3.+Five-day+Unit+Plan

 = Teacher(s) Name: __Ashley Jones (Alyssa Bartlett, Caitlin Clausen, Leslie Kent, Kaitlin Money) __ = Thematic Unit Theme/Title/Grade Level: __Slavery-Civil War/Fifth Grade__ Wiki space address: __http://ucfgr5civilwarsp09.wikispaces.com/__ Daily Lesson Plan Day/Title: __Day 1-Turning the Clocks Back On History__   || · The students will be able to identify the major areas where slaves were kidnapped from and then later taken to. · The students will be able to describe the living conditions that slaves experienced while traveling on slave ships. · The students will be able to explain why so many lives were lost during the slave trade. · The students will be able to explain how slaves were bought and sold into slavery. ||
 * =Learning Objectives =
 * What will students accomplish / be able to do at the end of this lesson? **
 * **NCSS Themes/Sunshine State Standards **

|| NCSS Themes: -People, Places, and Environments -Time, Continuity, and Change SS.5.A.4.6 Describe the introduction, impact, and role of slavery in the colonies. SS.5.G.1.4 Construct maps, charts, and graphs to display geographic information. LA.5.2.2.2 The student will use information from the text to answer questions related to explicitly stated main ideas or relevant details. LA.5.2.2.3 The student will organize information to show understanding (e.g., representing main ideas within text through charting, mapping, paraphrasing, or summarizing). LA.5.1.7.2 The student will identify the authors purpose (e.g., to persuade, inform, entertain, explain) and how an authors perspective influences text. LA.5.5.2.1 The student will listen and speak to gain and share information for a variety of purposes, including personal interviews, dramatic and poetic recitations, and formal presentations.

|| //** Teacher Activities/Student Activities **// · What learning strategies will be implemented? · How will you communicate student expectation? · <span style="font-family: 'Times','serif';">What products will be developed and created by students? || · Approximately two weeks prior to teaching this lesson, the teacher will have the students complete a KWL chart. This chart will give the teacher an idea of what the students already know about slavery coming to the United States, as well as what they desire to learn. With this information, the teacher can structure the lesson accordingly. · The Friday before this lesson, the teacher would have the students create a simple diamond fold book that will be used during this lesson. · When the students walk into the classroom, the teacher will have already placed the laptops on their desks in preparation for the day’s assignment. The teacher will also have the webpage where the students will be working already open and in place. · To draw the students’ interest, the teacher could dress in tattered clothing, representative of what a slave would wear (i.e.-head rags, satchel filled with cotton balls, long-full skirt), and share artifacts from this period in history. (If artifacts are shared, the teacher would play songs of slavery.) · To begin the lesson, the teacher would turn off the classroom lights, and have the students close their eyes, as she says and does the following: -“Today students, we are going to travel back in time to the year of 1502, which is considered to be the first report of African slaves in the New World. You are all African men and women living in a small African village. One night, while you are sleeping, two men come and kidnap you, taking you from your family. As they lead you out of your home, all you can hear are the footsteps of people running, trying to escape (play running sound), and the screams of men, women, and children (play screaming sound). After several hours, you find yourself in a dark area, and all you can hear is what appears to be the sounds of roaring waves (play [|ocean sounds] ). You try to move and feel around to see where you are, but all you hear is the rattle of chains (play chain sounds) and the cries of about several other men and women; one of which is lying shoulder to shoulder with you. After three months at sea, and very little to eat, you are lead of the ship. From a distance all you can hear are the sounds of a slave auction (play [|auctioning sounds] ). You cannot help but to wonder if you will be the next person to be put up for sale? ( **sounds without links can be found at** **[|Free Sound Project]** **).** · As they finish the quick write, the students will be instructed to label the remaining pages of their diamond book as follows: -Geography -Slave Trade -The Journey -On American Soil · Once the students have the pages of their book labeled, the teacher will instruct the students to number off (1-4), so that they can get into groups. After the groups are formed, the teacher will explain the assignment, and show an example of what they are to create. · With the laptops, the students will answer questions and visit links on the Slave Trade Scavenger Hunt Wiki page that has been designed by the teacher. The students will be instructed to only visit the internet links that the teacher has provided. · The students with the following numbers will research the following topics: -Number ones (also Learning Disabled and ESOL students): Geography -Number twos: Slave Trade -Number threes: The Journey -Number fours: On American Soil · If needed, ESOL and learning disabled students will work together with a more advanced student to complete the assignment. · __Questions:__ __Geography__ 1. Using the map of Africa in your diamond fold book, label the slave ports on your map as they are shown on the map displayed on the website. Use different colored markers to identify the ports as British, French, Dutch, Portuguese, or Danish. Make sure you create a legend to indicate which color represents which port. 2. During what time period were the most slaves transported? Which countries transported the most slaves? Approximately how many slaves did these countries transport? 3. Between 1650-1860, where in the United States were most slaves traveling, and what crop was being grown there? On the second map in your diamond fold book, draw a picture to represent these crops. __ Slave Trade __ 1. Where did a lot of the enslaved people taken from Africa come from? 2. What countries were slaves traveling to during the following time periods: - 1451-1600? -1601-1700? -1701-1810? -1811-1870? 3. What items did Europeans offer to trade in exchange for slaves? 4. What name did slaves receive as a result of being so valuable? __The Journey__ 1. How were slaves stored aboard slave ships? 2. What were the top ten reasons why slaves died during the voyage? Illustrate at least two of these reasons. 3. What were the most common diseases/illnesses found aboard slave ships? 4. What were slaves fed abroad slave ships? __ On American Soil __ 1. Before slaves were sold during slave auctions, what would the slave ship captains do to prepare them for the sale? What was the purpose of this? 2. View the for sale advertisement of slaves, what were some of the qualities that a slave possessed? 3. Once purchased, what type of labor did slaves perform? 4. Name and describe the two ways that slaves were sold? · Gifted/Talented Students will be grouped together and given an alternate assignment which will require them to analyze the illustrations in Tom Feelings’ book //The Middle Passage: White Ships/Black Cargo.// These students will create words for the pictures that the teacher has flagged with sticky notes. They will also brainstorm about the author/illustrator’s purpose, and why he chose to make this a wordless book. · The scavenger hunt should only take the students approximately 20-30 minutes to complete. · For ten of the approximately fifteen minutes remaining, the students will participate in a think-pair share within their groups. Each group member will write down the important information that their fellow classmates share. · At the conclusion of the activity, the students will turn-in their diamond fold books; so that the teacher can make sure that the students are on track with their learning. She will also evaluate for understanding and completion. · The last five minutes of the lesson, the teacher will bring the lesson to a close by reading a picture book entitled //Amistad Rising: A Story Of Freedom// by Veronica Chambers. ** || <span style="font-family: 'Times','serif';"> || · <span style="font-family: 'Times','serif';">KWL chart · <span style="font-family: 'Times','serif';">A copy of the book //Amistad Rising: A Story of Freedom// by Veronica Chambers · <span style="font-family: 'Times','serif';">A copy of the book //The Middle Passage: White Ships/Black Cargo// by Tom Feelings · <span style="font-family: 'Times','serif';">Diamond Fold Book (supplies: scissors, paper, glue, cardboard, and ribbon, colorful paper) · <span style="font-family: 'Times','serif';">laptop cart · <span style="font-family: 'Times','serif';">pencils · <span style="font-family: 'Times','serif';">[|www.shockwave-sound.com] · <span style="font-family: 'Times','serif';">[|www.freesound.org] · <span style="font-family: 'Times','serif';">http://slavetradescavengerhunt.wikispaces.com/ · <span style="font-family: 'Times','serif';">[|http://www.slaveryinamerica.org] · <span style="font-family: 'Times','serif';">[|www.historyonthenet.com] · <span style="font-family: 'Times','serif';">[] · <span style="font-family: 'Times','serif';">[] · <span style="font-family: 'Times','serif';">[] · <span style="font-family: 'Times','serif';">[] · <span style="font-family: 'Times','serif';">[] || · <span style="font-family: 'Times','serif';">Are you using a rubric? · <span style="font-family: 'Times','serif';">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes ** || · <span style="font-family: 'Times','serif';">The week prior to this lesson being taught, the teacher will have the students complete a KWL chart. · <span style="font-family: 'Times','serif';">The teacher will also assess the students’ group participation, completion of the scavenger hunt assignment, and understanding of the information that they located. · <span style="font-family: 'Times','serif';">When the lesson is over, the students will complete the “L” part of their KWL chart. · <span style="font-family: 'Times','serif';">Later in the day, possibly during center time, students could review their knowledge of the information learned during this lesson by taking online quizzes ([|Slave Auction Quick Quiz]) · <span style="font-family: 'Times','serif';">For a fee, the teacher can create her own online review in the form of a game on a website entitled [|Content Generator]. || What accommodations do you make for ESOL students, Gifted/Talented students, Learning/Reading disabilities..? || · <span style="font-family: 'Times','serif';">ESOL and Learning Disabled Accommodations : -Think-pair share activity -Collaborative group work -Visually enhanced assignments · <span style="font-family: 'Times','serif';">Gifted/Talented Student Accommodations: -Alternate, more challenging assignment || · <span style="font-size: 12pt; font-family: 'Times','serif';">An extension to this lesson would be for the students to take what they have learned during the scavenger hunt, and use this information to write a reader’s theatre script that could be performed at a later date. · <span style="font-size: 12pt; font-family: 'Times','serif';">To involve the parents in the students’ learning, each child would be encouraged to share their diamond fold books with their parents. <span style="font-family: 'Times','serif';"> || <span style="font-family: 'Times','serif';"> Five-day Unit Plan Day 2
 * ** Student Activities & Procedures **
 * · After the teacher paints this image, the teacher will instruct the students to open their eyes, and take 2-3 minutes to do a quick write on how they think life would be without family in a faraway, unknown place. The quick write will be written on the first page of their diamond-fold books that they created the previous week.
 * == Resources/Materials ==
 * <span style="font-family: 'Times','serif';">Assessment
 * · <span style="font-family: 'Times','serif';">How will student learning be assessed? Authentic/Alternative assessments?
 * == Exceptionalities ==
 * == Discussion Notes == || · <span style="font-size: 12pt; font-family: 'Times','serif';">After completing this assignment, for homework, the students could write a simulated journal from a slave’s perspective about the hardships that they endured.

