregimentsandsoldiersandslaveresistance.Foreach,theywillhighlightkeyaspectsofeachandidentifycauseandeffect.

RegimentsResistanceEnslavedEmancipationProclamationMilitiaActof1862

IcanexplainthedifferentrolesthatAfricanAmericanshadduringtheCivilWar.


massacre.Moreoftenthanfull-blownrebellionsweresmallactsofresistancelikepoorwork,sabotage,fakingillnesses,orcommittingcrimesliketheft,poisoning,andarson.


SequenceofInstruction:LessonThree

LessonThree:Step-by-Step

MaterialsNeeded

AnticipatorySet:First,theteacherwillshowthetrailerfromthemovieGlory.ThisvideogivesagoodoverviewofAfricanAmericansbeingabletofightinTheCivilWar–forfreedomandhonor.Afterthevideo,theteacherwillposeadiscussionaboutvariousrolesthatAfricanAmericansplayedinthewar;weretheysolelyjustsoldiers?Thestudentswillparticipateinthediscussionandofferideasandstandpoints.Modeling:TheteacherwillprojecttheMilitiaActof1862ontheboardandexplaintostudentsthatthiswastheactthatallowedAfricanAmericanstofightinthewar.Theteachershouldspecificallyhighlightsection13,whereitspecificallyoutlinesthatAfricanAmericansmaybeapartofthewareffort.Theteacherwillalsoposeaquestiontostudentssuchas,“DoyouthinkeveryoneapprovedofAfricanAmericansjoiningthewareffort?Whodoyouthinkapproved?Whodoyouthinkdisapproved?”Studentswillparticipateinthisdiscussionandofferideas.GuidedPractice:Studentswillworkingroupstoexploreapoliticalcartoonfromthisera.TheywillusetheCartoonAnalysisGuidefromtheLibraryofCongresstoanalyzethecartoonandanswersomequestionsaboutit(attachmentH).Whenallofthegroupshavefinished,theywillcometogetherasaclassanddiscusstheirfindingsandanalyses.Independentpractice:StudentswillindividuallyinvestigateonlineresourcestolearnmoreaboutthedifferentrolesofAfricanAmericansinthewar.TheywillusePBS’sHistoryDetectivesInternetScavengerHunt(attachmentI).Aftertheyhavefinishedthescavenger,theclasswillcometogetheragaintodiscusswhattheyfoundandwhatotherrolesAfricanAmericansplayedinthewarotherthanjustsoldiers.CheckingforUnderstanding:TakingwhattheyknowabouttherolesofblacksinTheCivilWarandtheresistanceofslaves,thestudentswillcreateaMulti-FlowMapflowchart,focusingoncauseandeffectofgettingAfricanAmericansabletobepartofthewareffort.Theywillturnthesegraphicorganizersinforcredit,butwillgetthembacktokeepintheirnotesforstudying.

Resources:• Gloryvideoclip• TheMilitiaActof1862• CartoonAnalysisGuide

(attachmentH)• InternetScavengerHunt

(attachmentI)• Computersortablets• Multi-FlowMapgraphic

organizer• InformationalWriting

rubric(attachmentC)

Assessmentideas:StudentswillcompareandcontrastthelivesofAfricanAmericansinthewarandenslavedpeople,usingspecificdetailstobackuptheirmainpoints.TheywillbegradedbasedonarubricverysimilartotherubricinLessonTwo(attachmentJ).


New Vocabulary Worksheet

Name:_________________________________Date:___________________Hour:_____________

Word Picture

Part of Speech Synonyms Antonyms

In my own words…

Sentence

AttachmentA:


Abolitionist

Nat Turner

Frederick Douglass

Harriet Tubman

Regiment

Free Blacks

Free Whites

Militia Act of 1782

Emancipation Proclamation

Resistance

Manumission

Enslaved

Slavery

Underground Railroad

Union

The Civil War

Confederacy

Slave Trade

AttachmentB:


Informational Writing Rubric Name:

4 3 2 1

Information All of the information is

clear, accurate, and thorough.

Most of the information is

clear, accurate, and thorough

Information is accurate, but is

not always thorough

Information has several

inaccuracies OR is not clear

Main Ideas, Supports

Every main idea is well supported

with several relevant facts, statistics, or

examples

Every main idea is adequately

supported with several relevant facts, statistics,

or examples

Every main idea is supported with facts,

statistics, or examples, but

the relevance of some is

questionable

Some main ideas are not

supported with facts, statistics,

or examples

Organization -Highly engaging introduction

-Ideas organized in a tight, logical

fashion -Smooth

transitions connect ideas

-Strong conclusion that

summarizes ideas and leaves a

lasting thought

-Engaging introduction -Most ideas

organized in a logical fashion

-Transitions between ideas

-Conclusion summarizes

ideas

-Introduction and closing are

routine or incomplete

-Organization of ideas is not

always clear or logical

-Transitions are repetitive or

omitted

-Introduction and conclusion

are weak or missing

-Somewhat confusion,

and/or may stray from

topic -Ideas are not organized in a logical manner

-Transitions are omitted

Sources More than 4 highly credible

sources

3-4 Sources 3-4 Questionable Sources

0-2 Sources Used

Score for Information: _____/4 Score for Main Ideas and Supports: _____/4 Score for Organization: _____/4 Score for Sources: _____/4 Total Score: _____/16 Comments:

AttachmentC:


Follow the Drinking Gourd When the sun comes back and the first quail calls Follow the drinking gourd The old man is a-waitin' for to carry you to freedom Follow the drinking gourd Chorus Follow the drinking gourd, follow the drinking gourd For the old man is a-waitin' to carry you to freedom Follow the drinking gourd The river bank will make a mighty fine road, The dead trees will show you the way And it's left foot, peg foot, traveling on Follow the drinking gourd Chorus The river ends between two hills Follow the drinking gourd There's another river on the other side Follow the drinking gourd Chorus When the great big river meets the little river Follow the drinking gourd For the old man’s a-waitin’ to carry you to freedom Follow the drinking gourd Chorus

http://www.myblues.eu/blog/wp-content/uploads/2011/10/drinking-gourd-met-sterrebeeld.jpg

http://www.thecommunitypicnic.com/wp-content/uploads/2015/01/gourd.jpg

AttachmentD:


Mini-Presentation Checklist (15 points) Name: ____ I stated the topic, person, or event I researched.

____ I have all of the following facts about my research topic:

____ Important Dates (i.e. time that my person was alive or relevant,

date(s) of the event, etc.)

____ What this topic/person/event contributed to The Civil War

____ Why this topic/person/event is significant when studying The

Civil War

____ At least 3 interesting facts concerning this topic/person/event

(i.e. was this person a former slave? How many people were killed in

this revolt? What did this person do after The Civil War?)

____ I have a visually appealing presentation.

____ Fonts are easy to read and big enough to see

____ Pictures are big enough and easy to see

____ Pictures pertain to and contribute to the information

____ I have summarized bullet points; sentences aren’t too long

____ I know enough information about this topic/person/event that I can

sufficiently answer questions about it.

____ I spent my classroom time efficiently while working on my

presentation.

____ I gave a thorough presentation and relayed all of the information I

researched.

____ I was respectful during my classmates’ presentations.

AttachmentE:


1. Harriet Tubman 2. Frederick Douglass 3. Nat Turner Rebellion 4. John Brown 5. Gabriel’s Conspiracy 6. Stono Rebellion 7. William Lloyd Garrison 8. Lydia Maria Child 9. Henry Ward Beecher 10. Sojourner Truth 11. Wendell Phillips 12. Gerrit Smith 13. Harriet Beecher Stowe 14. David Walker 15. Arthur Tappan 16. William Wells Brown 17. New York Conspiracy of 1741 18. Harper’s Ferry Attack 19. Creole Case 20. Denmark Vesey 21. Susan B. Anthony 22. Julia Ward Howe 23. Martin Delany 24. Lucretia Mott 25. Elizabeth Keckley 26. Levi Coffin 27. Elizabeth Freeman 28. Charlotte Forten Grimké 29. Harriet Ann Jacobs 30. William Still 31. Henry Bibb

AttachmentF:


Success of Anti-Slavery Movements Essay (15 points) Name:

15 Points 10 Points 5 Points < 2 Points Specific

Examples The student

gave at least 5 specific

examples.

The student gave at least 4 specific

examples.

The student gave at least 3

specific examples.

The student gave less than 2

specific examples.

Context All examples were correct in

context with the student’s

standpoint.

The examples were mostly

correct in context with the

student’s standpoint.

The examples were mostly incorrect in


standpoint.

None of the examples given were correct in


standpoint. Organization The information

in the student’s essay is well organized.

The information in the student’s essay is mostly

organized.

The information in the student’s essay is mostly unorganized.

The information in the student’s

essay is not organized.

Structure The student has included all of the main parts of a structured

essay.

The student has included most

parts of a structured essay.

The student has not included

most parts of a structured

essay.

The student’s essay is not structured.

Standpoint The student has a clear

standpoint on the question.

The student’s standpoint to the

question is mostly clear.

The student’s standpoint on the question is mostly unclear.

The student does not have a clear

standpoint on the question.

Total Points: _________ / 15 Comments:

AttachmentG:


Cartoon Analysis Guide Name:

Cartoonists’ Persuasive Techniques

Where do you find them in the cartoon?

Symbolism: Cartoonists use simple objects, or symbols, to stand for larger concepts or ideas. After you identify the symbols in a cartoon, think about what the cartoonist means each symbol to stand for.

Exaggeration: Sometimes cartoonists overdo, or exaggerate, the physical characteristics of people or things in order to make a point. When you study a cartoon, look for any characteristics that seem overdone or overblown. (Facial characteristics and clothing are some of the most commonly exaggerated characteristics.) Then, try to decide what point the cartoonist was trying to make by exaggerating them.

Labeling: Cartoonists often label objects or people to make it clear exactly what they stand for. Watch out for the different labels that appear in a cartoon, and ask yourself why the cartoonist chose to label that particular person or object. Does the label make the meaning of the object more clear?

