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What would YOU do?

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5th Grade: Facing Slavery Unit

Krista Miller MATEE Cohort #11

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STAGE 1
UbD Unit Template
(based on Understanding by Design by Grant Wiggins and Jay McTighe)!

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Name: Krista Miller! !

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Unit Title: What would YOU do? Facing Slavery ! ! Grade Level: 5th Grade!

Unit Duration: 2 weeks and 2 days (12 - 45 minute class sessions)! Interdisciplinary Content: ! !

This unit will cover many of the English Language Arts Standards including those related to reading informational text (ELA-Literacy.RI.5.1 and RI.5.3) and Writing (ELA-Literacy.W.5.3). The Arts will be incorporated by showing artwork from this historical period (VA.IV.5.2, VA.III.5.5) and listening to songs (M.IV5.1). !

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GLCEs:!

U2.1 European Struggle for Control of North America! Compare the regional settlement patterns and describe signicant developments in Southern, New England, and the mid-Atlantic colonies.! ! 5 U2.1.1 Describe signicant developments in the Southern colonies, including! ! ! development of slavery (f)! U2.2 European Slave Trade and Slavery in Colonial America! Analyze the development of the slave system in the Americas and its impact upon the life of Africans.! ! 5 U2.2.1 Describe Triangular Trade including! ! ! the trade routes! ! ! the people and goods that were traded! ! ! the Middle Passage! ! ! its impact on life in Africa (National Geography Standards 9, and 11; pp. 160 ! ! ! and 164 E)! ! 5 U2.2.2 Describe the life of enslaved Africans and free Africans in the American ! ! ! colonies. (National Geography Standard 5, p. 152)! ! 5 U2.2.3 Describe how Africans living in North America drew upon their African past ! ! ! (e.g., sense of family, role of oral tradition) and adapted elements of ! ! ! new cultures to develop a distinct African-American culture. (National !! ! Geography Standard 10, p. 162)! U2.3 Life in Colonial America! Distinguish among and explain the reasons for regional differences in colonial America.! ! 5 U2.3.3 Describe colonial life in America from the perspectives of at least three ! ! ! different groups of people (e.g., wealthy landowners, farmers, ! ! ! merchants, indentured servants, laborers and the poor, women, ! ! ! enslaved people, free Africans, and American Indians). (National ! ! ! Geography Standard 6, p. 154)! !2

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5 U2.3.4 Describe the development of the emerging labor force in the ! colonies )e.g., cash crip farming, slavery, indentured servants).!

CCSS:!

CCSS.ELA-Literacy.RI.5.1 ! Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.! CCSS.ELA-Literacy.RI.5.3 ! Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientic, or technical text based on specic information in the text.! CCSS.ELA-Literacy.RI.5.4 ! Determine the meaning of general academic and domain-specic words and phrases in a text relevant to a grade 5 topic or subject area.! CCSS.ELA-Literacy.RI.5.6 ! Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.! CCSS.ELA-Literacy.RI.5.7 ! Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efciently.! CCSS.ELA-Literacy.RI.5.8 ! Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).! CCSS.ELA-Literacy.RI.5.9 ! Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.! CCSS.ELA-Literacy.RI.5.10 ! By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 45 text complexity band independently and prociently.!

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Technology Standards: !

METS! 3_5.RI. Research and Information Fluency - By the end of Grade 5 each student will:! 1. 2. 3. 4. identify search strategies for locating information with support, from teachers and school library media specialists ! use digital tools to nd, organize, analyze, synthesize, and evaluate information ! understand and discuss that web sites and digital resources may contain inaccurate or biased information ! understand that using information from a single internet source might result in the reporting of erroneous facts and that multiple sources should always be researched!

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STAGE 1 - Desired Results:! Students will understand that: Essential Questions:

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The choices we make have farreaching consequences and often have unintended results.! People often face dilemmas and have to make difcult decisions that may be unethical or immoral. ! The way we respond to dilemmas can inuence society, economics and the course of history.! Economic benets must be considered in light of human rights and ethical treatment. ! The slave trade has had a lasting impact on our culture and society.!

What was the purpose of slavery?! How was it justied?! Did slavery improve the economy in the colonies? What was the cost?! What were some perspectives on slavery during that time (slaves, slave traders, slave owners)? How were they the same or how did they differ?! What was the impact of slavery on Africans?! How has African culture inuenced our country?! Is there still slavery in the world today?"

Students will know:

Students will be able to:

How slavery developed in our country.! The goods that were traded with West Africa.! Slave trade routes.! Dangers of the Middle Passage.! The role of slaves in the colonies.! Details of the daily lives of slaves.! The impact of slavery on Colonial America and on the life of Africans.!