What will students accomplish / be able to do at the end of this lesson? || · The students will be able to identify the responsibilities of the slaves pre-Civil War. · The students will be able to describe the treatment of slaves pre-Civil War. · The students will be able to explain all the effects of a slave trade especially on slave families pre-Civil War.
 * = Learning Objectives =

||
 * NCSS Themes/Sunshine State Standards

|| === Social Studies === Time, Continuity, and Change SS.A.1.2.1 understands how individuals, ideas, decisions, and events can influence history. SS.A.4.2.4 knows significant historical documents and the principal ideas expressed in them (e.g., Declaration of Independence, the United States Constitution, and the Bill of Rights). SS.A.4.2.4.6 knows the causes, key events, and effects of the Civil War and Reconstruction. = = = Language Arts = = = Reading LA.A.2.2.1 reads text and determines the main idea or essential message, identifies relevant supporting details and facts, and arranges events in chronological order. LA.A.2.2.2 identifies the author’s purpose in a simple text. Listening, Viewing, and Speaking LA.C.1.2.1 listens and responds to a variety of oral presentations, such as stories, poems, skits, songs, personal accounts, and informational speeches. Language LA.D.2.2.1 understands that word choices can shape reactions, perception, and beliefs. Literature LA.E.2.2.3 responds to a work of literature by explaining how the motives of the characters or the causes of events compare with those in his or her own life. LA.E.2.2.5 forms his or her own ideas about what has been read in a literary text and uses specific information from the text to support these ideas. Activities/Procedures: || // Teacher Activities/Student Activities //** · What learning strategies will be implemented? · How will you communicate student expectation? · What products will be developed and created by students? ** || · Complete a short review on Day 1 of the Slavery unit covering information on slaves from Africa and slave ships. ·Introduce lesson by letting students know that now that they are familiar with slavery coming to America, we are going to cover slavery leading up to the Civil War. · To get an idea of slaves’ responsibilities, families, and the way they were treated, we are going to complete a website scavenger hunt. Hand out worksheet with questions about slavery. Answers will be found on website. ·Allow them to work in pairs and assign them to a computer. Let them work for about 15 minutes. · When students have completed worksheet, get class together again and discuss what was learned. If needed, prompt them with the questions that were asked on the worksheet. ·Make sure slave responsibilities and treatment comes up in discussion, if not start to ask questions about the topics. ·Now ask students if they have ever heard of an auction. An auction is where something is for sale and is sold to the highest bidder. · Inform students that back before the Civil War they had slave auctions. Ask them about what they think slave auctions consisted of. · Now ask for 8 volunteers to be involved in a reader’s theatre for the class. Let them practice once in the hallway and then have them read it for the rest for the rest of the class. · When the reader’s theatre is done, discuss the many motivations that are included in the performance. What was the slave owner’s motive? The banker? Man 1 and Man 2? · Now ask students to take out a sheet of paper. Tell them they are going to reflect on the reader’s theatre they just read/saw. First they will write down their reaction. How did they feel when reading/seeing the auction take place? Then ask them to write down how they think things should be or should have been back then. Were slave auctions a good thing? Why or why not? You will get many answers because in this reader’s theatre all opinions are included. · Give students about 15/20 minutes for papers. When done with papers, have a few students share their thoughts to the class. This preferably will lead to a few class discussions on slavery’s positives and negatives. · Wrap up lesson with reviewing what was covered: treatment of slaves, slaves’ responsibilities, and slave auctions.
 * Student Activities & Procedures

