Slavery,+Denise+Snyder

  Overview:** ** Information Inquiry ** The student information scientist is at the center of the inquiry environment. (Lamb and Callison) Through both lessons of inquiry, the teacher hopes the student will gain an understanding of civil rights and slavery as it occurred in the United States. Both lessons have schemata within them to organize thoughts as suggest by Jean Piaget. However, these lessons strive to create meaning out of the information they receive. The meaning according to Callison will “evolve based on the interactions with the outside world and the interactions within the mind.”The two lessons provide learners the opportunity to construct their own understanding and knowledge of the world through different experiences. (Lamb) Both the history standard and the Language Arts standard in the grade five lesson compliments the AASL standard and vice versa. It is important to understand how slavery or African Americans have been fighting racial prejudice throughout history and giving the students the opportunity to share their learning with the class through telling what they learned promotes both subject standards and the AASL standards contain the processes through which the use of the other standards are being applied. “Constructivist teachers encourage students to engage in dialogue with the teacher and one another.” (Callison, p.337) In the ninth grade lesson by providing a blog for the students to interact with each other and the teacher with their thoughts as the stories progress provide the opportunity for students to construct their own meaning. The teacher will ask open ended questions throughout the blog to stimulate the inventive thinking of the students. In the 5th grade lesson, students are exposed to the idea of freedom and how James Smith, a slave boy who wants freedom goes to any lengths to obtain that freedom. Not knowing if each student understands freedom and slavery the teacher “contributes to the breadth and depth of content knowledge”(Lamb) by reading this story and then having the students think about and make predictions of how the story could have ended differently for James. Since our job as facilitators should be to guide the inquiry process, we must develop ways of motivating novices to become experts. Experts have a high degree of proficiency, skill and knowledge in a particular subject. (Lamb) Students in fifth grade would barely understand the price of freedom and have relatively little knowledge of the many famous black people who have promoted equality for all people. The fifth grade lesson is merely a lesson to generate interest in the topic of slavery and to encourage growth as an information scientist. The students have freedom of exploration by choosing the person or topic they want to research with regard to slavery. Then they have the freedom to choose how they want to present their projects creatively by use of a diorama, power point, or becoming a character of the past. Through their exploration and choice of inquiry, the instructional specialist has provided the motivation needed to desire to learn more bringing them to being experts at slavery and the historical people and concepts that slavery entailed. In the 9th grade lesson, students have been introduced and know more about it, so the lesson becomes one where they are critically challenged to think and provoke ideas of thought to the world in which we live. Each novel has a different story from a different perspective. Scout in //To Kill a Mockingbird// is growing in the knowledge of not judging someone based on what other people say, but as her father points out “walking in the other person’s shoes.” In //Copper Sun//, Sharon Draper gives the view of a young girl who thought she had her whole world planned only to have it and her family destroyed by being taken captive and used as a slave. Imari gives the person a perspective of what it would be like not to have the freedom we have today and it gives a starting point of racial prejudice that students could use to understand Tom Robinson’s trial based on the lies of a white girl. Both novels reflect on the civil rights of each individual and why African Americans have sought civil rights for so long. Having the students construct letters from one character to another will inspire the students to think about how to inspire the character and give them hope for a better tomorrow. When someone looks at the past racial prejudices to see how far the world has come, they still see the need for more, but it gives the students the additional motivation and hope for more progress along the lines of discrimination. The instructional specialist is the facilitator to guide the inquiry of the students in both lessons to constantly prod the creative and critical thinking through exploration and collaborative efforts. Sources: Callison, Daniel and Leslie Preddy. //The Blue Book on Information Age Inquiry, Instruction and Literacy.// Westport, Conn.: Libraries, Unlimited. C2006. Lamb, Annette. http://www.virtualinquiry.com/scientist
 * __PROJECT 2- S574__

