Sindy Garica Prof. F. Luca AMH 5905/FIU
Social Studies Lesson Plan
1. Title: The Beginning of the Anti-Slavery Movement. (U.S. History/8th Grade)
2. Overview - Big Ideas:
a. Enduring Understandings – It is important for students to understand that Quaker influence and leadership led to the ending of slavery in the North and to a national abolitionist movement that initiated the Underground Railroad.
b. Essential Questions –
· How did the Quaker Society, some who owned slaves before 1776 acknowledge the contradiction that existed between slavery and the Christian Golden Rule, as well as the American fight for freedom as described in the Declaration of Independence?
· How were Quakers leaders in the Anti-slavery movement in America?
3. Lesson Objectives: Standards:
SS.8.A.3.5 Describe the influence of individuals on social and political developments during the Revolutionary era.
SS.8.A.3.7Examine the structure, content, and consequences of the Declaration of Independence
SS.8.A.1.7View historic events through the eyes of those who were there as shown in their art, writings, music, and artifacts.
SS.8.A.1.1 Provide supporting details for an answer from text, interview for oral history, check validity of information from research/text, and identify strong vs. weak arguments.
SS.8.A.1.5 Identify, within both primary and secondary sources, the author, audience, format, and purpose of significant historical documents.
4. Key Vocabulary: abolition, abolitionist, Underground railroad, Society of Friends/Quakers, Manumission , The Golden Rule
5. Evidence of Student Understanding (Assessment) in this Lesson:
a. What key knowledge and skills will students acquire as a result of this lesson?
· Analyze primary and secondary sources.
· Identify primary and secondary sources.
· Identify strong vs. weak arguments.
· Knowledge of Quaker ideology
· Knowledge of rights listed in the Declaration of Independence
b. What will students be able to do as a result of such knowledge and skills?
Formative assessments:
· Answer oral questions posed by teacher after short lecture on Quakers
· Write create posters, pamphlets and petitions from the perspective of a Quaker
Summative assessments:
· Write an analytical essay (essay rubric included)
· Unit Exam - Creating a Nation
The American Journey, (New York: Glencoe, 2005)
6. Materials needed:
· Textbook: The American Journey, (New York: Glencoe, 2005), p.154.
· Germantown Quaker Petition 1688
· http://www.digitalhistory.uh.edu/database/article_display.cfm?HHID=45
· Consideration on the Keeping of Negros: Tract by John Woolman
· http://www.archive.org/stream/considerationson00wool#page/6/mode/2up/search/do+unto+others
· Reminiscences of Levi Coffin, Reputed President of the Underground Railroad: Levi Coffin’s memoirs, helped more than 2,000 slaves escape (see Chapter 1, pg.12)
· http://docsouth.unc.edu/nc/coffin/coffin.html#p12
· Background history of Quakers
· http://ncpedia.org/culture/religion/quaker-abolitionists
7. Steps to Deliver the Lesson: (2 class periods)
a. ABC Listing: The teacher will make to columns on the board. The teacher will choose students from the class to call out 20 random letters from the alphabet. She will place 10 letters in a vertical row for each column on the board. One column will be titled slavery and the other column Declaration of Independence. Students will then “share the pen” by taking turns coming to the board and writing words that begin with those letters that they associate will slavery or the Declaration of Independence.
b. Teacher will lead a discussion on reasons certain words were chosen to establish previous knowledge of students to those topics and determine contradictions that occur when comparing both columns.
c. Teacher will give a short lecture/Power Point Presentation: highlighting Quaker involvement in American slavery from 1688 first petition against slavery was published to 1786 the beginning of the Underground Railroad.
http://ushistory.org/more/timeline.htm,
http://ncpedia.org/culture/religion/quaker-abolitionists
d. Teacher will conduct a formative assessment with oral questions to determine understanding of short lecture
e. Students will be divided into predetermined groups.
f. Each group will read the Declaration of Natural Rights section from The Declaration of Independence and create list of what the colonist claimed to be their natural rights.
g. Each group will be giving selections from Quaker anti-slavery literature to read and discuss.
h. Each group will have a choice of creating their own posters, pamphlets or petitions that illustrate Quaker anti-slavery sentiments. High level students can write an analytical essay highlighting Quaker arguments against slavery with rights listed in the Declaration of Independence (essay rubric included).
i. Each group will present their work.
8. Specific Activities: (From Guided to Independent)
a. Students will begin by a teacher led ABC Listing activity on the board.
b. Students will participate in a teacher led discussion on results of ABC Listing.
c. Students will take notes on short lecture on Quakers.
d. Students will read primary sources with some teacher assistance.
e. Students will interpret Quaker ideology and create their own Quaker document independently.
9. Differentiated Instruction Strategies:
· Visual: Charts, written documents
· Cooperative Groups: created by mixing students of various reading levels
· Written Project: students choose form and level of difficulty
· Oral Presentation: Students will learn from each other what they discovered
10. Technology Integration:
Students will watch a power Point presentation which includes primary documents from online resources.
11. Lesson Closure: Student presentations of group projects will summarize lesson by incorporating knowledge acquired of rights outline in the Declaration of Independence, Quaker arguments against slavery in America and involvement in the Anti-slavery movement through primary sources.
Essay Rubric: Using Primary Sources
I. Focus on topic __5__HIGH __4__MED __3__LOW
II. Organization – Complete essay with an introduction, body and conclusion
__5__HIGH __4__MED __3__LOW
III. Support – Expanded min ideas with relevant and accurate details
__5__HIGH __4__MED __3__LOW
IV. Use of Primary Sources (well documented, mentioned, not used)
__5__HIGH __4__MED __3__LOW
Total points multiplied by 5 results in percentage Ex. (20 x 5 =100%)
Scale:
90 – 100% = A
80 – 89 = B
70 – 79 = C
60 – 69 = D
59 - = F