James Madison University College of Education

MSSE 471 Extended Lesson #2

Name: Laura Bionde Date: Wednesday December 9th, 2015
Subject/Class: US History

Grade Level: 6

Topic/Type: Abolitionist Movement

Content Overview:
Vocabulary:
Reform: make changes in something, typically a social, political, or economic institution or practice, in order to
improve it.
Abolition: the action or an act of abolishing a system, practice, or institution.
Abolitionist Movement: was a movement to end slavery.
Underground Railroad: A network of routes and safe houses used by enslaved Africans in the U.S. These were
secret routes used to help these enslaved people escape to free states as well as Canada. People who were
sympathetic to the cause helped to move slaves along the railroad.
Emancipation: the process of being set free from legal, social, or political restrictions (liberation).
Main Ideas of the Movement:
Goal was the speedy end to slavery and all forms of racial segregation
Second Great Awakening was used to support abolition on Religious grounds
Abolitionists believe slavery to be morally wrong, cruel and inhumane.
o Also believed slavery to be an institution that violated the principles of democracy
Important People:
Harriet Tubman: African women who escaped slavery through the Underground Railroad. She then became a
civil rights activist who helped hundreds of enslaved people through the Underground Railroad. Known as the
most famous conductor.
William Lloyd Garrison: A white American male who became a well-known supporter of the abolitionist
movement. In 1831 he published an anti-slavery newspaper called The Liberator.
Frederick Douglass: Born into slavery, became educated about anti-slavery movements. He attempted to
escape twice before he was successful in 1838. Wrote many autobiographies and worked hard for the end of
slavery as well as womens rights. Wrote The North Star Newspaper.
Harriet Beecher Stowe: Wrote the book Uncle Toms Cabin. Extremely important book because it helped
people in the North become more aware of what slavery was really like in the South.
Uncle Toms Cabin: Takes place in the south a few years before the Civil War. Slave owner, Mr. Shelby
needs to sell some of his slaves because he is in debt. Eliza, one of the slaves, finds out about being sold so she
runs away with her son. She asks Tom to come with her, but he remains loyal and stays. Tom is eventually sold
to an awful master, even though he has proven to be a loyal and kind man. Throughout the novel Tom proves to
continue to be a decent person even when life is being so cruel to him.
Important Events:
Nat Tuners Rebellion: Slave revolt in Northampton Virginia in 1831. Led by Nat Turner, an African-American
slave and religious leader. Himself and a group of his followers planned a revolt which resulted in the killing of
about 60 white men, women and children. Turner and 16 of his followers were eventually caught and executed
Dept. of Middle, Secondary, and Math Education
modified by Dr. Cude 1/15

for their crimes. Slaves not involved in this result were punished elsewhere in fear that they would revolt as
well.
John Browns Raid: John Brown was a white abolitionist who believed that violence was necessary in order to
overthrow the slave system. On October 16th, 1859, Brown led a group of 18 men into Harpers Ferry, Virginia,
with the goal of starting a major slave rebellion in the south. They seized ammunition and weapons from a
federal arsenal and traveled gathering supporters and arming them. The rebellion only lasted 36 hours, but some
people in the north viewed with admiration. This event widened the divide between north and south.
Essential Question(s):
1. What were the goals of the abolitionist movement?
2. How did the abolitionist movement lead to the division of our Nation?
3. How can literature be used to influence peoples opinions on a topic?
SOLs
USI.8ThestudentwilldemonstrateknowledgeofwestwardexpansionandreforminAmericafrom
1801to1861by
d)Identifyingthemainideasoftheabolitionistmovement
Instructional Objectives: (U/K, D, Values)
U: Students will understand why people wanted to
abolish slavery

U: Students will understand the role the abolitionist

movement had in diving the Nation.

K: Students will know the main goals of the abolitionists

and who they were.

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude 1/15

Assessment Plan: Formative and

Summative
Formative: As the teacher works through
the notes she will constantly be asking the
class if they know anything about the
person or event prior to providing them
the information. This will help the teacher
gage their prior knowledge and will lead
to a deeper discussion of the topic.
Summative: Post assessment
Formative: After the teacher shows the
slides on John Browns Raid and Nat
Turners Rebellion, she will ask why the
students think these events were so
significant. The teacher will be looking
for student understanding that these two
events furthered the divide between north
and south.
Summative: Post assessment
Formative: As the teacher works through
the notes she will constantly be asking the
class if they know anything about the
person or event prior to providing them
the information. This will help the teacher
gage their prior knowledge and will lead
to a deeper discussion of the topic.

Summative: Post assessment

K: Students will know what the Underground Railroad

was and how it helped the abolitionist movement
succeed.

Value: Students will value the hardships faced by slaves

and why many believed slavery to be immoral.

