the african american experience prior to the civil war

The African American Experience Prior to the Civil

War

By Matthew Kieswether

School of Education WRITTEN LESSON PLAN Service *Leadership*Competence*Character Teacher Candidate – Matthew Kieswether __________________________________ School –Seattle Pacific University __________________________________________________________________ Mentor Teacher – Dr. Okun _________________________________________________ University Coordinator – __________________________________________________ Grade/Subject –9th/History _______ Lesson Title – The African American Experience before the Civil War _____________________ Date – 2/16/2011_____________ Co Teaching Lesson – Yes No If yes, check the appropriate method: If no, check if this

is during your time to solo in the classroom - One Teach, One Observe (lead) One Teach, One Drift (lead) Station Teaching

Parallel Teaching Supplemental Teaching One Teach, One Observe (observe) One Teach, One Drift (drift) Alternative Teaching

Team Teaching

Learning Targets EALRs GLEs Objectives

Grade 9 EALR 5. Social Studies Skills – The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

GLE (component) 5.1 – Uses critical reasoning skills to analyze and evaluate positions.

Students will be able to analyze and discuss conflicting reports of an event to reconstruct what happened.

Students will be able to give a short presentation discussing an account of an event for evidence of validity with the final objective of being able to reconstruct what happened.

Students will understand the importance of perspective and motivation in personal accounts in the context of historical research.

Assessment – What will students do to demonstrate competence specific to learning?

Learning Experiences – What learning experiences are the students engaged in to demonstrate the learning target’s knowledge and skills?

Strategies for Creating an Inclusive, Supportive Learning Community – What strategies will be used to facilitate effective classroom management at key points during the lesson? Be sure to align all assessments with their corresponding learning experiences.

1. Students will be on task, writing about what they had learned yesterday in class and answering the question on the board when the bell rings for five minutes.

2. Students will show to the teacher that they are listening and comprehending the information given in the lecture by doing things such as writing notes, making eye contact with the teacher, giving a general impression of engagement with the topic and lecture, answering the teacher’s questions posed to the class about the lecture, etc.

3. Students will discuss with their classmates their assignments and will be actively working to construct what they think happened.

4. Students will show that they were on task

during the group time by telling the class what they discussed during their presentation.

5. Students will show that they understand the importance of finding validity in testimonies in determining the truth about events by asking questions of the teacher and by answering the questions the teachers asks.

6. Students will show that they are on task by writing quietly at their desk until the bell rings or until they are finished with the assignment.

1. When the bell rings, the students will write for five minutes about what they learned the previous day and will answer the question on the board, which will be: What do you think are the lingering effects of slavery on individuals who have been freed? What kind of mindset do you think they will have when they are finally given their freedom?

2. Students will turn in their papers to the teacher and will return to their desks as the teacher begins a lecture about the condition and effects of slavery on individuals in the United States. The teacher’s lecture will be supported by a PowerPoint and will last for 20 minutes.

3. Students in groups of 4 or 5 will be each be given two accounts of what slavery was like from the same person collected at different times and will be asked to analyze them for validity and honesty. Student will be expected to take notes so as to present their opinion to the rest of the class. Time in groups will last 7 minutes.

4. Each group will be given about a minute or so to tell the class what they discussed in their group and what their conclusions were about the testimonies. Presentations from each group will last from 7 to 8 minutes.

5. The teacher will give a lecture about determining the factors that affect someone’s point of view and their testimonies about events. The lecture will last about 10 minutes.

6. Student will write what they learned during the

class period and turn it into the teacher before they leave. Five minutes of class time will be allotted for this activity. Students will also be asked to put their desks back to the original configuration before they leave.

7. Students will be assigned for the next class period to bring in an article from the newspaper or from and internet news site that they think shows bias and questionable conclusions.

1. Students will be given an assignment that will prepare them for listening and for discussing history in the context of what they discussed the previous day.

2. Students will be engaged in a Direct Instruction form of learning. Sensitivity to differences in individuals learning ability and learning style will be accomplished through the media on the PowerPoint accompanying the lecture and through the specific questions asked to specific students to gauge understanding and comprehension.

3. Students will be engaged in Cooperative Learning by discussing with other students their understanding of the topic at hand and by working with others to accomplish a task so that they can present it to the class.