**Slavery- 5th Grade Lesson** **5.1.5 – **Explain the religious, political, and economic reasons for movement of people from Europe to the Americas. (Individuals, Society, and Culture) **5.7.5- **Clarify and support spoken ideas with evidence and examples. **1.1.2 **Use prior and background knowledge as context for new learning. **2.1.2 **Organize knowledge so that it is useful. **<span style="FONT-FAMILY: 'Arial','sans-serif'">3.1.3 **<span style="FONT-FAMILY: 'Arial','sans-serif'">Use writing and speaking skills to communicate new understandings effectively. <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)">Teacher will read the book //Night Running// by Elisa Carbone. The true story of James Smith, a young slave who with the help of his dog escaped to freedom. <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)">Students will write a short paragraph on one of these three topics. <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)">Discuss what it would be like to be a slave of someone else. <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)">What if James did not have Zeus with him? How could the story have been different? <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)">What does freedom mean to you? <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)">Take students to lab to do research on slavery. Students are given a week to research and pull together before presenting. <span style="FONT-FAMILY: 'Arial','sans-serif'">http://www.cwpost.liunet.edu/cwis/cwp/library/aaslavry.htm <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'">http://www.spartacus.schoolnet.co.uk/slavery.htm <span style="FONT-FAMILY: 'Arial','sans-serif'"> <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)"> <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)">Each student will be given the opportunity to pick a topic or person (only 1 student per person) to explore from the following: <span style="COLOR: rgb(0,135,255)">**<span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)"><span style="COLOR: rgb(0,38,255)"><span style="COLOR: rgb(129,215,248)">__<span style="COLOR: rgb(74,171,247)">People: __   <span style="COLOR: rgb(74,171,247)"> ** <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)"> > <span style="COLOR: rgb(0,0,0)"> > __<span style="COLOR: rgb(0,176,240); FONT-FAMILY: 'Arial','sans-serif'">**Topics: (2 to 3 people)** __ > <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)"> > <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)">Students are allowed a choice- If they have a person, they are to become that person, find out as much as possible about that person and prepare questions for that person to answer. We will have a mock pressroom. Students will be given the questions to be answered by the person who has that character to find out more about each character and what they had to do with slavery. > <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)"> > <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)">The students with topics can present their topics either by a mapping the Underground Railroad, making a diorama for the plantation system, giving a power point for the timeline or describing the characteristics of slavery in some type of visual format. > <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)"> > <span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)">**Rubrics**
 * Objectives:**
 * <span style="COLOR: rgb(0,0,0)">·  ****<span style="COLOR: rgb(7,3,43); FONT-FAMILY: 'Arial','sans-serif'">To create an awareness of the daily life of a slave. **<span style="FONT-WEIGHT: normal; FONT-FAMILY: 'Arial','sans-serif'">
 * <span style="COLOR: rgb(0,0,0)">·  ****<span style="COLOR: rgb(7,3,43); FONT-FAMILY: 'Arial','sans-serif'">To understand the importance of famous civil rights leaders who advanced the cause of African Americans. **<span style="FONT-WEIGHT: normal; FONT-FAMILY: 'Arial','sans-serif'">
 * __<span style="COLOR: rgb(0,176,240); FONT-FAMILY: 'Arial','sans-serif'">Academic Standards: __**<span style="COLOR: rgb(0,176,240); FONT-FAMILY: 'Arial','sans-serif'">
 * <span style="COLOR: rgb(0,176,240); FONT-FAMILY: 'Arial','sans-serif'">History Standard 1 **
 * <span style="COLOR: rgb(0,176,240); FONT-FAMILY: 'Arial','sans-serif'">Language Arts Standard 7-Listening and Speaking **
 * __<span style="COLOR: rgb(0,176,240); FONT-FAMILY: 'Arial','sans-serif'">AASL Standards: __**
 * <span style="COLOR: rgb(0,176,240); FONT-FAMILY: 'Arial','sans-serif'">Pre-Activity: **
 * <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)"> <span style="COLOR: rgb(0,135,255)"><span style="COLOR: rgb(49,7,7)">John Q. Adams
 * <span style="COLOR: rgb(0,135,255)"><span style="COLOR: rgb(49,7,7)">John Brown
 * <span style="COLOR: rgb(0,135,255)"><span style="COLOR: rgb(49,7,7)">Sojourner Truth
 * <span style="COLOR: rgb(0,135,255)"><span style="COLOR: rgb(49,7,7)">Olaudah Equiano
 * <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)"><span style="COLOR: rgb(0,135,255)"><span style="COLOR: rgb(49,7,7)">Josiah Henson
 * <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)"><span style="COLOR: rgb(0,135,255)"><span style="COLOR: rgb(49,7,7)">Robert E. Lee
 * <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)"><span style="COLOR: rgb(0,135,255)"><span style="COLOR: rgb(49,7,7)">Moses Grandy
 * <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)"><span style="COLOR: rgb(0,135,255)"><span style="COLOR: rgb(49,7,7)">Abraham Lincoln
 * <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)"><span style="COLOR: rgb(0,135,255)"><span style="COLOR: rgb(49,7,7)">Frederick Douglass
 * <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)"><span style="COLOR: rgb(0,135,255)"><span style="COLOR: rgb(49,7,7)">Gabriel Prosser
 * <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)"><span style="COLOR: rgb(0,135,255)"><span style="COLOR: rgb(49,7,7)">Dred Scott
 * <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)"><span style="COLOR: rgb(0,135,255)"><span style="COLOR: rgb(49,7,7)">James Pennington
 * <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)"><span style="COLOR: rgb(0,135,255)"><span style="COLOR: rgb(49,7,7)">Harriet Tubman
 * <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)"><span style="COLOR: rgb(0,135,255)"><span style="COLOR: rgb(49,7,7)">Nat Turner
 * <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)">Harriet Beecher Stowe
 * <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)">Underground Railroad
 * <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)">Harper’s Ferry
 * <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)">Plantation System
 * <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)">Quakers
 * <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)">Timeline of Slavery
 * <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)">Amistad Mutiny
 * <span style="FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)">African Slave Trade, Revolts and Rebellions, etc.

