Subject: United States History to 1877. Teacher: Conner Grade



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LESSON PLAN #2


Subject: United States History to 1877. Teacher: Conner

Grade: 6-8 Estimate Time: 60 minutes.

Objectives: Students will use primary source material to examine and analyze the methods used by whites in colonial America to enforce and keep the institution of slavery intact.
Essential Knowledge: The students will identify the role of slavery on society in 18th century colonial America, specifically how those in power in society used violence and intimidation to enforce the status quo.




Materials/Resources: Notebook, paper/pencil, laptop/projector, primary source reading: William Bull’s letter describing the Stono Rebellion.


Anticipatory Set: 10 minutes. A V W. When students enter classroom, they will view and answer the question on the PowerPoint projector, which reads the following: “Dr. Martin Luther King, Jr. was one of the greatest voices for America for peace and equality. Dr. King believed that the way to achieve peace, freedom, and equality was through non-violent protests. Do you agree with Dr. King that people in society, if they are being wronged by the law, by the gov’t, or by others, should use only non-violent measures of protest, or do you think that sometimes violence is justified to achieve these goals? Explain your answer. What are the dangers of using both approaches? Explain.
Have students share their responses with the class. Then, explain to students that while Dr. King was a voice for non-violence, those who were oppressed in the U.S. sometimes used violent measures to achieve freedom. Explain to students that violence and fear was also a tool used against those who were oppressed to keep the status quo in check. Explain to students that we will be learning today about the role of violence in colonial America as it pertains to the institution of slavery.

Direct Teaching:

Strategy #1. Notes. Est. Time: 15 minutes. A V W. Instruct students to take notes on slavery in colonial America, specifically on how the institution was enforced by law and by violence, the causes and impacts of the Stono Rebellion, and how the aftermath of the rebellion only led to an increasingly fearful and violent white society determined at all costs to prevent further slave rebellions.
Strategy #2. Reading. Est. Time: 15 minutes. A V R W. Distribute handout, “William Bull’s letter describing the Stono Rebellion and a Commons House Report on the Rebellion.”

Pre-reading: Explain to students that both accounts were written from whites in power in colonial America. Ask students to predict how the Stono Rebellion was portrayed by these two accounts and have students write their answers in their notebook.

During reading: Instruct students to read the handout. As they read, students should underline what the slaves did during the Stono Rebellion and to circle the responses that those in power created as a result of the rebellion.

Post reading. Students will answer 3 general questions about the reading. Discuss these questions as a class.

Strategy #3. Interviews. Est. Time: 20 minutes. A V W R. Instruct students to imagine that were a news reporter who is covering the trial of some of the African-American slaves who were caught. Tell students to imagine that the court has found them guilty and has sentenced them to death; before the sentence is carried out, however, you are allowed to interview one of the slaves who will describing his perspective of the Stono rebellion, what he saw, how he felt about the killings, and how he feels about the responses by the whites in society. Write a ¾ to one page account of the Stono rebellion from the perspective of an African-American slave who participated in the rebellion. In the account, you must have a title of your news article and a date; the account, though, should be written in first-person (as the reporter, you are simply transcribing what was said to you by the convicted slave.)


Bloom’s Taxonomy Used: Knowledge Comprehension Application

Analysis Synthesis Evaluation



Research Based Strategies Used:

Similarities and Differences Homework and Practice Setting Objectives and Providing Feedback

Summarizing and Note Taking Nonlinguistic Representations Generating and Testing Hypotheses

Reinforcing Effort and Providing Recognition Cooperative Learning Clues, Questions, and Advance Organizers




Guided Practice/Checking for Understanding: Interviews, reading questions.


Independent Practice: Reading, notes.


Closure: Est. Time: 5 minutes: A V. Have students share their interviews with a partner and have them write down one similarity and one difference.

Assessment Evidence: Interviews.



Reflections:




Adapted from Chesterfield County Public Schools Lesson Plan Guide


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