4. Each group’s conclusions will be respected and listened to for the enrichment of the entire learning community in the classroom.

5. Students will be involved in Concept Attainment by completing an activity that addresses the subject that the teacher will be teaching on. This concept can and will be applied to other areas of the class at different times.

6. Students will participate in an activity that solidifies the information they just learned by asking them to recall all of the information they just processed for easier future retrieval. Joyce, B., Weil, M., Calhoun, E. (2009). Models of Teaching. Boston: Pearson Education. Marzano, R. J., Pickering, D. J., & Polluck, J. E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, Virginia: Association for Supervision and Curriculum Development.

What does each co-teacher do before, during and after the lesson? Teacher Candidate Mentor Teacher Paraprofessional(s) Other

What are the specific tasks that I do BEFORE the lesson?

Pull up the PowerPoint for the Presentation; Prepare the Handouts for group discussion; Have materials ready for checking attendance.

Set up webcam on the computer for the discussion and group time. Set up materials at the back of the room for taking notes.

Assist Student with Autism in getting to class prepared.

None

What are the specific tasks that I do DURING the lesson?

Pay attention to student responsiveness to the lecture and that discussions in groups are on the task at hand. Ask questions to various members of the class so that everyone is included and vary questions asked.

Observe Teacher Candidate during the lecture. Circle the room during group time to make sure that students are on task and to observe discussions. Take notes to help Teacher Candidate make future improvements.

Assist Student with Autism during lecture and group time.

None

What are the specific tasks that I do AFTER the lesson?

Make sure that the room is put back into the configuration it was in before the teacher arrived. Turn off the computer and pick up anything left in the classroom.

Help students put room back together after class. Turn off webcam and save video for future retrieval.

Assist Student with Autism in putting everything away and in getting to their next class.

None

When, where and how will we debrief the co-teaching lesson?

The debrief will take place every day during the fifth period planning period for the teacher and teacher candidate. This will help the teacher candidate prepare for the next day’s lesson.

Grouping of Students for Instruction Instructional Materials, Resources and Technology Desks will be circled in groups of four or five. Students will pick groups with peers and will be asked at the start of class to turn their desks toward the other members of their group.

PowerPoint with introduction to the African American Experience for lecture of about 20 minutes. Handouts for each group containing the testimony of a specific individual about slavery. Students will be expected to have notebook paper to note their conclusions about their testimony. PowerPoint for conclusion of lesson describing how to identify motivations and biases and how that affects perspective and testimonies about events.

Accommodations and Modifications Family Involvement Plan Para-educator present, IEP objectives- Reading level development, social development, appropriate classroom participation- for 1 student with Autism. 2 Muslim students who need to take a 5 minute break during the period for prayers (pre-arranged with teacher). 1 student broke her leg last week and will need extra time to get to class.

There will be weekly emails to parents describing what we will be learning this week and what will be expected of the students. Students and parents will have access to resources, assignments, and grades on the schools website under our class. Once a month, the school holds a Parent-Teacher night, where Parents are able to connect with their child’s teachers and discuss their performance. Once a semester, Parents are encouraged to come to class to observe the presentation of the student’s master project, which they have been constructing since the beginning of the semester. The teacher’s number at the school is listed on a book sent home at the beginning of the school year so that parents can get in touch with their child’s teacher directly if they need to.

School of Education Service ● Leadership ● Competence ● Character

OVERVIEW of UNIT LESSONS FORM

The Civil War- Matthew Kieswether Title: The Coming of the Civil War________________________________________________________

Assessment (Describe the Main Assessment

below)

Learning Experiences (Describe the Main Learning

Experience below)

Instructional Materials, Resources and Technology (Give a list of each below)

- Students will participate in review

- Students will show that they are paying attention during the lecture

- Students will participate and be on task during group time

- Students will show that they were on task during group time through presentations and discussions

- Students will participate in end of class review of information learned

- 5 minute review and daily question

- 20 minute lecture about period leading up to the Civil War and what students will be expected to read from their textbook

- 10 minute group time to discuss the topic for their Unit’s group project on a famous person of the Civil War, a group or race’s experience, or on a cultural change brought about by the Civil War

- 10 minutes for presentation of group project ideas

- 5 minute wrap up and daily review

- PowerPoint with description of conditions in the United States prior to Civil War

- Students will be expected to have notebook paper and writing utensils or a laptop

- Handouts for each group with description of requirements for group project

Title: African American Experience before the Civil War_______________________________________ Assessment

(Describe the Main Assessment below)


Experience below)








- 20 minute lecture on conditions of slavery

- Group activity centered on analyzing testimony about slavery conditions

- Group presentations - 10 minute lecture on

finding validity in testimony

- 5 minute written review of information learned

- Assignment for next class period: bring in a news article that shows bias.

- PowerPoint with introduction to the African American Experience

- Handouts for each group containing the testimony of a specific individual about slavery


- PowerPoint for description of identifying validity in testimony

Title: The War begins________________________________________________________ Assessment



Experience below)



- Students will show that they are on task by participating in their group discussion.



- Students will show that they were on task during group work by allowing the teacher to participate in group discussions



- 10 minute group discussion and class discussion of newspaper articles that show bias.

- 20 minute lecture on the outbreak of the Civil War, reasons for recession, and the importance of the slavery issue

- 10 minutes for group work on unit project

- 5 minute wrap-up and daily review

- PowerPoint for lecture about the outbreak of the Civil War, reasons for recession, and the importance of the slavery issue

- Additional resources for groups about topics they’re pursuing for their unit project


Title: The Military Power and Success of the Confederacy______________________________________ Assessment



Experience below)








- 30 minute lecture about the events of the Civil War leading up to Gettysburg including military events, political movements, social conditions, and cultural changes



- PowerPoint for lecture about the events of the Civil War leading up to Gettysburg



Title: Gettysburg and the End of the Civil War__________________________________________________ Assessment



Experience below)








- 30 minute lecture on Gettysburg and the events that led up to the end of the Civil War, including a section about the African American Experience and the development of the definition of war because of the Civil War



- PowerPoint for lecture about Gettysburg and the events that led up to the end of the Civil War



Title: Civil War Group Project Presentations_____________________________________________________ Assessment



Experience below)





- Students will be on task during the presentations of others by listening, taking notes, and by asking questions of other groups



- Each group will give a presentation of the topic they researched over the past two weeks for about 7 minutes each

- 10 minutes for test review, preparation, and daily review

- Rubric for presentations and materials to grade presentations and participation

- Handout detailing the information students need to know for the test and what they should review


Title: Civil War Unit Test________________________________________________________ Assessment



Experience below)


- Students will participate in a formal 45 minute test of their understanding of the information learned in class about the Civil War

- Students will pay attention during prep for next unit

- Formal 45 minute test of their understanding of the information learned in class about the Civil War

- 5 minute preparation for next unit

- Test on Paper on information learned in class

- Students will be expected to have writing utensils

- Handout on the next Unit and what it will contain

Account #1

“I kin remember some things like it was yesterday, but I is 104 years old now, and age is starting to get me, I can’t remember everything like I use to. I getting old, old. You know I is old when I been a grown woman when the Civil War broke out. I was hired out then, to a Mr. McDonald, who lived on Atlantic Street, and I remembers when de first shot was fired, and the shells went right over de city. I got seven dollars a month for looking after children, not taking them out, you understand, just minding them. I did not got the money, Mausa got it.”

“Don’t you think that was fair?” I asked. “If you were fed and clothed by him, shouldn’t he be paid for your work?”

“Course it been fair,” she answered, “I belong to him and he got to get something to take care of me.”

“My name before I was married was Susan Calder, but I married a man named Hamlin. I belonged to Mr. Edward Fuller, he was president of the First National Bank. He was a good man to his people till de Lord took him. Mr. Fuller got his slaves by marriage. He married Miss Mikell, a lady what lived on Edisto Island, who was a slave owner, and we lived on Edisto on a plantation. I don’t remember de name cause when Mr. Fuller got to be president of de bank we come to Charleston to live. He sell out the plantation and say them (the slaves) that want to come to Charleston with him could come and them what wants to stay on the island with his wife’s people. We had our choice. Some is come and some is stay, but my ma and us children come with Mr. Fuller.

“We lived on St. Philip street. The house still there, good as ever. I go ‘round there to see it all de time; the cistern still there too, where we used to sit ‘round and drink the cold water, and eat, and talk and laugh. Mr. Fuller have lots of servants and the ones he didn’t need hisself he hired out. The slaves had rooms in the back, the ones with children had two rooms and them that didn’t have any children had one room, not to cook in but to sleep in. They all cooked and ate downstairs in the hall that they had for colored people. I don’t know about slavery but I know all the slavery I know about, the people was good to me. Mr. Fuller was a good man and his wife’s people been grand people, all good to their slaves. Seem like Mr. Fuller just git his slaves so he could be good to dem. He made all the little colored children love him. If you don’t believe they loved him what they all cry, and scream, and holler for when dey hear he dead? ‘Oh, Mausa dead my Mausa dead, what I going to do, my Mausa dead.’ Dey tell dem t’aint no use to cry, dat can’t bring him back, but de chillen keep on crying. We used to call him Mausa Eddie but he named Mr. Edward Fuller, And he sure was a good man.

“A man come here about a month ago, say he from de government, and dey send him to find out ‘bout slavery. I give him most a book, and what he give me? A dime. He ask me all kind of questions. He ask me dis and he ask me dat , didn’t de white people do dis and did dey do dat but Mr. Fuller was a good man, he was sure good to me and all his people, dey all like him, God bless him, he in de ground now but I ain’t going to let nobody lie on him. You know he good when even the little chillen cry and holler when he dead. I tell you dey couldn’t just fix us up any kind of way when we going to Sunday School. We had to be dressed nice, if you pass him and you ain’t dress to suit him he send you right back and say tell your ma to see dat you dress right. Dey couldn’t send you out in de cold barefoot neither. I ‘member one day my ma want to send me wid some milk for her sister in law what lived ‘round de corner. I fuss cause it cold and say ‘how you going to send me out wid no shoe, and it cold?’ Mausa hear how I talkin and turn back and laugh, den he call to my ma to gone in de house and find shoe to put on my feet and don’t let him see me barefoot again in cold weather.” “When de war start going good and de shell fly over Charleston he take all us up to Aiken for

protection. Talk ‘bout marching through Georgia, dey sure march through Aiken, soldiers was everywhere…

“Were most of the masters kind?” I asked.

“Well you know,” she answered, “times den was just like dey is now, some was kind and some was mean; heaps of wickedness went on just de same as now. All my people was good people. I see some wickedness and I hear ‘bout all kinds of t’ings but you don’t know whether it was lie or not. Mr. Fuller been a Christian man.”

“Do you think it would have been better if the Negroes had never left Africa?” was the next question I asked. “No Ma’am, (emphatically) dem heathen didn’t have no religion. I tell you how I t’ink it is. The Lord made t’ree nations, the white, the red and the black, and put dem in different places on de earth where dey was to stay. Dose black ignoramuses in Africa forgot God, and didn’t have no religion and God blessed and prospered the white people dat did remember Him and sent dem to teach de Black people even if dey have to grab dem and bring dem into bondage till dey learned some sense…”

Account #2

“I’m a hund’ed and one years old now, son. De only one livin’ in my crowd frum de days I wuz a slave. Mr. Fuller, my master, who was president of the Firs’ National Bank, owned the fambly of us except my father. There were eight men an’ women with five girls an’ six boys workin’ for him. Most o’ them wus hired out. De house in which we stayed is still dere with de sisterns an’ slave quarters. I always go to see de old home which is on St. Phillip Street.

“My ma had t’ree boys an’ t’ree girls who did well at their work. Hope Mikell, my eldest brodder, an’ James wus de shoemaker. William Fuller, son of our Master, wus de bricklayer. Margurite an’ Catherine wus de maids an’ look as de children…

“W’en any slave wus whipped all de other slaves wus made to watch. I see women hung frum de ceilin’ of buildin’s an’ whipped with only supin tied ‘round her lower part of de body, until w’en dey wus taken down, dere wusn’t breath in de body. I had some terribly bad experiences.

“Yankees use to come t’rough de streets, especially de Big Market, huntin’ those who want to go to de “free country” as dey call’ it. Men an’ women wus always missin’ an’ nobody could give ‘count of dere disappearance. De men wus train’ up North fur sojus.