Historical Role Play : Character of Slavery
<span style="FONT-SIZE: 12pt; FONT-FAMILY: 'Arial','sans-serif'"><span style="COLOR: rgb(0,0,0)"> **Diorama/Powerpoint Appearance and Content : Slavery**
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Historical Accuracy || All historical information appeared to be accurate and in chronological order. || Almost all historical information appeared to be accurate and in chronological order. || Most of the historical information was accurate and in chronological order. || Very little of the historical information was accurate and/or in chronological order. ||
 * 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. ||
 * Knowledge Gained || Can clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why. || Can clearly explain several ways in which his character "saw" things differently than other characters. || Can clearly explain one way in which his character "saw" things differently than other characters. || Cannot explain one way in which his character "saw" things differently than other characters. ||
 * Required Elements || Student included more information than was required. || Student included all information that was required. || Student included most information that was required. || Student included less information than was required. ||
 * 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. ||
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Content - Accuracy || All content throughout the presentation is accurate. There are no factual errors. || Most of the content is accurate but there is one piece of information that might be inaccurate. || The content is generally accurate, but one piece of information is clearly flawed or inaccurate. || Content is typically confusing or contains more than one factual error. ||
 * Sequencing of Information || Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card. || Most information is organized in a clear, logical way. One card or item of information seems out of place. || Some information is logically sequenced. An occassional card or item of information seems out of place. || There is no clear plan for the organization of information. ||
 * Use of Graphics || All graphics are attractive (size and colors) and support the theme/content of the presentation. || A few graphics are not attractive but all support the theme/content of the presentation. || All graphics are attractive but a few do not seem to support the theme/content of the presentation. || Several graphics are unattractive AND detract from the content of the presentation. ||
 * Background || Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic. || Background does not detract from text or other graphics. Choice of background is consistent from card to card. || Background does not detract from text or other graphics. || Background makes it difficult to see text or competes with other graphics on the page. ||
 * Effectiveness || Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide. || Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide. || Project is missing more than two key elements. It would make an incomplete study guide. || Project is lacking several key elements and has inaccuracies that make it a poor study guide. ||

Timeline : Slavery
Students will present their observations of each person by a mock pressroom release by giving other students questions to be answered by the character they investigated as a way of sharing information about the person.
 * CATEGORY || 4 || 3 || 2 || 1 ||
 * Content/Facts || Facts were accurate for all events reported on the timeline. || Facts were accurate for almost all events reported on the timeline. || Facts were accurate for most (~75%) of the events reported on the timeline. || Facts were often inaccurate for events reported on the timeline. ||
 * Readability || The overall appearance of the timeline is pleasing and easy to read. || The overall appearance of the timeline is somewhat pleasing and easy to read. || The timeline is relatively readable. || The timeline is difficult to read. ||
 * Preparation || The student had notes about all the events and dates s/he wished to include on the timeline before beginning to design the timeline. || The student had notes about almost all the events and dates s/he wished to include on the timeline before beginning to design the timeline. || The student had notes about most (~75%) of the events and dates s/he wished to include on the timeline before beginning to design the timeline. || The student had not prepared adequate notes before beginning to design the timeline. ||
 * Resources || The timeline contained at least 8-10 events related to the topic being studied. || The timeline contained at least 6-7 events related to the topic being studied. || The timeline contained at least 5 events related to the topic being studied. || The timeline contained fewer than 5 events. ||
 * Dates || An accurate, complete date has been included for each event. || An accurate, complete date has been included for almost every event. || An accurate date has been included for almost every event. || Dates are inaccurate and/or missing for several events. ||

The students who chose a topic will present their information to the class visually and explain what they learned to the class regarding each topic.


