Education Standards
Biography
Black Freedom Struggle in the United States: A Selection of Primary Sources
Britannica
Digital Public Library of America
Document 1
Document 2
Document 3
Document 4
Document 5
Fact Monster
Google Art & Culture
History Topics
Lesson Reflection Worksheet
Library of Congress Digital Collections
LIFE Magazine Photo Archive
National Archives
POWER Library
POWER Library - PA Photos and Documents
Rubric for Student Reflection
Smithsonian's History Explorer
"T" Chart
Slavery and Abolition
Overview
Students will examine various primary source images and documents to develop research questions and make connections. They will then research historical figures to learn about contributions and significance they had to the movement. As they research, students will also learn about what individual slaves did before and after the Civil War and if emancipation changed their lives. The students will then examine various primary source documents and record their findings on the Analyzing a Written Document worksheet. They will then paraphrase what the document was about and explain why they believe it is important to history.
Learning Objectives
Students will know / be able to...
- Examine primary source history documents to find connections.
- Research and learn about several important figures from this time and why their contributions were important.
- Interpret and summarize the contents of several primary source documents.
Note:
- This lesson plan can also be adapted for elementary and high school students.
Warm Up / Introduction
Instructor Notes:
- Use 10 to 15 primary source images and documents from the resources below to create a visual walkabout. The images/documents selected should be affixed at various locations throughout the room. Number each image/document from 1 to 15.
- Download the "T" chart and place it next to each of the images/documents you placed around the room.
- Students should be placed in small groups. Each group should begin with item 1 and proceed throughout the room examining each primary source item. As they examine each item, they should discuss how this item connects or relates to the topic. They should also develop at least one question they want answered about the item.
- Students should record each connection and question on the "T" chart for the appropriate item.
- The visual walkabout images / documents and all associated "T" charts should remain in place so they can be added to as the students dig deeper into the topic.
Websites for primary source documents:
- POWER Library - PA Photos and Documents
- POWER Library - AP Images
- Digital Public Library of America
- Library of Congress Digital Collections
- National Archives
- Black Freedom Struggle in the United States: A Selection of Primary Sources
- Google Art and Culture
- LIFE Magazine Photo Archive
Additional Notes:
- If teaching remotely, this activity can also be completed by placing the primary source items in a shared folder which is available to everyone and then using a document program for the "T" charts. The document program should allow collaboration.
Directions:
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Research / Explore Activity
Instructor Notes:
- Students should be paired up to research some of the famous figures of this time. Each pair should be given one person to research. Suggested figures include:
- Sojourner Truth
- Harriet Tubman
- William Lloyd Garrison
- Frederick Douglas
- Harriet Beecher Stowe
- Theodore Dwight Weld
- John Brown
- David Walker
- Henry Highland Garnet
- Martin Delany
- William Wells Brown
- Dred Scott
- As part of the research, students should learn about:
- Who the person was.
- What the person was best known for doing.
- Why were they significant to the movement.
- Although optional, students can use a graphic organizer to record their information on each person.
- Students should also research what individual slaves did before and after the Civil War and if emancipation changed their lives in any way.
- Students should also research answers to questions from the visual walkabout images / documents.
POWER Library eResources that can be used:
- POWER Library - BookFLIX
- POWER Library - E-Books (EBSCO)
- POWER Library - Gale In Context Elementary
- POWER Library - Gale Topics Collections - U.S. History
- POWER Library - Gale E-Books
- POWER Library - Gale General OneFile
- POWER Library - Gale OneFile High School
- POWER Library - Gale In Context Middle School
- POWER Library - TrueFLIX
Additional websites for research:
- History
- Britannica
- National Archives
- Biography
- Fact Monster
- Library of Congress
- Digital Library of America
- Smithsonian's History Explorer
Extended Activities:
- Students can create trading cards for each of the famous individuals researched.
- Students can create a timeline of events
- Uncle Tom's Cabin is also available in E-Books (EBSCO) on the POWER Library. This resource can be used as an extended reading activity.
Directions:
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Reinforcement / Creation Activity
Instructor Notes:
- Students should analyze the attached primary source documents using the Analyzing a Written Document worksheet from the National Archives. These documents are part of the Black Freedom Struggle in the United States: A Selection of Primary Sources resource. A link to this resource is also provided as part of the POWER Library interface. Other primary source documents can also be used.
- Once each document is analyzed, students need to summarize the material by paraphrasing what the document is about. They should also write a few sentences to explain why they think this document is important to history.
Direct links to primary source documents:
- Document 1: Harriet Tubman's activities as a scout and a spy from 1874
- Document 2: Sojourner Truth: Her Story as Told by Herself
- Document 3: The Southern Tragedy and Nat Turner
- Document 4: Journal article on a runaway slave
- Document 5: Decision in the Dred Scott Case
Directions:
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Reflection
Instructor Reflection:
- Reflect on the lesson plan and document what worked for you, what did not work for you, and what you would change for the next time you utilize this lesson.
Student Reflection:Using the Lesson Reflection Worksheet, reflect on the following questions:
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