Documente Academic
Documente Profesional
Documente Cultură
CCGPS or GPS
Standard(s)
Instructional
Strategies &
Learning
Tasks that
Support
Diverse
Student
Needs
Introduction to
Lesson
Body of
Lesson
SS4H7 The Student will examine the main ideas of the abolitionist and suffrage
movements.
To introduce the lesson the teacher will begin with a discussion on Harriet Tubman
and her work in regards to the Underground Railroad. After the discussion the
teacher will play Labels Against Women video
(https://www.youtube.com/watch?v=yTOjg4De188), this video will lead into the
suffrage topic of the lesson. After the video has played, I will then ask the students
two questions, What are some stereotypes they may think have been portrayed on
women throughout history? and How do African American women suffrage was
different versus the White American women?. After the students responses I will
go into my introduction of Elizabeth Cady Stanton and her impact on the
development of womens rights.
Next I will introduce Sojourners Truths speech Aint I a Woman.
https://www.youtube.com/watch?v=JEAEoq59_4Q
Later, I will introduce the students to the historical background of slave quilts, and
their significance and explain to the students how other slaves helped seeking
freedom along the underground railroad trail towards the north by hanging quilts on
their clotheslines to send messages to the slaves who had escaped.
Day 1:
1) Begin with review on what the Underground Railroad was, its importance
and explore its trail from the South to the North.
2) Reading Sweet Clara and the Freedom Quilt by Deborah Hopkinson. (Audio
of book will be played as the students read along)
https://www.youtube.com/watch?v=6mbgenJxgJA
3) Discuss the reading. (As we discuss the book as a class, the teacher will
make side notes on the board of students responses. The students will
copy the responses in their notebook)
4) Next the teacher will explain the class project (Freedom Quilt) for the week
to the students. Students will be choosing a topic to research that relates to
the abolitionist and suffrage movements. Students will then use the
information collected to create a Freedom Quilt. After completing their
research, students are to write 1-2 page paper about their topic. After they
complete their paper they are to write a paragraph that explains the
importance of their topic and place it within their Freedom Quilt. (Teacher
will schedule a trip the library for the use of computers)
5) After explaining the creation process of the Freedom Quilt and providing the
class with some student examples, the teacher will provide a rubric for the
assignment. Then the teacher will allow the students to disperse and gather
into groups of 3 or 4. Within their groups students will collectively assign
their roles and collaborate on their project.
Day 2:
6) We will review what was discussed in our previous class.
7) Next we will discuss the significance of the various symbols used within a
Freedom Quilt and what they represent. Listed below is a link that the
students will have access to for the creation of their Freedom Quilt.
http://page.reallygoodstuff.com/pdfs/154227.pdf
8) Teacher will explain and discuss the various strategies used throughout
history to abolish slavery.
9) Afterwards teacher will ask the students to gather back into their groups to
complete an in class assignment. (Abolishionist Strategy Worksheet
https://herb.ashp.cuny.edu/files/original/8456fc85034c9130448be99324fb23
da.pdf)
10) After students have completed their worksheet, each group will present and
explain their strategy to the class. They will also explain their strategy
strengths and weaknesses.
11) Teacher will follow up activity with a class discussion and summary of what
students presented to class.
Day 3:
Closure
12) Trip to library, teacher has reserved the library for students to utilize their
resources and conduct their research on their topic.
For a closure activity to summarize what the students have learned, students will
create a Freedom Quilt and present it to the class.
At the beginning of class, I will start with an overview of the lesson and open the
floor for a class discussion to clear up any questions or concerns my students may
have. Class discussion will take approximately 15-20 minutes.
After the class discussion students will be divided into groups of 3 or 4. In their
groups students will create a Freedom Quilt, this activity will allow the students to
express their understanding of the material while being engaged in a group setting.
Students will have the remainder of the class period to complete their Freedom
Quilt. Students will have the first 15-20 minutes during the next class period to
complete their Freedom Quilt. Upon completion of their quilt, each group will
present their quilt to the class and put it on display around the classroom walls
throughout the duration of the topic on African American History.
Learning Supports:
Differentiation,
Modification(s)and
Accommodation(s)
2. RESOURCES
Academic
Language
Language
Functions
Vocabulary
The students will demonstrate their ability to proficiently read and understand words
that relate to the Abolitionist and Suffrage Movement. I will introduce key terms and
give a brief explanation of each before the students are introduced to the lesson.
Abolish
Adoption
Amendment
Ballot
Citizen
Citizenship
Enfranchise
Militant
Petition
Picket
Syntax or
Discourse
Ratification
Suffrage
14th Amendment
15th Amendment
19th Amendment
Abolition
Democracy
Frederick Douglass
Harriet Tubman
William Lloyd Garrison
Students will demonstrate their ability to understand the vocabulary through Writing
a Paragraph from Sweet Clara and the freedom quilt(writing), Presenting their
project before the class (Speaking), Paying close attention to the teacher explaining
the rubric (Listening) , and Reading the book Sweet Clara and the freedom quilt
(Reading)
Materials
Technology
Bags of 9 squares
Piece of construction paper to glue the squares on
Glue & Scissors
Markers/Crayons
Technology
Computers
Ipads