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Slavery by James Enny Bill Giesler Henry Hudson. Essential Questions. Did the institution of Slavery shape the cultural identity of America? What is a culture? What is diversity? Was slavery crucial for the economic development of America ? What are morale objections?
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Essential Questions • Did the institution of Slavery shape the cultural identity of America? • What is a culture? • What is diversity? • Was slavery crucial for the economic development of America ? • What are morale objections? • What were the effects of slavery on daily life?
History Standard Addressed: Social Studies Standard 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Expectations: The students will develop analytical skills needed to understand the significance of slavery on U.S. history and culture. The students will be able to show their knowledge of important events, figures, dates, and issues surrounding U.S. history from the birth of America until abolition. Activity: Students will create a Timeline of African American slavery in the U.S., which will require students research and learn when significant events occurred. Students will also be examining DBQ’s (document based questions), to help develop the skills necessary to be successful on the New York State’s Regents Exam, since 30% of the question found on the exam are DBQ’s.
Language Languages Other Than English Standard 2: Cultural Understanding Students will develop cross-cultural skills and understandings. • Expectations:The students will be able to understand how slaves captured from different regions in Africa created a melting pot when brought to the Americas. This different African cultures brought with them different languages that developed into a slave language in America. The students will also be able to understand how the slave language affected English in America. • Activities: • The students will listen to recordings of different African languages and American Slave languages. Through listening to the different dialects from the many different regions the slaves inhabited, the students knowledge of African culture will grow. • The students will watch portions of the mini-series ROOTs and the motion picture Amistad ,to gain further cultural understanding of the ramifications the institution of slavery had on the development of language.
Math • Standard Addressed: • Mathematics, Science, and Technology • Standard 1: Analysis, Inquiry, and Design • Students will use mathematical analysis, scientific inquiry, and engineering design, to pose questions, seek answers, and develop solutions. • Expectations: • Activities: • Trade Route • Triangle Trade • http://www.slavevoyages.org/tast/database/search.faces • Possible Projects: • Longitude and latitude projects • Distance traveled • Slavery Statistics
The Arts The Arts Standard 4: Understanding the Cultural Contributions of the Arts Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society. Expectations: By examining the various forms of African American art during slavery in the U.S., the students will learn about the historical and cultural impact of African-American art during slavery, and how African-American art has made a vital contribution to the art of the United States. Activities: After learning about the history of African-American art during slavery, the Students will choose an African-American form of art (small drums, quilts, wrought-iron figures, and ceramic vessels) to create. Another project that the students will complete is to make a political cartoon, banner, picture, painting, or drawing that would be used to promote abolition in the United States.
English • English Language Arts • Standard 1: Language for Information and Understanding • Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information. • Standard 2: Language for Literary Response and Expression • Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.
English Expectations: Students will develop their literacy skills through reading and writing activities that require compilation of data, facts, and ideas. Students will make connections with the material and their prior knowledge in order to develop the knowledge necessary to understand the diverse social, historical, cultural effects that written and oral historical accounts had on American history. Activity: Students will be divided into two homogeneous groups( Boys and Girls). Each group will be asked to complete a gender-specific project based on Harriet Beecher Stowe’s novel “Uncle Tom’s Cabin.” Each gender-specific project will expose the student to the realities of slavery and the social, cultural, and political impact slavery had on Antebellum America. The Task: The Girls will do: After completing the book, each girl will construct a well-written essay relating the inspiration that moved Stowe to write such a provocative piece of literature. The Boys will do: After completing the book, each student will be given a list of Key Words, and they will dissect each word through completing the magnet summary literary activity. "So you are the little woman who wrote the book that started this great war!“ Abraham Lincoln, 1861
Accommodations • Cultural Diversity • Linguistic Diversity • More instruction, instruction given written or orally in the student’s native language, and extra time to complete assignments will be given to linguistically diverse learners in all subjects if necessary. • ELL’s will be provided a copy of Uncle Tom’s Cabin in their native language if necessary. The book will also be available on audio book for ELL’s with problems with reading and writing English. • Gifted and Special Needs • Students that are deaf or hearing impaired will be given a typed copy of the African languages and African-American slave languages in language class. • There will be subtitles for students that are deaf or hearing impaired when watching the ROOTS and Amistad in language class. • For blind or visual impaired students, the audio book of Uncle Tom’s Cabin will be available.
Anticipatory Set Word Wall • The purpose for crating a world wall is to enable students to interact with words they will be utilizing in their class activities. (Reading, Writing, and Discussion) • World walls provide the students with an available resource that is easily accessible. (Displaying key words from the unit) • Teachers need to decide where the word wall will be placed in the classroom, because the wall should be easily accessible for the students. • In addition, it is also important that the teacher limits words that will not be useful. It is the teachers responsibility to maintain the integrity of the word wall. Description • The word wall should extend for numerous feet (8ft-and larger preferably) in the front of the classroom, and it should be placed high on the wall, so it will be easily seen by all of the students in the class, regardless of their seat in the classroom. • Students place important vocabulary from the unit on the wall in alphabetical order. • Through compiling words throughout the unit the students actively develop a wordbank.
Activity Timeline • Timelines are a great graphic organizer, because they provide the student with a visual tool they can use to study a period of time. • Creating a timeline helps students put the material they are learning in perspective, because crafting a timeline requires the student to organize and remember what they have learned . • Timelines help students make connections between related events, and reject unconnected material. Through developing their timelines students will begin to notice cause and effect relationships in the material. • Timelines can represent a day, a year, an individual, a topic, or an era. Description • Students will pick a significant day, year, person, era, or topic, and design a timeline. • The timeline can take the form of an essay, a list, or an illustrated chart, but it must chronologically address the significant parts of the unit. • When the students complete the timeline the best timelines will be exhibited around the classroom.
Exit Pass Excercise Hangman • The purpose of this exercise is to build the students vocabulary, and keep their attention focused until the end of class. Description • The students will divide into two groups based on their rows. Example: rows 1-3 are one group, and rows 4-6 are the 2nd group. • The groups will be given blank spaces to a word or phrase that pertains to a topic covered in the unit. • Each student will take turns guessing the letters to fill in the blanks. • It is the teachers choice to include clues for each blank space, but it is not always necessary. • When there is a letter chosen that is acceptable ,the letter is then placed in the appropriate spot. If the student chooses the correct letter their group has one chance to guess the word or phrase. If the group guesses the word or phrase the game is over. • When there is a letter chosen that is unacceptable a piece of the hangman is created piece-by piece, until the word, phrase, or hangman is completed.