 * //Reflection//:** After all the presentations have been made, students will again write an essay using their character and answer the question of:
 * 1) What have you learned about freedom?
 * 2) What do you feel about slavery?
 * 3) Do you think slavery exists today in the United States? If so, provide examples. If not, provide examples.
 * 4) Do you think the plantation owners or owners of slaves had a right to buy a slave? Or were we right to abolish slavery? Explain.

<span style="FONT-SIZE: 12pt; BACKGROUND-COLOR: rgb(226,235,238)">**Slavery- Grade 9 Objectives:**
 * To have the students gain a perspective of what race relations have been like over the years.
 * To view different novels from different time periods and be able to find similarities and differences, contrast and compare.

__<span style="FONT-SIZE: 16pt; COLOR: rgb(0,112,192)"> Pre-reading Activity: __ Students will read //To Kill a Mockingbird// by Harper Lee. Class will read aloud //Copper Sun// by Sharon Draper. __<span style="FONT-SIZE: 16pt; COLOR: rgb(0,112,192)"> Standards: __ 9.3.9-Explain how voice and choice of narrator affect characterization and the tone, plot, and credibility of a text. 9.5.2-Write responses to literature that: ·  Demonstrate a comprehensive grasp of the significant ideas of literary works. ·  Support statements with evidence from the text. ·  Demonstrate an awareness of the author’s style and an appreciation of the effects created. ·  Identify and assess the impact of ambiguities, nuances, and complexities within the text. ** 1.1.9 – ** Collaborate with others to broaden and deepen understanding ** 2.1.2— ** Organize knowledge so it is useful. ** 3.1.1— ** Conclude an inquiry based research process by sharing new understandings and reflecting on the learning. __ Activities:  __ 1.   The teacher will develop a blog the students can respond to with their daily readings in order to interact with others their thought regarding the stories as they develop. The teacher will monitor the blog. Students will also keep an ongoing journal to write their thoughts down to use at the end of the novels. 2.   When the novels are done. Students will choose one character from each novel, where one of the characters from //To Kill a Mockingbird// writes a letter to one of the characters in //Copper Sun// or vice versa describing what they admire about their character, what advice they could give for the situation they are in, and how they foresee the future of that character and the racial prejudices they may face. They should include factual information from history to support what they foresee as the future for civil rights and racism. Rubric: <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'"> Students in the 9th grade will give examples from history in their letters so the students will be given time for research using print and non-print sources. They also should provide examples of what the character they are writing has faced in the past from the story's point of view. The blog will be used for students to interact with each other on the thoughts they have about the characters in both novels, before writing the final paper.
 * Language Arts **
 * AASL **
 * <span style="FONT-FAMILY: 'Arial','sans-serif'">CATEGORY  || **<span style="FONT-FAMILY: 'Arial','sans-serif'">4  ** || **<span style="FONT-FAMILY: 'Arial','sans-serif'">3  ** || **<span style="FONT-FAMILY: 'Arial','sans-serif'">2  ** || **<span style="FONT-FAMILY: 'Arial','sans-serif'">1  ** ||
 * **<span style="FONT-FAMILY: 'Arial','sans-serif'">Ideas ** || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about.  || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">Ideas were expressed in a pretty clear manner, but the organziation could have been better.  || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about.  || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about.  ||
 * **<span style="FONT-FAMILY: 'Arial','sans-serif'">Sentences & Paragraphs ** || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">Sentences and paragraphs are complete, well-constructed and of varied structure.  || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">All sentences are complete and well-constructed (no fragments, no run-ons). Paragraphing is generally done well.  || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">Most sentences are complete and well-constructed. Paragraphing needs some work.  || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">Many sentence fragments or run-on sentences OR paragraphing needs lots of work.  ||
 * **<span style="FONT-FAMILY: 'Arial','sans-serif'">Grammar & spelling (conventions) ** || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">Writer makes no errors in grammar or spelling.  || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">Writer makes 1-2 errors in grammar and/or spelling.  || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">Writer makes 3-4 errors in grammar and/or spelling  || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">Writer makes more than 4 errors in grammar and/or spelling.  ||
 * **<span style="FONT-FAMILY: 'Arial','sans-serif'">Neatness ** || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">Letter is typed, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with pride.  || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">Letter is neatly hand-written, clean, not wrinkled, and is easy to read with no distracting error corrections. It was done with care.  || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">Letter is typed and is crumpled or slightly stained. It may have 1-2 distracting error corrections. It was done with some care.  || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">Letter is typed and looks like it had been shoved in a pocket or locker. It may have several distracting error corrections. It looks like it was done in a hurry or stored improperly.  ||
 * **<span style="FONT-FAMILY: 'Arial','sans-serif'">Format ** || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">Complies with all the requirements for a friendly letter.  || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">Complies with almost all the requirements for a friendly letter.  || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">Complies with several of the requirements for a friendly letter.  || <span style="FONT-SIZE: 9pt; FONT-FAMILY: 'Arial','sans-serif'">Complies with less than 75% of the requirements for a friendly letter.  ||