|| || · Computers · Website Scavenger Hunt worksheet · pencil/pens · Reader’s theatre printouts · Reader’s theatre props: lanyards, paddles, clothes · paper
 * == Resources/Materials   ==

|| · How will student learning be assessed? Authentic/Alternative assessments? · Are you using a rubric? · Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes ||  · Students are assessed by the worksheets they fill out when they do the website scavenger hunt. They will also be assessed on their reflections. Informally they will be assessed during the discussions on slave treatment, slaves’ responsibilities, and slave auctions. There is no specific rubric for the students to follow.
 * Assessment

|| What accommodations do you make for ESOL students, Gifted/Talented students, Learning/Reading disabilities..?
 * == Exceptionalities   ==

|| · ESOL and Learning Disabled Accommodations : -Think-pair share -Collaborative group work -Visually enhanced assignments · Gifted/Talented Student Accommodations: -Alternate, more challenging assignment (short answer questions on the worksheet)

|| · An extension to this lesson would be for the students to take what they have learned during the lesson and use this information to write a reader’s theatre script of their own that could be performed at a later date. · To involve the parents in the students’ learning, each child would be encouraged to share their reflection with their parents.
 * == Discussion Notes   == || · After completing this assignment, for homework, the students could write a simulated journal from a slave’s perspective about the hardships that they endured through slave auctions.

|| Website Scavenger Hunt Worksheet [] Questions: =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">Slavery Reader’s Theatre = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">based on “Let’s Attend a Slave Auction” by Mary M. Alward = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">Narrator 1: Let’s all go back to the year 1854 in Maryland where we are about to witness a slave auction take place. Slave auctions were where people could go, mainly plantation owners, to bid money on slaves. The highest bidder became the new owner of the slave and then used the slave for whatever was needed, usually field or housework, without pay. Slave owners considered their pay to be the bits of bread they received for breakfast and dinner with lunch usually being skipped. Many times these slave auctions would break up families. The father would be sold to one place, then the mother to another, then the children, depending on how old, were also sold somewhere else. How would you feel if you knew it was possible never to see your loved ones again? = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">Slave: (while carrying her son to the selling block distressed) “Please don’t sell me away from my family! They are my life!” = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">Auctioneer: “What am I bid for this lovely specimen? She’s been trained as a house slave. She cooks, sews, and is healthy. She’s obedient and has no history of running.” = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">Man 1: (While holding up his paddle) “I bid $200. I need a new house slave for my wife and when the boy grows up, he will make a good field hand.” = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">Narrator 2: The man is a plantation owner and is always looking for slaves. Slaves make him money. They keep his family comfortable by tending to their every need. = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">Slave: (With great emotion) “Will someone listen to me please? I can’t leave my family!” = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">Man 2: (While holding up his paddle) “$300.” = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">Slave: (Emotionally) “Do I not bleed the same blood or cry the same tears? Am I so much different than any of you?” = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">Auctioneer: “Do I hear $400?” = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">Man 1: (While holding up his paddle) “I bid $500.” = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">Banker: (Says under his breath) “Yes, this auction is going so well. That slave owner owes me money and if the sale continues to go this way, I’ll get paid in full.” = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">Narrator 1: Though the banker doesn’t like slavery, he won’t voice his opinion on the subject. If his friends find out he is an abolitionist, they won’t keep company with him anymore. If the bank finds out he’s opposed to slavery, they will fire him. So he has to hide his hatred of slavery to protect himself. = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">Auctioneer: “Do I hear $600?” = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">Slave Owner: (Says under his breath, rubbing hands together in delight) “This sale is definitely going great. I need the cash to pay a debt to the banker.” = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">Slave: “Please don’t sell me! I love my family and I need them to survive this life! I may never see them again!” = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">Slave Owner: (Says under his breath) “Paying my debts is more important to me than keeping her with her family. I like slavery. It brings me a lot of money.” = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">Auctioneer: “Sold! To the man over there (Man 1) for $500! Alright now, who’s next?” = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;">Narrator 2: Slave auctions were a huge part of American slavery. This is how many people made their money and received the help that they wanted, regardless of how many families they broke up and how hard this was emotionally on the families. Slaves were just thought of as property, nothing more. This is one of the many reasons why America had to fight a Civil War. The war helped to set our country right and to fairly live under out Constitution, which strictly states that “All men are created equal.” =
 * 1) African Americans had been enslaved in what became the United States since early in the.
 * 2) One of the primary reasons for the reinvigoration of slavery was the invention and rapid widespread adoption of the.
 * 3) Growing cotton was very labor intensive and cotton growers needed a large supply of __to tend the fields.__ __slaves supplied this labor.__
 * 4) African American slaves also worked in many other types of agriculture, including __,__ __(for rope-making),__ __, and__ __.__
 * 5) It was not unusual for slaves working in the cities to put away enough money to __.__
 * 6) African American slaves worked under constant _ and the threat of _ __punishment by their overseers.__
 * 7) Slaves on large plantations also lived in a community that extended well beyond the family and in many cases beyond the _.

