Topic: Slavery



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Day 2 Social Studies

  1. Topic: Slavery

  2. Objectives:

    1. Students will understand the controversy of slavery.

    2. Students will be able to pick out important people in the abolishment of slavery and examine their influence.

  3. Iowa Core Curriculum standard: 5th Grade History

    1. Understand the role of individuals and groups within a society as promoters of change or the status quo.

      1. Understand roles of important individuals and groups in technological and scientific fields.

      2. Understand that specific individuals had a great impact on history.

      3. Understand the people, events, problems, and ideas that were significant in creating the history of their state.

      4. Understand how democratic values have been exemplified by people, events, and symbols.

  4. Materials needed: construction paper, markers, important people list, interview rubric, and persuasive writing rubric.

  5. Strategies

    1. Introduction:

      1. Each student will write one or two things that they know about slavery and abolitionists on a note card.

    2. Lesson steps:

      1. Dread Scott Decision: Show newspaper found on page 483 of Harcourt Social Studies. Then Students discuss:

        1. What does this newspaper tell you about the importance of the Dread Scott case?

          1. It was an important news story that interested many people.

        2. Why are his wife and children pictured in the newspaper?

          1. To show that he had a family and was more than property.

        3. How might have Northerners and Southerners reacted differently to the Dred Scott decision?

          1. Northerners wanted slavery to end and the decision made it so that Congress should not be able to keep slavery out of some states.

      2. After looking through pages 484-487 of the textbook, students make a timeline of slavery out of construction paper.

      3. Interview: Important people in the fight to end slavery: Each student chooses a partner then chooses a person from history that was influential in the fight to end slavery. They will choose from a list of names of important people in the fight to end slavery. They will begin researching the person they choose. The rubric gives the specific requirements to the short report.

        1. What did they do to abolish slavery?

    3. Closure

      1. Students share the top 3 things they found out about the Dread Scott case by writing on a note card.

  6. Assignment

    1. Basic: Answer questions

      1. What was the effect of the Dred Scott Case?

        1. Divided the nation

      2. What groups of people resisted slavery?

        1. Free and enslaved African Americans and Northern abolitionists.

    2. Extension: persuasive writing

      1. Students write a short persuasive paragraph about antislavery during the mid-1800s. Students should include specific reasons for opposing slavery and what can be done to end slavery.

  7. Evaluation

    1. Classroom discussion and the answers students provide to the written questions will signify if students are on track.

    2. Evaluation through a rubric of the persuasive writing will show what students know about specific reasons slavery was opposed.

    3. Evaluation through a rubric of the historical person interview will show that students understand what specific people did in the fight to end slavery.


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