 * //Reflection://** Survey students to see how well they felt the two novels connected and if there were characters they could identify with. Also, provide feedback to the teacher on how the lesson could be improved.

=<span style="COLOR: rgb(151,0,255)">Addition of lesson plan example by Jen Traore =

Slavery Lesson Plan – Grade 12

After experiencing the wonderful lesson plans created by SLIS students, 12th graders have matured enough as information scientists to be able to follow an almost-free inquiry process.

[|Indiana Academic Standards for Geography and History of the World] continue to evolve in the contemporary world. (Spatial Distribution, Spatial Interaction, Spatial Variation, Human Livelihoods, Sense of Place, Cultural Landscapes)
 * GHW.4.5**: Analyze and assess ways that colonialism and imperialism have persisted and

[|AASL Learning Standards] Standards 1, 2, and 3

Duration: Three trimesters of academic school year Materials: Internet-connected computers, class webspace, any other materials as needed.

Students will explore the existence of modern-day slavery across the world. 1. As a class, brainstorm definitions of slavery. Is it only physical, or could it be psychological or emotional? Is it institutional, or could it be individual? Ask students if they have heard of any recent examples of slavery in the news. 2. Ask students to investigate an aspect of modern-day slavery. The purpose of the exploration is to learn about a specific form of slavery, and what can be done about it. Students may look at student projects from past years and use them as a springboard into deeper exploration, or choose a new topic. Research resources are chosen by the students. 3. Students have weekly conferences with the teacher to talk about what they have found and ask for guidance if needed. One class per month is used for student oral presentations to share what they have found and receive feedback from other students with suggestions for resources to use or topics to explore.
 * First trimester: Exploration**

Students will create individual final products, and compile them into a class final product website. 1. Once students have explored their topic, they can begin creating a final product. The final product should include an illustration of the nature of that kind of slavery and information about what can be done about it. Students may choose to create an electronic or physical product, audio or visual or both. All products are to be converted to a medium able to be displayed on the class website. 2. Once final products are completed, students will create a class website sharing their final products. Organization, layout, and design of the website will be determined by students. Since the website will serve as a community resource, all factual information provided must be properly cited so that community members can follow up on it.
 * Second trimester: Creation**

Students create a community awareness campaign to inform others about the issue and to advertise the website as a resource for further information. 1. Students create awareness materials for the issues they explored, including posters, radio spots, facebook applications, or anything else they decide is appropriate. Awareness materials should advertise the website as a resource for further information. 2. Students put on a website launch event, with family, friends, and members of the community invited. Students plan contents and location of the event with teacher guidance. 3. Students then launch a month-long awareness campaign using materials created. 4. Students evaluate effectiveness of the process above.
 * Third trimester: Sharing**

<span style="COLOR: rgb(255,0,194)"> <span style="COLOR: rgb(205,247,249)"> <span style="FONT-SIZE: 150%; COLOR: rgb(42,14,196)">ADDITION OF LESSON PLAN EXAMPLE BY PHILIP DALLMAYR

Here are two lesson plans to supplement the information inquiry students completed on the subject of slavery. These lessons should be used just after completing the original lessons. These lessons expand upon the inquiry and cover new Indiana Academic Standards.

