ELD376--SS Unit Plan Part 3

7/31/2019 ELD376--SS Unit Plan Part 3

1/19

Laura Pantin, Sarah Sell, Brandie Sullivan

April 28, 2012

ELD376SS Unit Plan Part 3

Project Description:

This project will be a unit project at the culmination of the class investigation of theslavery debate. The class will have already examined all of the topics and information

through various activities and mini-projects, but this will consist of having partners of

students focus in on one specific topic of the unit and creating a presentation that

signifies the most important aspects of the topic.

Part I:

Students will be engaged in the creation of a Slavery Debate Museum where they

will each display some type of an artifact that demonstrates the information theyhave learned through their research. Students will be working on this in

preselected partnerships. They will need to plan, research, write a summary of

their topic, create a visual representation and present their topic to the class duringthe time in which the museum officially opens.

Part II:After presenting and having students walk around and tour the museum, the

partners will be required to post their summary and any photographs of their

displays onto the class Wikispace. The students then will reference this classWikispace so that they can complete their homework assignment. This homework

assignment will include having each individual student write two questions they

still have, three connections they made to the unit and five facts that they learned.

Objectives: Students will research, investigate and highlight the key points of their assigned

figure or event.

Students will create a summary of their research, which will be posted on the unitWikispace.

Students will create a visual representation of their topic.

Students will inform the class of their figure or event through an informal classmuseum.


2/19


3/19

Topic: ___________________________________________________________

Who:_____________________________________________________________

What:____________________________________________________________

____________________________________________________________

When:____________________________________________________________Where:___________________________________________________________

Why:______________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Facts:

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________________________

Resource:_______________________________________________________________________________________________

___________________________________________________________________________________________________________

Topic: ___________________________________________________________

Who: ____________________________________________________________What: ____________________________________________________________

____________________________________________________________

When: ___________________________________________________________

Where: ___________________________________________________________

Why: ______________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Facts:___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

___________________________________________________________________________________________________________

Resource:_______________________________________________________________________________________________

___________________________________________________________________________________________________________

Research Notecards

PAGE 2


4/19

Name: _______________________________________________________ Date: ____________________________

Freeology.com

Topic:

PAG


5/19

Summary Outline

Person/ Event: _________________________________________________________Date(s): _____________________________________

Place(s):________________________________________________________________

What happened? What did they do?Fact 1:

_____________________________________________________________________________________________________________________________________________________________________Fact 2:

_____________________________________________________________________________________________________________________________________________________________________Fact 3:

__________________________________________________________________________________________________________________________________________________________________

___Fact 4:_____________________________________________________________________________________________________________________________________________________________________Fact 5:

____________________________________________________________________________________________________________

_________________________________________________________

Why is it important/ why were they important?

____________________________________________________________________________________________________________

PAGE 4


6/19

________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________

Presentation Checklist

Students:

________________________

_________________________Students present an engaging lead

(2)

Voices are clear and audible (2)

Students reference their visualthroughout the presentation (2)

Students speak knowledgeably

and confidently on their topic (2)

Under 10 minutes (2)


7/19

Visual Representation Checklist

Students:

_________________________

___________________________The visual is neat and creative (2)

The visual is detailed (2)

The visual is relevant and clearlyexpresses the topic (2)

/10

PAGE 5


8/19


9/19

4.Click on New Page

5.Create a Page Name, which should be your topic name

6.Click Create

7.Post your summary (you can also post any images you mayhave found while conducting your research)

Name: _________________________

Date: __________________________

The Slavery Debate Museum

Directions: Using the information you remember from your tour of the Slavery Debate

Museum as well as using the class Wikispace, you will need to do the following:

1. Write down TWO questions you have.2. Write down THREE connections you have made to the whole unit.3. Write down FIVE facts that you have learned.

This is assignment is worth 10 points1 point for each item.

QUESTIONS:

1. _________________________________________________________________

________________________________________________________________?

2. _________________________________________________________________

________________________________________________________________?

PAGE 7


10/19

CONNECTIONS:

1. _________________________________________________________________

_________________________________________________________________

_________________________________________________________________

2. _________________________________________________________________

_________________________________________________________________

_________________________________________________________________

3. _________________________________________________________________

_________________________________________________________________

_________________________________________________________________

FACTS I LEARNED:

1. _________________________________________________________________

_________________________________________________________________

_________________________________________________________________

2. _________________________________________________________________

_________________________________________________________________

_________________________________________________________________

3. _________________________________________________________________

_________________________________________________________________

_________________________________________________________________

PAGE 8


11/19


12/19

Name: _____________________________

Date: _____________________________

Resource List: Some Helpful Websites

http://www.history.com/topics/slavery

http://www.pbs.org/wnet/slavery/

http://slaveryfootprint.org/

http://www.history.com/topics/abolitionist-movement

http://www.loc.gov/rr/program/bib/ourdocs/NationalExpanHome.html

PAGE 10
http://www.history.com/topics/slaveryhttp://www.history.com/topics/slaveryhttp://www.pbs.org/wnet/slavery/http://www.pbs.org/wnet/slavery/http://slaveryfootprint.org/http://slaveryfootprint.org/http://www.history.com/topics/abolitionist-movementhttp://www.history.com/topics/abolitionist-movementhttp://www.loc.gov/rr/program/bib/ourdocs/NationalExpanHome.htmlhttp://www.loc.gov/rr/program/bib/ourdocs/NationalExpanHome.htmlhttp://www.loc.gov/rr/program/bib/ourdocs/NationalExpanHome.htmlhttp://www.history.com/topics/abolitionist-movementhttp://slaveryfootprint.org/http://www.pbs.org/wnet/slavery/http://www.history.com/topics/slavery


13/19

Rubric: The Slavery Debate Unit Project

Unacceptable1

Acceptable3

Target5

Score

Planning

Students do not provideany relevant informationon their topic through

their graphic organizers.

Students demonstrate someuse of the graphicorganizers, but do not

provide enough detail tosupport their research.

Students organize theirresearch effectively byproperly using the

graphic organizer andproviding sufficientdetail.

SummaryContent

Students do notdemonstrate anyknowledge on their topicand do not include keyevents, figures

Students demonstrate someknowledge of their topic butomit details expressing theirtopics significance as aprelude to the Civil War.

Students demonstratemastery of their topic byexpressing key events,figures and itssignificance as a preludeto the Civil War.

Summary

Context

Students make multipleerrors that interfere with

comprehension of thesummary.

Students make some errorsbut it does not interfere with

comprehension of thesummary.

Students make little tono errors and

comprehension is notaffected.

Sources

Students only list onesource and it is not abook

Students list two sourcesand one is a book.

Students list at leastthree sources and one isa book.

Total Score %


14/19

Sarah Sell, Laura Pantin, Brandie SullivanELD376: Social Studies Unit Plan- FINAL KWL

CHART

K W L

Harriet Tubman and her role

in the Underground

Railroadshe helped free

slaves from their mastersand guided them to freedom.

What did Fredrick Douglass

do during this time period?

Harriet Tubman led 300

slaves in 19 trips from the

South (Maryland) to the

North (Canada) on theUnderground Railroad to

freedom.

Fredrick Douglas wasinvolved in this time period-

he was an abolitionist.

What was FredrickDouglass debate with

Abraham Lincoln about?

Fredrick Douglas was arunaway slave that taught

himself to read and writeand with his literacy skills

wrote about slavery in

autobiographies and papersto persuade the public that

slavery was a sin.

The underground railroad

was a pathway utilized to

help slaves escape from their

slaveholders and it led to theNorth.

What were the compromises

during this time period?

What was accomplished

from each compromise?

Fredrick Douglas advised

Abraham Lincoln to make

slavery the focus of the

Civil War.

An abolitionist was a person

who fought for the freedom

of slaves and who opposed

slavery in all states.

What was Abraham

Lincolns role in the slavery

debate time period?

Henry Brown mailed

himself from Virginia to

Philadelphia to escape

freedom.

The Northern states were

considered free states.

What was Uncle Toms

Cabin about and how was itreceived by the nation?

Harriet Beecher Stowe

authored Uncle TomsCabin, a story of her

observations from a visit to

the South exposing

Northerners to the harshreality of slavery. It was

praised in the North but

banned in the South.

The Southern states were

considered the slavestates.

What was The Dred Scott

decision? What came fromthis decision?

Sojourner Truth, after a

message from God beganto preach about sinful

slavery.


15/19

Slaves picked cotton andendured whippings/lashes

from their masters.

Who is Phyllis Wheatleyand what was his role during

this time period?

Lincoln chose Truth to bea counselor to the freed

men in Washington.

Slaves were traded and sold

from across the world and

throughout the United States

What exactly was The Battle

of Kansas? What came out

of this event?

William Lloyd Garrison

was the lightning rod of

the abolitionist movementwith his articles in theliberator (editor) and his

leadership of the National

Anti Slavery Society.

Many slaves had to travel

across the Atlantic to beshipped to the United States.

During this journey, many

slaves caught deadly

diseases and were separated

from their families andacquaintances.

What does The Missouri

Compromise entail? Whatcame out of this

compromise?

Bleeding Kansas was the

debate over the Nebraskaterritory and whether it

would be a free or slave

state. New Englanders and

Missourians stormed the

territory and afterestablishing two

contradicting governments,the battle turned violent.

People who condonedslavery did not want the

slaves to be literate because

that would give them power.

What was the Compromiseof 1850? What was the

importance of this

compromise?