Analyze the development of the slave system. ! Describe the Triangular Trade and create a diagram showing the trade routes.! Explain the Middle Passage and the challenges that Africans faced.! Discuss the role of a slave in the colonies.! Summarize some dilemmas that slaves faced and justify the decisions that they made.! Compare and contrast the lives of enslaved Africans and free-Africans in the American colonies.! Identity ways that slaves coped with their circumstances and maintained hope.

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STAGE 2
Assessments

Pre-assessment: ! Students will be given the pre-assessment that is attached. This pre-assessment will be given again at the end of the unit and will serve as part 1 of their summative assessment. This will allow the students to compare the two and reect on their learning. It will also provide valuable information to help plan instruction based on their initial knowledge and familiarity with the content.!

Formative Assessment(s): ! Exit Slip - An exit slip will be used after lesson 4 on Triangular Trade. Students will be asked to explain the trade routes and movement of goods. This formative assessment will show the level of student understanding and possible need for additional instruction before moving on. ! Stoplight Method - After lesson 7, the stoplight method will be used to clarify what students are taking away from the lesson. They will each be given a sticky note to describe what they have learned, what questions they have or what stopped their learning during the lesson. They will place their note on the corresponding circle in the stop light that is posted in the room. ! Individual White Boards - Students will be asked a series of questions following lesson 9. Questions may include: use one word to describe the Middle Passage, describe the way slaves were treated or describe the conditions on a slave slip, how did slaves keep hope alive, etc. They will record their responses on a white board and will display their responses.!

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Summative Assessment: ! Part 1 - Re-administer Pre-Assessment.! Part 2 - My Story of Slavery (Writing Assignment)!

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My Story of Slavery (Summative Assessment)!

Write a story that an African slave in North America might have passed on to their children or grandchildren, to teach them their family history. Show the experiences of the slave telling the story. Follow the guidelines below and use the attached rubric to help you with this assignment.! Explain the series of events that led to your being a slave in North America.! Describe your journey from Africa to America.! Include details about your life as a slave in the colonies.! End with a message to be passed down through your family. It might be a message of hope, or a piece of advice.!

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Goal: The goal of this activity is for students to demonstrate all that they have learned in our slavery unit by writing a rst person account of the events. ! Role: The students will take on the role of a slave and author. They will have to view the events of the slave trade from a slaves perspective and really think about what that slave had to endure and the things that they would want to pass on to future generations.! Audience: Their audience is a slaves children and grandchildren. (It is also the students teacher and parents). ! Situation: Students are placed in the situation in which they are writing an autobiography of sorts from a slaves perspective. They are detailing the events of their life that led to their enslavement, their journey to America and the legacy they hope to leave.! Product, Purpose: The product will be a narrative writing piece that will show students familiarity with the units content and their ability to put themselves in anothers shoes. This writing piece will help students to organize their thoughts about slavery and relate it to individuals. They will have to think about the effects it had on individual people, their families and their fates. ! Standards and Criteria for Success: A rubric is attached to use for evaluating their stories.

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Pre-Assessment
Master
(Taken from Teach TCI , Social Studies Alive! Americas Past Curriculum)

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Pre-Assessment
Answer Key
(Taken from Teach TCI , Social Studies Alive! Americas Past Curriculum)

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Pre-Assessment
Student Data Grid

5-U2.2.1! Describe Triangular Trade Routes including...

Trade Routes !
People & Goods that were Traded Middle Passage

Impact on life in Africa

5-U2.2.2! Describe the life of enslaved Africans and free Africans in the American Colonies

Overall Score

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Bella B. Adam B. Michial C. Daron C. Danielle D. Garrett F. Joshua F. Angelle G. Gavin H. Nathan H. Sophia H. Bekah H. Shanna L. Kristian L. Daniel M. Isabella N. Alyssa O. Josh P.

0/1 0/1 0/1 1/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1

0/1 0/1 0/1 .5/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1

1/2 1/2 0/2 1/2 1/2 0/2 1/2 1/2 0/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2 1/2

1/2 1/2 1/2 1/2 0/2 0/2 0/2 0/2 1/2 1/2 1/2 2/2 0/2 0/2 0/2 1/2 1/2 1/2

4/5 3/5 3/5 3/5 4/5 2/5 4/5 4/5 3/5 5/5 2/5 3/5 0/5 2/5 4/5 3/5 2/5 4/5

6/11 5/11 4/11 6.5/11 5/11 2/11 5/11 5/11 4/11 7/11 4/11 6/11 1/11 3/11 5/11 5/11 4/11 6/11

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5-U2.2.1! Describe Triangular Trade Routes including...