=<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = = = Five-Day Unit Plan Day 3 <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">Five-Day Unit Plan: Day 3 What will students accomplish / be able to do at the end of this lesson? ||  || <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">What will students accomplish / be able to do at the end of this lesson? ·The students will be able to identify the slave states and the free states during the civil war. · Students will be able to identify the group of African Americans who served as soldiers during the Civil War. ·Students will be able to describe what is was like to be a soldier during the Civil War. -Student’s will be able to identify the importance of the Underground Railroad. NCSS Themes/Sunshine State Standards: **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;"> NCSS Themes: -People, Places, and Environments -Time, Continuity, and Change <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">[|__LA.5.1.5.2: The student will adjust reading rate based on purpose, text difficulty, form, and style.__] LA.5.3.5.3: The student will share the writing with the intended audience. LA.C.1.2.1 listens and responds to a variety of oral presentations, such as stories, poems, skits, songs, personal accounts, and informational speeches. SS.A.1.2.1 understands how individuals, ideas, decisions, and events can influence history. SS.A.4.2.4 knows significant historical documents and the principal ideas expressed in them (e.g., Declaration of Independence, the United States Constitution, and the Bill of Rights). SS.A.4.2.4.6 knows the causes, key events, and effects of the Civil War and Reconstruction. [|__SS.5.A.1.1: Use primary and secondary sources to understand history.__] [|__SS.5.G.1.1: Interpret current and historical information using a variety of geographic tools.__] [|__SS.5.G.1.6: Locate and identify states, capitals, and United States Territories on a map.__] <span style="font-size: 8.5pt; color: #2d2e2e; font-family: 'Arial','sans-serif';"> || //Teacher Activities/Student Activities// At the beginning of this lesson I will review with students what we have learned about the civil War and slavery up until this point. Tell the students that today they will be learning about Slavery during the Civil War. <span style="font-size: 10pt; color: black; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msolist: Ignore;">· <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">Show the students the map showing the free and slave states. ([|__http://www.civilwarhome.com/statesdivison.htm__]) or ([|__http://www.sonofthesouth.net/slavery/slave-maps/map-free-slave-states.htm__]) <span style="font-size: 10pt; color: black; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msolist: Ignore;">· <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">Students will then work in pairs to create their own map of the free states and the slave states. <span style="font-size: 10pt; color: black; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msolist: Ignore;">· <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">The teacher will explain the law stating that any slave found in a free state was property of war. In order for the slaves to be free they needed to escape to Canada. <span style="font-size: 10pt; color: black; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msolist: Ignore;">· <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">The teacher will then read //Stories of the Underground Railroad// <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;"> <span style="font-size: 10pt; color: black; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msolist: Ignore;">· <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">Students will go to [|__http://www.nationalgeographic.com/railroad/index.html__] and read about the Underground Railroad. <span style="font-size: 10pt; color: black; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msolist: Ignore;">· <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">Students will also go to __[]__ to also learn about the Underground Railroad. <span style="font-size: 10pt; color: black; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msolist: Ignore;">· <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">The teacher will explain the importance of certain people during the Underground Railroad. One of these people were Harriet Tubman. <span style="font-size: 10pt; color: black; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msolist: Ignore;">· <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">The teacher will choose 15 students to participate in the reader's theater. Because there are 4 scenes, certain roles such as Narrator 1, Narrator 2, Harriet, Ma and Pa can be switched between students. <span style="font-size: 10pt; color: black; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msolist: Ignore;">· <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">Read the Harriet Tubman Reader's Theater. <span style="font-size: 10pt; color: black; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msolist: Ignore;">· <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">After reading the Reader’s Theater, the teacher will begin a discussion with the students about what they think it was like to be a slave traveling with the Underground Railroad. <span style="font-size: 10pt; color: black; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msolist: Ignore;">· <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">Students will do a writing prompt: “Pretend you were a young slave who was trying to reach the north through the Underground Railroad. What do you think it would have been like?” <span style="font-size: 10pt; color: black; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msolist: Ignore;">· <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">While the students are writing, the teacher will play music from that period. <span style="font-size: 10pt; color: black; font-family: Symbol; mso-list: Ignore; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msobidifontsize: 12.0pt; msolist: Ignore;">· <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">Students will share their writing with their elbow partner.
 * **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">Learning Objectives **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">
 * **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">Student Activities & Procedures **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">

Assessment will be based off the paired groups and their maps. Assessment will also be based on the student’s participation and input during the discussion. **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">Exceptionalities **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;"> ESOL students will work in partners Students can write simplified responses to the writing prompt. Gifted students could write about how the US would be different if slavery still existed. Gifted students can also help direct the reader's theater. Make sure the website works before assigning students to go to the websites. These are student friendly sites. || Harriet Tubman Reader's Theater: __SCENE I__ NARRATOR 1: Harriet Tubman is a slave in Maryland who will grow up to lead more than 300 people out of bondage over the course of her life. NARRATOR 2: As a teenager in the 1830s, Harriet hates her cruel master and dreams of freedom. She also discovers that she has a special talent for sensing danger.
 * **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">Resources **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">/**Materials**
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">Computers for Website activities
 * // Stories of the Underground Railroad // by: Anna L. Curtis's <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">Paper for writing prompt.
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">[|__http://www.sonofthesouth.net/slavery/slave-maps/map-free-slave-states.htm__]
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">[|__http://www.civilwarhome.com/statesdivison.htm__]
 * <span style="font-size: 12pt; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">[|__http://www.nationalgeographic.com/railroad/index.html__]
 * [|__http://teacher.scholastic.com/activities/bhistory/underground_railroad/__]
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">Assessment **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">Discussion Notes **<span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif'; mso-fareast-font-family: 'Times New Roman'; mso-ascii-theme-font: major-bidi; mso-hansi-theme-font: major-bidi; mso-bidi-theme-font: major-bidi;">:
 * **Roles:**
 * 1) *Narrator 1
 * 2) *Narrator 2
 * 3) *Harriet Tubman, a slave
 * 4) *Ma, Harriet's mother
 * 5) *Pa, Harriet's father
 * 6) Overseer, the person in charge of field slaves
 * 7) Runaway slave
 * 8) Benjie, Harriet's brother
 * 9) John, Harriet's brother
 * 10) William, Harriet's brother
 * 11) Catherine, William 's wife
 * 12) Ezekiel (ee-ZEEK-ee-il) Hunn, a Quaker who helped runaway slaves
 * 13) Eliza Hunn, Ezekiel's wife
 * 14) William Still, secretary af the Anti-Slavery Society in Pennsylvania
 * 15) Doe Thompson, Harriet's old master
 * starred names are major roles ||