Indiana Academic Standards 5th Grade: Social Studies 5.1.19 Using primary and secondary sources to examine an historical account about an issue of the time, reconstruct the literal meaning of the passages by identifying who was involved, what happened, where it happened what events led to this development and what consequences or outcomes follow. Language Arts 5.5.1 Write narratives that establish the plot, point of view, setting and conflict.

9th Grade: Language Arts 9.3.4 Determine chararcter traits by what characters say about themselves in narration, dialogue and soliloquy. 9.5.1 Write biographical or autobiographical narratives or short stories that locate scenes and incidents in specific places, describe with specific details the sights, sounds and smells of the scene and the specific actions and feelings of the characters.

5th grade lesson. Read the story "From Slave Ship to Freedom Road" written by Julius Lester and illustrated by Rod Brown aloud to the class. Provide multiple copies for students to reread and research as needed. In groups of 3-5, have students write the answer to the following questions. Discuss the questions with the class and write student responses on large poster sheets to hang in class. 1. During what years were slaves brought by boat to America? What did the sailors do to the sick and dead slaves? 2. What details describe the slave ships? Be specific. Why were the slave quarters arranged as they were? What did the slaves eat? How did they use the toilet? What would you see, hear, smell, taste if you were a slave on the ship? 3. What would it be like/ how would it feel to land in a place where you don't speak the language and are forced to work? 4. Why did some slaves choose to stay where they ended up and why did some choose to run away? What were the pros and cons of staying and of running away? 5. Were slave families kept together or separated? Give examples from the text. 6. What was the underground railroad? Who helped on this railroad? Why did they help? What risks and dangers did they face? 7. What law freed the slaves? According to the text, who really freed the slaves? 8. Why did slaves want to fight for the Union during the Civil War? 9. After being freed, how did the people feel? Why were some happy and some afraid?

Using the student created ideas students will write a 5 paragraph narrative, in first person, on the life of a slave who was brought to America on a slave ship and was later freed. Paragraph One: (example questions to focus on, allow flexibilty and creativity) What is your name? Where are you from? What is your age? Who is in your family? Paragraph Two: Describe your experience on the slave ship. Paragraph Three: What is daily life like being a slave? What work do you do? What do you do when not working? What fears and hopes do you have? Paragraph Four: Did you stay on the plantation or did you try to escape? Explain your choice. Did you escape or were you captured? Who helped you? Paragraph Five: Describe what you felt like when you learned you were free. Where did you decide to go? What did you do when you got there? Who was with you? What are your overall feelings and thoughts about your experiences being a slave and being freed?

9th grade lesson: Read Day of Tears by Julius Lester. Break students into groups of 5-7. Each student will choose one of the following characters to portray: Pierce Butler, Sara Butler, Franny Kemble, Emma, Sampson, Mattie, Jeremiah. (only one student per character) Students will scan the book and take notes about their character--who they are, who is in their family, how they feel about slavery, focusing on the narration and dialogue of the character. (Paying special attention to the chapter written in first person by the character) Students will then write a 5 paragraph autobiography about the character in first person. Paragraph One: Describe yourself. Name, age, place of birth, looks, etc. Describe your feelings/relationship with one other character in the book. Paragraph Two: How do you feel about slavery? Be specific. Use examples and quotes from the text. Paragraphs Three and Four: Why are you at the auction? Who do you know there? What happened at the auction? Why did these actions take place? What did you hear, see, taste, touch, feel during the auction? What emotions did you experience? Paragraph Five: Looking back at the auction ten years later, how did your feelings about the auction change? Do you think you understand what happened more clearly? Do you empathize with anyone more or less now? What would you have done differently at the auction if you could? How did this event change your life? What did you learn about yourself and people in general from these experiences?

Using the autobiographies, the groups will create their own reader's theatre skits. Each person will do a soliloquy about their character, using their ideas from the first two paragraphs. They will decide the order of who goes first, etc. Then as a group, students will write a scipt and will act out one powerful scene from the auction. Props are artwork are encouraged. Again, this is student choice. Finally, individually, they will do a soliloquy describing their life after the auction and how their feelings have changed. (praragraph 5) After the skits are performed, discuss the similarities and differences among the student interpretations of the characters and the auction scenes.

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