Trade Routes !
People & Goods that were Traded Middle Passage

Impact on life in Africa

5-U2.2.2! Describe the life of enslaved Africans and free Africans in the American Colonies

Overall Score

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Vincent P. Sophia P. Daisy R. Skye R. Analei S. Sarah S. Chris S. Lindsey S. Mackenzie T. Marissa T. Bryan V. Yadira V. Tyler V.

0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 EX 0/1

0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 0/1 EX 0/1

2/2 1/2 1/2 0/2 1/2 1/2 2/2 0/2 1/2 1/2 1/2 EX 1/2

1/2 0/2 0/2 1/2 1/2 2/2 1/2 0/2 1/2 0/2 1/2 EX 0/2

3/5 2/5 1/5 3/5 2/5 4/5 3/5 1/5 3/5 2/5 3/5 EX 5/5

6/11 3/11 2/11 4/11 4/11 7/11 6/11 1/11 5/11 3/11 5/11 EX 6/11

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Summative Assessment
Master
(Re-administer Pre-Assessment and My Story of Slavery Writing Prompt)

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Summative Assessment

My Story of Slavery
Write a narrative that an African slave in North America might have passed down to their children or grandchildren, to teach them their family history. Show the experiences of the slave telling the story. Be sure to include the details listed in the checklist below.
Explain the series of events that led to your being a slave in North America. (5 points) Describe your journey from Africa to America. (5 points) Include details about your life as a slave in the colonies. (5 points) End with a message to be passed down to your family. It might be a message of hope, or a piece of advice. (5 points) Use correct grammar and punctuation. (5 points)

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Summative Assessment
Student Data Grid

5-U2.2.1! Describe Triangular Trade Routes including...

Trade Routes !
People & Goods that were Traded Middle Passage

Impact on life in Africa

5-U2.2.2! Describe the life of enslaved Africans and free Africans in the American Colonies

Overall Score

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Bella B. Adam B. Michial C. Daron C. Danielle D. Garrett F. Joshua F. Angelle G. Gavin H. Nathan H. Sophia H. Bekah H. Shanna L. Kristian L. Daniel M. Isabella N. Alyssa O. Josh P.

1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 0/1 1/1 1/1 1/1 EX 1/1 1/1 1/1 1/1 1/1

2/3 2/3 2/3 2/3 1/3 2/3 3/3 3/3 1/3 2.5/3 3/3 3/3 EX 2/3 3/3 2/3 3/3 2/3

2/2 2/2 1/2 2/2 2/2 2/2 2/2 2/2 2/2 2/2 2/2 2/2 EX 2/2 2/2 2/2 1/2 2/2

2/2 2/2 1/2 1/2 2/2 2/2 2/2 2/2 2/2 2/2 2/2 2/2 EX 2/2 2/2 2/2 1/2 2/2

5/5 5/5 5/5 5/5 5/5 5/5 5/5 5/5 5/5 5/5 5/5 5/5 EX 5/5 5/5 4/5 5/5 5/5

12/13 12/13 10/13 11/13 11/13 12/13 13/13 13/13 10/13 12.5/13 13/13 13/13 EX 12/13 13/13 11/13 11/13 12/13

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5-U2.2.1! Describe Triangular Trade Routes including...

Trade Routes !
People & Goods that were Traded Middle Passage

Impact on life in Africa

5-U2.2.2! Describe the life of enslaved Africans and free Africans in the American Colonies

Overall Score

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Vincent P. Sophia P. Daisy R. Skye R. Analei S. Sarah S. Chris S. Lindsey S. Mackenzie T. Marissa T. Bryan V. Yadira V. Tyler V.

1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 1/1 EX 1/1

3/3 1/3 3/3 3/3 3/3 2/3 3/3 3/3 3/3 2/3 2/3 EX 2/3

2/2 2/2 1/2 2/2 2/2 1/2 2/2 2/2 2/2 2/2 2/2 EX 2/2

2/2 2/2 2/2 2/2 2/2 2/2 2/2 2/2 1/2 2/2 2/2 EX 2/2

5/5 5/5 5/5 5/5 4/5 5/5 5/5 4/5 5/5 5/5 5/5 EX 5/5

13/13 11/13 12/13 13/13 12/13 11/13 13/13 12/13 12/13 12/13 12/13 EX 12/13

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STAGE 3
Lessons/Activities Pacing Guide
Lesson 1: Pre-Assessment and Dilemma Activity! Lesson 2: Experiencing West African Culture! Lesson 3: Analyzing the 1st Dilemma - Trading Slaves for Guns in West Africa ! Lesson 4: Triangular Trade! Lesson 5: Exploring Slavery Rotation Stations! Lesson 6: Exploring Slavery Rotation Stations (cont.) ! Lesson 7: Analyzing the 2nd Dilemma - Surviving the Middle Passage ! Lesson 8: Analyzing the 3rd Dilemma - Living as a Slave in the Colonies ! Lesson 9: Keeping Hope Alive! Lesson 10: Review ! Lesson 11: Review! Summative Assessment - Retake Pre-Assessment & My Story of Slavery Writing Prompt!