NARRATOR 1: Harriet is working with other slaves to harvest corn one autumn evening, when she notices that one slave has stopped working. She knows something is up. Runaway slave: (Whispering) Tonight is my night. While y'all are busy with the harvest, I'll make a break for it. NARRATOR 2: Harriet admires his bravery, but she senses grave danger. She sees the overseer follow him. She hides herself in the corn field and follows too. RUNAWAY SLAVE: He's after me - but I can hide in the general store at the crossroads. NARRATOR 1: Harriet and the overseer both follow him into the store. OVERSEER: You, girl! Help me, catch this runaway! NARRATOR 2: Instead, Harriet 'stands in the doorway as the runaway dashes out. She blocks the entrance so the overseer can't chase him. OVERSEER: I'll get you! NARRATOR 1: The overseer picks up a heavy weight and throws it with all his might at the escaping slave. He misses him - but it hits ,Harriet in the forehead. She has a huge wound. MA: Oh, my God. Can our girl survive this? PA: She's strong. She'll make it. __SCENE 2__ NARRATOR 2: Harriet does not wake up for weeks, but her father is right. She survives. NARRATOR 1: For the rest of her life, Harriet has a dent in her skull from the injury. She often wears scarves on her head to conceal it. NARRATOR 2: Harriet does not forget the slave who got away that day. Like him, she yearns for freedom. She learns about the Underground Railroad, which is neither underground nor a railroad. It is a secret network of people, black and white who help slaves in the South escape to the North. NARRATOR 1: When she is in her 20s, Harriet successfully makes it all the way to Pennsylvania. She is a free woman, at last. But somehow her freedom does not seem so sweet. She is alone. NARRATOR 2: Harriet knows she won't be happy until her family is also free. She hears her brothers are about to be sold to a plantation in the Deep South. She has to act fast. Harriet risks her freedom and her life by going back to Maryland. __SCENE 3__ NARRATOR 1: After a long and dangerous trip, Harriet arrives at her brothers' cabins. William's wife, Catherine, is there too. JOHN: Harriet! You've come back! HARRIET: I've come to bring you with me to the land of freedom. We have to leave soon. BENJIE: Harriet, it's freezing cold outside! CATHERINE: And Master will surely hunt us down. WILLIAM: We can't make it all the way North. HARRIET: I've done it myself, and now I have friends along the way who can help us. BENJIE: We're supposed to be having dinner with Ma and Pa. They'll be wondering about us. HARRIET: We can't tell Ma about our plan. She'll start crying and screaming, and then everybody will know I've come for you. JOHN: Why can't Ma and Pa come with us? HARRIET: They are very old and can't move quickly. I will come back for them when I can get a horse and a wagon. CATHERINE: You mean we're going to walk all the way to the North? HARRIET: We will go however wc can. We will run through the forest, sleep in bushes, eat berries. But we have to leave before tomorrow morning. BENJIE: Harriet, we have to let our parents know that we are running away. HARRIET: Let's go hide in the shed, and then we'll get word to Pa. __Scene 4__ NARRATOR 2: Ma and Pa are in their cabin, waiting. MA: Where are my boys? Why haven't they come for supper? Have they been sent South already? PA: I don't know, Ma. MA: It breaks my heart they are not here. What if they ran off and got caught? PA: Let's hope they are safe. NARRATOR 1: A friend knocks at the door and whispers to Pa. They sneak away from Pa's cabin and arrive at the shed. NARRATOR 2: Pa ties a handkerchief around his eyes. HARRIET: Pa, it's me, Harriet! NARRATOR 1: He grabs his daughter and holds,her tight. PA: Children, I'll come back with some food for you. Can I bring your mother to see you? HARRIET: It's better for her if she doesn't know where we are. WILLIAM: Pa, why in the world are you blindfolded? PA: You know I don't ever tell any lies. When the Master comes and asks me if I know where my boys went, I can honestly say, "I did not see them." NARRATOR 2: Pa squeezes Harriet's hand. HARRIET: Pa, I promise I'll come back soon for you and Ma. __Scene 5__ NARRATOR 1: It is late at night. Harriet leads the group through the woods. CATHERINE: Harriet, it's so dark. How do you know where we're going? HARRIET: Look up there in the sky That's the North Star. We can use that star to guide us. NARRATOR 2: After walking all night, with no rest and little food, they arrive at a house with green shutters. NARRATOR 1: The group hides in the bushes. Harriet knocks on the door. EZEKIEL: Who is it? NARRATOR 2: Harriet says the secret password. HARRIET: "A friend with friends." EZEKIEL: Please come in. NARRATOR 1: The group steps into the Hunns' warm kitchen. ELIZA: You must be tired from your long journey. We have food for you, and a place to lie down. CATHERINE: We are so tired. Thank you for your kindness. ELIZA: You can rest here all day. It's too dangerous to travel during daylight. NARRATOR 2: As soon as night falls, Ezekiel loads the group into his wagon. NARRATOR 1: He covers them with blankets and piles fruits and vegetables on top to hide them. He drives until it is almost light. EZEKIEL: I must turn back here. Men are watching me, too. If you follow this road you can reach the next stop in two nights. Best of luck to you all. __Scene 6__ NARRATOR 2: Hours later, they are walking next to the road. Harriet senses that they are in danger. HARRIET: We must stop here and cross the river. JOHN: That's the wrong direction! CATHERINE: I won't get in the freezing water. You're crazy! HARRIET: You can't go back. None of you. They will whip you and make you tell them how we got away and who we stayed with. You will put everyone in jeopardy! WILLIAM: She's right, Catherine. We have to stay together. HARRIET: Come on. Follow me. NARRATOR 1: Harriet starts to walk into the river. The water rises to her ankles, then her knees. Soon it's above her waist. NARRATOR 2: Harriet keeps going. The others stand on the bank watching in disbelief. BENJIE: Harriet, we're going to drown if we follow you! NARRATOR 1: But Harriet has faith. Even when the water reaches her chin, she continues. At last, the river becomes shallow again. NARRATOR 2: She reaches the other side, and the others step into the river to join her. HARRIET: We'll be safe over here. Let's sleep for a few hours in the tall grass. NARRATOR 1: The next morning, they find a path that leads them back to the road they were on the day before. HARRIET: Look, the patrollers have been here looking for us. BENJIE: How can you tell? WILLIAM: The grass has been trampled by horses. JOHN: And look at these cigar butts. CATHERINE: Harriet, if we hadn't crossed the river when we did, we would have been caught! __Scene 7__ NARRATOR 2: After traveling for weeks, Harriet's group arrives in Pennsylvania. They go straight to the Anti-Slavery Society. STILL: Welcome to Philadelphia. WILLIAM: We are mighty happy to be here. STILL I'm sorry to say that even though you are in a free state, you are not yet free. BENJIE: Why is that? HARRIET: Because the Fugitive Slave Law has been passed. Any runaway slave who is caught, even up North, can be arrested and sent back South. JOHN: Where can we go to be truly free? HARRIET: I will lead you all the way to Canada. NARRATOR 1: Harriet brings her family safely to Canada, where they live the rest of their lives as free people. __Scene 8__ NARRATOR 2: Harriet becomes a conductor on the Underground Railroad. NARRATOR 1: She repeatedly sneaks back to the South to lead groups of slaves to freedom. NARRATOR 2: Slaveholders, angry that their slaves keep escaping, offer $40,000 for Harriet's capture, dead or alive. That's equal to $800,000 today. NARRATOR 1: But Harriet is not afraid. Even though her parents are old and feeble, she is determined to bring them North. NARRATOR 2: She sneaks back once again to the plantation in Maryland. NARRATOR 1: A large sun bonnet hides her face, and she walks hunched over. NARRATOR 2: Suddenly, she sees Doc Thompson, her old master, coming toward her. NARRATOR 1: Harriet quickly lets go of the chickens she is holding. They start fluttering and squawking. NARRATOR 2: Doc Thompson starts laughing. DOC THOMPSON: Old woman, you best get your chickens rounded up. NARRATOR 1: He doesn't even recognize her! NARRATOR 2: Harriet breathes a sigh of relief and approaches her parents' house. MA: Who is it? HARRIET: It's Harriet. MA: I didn't think I'd ever see you again! HARRIET: I've come to take you and Pa up North. MA: I don't know how we'll do it. My knees and my back are aching all the time. I can't walk so well. HARRIET: Where's Pa? MA: He's locked up in the chicken coop for helping another slave escape. HARRIET: Don't you worry, I'll get him loose. __Scene 9__ NARRATOR 1: Harriet waits until nightfall and sneaks over to the chicken coop. She pries open the door. HARRIET: Pa, I've come for you. PA: Oh, thank you, my Harriet. I don't know what the master was going to do to me. HARRIET: Quickly, we need to get a horse. PA: Old Dollie Mae was put out to pasture. Let's take her. HARRIET: I saw an old board by the cabin. We can rig up some wheels to it. NARRATOR 2: Harriet and her father build a makeshift carriage. MA: This is too dangerous, Harriet. We are sure to get caught. HARRIET: We have to try. Don't you want to be free? MA: That I do. PA: Then climb aboard! NARRATOR 1: Harriet drapes a shawl over her head and rides with her parents to the railroad station. MA: Harriet, how are we going to get onto the train? HARRIET: We walk right onto it and act like we're supposed to be there. Maybe they'll think we are free already. PA: What will we do if people are suspicious? HARRIET: Then we get off and head South for a while. No one will look for escaped slaves on a train heading South. Don't fret and worry, I've done this many times before. MA: Harriet, I've never met a soul as brave as you. __Epilogue__ NARRATOR 2: Harriet brought her parents safely North. But her bravery didn't end there. NARRATOR 1: Harriet was one of the few women to fight in the Civil War. She carried a rifle and commanded a band of nine men who were all spies for the Union Army. NARRATOR 2: After the Civil War, when slaves were free, Harriet founded several schools for ex-slaves in New York. She died in 1913, at the age of 92. <span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> Five-Day Unit Plan Day 4

