You are on page 1of 5

BLOCK PLAN: Quiet Courage: Slavery in America and in the world today

KEY:
Literature/Writing/Reading Strategies
Literature
ISTE Standard

Monday

Tuesday

Wednesday

S.9.4 Discuss the implications of


social problems for society.

S.7.2 Identify basic social


institutions and explain their
impact on individuals, groups and S.9.2 Describe how social
organizations within society and problems have changed over
time. (History)
how they transmit the values of
society.
Materials:T/Rworksheet,
ISTE 4.a) identify and define
projector,computer,YouTube
authentic problems and
Materials:speechworksheets, significant questions for
Set:T/RQuestionnaire
investigation
mapsprintedout
(pretest)(seestrategiestab
forthequiz)andthencrash
Set:readLincolnsappeal
coursehistory#13video
excerpt
https://www.youtube.com/wat http://www.freedmen.umd.edu
ch?v=Ajn9g5Gsv98
Materials:individuallaptops,
/bordstat.htm
Duringthisreading,students projector,computer
Purpose:Whatisslavery?Itis willmakeavocabtreeof
notjustathingofthepast,it wordsthatdidnotknowfrom Set:Openbyreadingthe
stillgoesontodayandaffects thereading
picturebook,Followthe
people.
DrinkingGourd,asaclass.
Thenhavethestudentsanswer
Purpose:Have students look
Body:Readthechapterbook,
onapaper,Whymaysong
at
the
predicament
Lincoln
DearAustin,andusethecivil
lyricshavebeenthebestway
warlettermakingwebsiteto was in with border states
tocommunicated?Benefits?
potentially
poised
to
leave
the
createtheirownletterfrom
Cons?
Union
and
what
he
had
to
do
thattime
http://teacher.scholastic.com/a to keep these.
Purpose:Whatweretheways
ctivities/bhistory/underground
slaveswereforcedto
Roleplay:showstudentsthe communicatewitheachother
_railroad/secret_letter.htm
LincolnquoteIthinktolose becausetheycouldntbe
Kentuckyisnearlythesame caught?Howdidthesework
Activities:Readachapter
astolosethewholegame.
bookandcreatetheirown
forthem?
letterfromvocablistgivenof Andsplitthemintotwo
UndergroundRailroadterms teams,botharesenatorsfrom Body:Splittheclassintofour
KY,oneconvincesthemto
groups(preassigned)and
Closure:T/RQuestionsheet leave,onesidearguestostay havethemeachgotothe
intheUnion
(postteststyle)
providedwebsitetolookup
fourdifferentsongs(each
Activities:Readexcerpt
Assessment:Letter
groupgetsone)
providedfromEmancipation http://www.harriet
Adaptations:TranslateNotes Proclamationandcolorina
tubman.org/songsofthe
andreadingthebookwiththe maptoseea)whereslavery
undergroundrailroad/Have
USH.1.3 Identify and tell the
significance of controversies
pertaining to slavery, abolitionism,
and social reform movements.
(Government, Economics)

teacheroutloudforADD

wasendedbythe
proclamation
b)shadeinstatesthatallow
slavery
c)shadeinstatesthatdidnot
allowslavery

themlistentoitquietlyand
thenwritedownwhatthe
moodandtoneseemedtobe.
Whatmightthissonghave
beenmeanttocommunicate?
Thenthegroupswillpresent

Closure:Finishthemap

Activities:Classpresentations

Assessment:takehome
questionsheetpertainingto
themap

Closure:Lookuptheirown
poemfromtheUnderground
Railroadtopresentday
slaveryandwritearesponse
asafellowslaveandasa
newlyfreedslave

Adaptations:Havecertain
sectionsoftheEmancipation
Proclamationhighlightedfor
thestudentthatstruggleswith Assessment:Thepoem
readingcomprehension
responsebroughtbackthe
nextday

Adaptations:Giveanoption
betweentwopoemsandgive
themanoutlineofwhatitmay
besaying

Thursday

USH. 1.4 Describe causes and lasting effects of the


Civil War and Reconstruction as well as the political
controversies surrounding this time such as Andrew
Johnsons impeachment, the Black Codes, and the
Compromise of 1877. (Government, Economics)

Friday

USH.9.1 Identify patterns of historical succession and


duration in which historical events have unfolded and
apply them to explain continuity and change.
USH.9.4 Explain issues and problems of the past by
analyzing the interests and viewpoints of those involved.

Materials:individuallaptops,projector,
computer
Materials:bookforeachstudent(provided),
Set:Beginbyindividuallytellingthemtouse
individualcomputers
thiswebsitehttp://slaveryfootprint.orgThen
eachstudentreadofftheirnumber
Set:Givethemafewminutestofinishthe
booksectionassignedfromyesterdayin
Purpose:Manypeoplethinkslaveryisathing
DisposablePeople,abookaboutslaveryin
ofthepast,butitisquiteactiveandalivein
moderntimes
ourworldtoday.Wetalkaboutslaveryinthe
Therewillbespecialemphasisonchaptertwo.
CivilWar,butitstillisaprobleminmany
ThentheywillfillouttheKWLchart(see
formsandweneedtobeaware,ifslavery
strategiestab)
backthenbotheredus,itstillshould.
Body:LookatthelistofUnfreedomsandfind
onearticleforeachunfreedomandthenpick
onearticleandwriteasummaryandthree
possiblesolutionstotheproblem(SEE
ATTACHEDDOCUMENT)
Activities:Groupthestudentsupandthen
havethemdiscusstheirsolutionswitheach
other.
Closure:Antonymworksheetforeach
unfreedom
Assessment:turninthesummaryand
antonymsheet,readChaptertwoofbookfor
thenextday(seeFridayforinformation)
Adaptations:Includelinkstodifferentletters
andjustaskthemtosummarize

Purpose:Thisistonotonlymakestudents
awareofslaveryintheworldtoday,butput
themselvesinthatperspectiveandletthemsee
differentemotionstheywouldhave(averybig
spinoffoftheSixThinkingHats)
Body:Thiswholedaywillbedevotedtotheir
finalprojectforthiswholeunit.Thisishaving
the,readthebookDisposablePeople,focusing
especiallyonChapter2
Activities:Thentheywillwritea2page
positionpaperas:
aslaveincontemporarytimes
aconcernedcitizen
agovernmentofficialinaslaveholding
nation
allofthesewillhave2pages
Closure:theywilldiscusstheirideaswitha
partner
Assessment:thisfinalpaper

Adaptations:NoneNeeded

You might also like