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Monday!

Tuesday!

Wednesday!

Thursday!

Friday 1/31 Lesson 1: PreAssessment & Dilemma Activity

2/3 Lesson 2: Experiencing West African Culture 2/10 Lesson 7: Passage

2/4 Lesson 3: Trading Slaves for Guns in W. Africa 2/11 Lesson 8: the Colonies Assign Study Guide

2/5 Lesson 4: Triangular Trade

2/6 Lesson 5: Rotation Stations

2/7 Lesson 6: Rotation Stations

2/12 Lesson 9: Keeping Hope Alive

2/13 Lesson 10: Review Study Guide Due

2/14 Lesson 11: Review

Surviving the Middle Living as a Slave in

No School

2/18 Summative Assessment

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! Date: 1/31/14! ! Grade Level: 5! ! Unit Topic: Facing Slavery! ! !

Lesson 1: Pre-Assessment & Dilemma Activity Lesson Plan

Lesson Focus: ! Students will demonstrate their knowledge of slavery by completing a pre-assessment which will be used to guide instruction. Students will understand dilemmas by making a real world connection.! Standard/Benchmark: ! 5 U2.2.1 Describe Triangular Trade including the trade routes, the people and goods that were traded, the Middle Passage and its impact on life in Africa. (National Geography Standards 9, and 11: pp.160 and 164 E)! Motivation/Accessing Prior Knowledge (The Hook):! The pre-assessment will activate students prior knowledge and get them thinking about what they already know about slavery. Upon completion of the assessment, the class will have a short discussion about what they already know about the topic. They will then think of dilemmas that they have faced in their own lives.!

Learning Activities/Assessments! 1. Distribute Pre-Assessment to students. Read each question to the class as there may be unknown vocabulary.! 2. When students have completed the assessment, have a short discussion about what they already know about slavery.! 3. Ask students about the term dilemma, what does it mean? How is it different than a choice?! 4. Students will then be asked to think of a time in their lives when they have faced a dilemma. Model an example for students. ! 5. Students will then complete ISN pg. 45 on which they will record a dilemma they have faced and the resulting choice that they made.!

Closure! After students have completed their ISN, ask several to share their dilemmas. Point out the fact that in order for it to be a dilemma, both choices have to be undesirable. Also

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lead them to discover that sometimes you are forced to make choices that you dont want to make. !

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! ! Date: 2/3/14! ! Grade Level: 5! ! Unit Topic: Facing Slavery! ! !

Lesson 2: Experiencing West African Culture Lesson Plan

Lesson Focus: ! Students will be able to describe daily life in West Africa along with its geography, economy and culture.! Standard/Benchmark: ! 5 U2.2.1 Describe Triangular Trade including the trade routes, the people and goods that were traded, the Middle Passage and its impact on life in Africa. (National Geography Standards 9, and 11: pp.160 and 164 E)! Motivation/Accessing Prior Knowledge (The Hook):! Discussion will begin by asking students to share the things that they know about Africa. A map will be displayed and several students will be asked to point to Africa and talk about the geography and the traditions. All responses will be recorded whether they are correct or not. Students will be challenged to prove or disprove their thoughts while reading and watching videos about life in Africa.!

Learning Activities/Assessments! 1. After initial discussion (see above), the class will be guided in their reading of Section 2 in their social studies text.! 2. Model how to take notes by stopping after each paragraph and showing students how to pull out key facts. ! 3. Students will then explore West African culture by watching a short video clip and listening to music from that region.! ! http://explore.org/#!/videos/player/drums-and-dance! ! http://www.youtube.com/watch?v=kbS5DFxWmEo!

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Closure! Compare the information in the text and that presented in the videos to the ideas and thoughts students had in the opening discussion. What was accurate, what was inaccurate?! !22

! Date: 2/04/14! ! Grade Level: 5! ! Unit Topic: Facing Slavery! ! !

Lesson 3: Trading Slaves for Guns in West Africa Lesson Plan

Lesson Focus: ! Students will be able to identify the reasons West Africa participated in the slave trade.! Standard/Benchmark: ! 5 U2.2.1 Describe Triangular Trade including the trade routes, the people and goods that were traded, the Middle Passage and its impact on life in Africa. (National Geography Standards 9, and 11: pp.160 and 164 E)! Motivation/Accessing Prior Knowledge (The Hook):! Students will be asked if they have ever had to make a tough choice because of something that one of their friends has done. The class will be broken into pairs who will then talk about how one persons choices can affect others around them. They will also tell their partner the things they remember about life in West Africa from yesterdays lesson.!