<span style="font-size: 10pt; color: black; font-family: 'Times','serif';">What will students accomplish / be able to do at the end of this lesson? <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> || · <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">The students will be able to identify the final battles leading up to the confederate surrender in the Civil War. <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">Students will be able to describe the slaves involvement for both the confederate and union in ending the war. · <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">Students will be able to describe the historical city of Appomattox Courthouse and its important role in eh Civil War.. <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">Students will identify the immediate effects the ending of the civil War had on slavery. <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> || <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> || <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">NCSS Themes: -People, Places, and Environments -Time, Continuity, and Change <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">SS.A.1.2.1 understands how individuals, ideas, decisions, and events can influence history. <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">SS.A.4.2.4.6 knows the causes, key events, and effects of the Civil War and Reconstruction. LA.5.2.2.2 The student will use information from the text to answer questions related to explicitly stated main ideas or relevant details. LA.5.2.2.3 The student will organize information to show understanding (e.g., representing main ideas within text through charting, mapping, paraphrasing, or summarizing). <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">LA.5.5.2.1 The student will listen and speak to gain and share information for a variety of purposes, including personal interviews, dramatic and poetic recitations, and formal presentations. <span style="font-size: 10pt; color: black; font-family: 'Times','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';"> || //<span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">Teacher Activities/Student Activities //**<span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">What learning strategies will be implemented? <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">How will you communicate student expectation? <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">What products will be developed and created by students? <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> ** || · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">At the beginning of this lesson I will review with students what we have learned about the civil War and slavery up until this point. I will specifically address the battles leading up to the end of the civil war as a way to review the previous lesson and introduce what we will be discussing today. <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">After the brief review, which will be open discussion in the class about previous battles and slavery involvement on the Civil War. If class doesn’t start discussion prompt them with questions regarding the previous days lesson. <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">Read to the class the short book called __Alec’s Primer__ by Mildred Pitts Walter out loud to the class. <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> · <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">Give students five minutes after reading the story to right down some things they found interesting about Alec and his life and the things he did. <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">Give some students an opportunity to share out loud with the class what they wrote down. Try to have some discussion on the fact that he fought in the Civil War and why they thought that this particular fact was interesting Try and discuss whether or not they thought it was fair that slaves weren’t free but in some cases still had to fight for the confederacy. Have this discussion introduce the subject of slaves’ involvement in fighting and help in ending the Civil War. · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">Discuss how the South needed the slaves to fight for them towards the end of the war because they were losing men. But since many were afraid that if sent to war their slaves would escape or become too weak to work that many southerners didn’t send them. This caused a shortage of people fighting for the south. -“ <span style="font-size: 10pt; font-family: 'Times New Roman','serif';">the Confederacy even considered using blacks as soldiers, offering emancipation as a reward. The Union had struck that bargain two years earlier. The Southern proposal was made in February 1865 and approved, in part, on March 13 of that year. By then Southerners of both races knew the Confederacy was doomed. Richmond fell less than thirty days later. The provision was never implemented and no slaves officially served as soldiers in the Confederate Military” <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';"> · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">Then review how there were also African Americans fighting for the Union but they were free and weren’t being forced there like in the south. · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">Finally review the final surrender by General Lee and the confederate Army in Appomattox Courthouse, Virginia to General Grant and the Union Army. <span style="font-size: 10pt; font-family: 'Times New Roman','serif';">-"At a little before 4 o'clock General Lee shook hands with General Grant, bowed to the other officers, and left the room Lee signaled to his orderly to bring up his horse, and while the animal was being bridled the general stood on the lowest step and gazed sadly in the direction of the valley beyond where his army lay - now an army of prisoners. He seemed not to see the group of Union officers in the yard who rose respectfully at his approach, and appeared unconscious of everything about him. All appreciated the sadness that overwhelmed him, and he had the personal sympathy of everyone who beheld him at this supreme moment of trial. The approach of his horse seemed to recall him from his reverie, and he at once mounted. General Grant now stepped down from the porch, and, moving toward him, saluted him by raising his hat. He was followed in this act of courtesy by all our officers present; Lee raised his hat respectfully, and rode off to break the sad news to the brave fellows whom he had so long commanded." · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">Now after reviewing the surrender split the class up into two groups. One of these groups being the Confederates and one of these groups being the Union soldiers <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';">. <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">Explain to the students that in these groups they are going to write out a short dialogue as if they were soldiers at Appomattox waiting outside to see what happened. <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">They will talk about whether they do or don’t want to surrender or what they think is going on inside. You also have to write in some line as if you were a African American there fighting for either the union or Confederate army and what they were thinking. <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">To make the assignment more interesting pass out the ‘Civil War Slang’ handout to each group and encourage them to try and incorporate this into their dialogue. It is not required but could make it more fun <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';">. <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">The students will need have about 45 minutes to come up with a couple minutes of dialogue. They can use their textbooks or other sources in the class to research topics that they as soldiers may discuss and should work as a group to try and make a cohesive dialogue that flows. <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">They will present their dialogues in front of the class after the teacher has reviewed them to make sure they are appropriate and not offensive <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';">. <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">Please encourage students to get into character and if they would like to try accents or anything else that they should <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';">. <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">After both groups have presented their dialogues have them write a quick reflection on how they would feel if they really were in the position of the confederate or Union solider. Give them about 5 minutes and tell them to be brief. This reflection is to just try and reinforce what they were doing as a group. · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">After they have completed their reflection review what was gone over that day. The slaves’ involvement in the war and help on ending it. Also review the meeting in Virginia and the confederacy’s surrender <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';">. <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> · <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';"> To help introduce the upcoming day’s lesson quickly discuss with the students what they think will happen now that the war is over and what kind of effect they think that it will have on slavery <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';">. <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">
 * <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">Learning Objectives <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';">
 * <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">NCSS Themes/Sunshine State Standards
 * <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">Student Activities & Procedures <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';">

|| · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">Handouts of ‘Civil War slang’ for the class. <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';">
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Resources/Materials <span style="font-size: 18pt; color: black; font-family: 'Arial','sans-serif';"> || · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">A copy of __Alec’s__ __<span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">Primer __<span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';"> by Mildred Pitts Walter
 * []

· <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">journals for reflections <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">paper and <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">pencils || · <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">How will student learning be assessed? Authentic/Alternative assessments? <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> · <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">Are you using a rubric? · <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">Informal assessment: participation rubrics, journal entries, collaborative planning/presentation notes <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> || · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">The teacher will walk around during group discussion and planning for the dialogue to see who is involved and who is not. Also, so the teacher will be able to take notice of anyone who may not understand and then help them. · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">The teacher will have them hand in their journals in order to informally review that they learned from the group project an whether or not it was efficient for the class. <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> · <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">Based of journals responses, the review the following class day may be longer or shorter and the lesson may be modified in order to best approach the class with the information for the following day <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> || <span style="font-size: 10pt; color: black; font-family: 'Times New Roman','serif';">What accommodations do you make for ESOL students, Gifted/Talented students, Learning/Reading disabilities..? <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> ** || · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">ESOL and Learning Disabled Accommodations : -Picture book with visually stimulating pictures -Group work <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">Gifted/Talented Student Accommodations: -Gave time to do personal work and reflect on assignments. -Gave opportunity to show off more creative thought in group work. <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> ||
 * <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">Assessment <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';">
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Exceptionalities **<span style="font-size: 18pt; color: black; font-family: 'Arial','sans-serif';">
 * <span style="font-size: 12pt; color: black; font-family: 'Times New Roman','serif';">Discussion Notes <span style="font-size: 18pt; color: black; font-family: 'Arial','sans-serif';"> || · <span style="font-size: 7pt; color: black; font-family: 'Times New Roman','serif';"> <span style="font-size: 10pt; color: black; font-family: 'Times','serif';">As a take home assignment I would have students choose one battle that helped to bring the end of the Civil War and write a brief summary, or one paragraph, about why this battle helped to bring about the end of the Civil War. Using information they learned in class and their textbook to complete the assignment. <span style="font-size: 10pt; color: black; font-family: 'Arial','sans-serif';"> ||

<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> Day 5 =<span style="font-weight: normal; font-size: 12pt; color: rgb(51,51,51); font-family: Arial;"> = = = <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';"> || <span style="font-size: 12pt; font-family: 'Arial','sans-serif';"> || <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> || <span style="font-size: 12pt; font-family: 'Arial','sans-serif';"> <span style="font-size: 12pt; color: windowtext; font-family: 'Arial','sans-serif'; text-decoration: none; text-underline: none;">__SS.5.A.1.2: Utilize timelines to identify and discuss American History time periods]]__ <span style="font-size: 12pt; font-family: 'Arial','sans-serif';">. <span style="font-size: 12pt; color: windowtext; font-family: 'Arial','sans-serif'; text-decoration: none; text-underline: none;">__SS.5.A.4.6: Describe the introduction, impact, and role of slavery in the colonies.]]__ <span style="font-size: 12pt; font-family: 'Arial','sans-serif';"> <span style="font-size: 12pt; color: windowtext; font-family: 'Arial','sans-serif'; text-decoration: none; text-underline: none;">__SS.5.G.4.1: Use geographic knowledge and skills when discussing current events]]__ <span style="font-size: 12pt; font-family: 'Arial','sans-serif';"> <span style="font-size: 12pt; color: windowtext; font-family: 'Arial','sans-serif'; text-decoration: none; text-underline: none;"> __LA.5.1.7.4: The student will identify cause-and-effect relationships in text]]__ <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> The Emancipation Proclamation is the document that Lincoln felt would cement his name in history. It stated that all enslaved people within the states in rebellion were free. Although the document was not accepted in the Confederacy and therefore did not immediately free any slaves, it is considered one of the most important in American history.
 * The Emancipation Proclamation through Different Eyes ||  ||   ||   || <span style="color: rgb(0,0,0); font-family: Times New Roman;"> || <span style="color: rgb(0,0,0); font-family: Times;"> ||   ||   ||   || <span style="color: rgb(0,0,0); font-family: Times New Roman;"> || <span style="color: rgb(0,0,0); font-family: Symbol;"> || =
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-no-proof: yes;"> <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> ||
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-no-proof: yes;"> <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> ||
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman'; mso-no-proof: yes;"> <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> ||
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Sunshine Standards:
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Introduction: **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">

The proclamation, controversial in its own time, laid down a pathway for the future and provided a commitment to ending slavery. The document promoted the mission of reestablishing a unified nation - a goal that was seen as an important part of creating a fairer and better America.

In order to keep border states in the Union, Lincoln's proclamation did not apply to them. As a constitutionalist, President Lincoln issued the document as a wartime measure justified by "the power vested in me as Commander in Chief." As word of the proclamation spread, enslaved people made their way from plantation fields to union lines in battle zones.

Issued after the battle of Antietam, a bloody battle in which Union forces claimed victory, the document raised the stakes for both the Confederacy and the Union. European nations, which had abolished slavery, were now less likely to recognize the rebellious Southern government. Free blacks in the North welcomed the added moral dimension to the conflict and joined the U.S. army in increasing numbers. With the subsequent passage of the Thirteenth Amendment in 1865, the promise of the Proclamation was kept, as four million people were freed from bondage, and chattel slavery came to an end.