Analogy: An analogy is a comparison between two unlike things. By comparing a complex issue or situation with a more familiar one, cartoonists can help their readers see it in a different light. After you’ve studied a cartoon for a while, try to decide what the cartoon’s main analogy is. What two situations does the cartoon compare? Once you understand the main analogy, decide if this comparison makes the cartoonist’s point more clear to you.

Irony: Irony is the difference between the ways things are and the way things should be, or the way things are expected to be. Cartoonists often use irony to express their opinion on an issue. When you look at a cartoon, see if you can find any irony in the situation the cartoon depicts. If you can, think about what point the irony might be intended to emphasize. Does the irony help the cartoonist express his or her opinion more effectively?

AttachmentH:


What issue is this political cartoon about? What do you think is the cartoonist’s opinion on this issue? What other opinion can you imagine another person having on this issue? Did you find this cartoon persuasive? Why or why not? What other techniques could the cartoonist have used to make this cartoon more persuasive?

AttachmentH:


AttachmentI:


Blacks in the War vs. Slaves Essay (15 points) Name:

15 Points 10 Points 5 Points < 2 Points Specific

Examples The student

gave at least 5 specific

examples.

The student gave at least 4 specific

examples.

The student gave at least 3

specific examples.

The student gave less than 2

specific examples.

Context All examples were correct in


standpoint.

The examples were mostly

correct in context with the

student’s standpoint.

The examples were mostly incorrect in


standpoint.

None of the examples given were correct in


standpoint. Organization The information

in the student’s essay is well organized.

The information in the student’s essay is mostly

organized.

The information in the student’s essay is mostly unorganized.

The information in the student’s

essay is not organized.

Structure The student has included all of the main parts of a structured

essay.

The student has included most

parts of a structured essay.

The student has not included

most parts of a structured

essay.

The student’s essay is not structured.

Total Points: _________ / 15 Comments:

AttachmentJ:


Citations:TheAbolitionSeminar.(n.d.).RetrievedApril24,2016,fromhttp://www.abolitionseminar.org/did-abolitionists-cause-the-civil-war/SouthCarolinaSesquicentennialHistory&Education-Jones,Jehu(ca.1769–1833).(n.d.).RetrievedApril24,2016,fromhttp://sc150civilwar.palmettohistory.org/edu/people/Jones-Jehu.htmJones,JehuSr.(1769-1833)|TheBlackPast:RememberedandReclaimed.(n.d.).RetrievedApril24,2016,fromhttp://www.blackpast.org/aah/jones-jehu-sr-1769-1833Wilson,O.(n.d.).Slavery,Manumission,andFreedom:FreeBlacksinCharlestonbeforetheCivilWar.RetrievedApril24,2016,fromhttp://www.teachingushistory.org/lessons/SlaveryManumissionFreedom.htmThrockmorten,W.(n.d.).VirginiaSlaveLaw:1782ActtoAuthorizetheManumissionofSlaves.RetrievedApril24,2016,fromhttp://gettingjeffersonright.com/1782manumissionlaw/C.(2013).FirstblackUnionregimentmarks150yearssincedefiningbattle.RetrievedApril24,2016,fromhttps://www.youtube.com/watch?v=3ww5ljU3lx4ComparingCivilWarRecruitmentPosters.(n.d.).RetrievedApril24,2016,fromhttp://docsteach.org/activities/21DjangoUnchained.BigDaddyandBettina.Funny.Aboutracism.(2013).RetrievedApril24,2016,fromhttps://www.youtube.com/watch?v=rd7kprBGiVQA.B.(n.d.).CarmenThyssen-BornemiszaCollection.RetrievedApril24,2016,fromhttp://www.museothyssen.org/en/thyssen/ficha_obra/1067Veldman.(n.d.).SlaveryinAmerica.RetrievedApril24,2016,fromhttp://mrveldmansclass.weebly.com/91-slavery-in-america.htmlTheUndergroundRailroad:JourneytoFreedom.(2014).RetrievedApril24,2016,fromhttp://education.nationalgeographic.org/media/underground-railroad-journey-freedom/LessonMaterialsforTeachingAboutSlaveryandtheUndergroundRailroad.(n.d.).RetrievedApril24,2016,fromhttp://score.rims.k12.ca.us/score_lessons/datahi/underground.html


FamousAbolitionists.(n.d.).RetrievedApril24,2016,fromhttp://www.biography.com/people/groups/abolitionistsLester,J.(1992).ToBeaSlave.Harmondsworth:PenguinBooks.TheNewJerseyStateMuseumPlanetarium.(1995).FollowtheDrinkingGourdTeacher'sGuide.RetrievedApril24,2016,fromhttp://www.northern-stars.com/Follow_theDrinking_Gourd.pdfLibraryofCongress.(n.d.).CartoonAnalysisGuide.RetrievedApril24,2016,fromhttps://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/political-cartoon/lm_cart_analysis_guide.pdfTheMilitiaActof1862.(n.d.).RetrievedApril24,2016,fromhttp://www.freedmen.umd.edu/milact.htm

meredith lane 8th grade us history: the civil war sst 309-04

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