Learning Activities/Assessments! 1. After partners discuss, they will read Section 3 of their text with their partner discussing as they read. ! 2. The partners will then join two other groups of partners to form tribes. ! 3. On page 46 of their ISN, the tribes will be presented with a dilemma. Students will role play a meeting of elders in their tribe. They will be forced to decide how to handle the slave trade that has begun to develop in their surrounding communities.! 4. After discussion, the tribe of elders will present their choice to the class and will be asked to explain their reasoning.! 5. As a whole group, the class will then read Section 4. As they read, they will be asked to identify three ways that Africans actually responded to their ordeal by placing a sticky note next to the line in the text that they are drawing their answer from. They will record notes in their ISN.! 6. Students will share their ndings with the class.!

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Closure! At the end of the lesson, students will be assigned homework. They will be asked to nd the country of origin (made in) for 10 items that they have at home. They will need to bring this list to class tomorrow as we further explore trade and the dilemmas that were faced.!

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! Date: 2/05/14! ! Grade Level: 5! ! Unit Topic: Facing Slavery! ! ! !

Lesson 4: Triangular Trade Lesson Plan

Lesson Focus: ! Students will be able to illustrate the trade routes of the Triangular Trade and discuss the movement of goods. ! Resource Used: Maryland Department of Education, Triangular Trade and Middle Passage Lesson www.smcps.org/les/Diversity/Lessons/Lesson_3.pdf! Standard/Benchmark: ! 5 U2.2.1 Describe Triangular Trade including the trade routes, the people and goods that were traded, the Middle Passage and its impact on life in Africa. (National Geography Standards 9, and 11: pp.160 and 164 E)! Motivation/Accessing Prior Knowledge (The Hook):! The students were asked to bring in a list of 10 goods (such as clothing, toys, electronics, etc) found in their house and to identify the country or state that each was produced in. I will open our discussion on trade by using a map to measure the distance that these items have traveled. http://education.nationalgeographic.com/education/ mapping/interactive-map/?ar_a=1 Many of these locations will be plotted on this map so that students can see the global economy that we live in and the exchange of goods between countries. This will lead into a discussion on reasons for trading and how available resources determine jobs and products in a region. !

Learning Activities/Assessments! 1. Distribute The World Map Student Resource Sheet 1a. Have students locate: ! North America! South America! Europe! Africa! West Indies (Caribbean Islands)! Atlantic Ocean !

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2. Have students draw a line connecting the following:! Europe to Africa! Africa to North America! North America to Europe! 3. Ask students what shape is made. Explain that this shape represents the movement of people and goods that was the slave trade. Because of its shape it was known as the Triangular Trade. ! 4. Students will now examine the goods that were exchanged by reading Triangular Trade Student Resource Sheet 1b. The rst paragraph will be read as a whole group. Students will then be divided into three groups. Each group will be assigned to highlight the goods that were exchanged on their leg of the journey. Using the map from the rst activity, they should write the items that were traded between the regions. ! 5. One person from each group will report out to the class explaining the goods that were exported from their region. The rest of the class should take notes on their maps and highlight their Triangular Trade resource sheet. ! 6. Triangular Trade routes will be reinforced using an interactive map http:// www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u3/index.html which has been added to the fth grade website for their use when studying at home.! 7. Students will be formatively assessed using the stoplight method.!

Closure! At the end of the lesson, students will be asked to think further about what they just learned. They will be asked the following:! ! How did this trade affect the economy and the way of life of each continent? ! ! Did it have a positive or negative affect on each?! ! How did this trade make Europe, West Africa and the Americas dependent on ! ! ! one another?!

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Formative Assessment

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! ! Date: 2/6/14 & 2/7/14! ! Grade Level: 5! ! Unit Topic: Facing Slavery! !

Lessons 5 & 6: Exploring Slavery Rotation Stations Lesson Plan

Lesson Focus: ! Students will deepen their understanding of slavery by examining various primary and secondary sources including art, music, video, poetry and narrative accounts. They will be exposed to a variety of perspectives and will respond to each using critical thinking skills. !

adapted from civics.sites.unc.edu/les/2012/05/SlaveryRotatingStations.pdf!

Standard/Benchmark: ! 5 U2.2.1 Describe Triangular Trade including the trade routes, the people and goods that were traded, the Middle Passage and its impact on life in Africa. (National Geography Standards 9, and 11: pp.160 and 164 E)! 5 U2.2.2 Describe the life of enslaved Africans and free Africans in the ! ! American colonies. (National Geography Standard 5, p. 152)! !