How did different segments of the American population view the Emancipation Proclamation?
 * Anticipatory set:**

> <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">In this lesson students will be asked to analyze the Emancipation Proclamation and then view it through the lens of different segments of the population at the time it was passed. Students will complete an Emancipation Proclamation Worksheet in their groups. The students will be asked to complete the Character Sheet from the viewpoint of the population group they represent. At the conclusion of the lesson, students will be asked to determine if the document deserves to be called one of the greatest in U.S. history. || <span style="font-size: 12pt; line-height: 115%; font-family: 'Arial','sans-serif';">
 * Materials:**
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">The Emancipation Proclamation
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Emancipation Proclamation Worksheet
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Character Sheet
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Objective: **
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Independent work : **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';"> As an independent assignment, students will read the Emancipation Proclamation. They will list and analyze key terms and statements in the document.
 * **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Activity: **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">

Students will be divided into committees. Each committee will complete the Emancipation Proclamation worksheet.
 * 1) <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">The teacher will review student responses.
 * 2) <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">The teacher will then assign a different role to each student in the committee (each student will represent one of the following groups: enslaved people, free blacks in the North, abolitionists, plantation owner in the South, Union soldiers, Confederate soldiers, factory workers in the North, factory owners). The students in each committee will be asked to complete the Character Sheet from the viewpoint of the population group they represent.
 * 3) <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">The teacher will separate the class into population groups and have a full-class debate.
 * 4) <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">To start the debate, the teacher will post the statement, “The Emancipation Proclamation should become the law of the land.” As the students present their arguments, the teacher should make sure they are doing so from a first-person point of view.
 * <span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">Application: **<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-fareast-font-family: 'Times New Roman';">

At the conclusion of the lesson, the teacher will ask the following question: Should the Emancipation Proclamation be considered one of the greatest documents in American history?

Assume you were in Lincoln's cabinet and he asked your advice on whether or not he should issue a proclamation freeing slaves. Write a position paper in which you give him your recommendation. Be sure to include reasons to support your opinion. Collect and assess character sheet and Emancipation Proclamation Worksheet
 * Assessment:**

|| TIMELINE
 * November 6

|| Lincoln elected President

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 * 

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 * March 4

|| Lincoln inaugurated

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 * April 12

|| Firing on Fort Sumter, S.C., initiated the Civil War

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 * July 21

|| 1st Battle of Bull Run

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 * 

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 * June-September

|| 2nd Bull Run Campaign

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 * July 13

|| Lincoln read initial draft of the Emancipation Proclamation to Secretaries Seward and Welles

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 * July 22

|| Lincoln discussed [|**Draft of the Emancipation Proclamation**] at a Cabinet Meeting.

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 * September

|| Antietam Campaign

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 * September 22

|| Cabinet discussion of Emancipation [|**First printing of preliminary version of Emancipation Proclamation**]

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 * 

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 * January 1

|| [|**Lincoln signed the Final Draft of the Emancipation Proclamation**]

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 * April-May

|| Chancellorsville Campaign

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 * June-July

|| Gettysburg Campaign

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 * November 19

|| The Gettysburg Address

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 * 

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 * April 4

|| [|**Lincoln explained his choices related to emancipation**]

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 * May-December

|| The March Toward Richmond

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 * May 5-7

|| Grant's Wilderness Campaign

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 * May 7-20

|| Battle of Spotsylvania

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 * June '64-May '65

|| Petersburg Campaign

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 * September 1

|| Fall of Atlanta

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 * November 8

|| Lincoln Re-Elected

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 * 

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 * April 9

|| General Lee surrendered

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 * April 14

|| Lincoln assassinated.

|| <span style="font-size: 12pt; font-family: 'Arial','sans-serif';"> <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">The Emancipation Proclamation [San Francisco; Washington], 1 January 1863 [1864]. Document signed (partially printed), 1 broadside. President Lincoln’s Emancipation Proclamation, Abraham Lincoln, President of the United States, by virtue of the power in me vested as Commander in Chief of the Army and Navy of the United States, in time of actual armed rebellion against the authority and government of the United States, and as a fit and necessary war measure for suppressing said rebellion, do, on this first day of January, in the year of our Lord one thousand eight hundred and sixty three, and in accordance with my purpose so to do publicly proclaimed for the full period of one hundred days from the day of the first above mentioned order, and designate as the States and parts of States wherein the people thereof respectively are this day in rebellion against the United States, the following to wit: Arkansas, Texas, Louisiana - except the parishes of St. Bernard, Placquemines, Jefferson, St. John, St. Charles, St. James, Ascension, Assumption, Terre Bonne, Lafouvche, St. Mary, St. Martin, and Orleans, including the city of New Orleans – Mississippi, Alabama, Florida, Georgia, South Carolina, North Carolina, and Virginia – except the forty eight counties designated as West Virginia, and also the counties of Berkeley, Accomac, Northhampton, Elizabeth City, York, Princess Ann, and Norfolk, including the cities of Norfolk and Portsmouth, and which excepted parts are, for the present, left precisely as if this proclamation were not issued. And by virtue of the power, and for the purpose aforesaid, I do order and declare that all persons held as slaves within said designated States and parts of States are and henceforward shall be free; and that the executive government of the United States, including the military and naval authorities thereof, will recognize and maintain the freedom of said persons.

And I hereby enjoin upon the people so declared to be free to abstain from all violence; unless in necessary self defense; and I recommend to them that in all cases when allowed, they labor faithfully for reasonable wages. And I further declare and make known that such persons, of suitable condition, will be received into the armed service of the United States, to garrison foils, positions, stations, and other places, and to man vessels of all sorts in said service. And upon this, sincerely believed to be an act of justice, warranted by the Constitution, upon military necessity. I invoke the considerate judgment of mankind and the gracious favor of Almighty God Abraham Lincoln Executed and published by F.S. Butler, 1864. Printed by L. Nagel. Entered according to Act of Congress, the year 1864, by F.S. Butler, in the Clerks Office of the <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">District Court of the Northern District of California.

Emancipation Proclamation Worksheet <span style="font-size: 12pt; font-family: 'Times New Roman','serif';">In your own words, give the meaning of each of the following four excerpts from the Emancipation Proclamation:

“I do order and declare that all persons held as slaves within said designated States, and parts of States, are, and henceforward shall be free…”

“…and that the Executive government of the United States, including the military and naval authorities thereof, will recognize and maintain the freedom of said persons.”

“And I hereby enjoin upon the people so declared to be free to abstain from all violence, unless in necessary self-defense…”

“And I further declare and make known, that such persons of suitable condition, will be received into the armed service of the United States to garrison, forts, positions, stations, <span style="font-size: 12pt; line-height: 115%; font-family: 'Times New Roman','serif';">and other places, and to man vessels of all sorts in said service.”

Character Sheet ** Take the role of a person in one of the following groups: Enslaved People, Free Blacks in the North, Abolitionists, Plantation Owner in the South, Union Soldier, Confederate Soldier, Factory Workers in the North, Factory Owners. Provide written answers about your person to the questions below:

Identify the group your person represents:

Prepare a brief biography of your person:

Speaking as that person, explain how you would have viewed slavery:

Speaking as that person, explain whether or not you would have supported the Emancipation Proclamation: State one argument that a person from one of the other groups would have given in response to your point of view: