Best Practices Lesson Plan Design – Frederick Douglass



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Best Practices Lesson Plan Design – Frederick Douglass

Goal:

To describe how the historical figures in the SS3H2a display positive character traits of cooperation, diligence, courage, and leadership (SS3CG2a)

Themes

Students will understand that individuals, groups, and institutions have an effect on society whether intentional or not by learning about Frederick Douglass’ contribution to the rights and freedoms in a democracy. By understanding conflict and change, students will see how Frederick Douglass’ actions contributed to civil rights.




Priority Standards:

  • Support Standards

  • Pre-requisite Learning

SS3H2: TSW discuss the lives of Americans who expanded people’s rights and freedoms in a democracy.

a. Paul Revere (independence), Fredrick Douglass (civil rights), Susan B. Anthony (women’s rights), Mary McLeod Bethune (education), Franklin D. Roosevelt (New Deal and WWII), Eleanor Roosevelt (United Nations and human rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and voting rights), Cesar Chavez (workers’ rights).

SS3CG2: TSW discuss the character of different historical figures in SS3H2a.

a. Describe how the different historical figures in SS3H2a display positive character traits of cooperation, diligence, courage, and leadership.

Pre-requisite Learning: SSKCG2, SS1CG1, SS2CG3


Resources for Instruction

TCSS Website

Georgia Experience – Chapter 6

Studies Weekly

Frederick Douglassanticipation guide

Frederick Douglass – interactive American Heroes Series Biography

Frederick Douglass biography response sheet

Frederick Douglasscharacter trait organizer


Time Allocated

5 days


EQ

How did Frederick Douglass work to improve and expand people’s rights and freedoms?

What was the political climate during Frederick Douglass’ time?

What social barriers did Frederick Douglass have to overcome?

How did he overcome them?

How does Frederick Douglass exhibit positive character traits?

Where was Frederick Douglass raised?

How did growing up in the south affect Frederick Douglass’ feelings about how different groups of people were treated?

How was Frederick Douglass influenced by his environment?

What examples of travel and movement were significant during Frederick Douglass’ lifetime?

How did where Frederick Douglass live impact his cultural identification?


Activator/Connection/Warm Up

Frederick Douglass – anticipation guide

Brain Pop – Frederick Douglass

After filling out the anticipation guide and watching the BrainPop on Frederick Douglass, students will form cooperative pairs and discuss the anticipation guide.



Instructional Delivery

  • Teaching Point/Mini Lesson/Teacher Input (I Do/Modeling)



  • Guided Instruction/ Differentiated Instruction (We Do)



  • Independent Practice (You Do)

Using the Georgia Experience, Chapter 6 and the Studies Weekly, share the story of Frederick Douglass and how he became known as a famous abolitionist and how his role as a former slave, speaker, and writer helped the civil rights movement.

Have the class listen/watch Frederick Douglass – interactive American Heroes Series Biography and complete

Frederick Douglass – biography response sheet (to be used during or after reading interactive

Students will complete Frederick Douglass – character trait organizer showing character traits and evidence. Then students will write a paragraph describing Frederick Douglass.


Summarizer/Closure/Evaluation of Lesson

Frederick Douglass (1:33)- video



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