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5 U2.3.3 Describe colonial life in America from the perspectives of at least three ! different groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians). (National Geography Standard 6, p. 154)! Motivation/Accessing Prior Knowledge (The Hook):! Students will be read a quote from George Fitzhugh that characterizes slavery as providing a pleasant lifestyle for those enslaved. Fitzhughs states that slaves are some of the freest and happiest people in the South and that women and children do little work. They will be asked to form an opinion on whether or not his statement is accurate. This will engage them in nding evidence at each station to prove the validity of their opinion. !

Learning Activities/Assessments! 1. Students will be given an Evidence Journal and George Fitzhughs quote will be read aloud. They will be asked to respond to his quote based on their prior

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knowledge of slavery. The class will then be polled to see what students initial reactions are.! 2. The class will be divided into six groups and will travel to six stations. At each station students will experience an aspect of colonial slavery. Students will explore the sources provided to them and will reect on what they tell them about the life of a slave. Details for each station are included in the Evidence Journal which is attached along with the resources needed for each station.! ! Station 1 - Images from Slavery! Station 2 - Runaway Slave Ads! Station 3 - Olaudah Equiano http://amhistory.si.edu/onthewater/ oral_histories/life_at_sea/equiano.htm. ! Station 4 - Music http://ctl.du.edu/spirituals/Freedom/slavery.cfm! Station 5 - Informational Reading http://www.pbs.org/wgbh/aia/ part1/1narr4.html ! Station 6 - Video Experience http://app.discoveryeducation.com/ search?Ntt=slaves+for+cotton http://app.discoveryeducation.com/ search?Ntt=slavery+begins+in+america ! ! ! ! ! 3. At each station, there will be a time for group discussion to insure that students are reecting on their learning. This will allow them to see the perspectives of their peers and defend their thoughts or ideas. Several stations will also involve a written response for them to formulate ideas and record them for further examination. (Accommodations will made for struggling readers by having groups read materials aloud). Technology will be used to explore music related to slavery and to watch relevant videos. !

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Closure! The class will come together as a whole group after all groups have visited the six stations. The initial quote will be reexamined and students will debrief on how their opinions have changed or were supported by the sources that they examined. ! During our writing block, students will be asked to write a persuasive piece in which they prove Fitzhughs wrong. They must use evidence and direct quotes from the sources they have examined to support their opinion. They will be given several days to follow the steps of the writing process.! ! !

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! ! Date: 2/10/14! ! Grade Level: 5! ! Unit Topic: Facing Slavery! ! !

Lesson 7: Surviving the Middle Passage Lesson Plan

Lesson Focus: ! Students will be able to explain the Middle Passage, including the conditions on the ships and length of the journey along with identifying the dilemmas slaves faced during this journey.! Standard/Benchmark: ! 5 U2.2.1 Describe Triangular Trade including the trade routes, the people and goods that were traded, the Middle Passage and its impact on life in Africa. (National Geography Standards 9, and 11: pp.160 and 164 E)! Motivation/Accessing Prior Knowledge (The Hook):! When students arrive at school, they will notice that their desks have been rearranged and that there is a make shift slave ship taped off on the ground. During social studies, they will be asked to sit in one of the squares that has been measured for them. They will imagine that they are on a slave ship in the Middle Passage. Ocean sounds will be playing in the background. http://www.youtube.com/watch?v=hSg_MLkGRnM!

Learning Activities/Assessments! 1. As students are imagining that they are on a slave ship, Section 5 from their text will be read to them. ! 2. Following this reading, students will examine drawings of slave ships and talk about the conditions on the ship. They will be asked how long they could comfortably stay in this position, one hour? One day? One week? One month? They will also be asked to think back to the Olaudah Equaino passage that they read and add to what they are learning about the journey.! 3. Students will record ve words or phrases that best describe the voyage in their ISN page 47.! 4. Students will then be paired and asked to respond to question 2 in their ISN. They will discuss their decision with their partner and be prepared to share their feelings with the class. They will record their responses in their ISN.!

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5. After a whole group discussion about the options they chose and their reasoning, section 6 will be read independently. Students will be given a sticky note cut into three pieces. As they read, they will be asked to identify three ways that slaves responded to their ordeal by placing a sticky note next to the line in the text that they are drawing their answer from.! 6. After a group discussion of their ndings, students will record the information they found in their ISN.!

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Closure! At the end of the lesson, students will be formatively assessed by using the stoplight method.! ! ! !

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! Date: 2/11/14! ! Grade Level: 5! ! Unit Topic: Facing Slavery! ! ! ! !