Governor John W. Gearyrestored order in Kansas,

declared it a free state in

1859 but it was notclaimed a state until 1961

due to the delay of its

induction into the Union.

Many slaves were illiteratesince they were not allowedto have an education.

Who were key abolitionistsduring this time period?What were their roles?

Vigilance Committeeswere safe pointsthroughout the

Underground Railroad that

assisted slaves in escapeand worked for rights for

Northerners to free blacks.

The people who owned the

slaves were known as their

masters.

About 100,000 escaped

from the south between1810 and 1850.

Some slaves were house

slaves which meant thattheir duties mostly occurredinside the house.

The Underground Railroad

got its name from theemerging railroads acrossAmerica.

Some slaves were fieldslaves which meant that

their duties mostly occurred

in the field and doingrigorous manual labor.

Slaves traveled 10 to 20miles a day, usually by

night and on feet.

Sometimes abolitionistswould donate money so


16/19

that they could travel byboat or train; money also

bought them disguises and

food.

Slaves who were escaping

from their mastersfrequently stopped at safehouses during their trip so

that they could rest and plan

for the remainder of theirjourney.

Part of the Compromise of

1850, the new fugitiveslave act made it possibleand profitable to arrest

slave holders and catch

slaves on their escape.

The MissouriCompromise, also known

as the Compromise of

1820, entailed admitting

Missouri as a slave state

and Maine as a free state tothe Union.

The Compromise of 1850

entailed admitting

California as a free stateand allowed the

legislatures of New

Mexico and Utah to settlethe issue of slavery in their

own territories and created

a strict federal law for the

return of runaway slaves.Uncle Toms Cabinwasthe best selling novel of

the 19th century. It helped

lay the groundwork for theCivil War.

The character of UncleTom, in the book Uncle

Toms Cabin is a suffering

black slave. The novel

depicts the realities of

slavery and howChristianity helped many

overcome this horrific timeperiod.

The Dred-Scott Decisionwas a case of Scott vs.

Stanford, which was a

ruling that people of


17/19

African descent brought tothe U.S and held as slaves

were not protected by the

Constitution and were not

citizens of the U.S.

Dred Scott lost the casebecause the judges ruledthat the Court lacked

jurisdiction because Scott

had no standing to sue inthe Court since he was of

African descent.

The Lincoln-Douglas

debates occurred in 1858.

Lincoln was the

Republican candidate for

senate in Illinois andStephen Douglas was the

Democratic candidate.Both wanted to win control

of the Illinois legislature.

The main issue in all theirdebates was on slavery.

Lincoln published all ofthe debates and had them

published in a book after

losing the election for

Senator in Illinois. This ledto Lincolns nomination

for Presidency of the U.S.

There are several online

programs that will allowchildren to experience the

virtual underground

railroad, such as onNational Geographic.

Henrys Freedom Box is a

great childrens book

resource that can providechildren with a view of a

young slave childsjourney through life as a

slave and to freedom.

Slavery first appeared in

the English colonies and as

indentured servants.


18/19

Indentured servants arepeople who work for a

certain amount of time in

order to earn their

freedom.

At the end of the 17

th

century, blacks werebrought over from the

West Indies to be

indenture servants and thenlater became slaves.

The slave trade networkexisted between North

America, Africa and the

West Indies.

In 1681, slavery was legal

in all 13 colonies.The Constitutional

Convention of 1787created a new nation in

which 5 states banned

slavery.

Slaves were counted as 3/5

of a person in some states,but counted as property

tax.

Quakers opposed slavery

on religious accounts.The North developed cities

in which people wanted to

work in, hence, slaverywas not a necessity or

desired way of life for

Northerners.

The Cotton King would

account for over ofAmerican exports and for

the demands for slaves in

the South.Slavery auctions were held

between the months of

October and May.

Slave children began

working in the fields at theage of 12.

Slaves had a higher


19/19

survival rate if they had aspecial skill.

In 1862, AfricanAmericans were permitted

to join the army that would

fight in the Civil War.The Southern States

depended on slavery tosupport their economy.

Abolishionism began withreligious revivals and was

upheld by womens groups

that organized meetings,

petitions, and lectures.

Alton Observerwas an

anti-slavery newspaper

that lead to the Anti-slavery society in Illinois

The Mexican war created

further argument between

the northern and southernstates as to whether or not

the newly adopted land

would be free or slaved.

Henry Clay of Kentucky is

known as the greatcompromiser by issuing

the compromise of 1850,ending the debate betweenthe north and south over

Missouris position as a

free or slave state

John C. Calhoun set forthgrievances for the south in

their lost of the

compromise of 1850 since

it granted the north thepower to determine

whether western territoriesto be free or slave, and not

the south

Date post:	05-Apr-2018
Category:	Documents
Upload:	sarah-sell
View:	218 times
Download:	0 times

ELD376--SS Unit Plan Part 3

Documents