“De white race is so brazen. Dey come here an’ run de Indians frum dere own lan’, but dey couldn’t make dem slaves ‘cause dey wouldn’t stan’ for it. Indians use to git up in trees an’ shoot dem with poison arrow. W’en dey couldn’t make dem slaves den dey gone to Africa an’ bring dere black brother an’ sister. Dey say ‘mong themselves, “we gwine mix dem up en make ourselves king. Dats d only way we’d git even with de Indians.

“All time, night an’ day, you could hear men an’ women screamin’ to de tip of dere voices as either ma, pa, sister, or brother wus take without any warnin’ an’ sell. Some time mother who had only one chile wus separated fur life. People wus always dyin’ frum a broken heart.

“One night a couple married an’ de next mornin’ de boss sell de wife. De gal ma got in in de street an’ cursed de white woman fur all she could find. She said: “dat damn white, pale-face bastard sell my daughter who jus’ married las’ night,” an’ other t’ings. The white man tresten’ her to call de

police if she didn’t stop, but de collude woman said: “hit me or call de police. I redder die dan to stan’ dis any longer.” De police took her to de work house by de white woman orders an’ what became of ‘er, I never hear.

”W’en de war began we wus taken to Aiken, South Ca’line were we stay’ until de Yankees come t’rough. We could see balls sailin’ t’rough de air w’en Sherman wus comin’. Bumbs hit trees in our yard. W’en de freedom gun wus fired, I wus on my ‘nees scrubbin’. Dey tell me I wus free but I didn’t b’lieve it…”

Davidson, J. W., & Lytle, M. H. (2005). After the Fact: The Art of Historical Detection (Vol. 2) (5th ed.).

Boston: McGraw-Hill.

Transformative and

Multicultural: Lesson Minority Perspective- By focusing on the experience of the minority, the

lesson acknowledges that there is more to history than just the white majority perspective.

Environmental Factors and Racism- Analyzing a person’s perspective for honesty and validity in the group and class discussion illuminates the oppression of certain individuals in United States history because of race.

Group Work- By asking the students to work together with their peers to construct an understanding and perspective, I am allowing the students to grow from understanding not only the perspective of someone in history, but also their peers of different backgrounds and persuasions.

Differentiated Assessment- The assessment of individuals in class will be informal and will be based on the student’s perspective and ability.

Differentiated Strategies- The learning experiences will include visual and auditory learning with a lecture and PowerPoint, logical learning through analysis of a perspective, spatial learning through visuals, and interpersonal learning through group discussion.

Differentiated Assessment- Multiple Assessment

strategies: Informal observance, adjusted expectations, formal test at the end of unit, group work, adjusted questions to students in class, etc.

Differentiated Strategies- Multiple forms of instruction, Opportunity for student selected project of interest, Multiple opportunities for leadership and group work, Multiple Intelligences Strategies

Multiple Perspectives- Lesson content includes multiple perspectives, specifically focusing on the experience of the minority

Transformative and Multicultural: Unit

The Learning Targets require the students to seek understanding out of

their own experience. The lesson’s subject matter relates directly to the African American experience in America prior to the Civil War, of which many of my students have little to no prior knowledge. The lesson specifically addresses the effects of slavery imposed on a minority of the United States culture prior to the 1860s. In addition, the lesson requires students to be objective about understanding another person’s perspective. Experiences in class will help the students begin the process of identifying minorities who can’t or won’t share their perspective because of the surrounding political or social environment, with the eventual goal in mind of motivating my students to help illuminate those voices in society. Finally, the learning targets require student voice and opinion. Each individual must analyze the information from their own perspective and background with the goal of understanding the crippling effects of slavery.

Transformative and Multicultural: Perspective Change and

Motivation

My lesson plan is built on inductive learning. The group activity starts with testimonies about the condition

of slavery and asks students to analyze them for factors that affect their truthfulness.

By analyzing these documents, the larger subject of what affects honesty in testimony arises specifically in the context of constructing a correct historical account.

We’ve started with a task that is as common as reading something in the newspaper and have arrived at constructing a list of possible factors that should be considered before accepting someone’s version of an event.

Bloom’s Taxonomy of Thinking Skills From Level 1 and 2 to Level 4 and 6

Transformative and Multicultural: Higher Order Thinking

the african american experience prior to the civil war

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