You are on page 1of 5

Teacher Candidate: ___Nick Sprague Lesson Plan #2

Date: _11/9/11

Unit Title: Authory, Opposition, and Conflict Subject: US History_____ Grade Level: _11__ Essential Question(s): What sorts of rebellions against slavery happened before the Civil War? What were their results? Lesson Title/Number State Standards and Performance Indicators Violent and Non-Violent Rebellions Against Slavery in the US
Reading 3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. 3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. Writing 1. Write arguments focused on discipline-specific content. a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence. Listening/ Speaking 1. Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 11 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 3. Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. 4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Visually Representing 1. Arguments in debate are supported by visual evidence such as photos and videos 1. Students will learn through direct instruction of rebellions against slavery of various forms and sizes in the US leading up to the Civil War Students will identify authority (slave holders, federal and state govt) and opposition (Nat Turner, Denmark Vesey, John Brown, authors, slaves) Students will deduce from primary documents the short-term and long-term results of these rebellions Students will use a RAFT exercise to analyze a perspective on rebellions

Lesson Objectives
(Blooms Taxonomy)

2. 3. 4.

---------------------Acceptable Evidence
*Could be collected for accountability/auditing purposes.

----------------------------------------------------------------------------------1. Students can produce examples of rebellions against slavery in the US 2. Students can define and distinguish the differences between authority & opposition encompassed in rebellions against slavery when assessed using former Regents questions 3. Students will debate in class the ethics and efficacy of certain rebellions against slavery 4. Students can compare and contrast using information from their rebellion example the differences amongst different rebellions against slavery 5. Students can integrate what they learned in class to write a RAFT letter

Bell Ringer and Prior Knowledge Tap


This can be together or separate. Also may be called: set induction, anticipatory set, introduction/review

What are the differences between violent and non-violent opposition to authority? Which one is more effective? Which one is right? Students read a timeline of slave rebellions in the US and Caribbean (http://www.pbs.org/independentlens/natturner/slave_rebellions.html) Discussion of prior knowledge about any of these events

_______________

________________________________________________________

Procedure
Teacher input, development, instructional method(s), modeling, guided practice, independent practice, and/or activities

*Accommodations for learning modalities are required. Labelvisual, auditory, and kinesthetic

1) Provide direct instruction about specific rebellions against slavery and their short and long-term results: - Denmark Veseys Revolt (1822) - Nat Turners Rebellion (1831) Day 1 - The Underground Railroad (1831-1865) - Frederick Douglas autobiography (1845) William Wells Brown's Narrative (1847) - Harriet Beecher Stowes Uncle Toms Cabin (1852) - John Browns Revolt (1859) - Everyday resistance against slavery by slaves - Other forms 2) Briefly outline on the board the different advantages and disadvantages of violent and non-violent rebellion or resistance - Teacher provides example of Nat Turners rebellion and how it resulted in the murder of 200 innocent blacks who had nothing to do with the rebellion, as well as other long-term results. (Excerpt from Fear of Insurrection. PBS) 3) Break into groups of 3 and students discuss their case for a specific non-violent or violent rebellion or resistance learned about in class 4) Groups research in class and at home (for homework) the specifics and results of their chosen rebellion 5) Groups present visuals and explain their stance on non-violent and violent rebellion 6) After all groups have presented their cases, students debate the causes and results of non-violent and violent rebellion against slavery in antebellum US 7) Discussion of different perspectives involved in these rebellions against slavery (innocent slaves, rebels, slave holders, non-slave holders, etc) Assessment: RAFT writing from a certain perspective to another

Checks for Understanding

Day 1: Check for understanding by asking students to tell me about previous slides HW: Draw a short cartoon outlining one form of rebellion learned today Days 2/3: Students give contemporary examples from their lives that outline non-violent and violent struggle. HW: Students research certain example for group work.

Label: directions, procedures, routines, and/or content (formative)

Days 3/4: Have students record their progress during the research process HW: Check students progress with brief in class interviews Days 4/5: During student presentations and debate, make sure that all students are following by asking presenters and class questions

Assessment Type and purpose


(sometimes called evaluation)

1. RAFT assignment scored according to class constructed rubric 2. Presentation assessed through teacher constructed rubric based on material presented and argument formulated 3. Regents questions at the end of the 5-day lesson plan dealing with rebellions against slavery

Explain the RAFT assignment and its rubric to students and show them an example of a RAFT writing: lions writing to lion tamer

Closure

1) Direct instruction accompanied by visuals to help accommodate different learning styles

Accommodations and/or Interactions with Support Staff

2) During direct instruction student are provided with guided notes

Resources/Materials

Handout, computers, projection screen, speakers, primary source documents, encyclopedias, textbooks, poster board, visuals 5, 50-minute class periods

Time Required

RAFT Assignment
What is RAFT? : RAFT is a writing exercise that helps you explore the various parts of writing. It helps you understand the important role of the writer, how to address an audience, and the different formats certain writing assignments can take such as a news article, a letter, or a speech. Keep in mind, when writing a RAFT assignment, YOU ARE NO LONGER A STUDENT WRITING TO THE TEACHER. YOU ARE SOMEONE COMPLETELY DIFFERENT. USE YOU IMAGINATION! Just like we have studied different perspectives in class, a RAFT requires you to write from a different perspective. You must consider your role, your audience, your format, and your topic with a strong verb. Lets consider an example from a few days ago: Dear Mr. Lion TamerMy name is Leo and Im writing on behalf of all the other lions here at Boredom and Faileys Magnificent Circus. In this letter, myself and the rest of the lions hope to respectfully express our dissatisfaction with some things that are going in and out of the ring. We hope that you can demonstrate a little empathy and put yourself in our paws for a beef, I mean, brief period of time. Since being bought by the circus and placed in your care, we felt as if the abuses against us have been numerous. First of all, the cages we have been kept in while not performing are far too small and uncomfortable for Kings of the Jungle such as us. If you took the time to visit us while were in our cages, you would see that we barely have room to stretch our legs or lie down comfortably for our big cat naps. These cages also prevent us from seeing our wives, girlfriends, and children. Can you imagine being locked up away from your family and only allowed to see them while working in the ring? Secondly, wed like to express our displeasure with the way that you treat us inside the ring. We understand that you must use that sharp tone of voice and commanding nature to show you are in control. But is it really necessary to use the whip and the fire to intimidate us during the performance? We have respectfully and faithfully served you for many years and have no intention of testing your authority as long as equal respect is shown towards us. Can you imagine your superior or your father using a whip and other malicious techniques to make you act a certain way? Remember, respect gets respect, Mr. Lion Tamer. Finally, and most importantly, wed like to ask you to completely stop the practice of selling our family members and loved ones to other circuses. Aside from meal time, which can also be improved by the way, the time we spend with our family is the only time in which we feel some sort of joy. When you take our family members and loved ones away from us, you lose our respect and

fuel the fires of anger and resentment. Try to imagine yourself in our situation: you have performed faithfully for the circus and your superior for many years, longer than we have actually known you. You have earned for the circus fame and riches unparalleled around the world. Imagine that as a reward for your hard work, your superior snatches your wife and son away from you in the middle of the night, and sends them off to a far away land, never to be seen again. Knowing from personal experience, I can tell you that it is the most unpleasant feeling and drains the joy from ones life. Mr. Lion Tamer, please understand that we, the lions, respectfully write this letter so as to help make life better for both parties. We understand our role as lions and accept your superiority, but we plead with you to empathize with our condition and attempt to improve our situation as your humble servants. Sincerely yours, The Lions of Boredom and Faileys

Role: _________________ Audience: ____________________ Format: ______________________ Topic with Strong Verb!: _________________________________________________
Student tasks:
1) Identify and fill in the RAFT elements from the letter from the lions. 2) Identify a perspective from the Rebellions against Slavery unit and write from one perspective to another. There are many possibilities: slave, slave owner, white non-slave owner, family of murder slave owner, etc. 3) Remember to choose and clearly state a ROLE, an AUDIENCE, a FORMAT (newspaper, letter, speech), and a STRONG VERB. 4) Assignment should be between 2-3 pages long and submitted in class on Friday. 5) Please ask for help if you need it!

You might also like