Lesson 8: Living as a Slave in the Colonies Lesson Plan

Lesson Focus: ! Students will be able to summarize life as a slave in the colonies. This will include the types of jobs they might have done, the way they were treated, their living conditions and types of resistance (lesson adapted from Teach TCI).! Standard/Benchmark: ! 5 U2.2.2 Describe the life of enslaved Africans and free Africans in the ! ! American colonies. (National Geography Standard 5, p. 152)!

5 U2.3.3 Describe colonial life in America from the perspectives of at least three ! different groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians). (National Geography Standard 6, p. 154)! Motivation/Accessing Prior Knowledge (The Hook):! An image entitled Slaves in a Cotton Field will be displayed on the SmartBoard. Students will then be asked:! What do you see?! What are these people doing?! Who do you think they are?! Who might the man on the horse be?! Students will be encouraged to point out details in the image that help them answer the questions.!

Learning Activities/Assessments! 1. Students will be put in groups of four and will read section 7 and will complete ISN pg. 48, item #9 and #10.! 2. Discuss as a class the dilemmas enslaved West Africans faced in adjusting to life as slaves in the colonies. Appoint a Presenter for each group. Ask Presenters to share with the class their groups answers to Critical Thinking Question C (#10). Encourage Presenters to cite details from section 7 to explain their choices.! !32

3. The class will discuss the choices students made and the possible consequences of each.! 4. Have students read Section 8 in the student text and identify some of the choices enslaved West Africans made. Students will be given 3 sticky notes to mark the ways slave reacted in their books as they read. ! 5. Model for students how to record their ndings in the ISN to help them develop their note-taking skills. !

Closure! As a whole group, lead the class in writing a brief summary of all that they have learned thus far about slavery. Have students read the summary in their student text and compare the two summaries. This will help them review what they have learned so far in this lesson. Assign review guide.!

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! Date: 2/12/14! ! Grade Level: 5! ! Unit Topic: Facing Slavery! ! ! ! !

Lesson 9: Keeping Hope Alive Lesson Plan

Lesson Focus: ! Students will be able to identify ways that slaves maintained hope in the midst of adversity. Additionally, and will recognize ways that they drew on their African past (adapted from TeachTCI).! Standard/Benchmark: ! 5 U2.2.2 Describe the life of enslaved Africans and free Africans in the ! ! American colonies. (National Geography Standard 5, p. 152)!

5 U2.2.3 Describe how Africans living in North America drew upon their African past ! (e.g., sense of family, role of oral tradition) and adapted elements of ! ! ! new cultures to develop a distinct African-American culture. (National ! ! ! Geography Standard 10, p. 162! Motivation/Accessing Prior Knowledge (The Hook):! Ask students to talk to their partner about things that they do when they are going through something tough times to lift their spirits. Make a list on the board of several of their ideas. ! Project The Lives of Enslaved Africans, images 1 and 2. Ask the students: ! Who do you see in each image?! What do the people in each image appear to be doing?! Do you think they are happy or sad?!

Learning Activities/Assessments! 1. Explain that many enslaved Africans took part in similar activities to those that they listed. Identify music and religion as important aspects of the lives of enslaved Africans. ! 2. Help students think about the role that family life, religion, and music had once played in the lives of West Africans before they were enslaved. Point out that by continuing these activities in the American colonies, slaves were connected to their

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past way of life in Africa. Ask students to consider whether these activities may have made the slaves feel better or worse about the harsh conditions of their lives.! 3. Whole group read the Reading Further section in their student text.! 4. Have students consider how plantation owners may have viewed slave participation in singing and in religious services. Ask: Why might plantation owners have wanted to encourage slaves to participate? Why might they have tried to stop slaves from participating?! 5. Have students complete the Reading Further in their ISN, page 49. Tell students to illustrate one of the aspects of the life of enslaved Africans, using the information discussed in the Reading Further pages in the Student Text.!

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Closure! Have students share their completed drawings with the class. For each scene, discuss students ideas about how the perspectives of the enslaved Africans and the slave owners might be different. Ask students what we can learn from the Africans?!

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! Date: 2/13/14 & 2/14/14! ! Grade Level: 5! ! Unit Topic: Facing Slavery! ! !