Formative: As the teacher works through

the notes she will constantly be asking the
class if they know anything about the
person or event prior to providing them
the information. This will help the teacher
gage their prior knowledge and will lead
to a deeper discussion of the topic.
Summative: Post assessment
Formative: As the students work through
the reading in their groups, the teacher
will be observing and listening to their
discussions. She will be listening for
inferences made and a deep understanding
of the content.
Summative: Uncle Toms Cabin questions
that will be handed in and graded.

Instructional Plan:
Type of
activity; timing
Hook
2 minutes

Teacher Actions

Student Actions

The teacher will ask the students to

think about a time when they
witnessed or heard about something
that they felt was morally wrong. The
teacher will ask the students to then
think if they acted on that feeling and
did something to change it, or if they
just tried to ignore how bad it was. The
teacher will explain that slavery was a
system that was morally wrong, and
even though many people knew it was
unethical, they still used the system for
their benefit. However, like some of
the students in class, some people
during this time period chose to step
up and fight slavery. These people

Students will think of a time when they

witnessed or heard about something unethical
in their lives. They will then think if they acted
on this or not. They will think about why they
did or didnt act and what this means. They
will then make the connection to the
abolitionist movement.

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude 1/15

Pre-assessment
3 minutes

Lecture
15 minutes

Reading
Activity
15 minutes

were called abolitionists, and it was

called the abolitionist movement.
The teacher will hand out a worksheet
with pre-lesson questions. This will be
used to gage student learning at the
end of the lesson.

The students will answer the questions to the

best of their ability prior to learning the
information. They will then hand the paper
into the teacher.

The teacher will hand out a note-taking

guide in order to keep the students
organized and focused on important
concepts. The teacher will then have
the students log onto Near Pod and
enter the presentation code so they can
access the slides. The teacher will then
ask the student to follow along as we
discuss as a class the main goals,
events and people of the abolitionist
movement. The teacher will explain
that the bolded and underlined words
on the slides are to be written in the
blanks on the note-guide as we go
along. She will ask students to stay
focused and not move to the next blank
until we have discussed the previous
one.

Students will use the code provided by the

teacher to log onto the presentation on Near
Pod. Students will then listen as the teacher
explains the topic of the lesson and what to do
as the teacher provides the information. The
students will fill in the necessary information
as the teacher moves through the slides.
Students will be answering questions provided
by the teacher throughout the lecture and
contributing to the class discussion. Students
should have completed the note guide by the
end of the presentation.

The teacher will show the slide that

has the directions for the reading
activity. The teacher will hand out a
short section from Stowes Uncle
Toms Cabin. She will explain that it is
only a small part of this famous book
but still has a lot of meaning. The
teacher will explain the reading may be
difficult because of the unusual
language used. The teacher will also
explain that if anyone is stuck on a
word or has a question about the
meaning they should ask. The teacher

Students will listen as the teacher explains the

activity. They will read the section silently and
then discuss within their groups the reading as
well as come up with answers for the questions
that follow. Each student will have answers
written for the questions and should contribute
to the group discussion.

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude 1/15

Class
Discussion
5 minutes

PostAssessment
5 minutes

will provide a list of words on the

board that she expects the students to
have trouble with. These include ye
[you], masr [master] thrill [joy] etc.
The teacher will explain there are two
questions the students must answer
after reading and discussing the
section.
As a wrap up for the activity, the
teacher will ask a few groups to share
their answers with the class. The
teacher will call on students to share
their opinions about the reading and
how it made them feel.

The teacher will hand out a second

copy of the same questions from the
beginning of class. She will ask the
students to now fill out the answers
without using their notes.

Students from each group will share what they

wrote down for the questions after the reading.

Students will answer the questions without

using their notes and then hand it back to the
teacher.

Materials Needed for the Lesson:

Chrome books
Reading from Uncle Toms Cabin
Adaption/Differentiation:
ELL/struggling
readers

ADHD

Group work will allow ELL/struggling readers to work with students who
are not. Working with gifted students within the group will allow them to
learn new perspectives and provide them with new information. Also,
group work will give these students the confidence they may need to share
their answers with the rest of the class. For these students I would provide
a modified reading for them. The reading would include definitions and
highlighted words and sentences that are important. This will help them as
they read through the section on their own so they will be able to contribute
to the group.
This lesson will cater to ADHD because the guided notes help students to
remain focused and exactly where they need to be in the notes. The
worksheet will allow them to follow along with the teacher while still

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude 1/15

getting the information they need. Also, the group work will give these
students time to talk with other students about their opinions as well as
give them time to work with a higher-level student and learn what they
have to say.
Gifted

In this lesson, gifted students will be challenged with the reading from
Uncle Toms Cabin. This reading is at a high level, and even though
definitions are provided, gifted students have the ability to work through
the reading on their own without aid.

Dept. of Middle, Secondary, and Math Education

modified by Dr. Cude 1/15