Lessons 10 & 11: Review & Study Guide Lesson Plan

Lesson Focus: ! Students will demonstrate knowledge of slavery by completing a study guide and participating in a jeopardy review game.! Standard/Benchmark: ! 5 U2.1.1 Describe signicant developments in the Southern colonies, including the development of slavery.! 5 U2.2.1 Describe Triangular Trade including the trade routes, the people and goods that were traded, the Middle Passage and its impact on life in Africa. (National Geography Standards 9, and 11: pp.160 and 164 E)! 5 U2.2.2 Describe the life of enslaved Africans and free Africans in the American ! colonies. (National Geography Standard 5, p. 152)! 5 U2.2.3 Describe how Africans living in North America drew upon their African past ! (e.g., sense of family, role of oral tradition) and adapted elements of new cultures to develop a distinct African-American culture. (National Geography Standard 10, p. 162)! 5 U2.3.3 Describe colonial life in America from the perspectives of at least three ! different groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians). (National Geography Standard 6, p. 154)! 5 U2.3.4 Describe the development of the emerging labor force in the colonies )e.g., cash crop farming, slavery, indentured servants).!

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Motivation/Accessing Prior Knowledge (The Hook):! Students will watch the following United Streaming video clip for review. http:// app.discoveryeducation.com/player/view/assetGuid/7BBEB461-871C-411BA1FF-1EB44ED89381 !

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Learning Activities/Assessments! 1. The review guide will be discussed and misconceptions that were common will be addressed. Student review guides will have already been scored by the teacher, but they will now correct any incorrect items.! 2. The class will be broken up into three teams and will play the Teach TCI Jeopardy review game.! 3. If time permits, students will partner up and quiz each other on the items from the review guide.!

Closure! The unit will be closed off with a discussion of slavery. Below are some questions to help facilitate the discussion:! How and why did slavery begin? ! What lasting impact did it have in Africa and here in America? ! How has African culture inuenced our country? ! What were some unintended consequences of slavery? ! Does slavery still exist here? Around the world? ! What can we do to put an end to slavery?!

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Reection
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! Creating and teaching this unit has been a very valuable experience for me. !

Social Studies has always interested me, and slavery has been a topic that I have loved researching, ever since that spark was lit by my sixth grade teacher. That being said, I found it challenging to create the Unit Template and wrestled quite a bit with developing essential questions and student understandings. I had to really research the topic and carefully examine the standards that I would be addressing. Once I had those objectives hashed out, things changed. I found that I had a very clear picture of where I wanted to go with the unit and this made everything else come easier to me. This project really helped me to understand the importance of planning for instruction with the essential understandings in mind. It made my lessons much more meaningful and relevant than they would have been otherwise, and created a cohesiveness to the unit.! ! Overall, I feel that the unit was effective and the students were very engaged in

the content. As I look at the student data, every student made signicant gains in their understanding and all but two scored higher than an 80%. I am thrilled with these results. I did notice that four students could have used more support learning about the impact of slavery on African life and the Middle Passage. If I teach this unit again, I will be sure to address those specic aspects more carefully, perhaps adding another experience to enhance learning. ! ! I was especially happy with lessons 5 & 6, Exploring Slavery Rotation Stations. I

truly feel that students often need to be given opportunities to research and explore issues on their own, rather than just sitting and listening to a teacher lecture. This allows them to formulate their own views and ideas and then a teacher can help correct any misconceptions. It also allows for valuable and deep discussions on their ndings. In this case, I wanted them to discover the horrendous conditions and inhumane treatment using primary and secondary sources and they did. Students were shocked by what they learned and couldnt believe that anyone could treat another human in the ways that they did. I am hopeful that his type of learning experience will result in deeper, longer lasting learning.! ! I really like the curriculum that was provided and the fact that they examine the

dilemmas that were faced by all parties. This helped students to place themselves in the !38

shoes of those involved. The Middle Passage lesson did this as well and I felt that the rearranging of desks to allow them to experience the cramped quarters worked out well. ! One thing that I would change, looking back, was the amount of time we had left for discussion after these particular lessons. We had some great discussion going, but it had to be cut short to leave for special. In the future, I would have ended our class work time earlier and given us more time to discuss. I also would have made more of a connection to life today throughout the unit, asking more often what can be learned and applied to our lives now. I would also alter the Runaway Slave Ad station. Students had difculty drawing inferences from these ads, perhaps due to their reading level. I would rethink those sources if I teach this unit again.! ! Another thing that I learned is the value of rubrics! When I gave the students the

assignment to write a persuasive piece about Fitzhughs quote, I didnt think at all about how I would grade those. I wrote a four requirements on the board and away they went to work on their pieces. As I read them to assess their pieces, I sat wondering, how on earth do I give these a grade? There were a wide range of responses, and I ended up having to create a quick list of requirements and point values. I should have done this before assigning this and should have given copies to each child. This would have allowed them to self-evaluate before turning their pieces in and may have led to a higher quality of work from some of the students who struggle with organization.! ! In conclusion, this was a great experience. Students were excited for social

studies each day and were engaged and active learners. The time spent preparing and researching was well worth it. I hope that I can teach this unit again in the future. ! ! !

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