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Lesson 3: Life as a Slave

Primary and Secondary Sources

I. General Information:
Grade Level: 4th Grade
Discipline: Social Studies
Unit Topic: Slavery and the Underground Railroad
Time Frame: 45 Minutes (4 days)
Text: Slavery in the United States by Rebecca Rissman
Time Machine (1853): "Twelve Years a Slave," the case of Solomon Northup
from: https://newsela.com/articles/historic-news-12years-slave/id/17744/
Other Materials: Maryland Adventure Text, I pads, vocabulary words with
interview questions, anticipation guide, graphic organizer for interview questions, t-chart
for coparison of 1st and 2ndhand account on the life of a slave, chart paper,

II. Essential Questions


1. How does history shape the present?
2. How have various groups of people influenced the development of America?
3. What can we learn from analyzing major historical events?

Essential Understandings:
1. Slavery was an American cultural, political, and economic issue.
2. Slavery divided America both regionally (North and South) as well as
philosophically from the colonial period until the Civil War.

III. Standards/Indicators
Social Studies:

Standard 5.0 History


TOPIC A. INDIVIDUALS AND SOCIETIES CHANGE OVER TIME

INDICATOR
4. Analyze how the institution of slavery impacted individuals and groups in Maryland.

OBJECTIVES:
a) Compare the lives of slave families and free blacks
b) Describe the anti-slavery movement in Maryland.
c) Describe the growth of the Underground Railroad

English Language Arts:


CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.

CCSS.ELA-LITERACY.RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,
including what happened and why, based on specific information in the text.
CCSS.ELA-LITERACY.RI.4.4
Determine the meaning of general academic and domain-specific words or phrases in a
text relevant to a grade 4 topic or subject area.

CCSS.ELA-LITERACY.RI.4.6
Compare and contrast a firsthand and secondhand account of the same event or topic;
describe the differences in focus and the information provided.

Writing:
CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.

CCSS.ELA-LITERACY.W.4.8
Recall relevant information from experiences or gather relevant information from print
and digital sources; take notes and categorize information, and provide a list of sources.

CCSS.ELA-LITERACY.W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and
research.

IV. Lesson Objectives


Students will be able to explain the life of a slave.
Students will be able to to use information within a text to answer questions.
Students will be able to complete an interview with a slave asking questions and
answering questions using text evidence.

V. Evaluation/Assessment:
Formal: Students will complete an interview with a slave at the end of the lesson.

Informal: Througout the lesson various informal assessments will be admiistered


to check for understanding before their formal assessment. Teacher will ask questions
during the lesson to prompt responses, Participation responses

VI. Procedures:
Introduction
1. Students will complete an anticipation guide on the life of a slave.
` http://hti.osu.edu/sites/hti.osu.edu/files/slave_life_anticipation_guide.pdf

Teaching/Activities
Day 1
1. Read the Enduring Understandings and Essential Questions.
2. Introduce vocabulary words for this lesson: auction, slave, plantation,
master, abolish by completing interview a word strategy. (These are the
instructions for this strategy) Students will be in teams of 2-4 students. Give
each team a word and list of interview questions. Have students become
the wordand write answer to questions. Without revealing the word, the
teacher or a student acts as Interviewer and asks the questions as team
members read the answers to the questions. After the interview, the class
quesses the word.
3. Explain purpose for reading. We will be reading Chaper 2 to learn about the
life of a slave.
4. We will read chapter 2 aloud or students can listen to the chapter using
headphoones on Epic.
5. After reading: Ask the students what was life like for a slave?
6. Read Maryland Adventure text pages 173-174.
7. Ask: Did you learn anything new about the life of a slave.

Closure
Students will retake the anticipation guide to see if their answers changed
from the beginning of the lesson.

Day 2
1. Students will log onto Lino and answer the question about life as a slave.
What was life like for a slave? Or students can list any words that they think
of when they hear the word slave.
2. Students will be able to see all the responses in the class.
3. Explain purpose for reading. We will be reading a firsthand account of a
slave and looking into his life as a slave.
4. Take a look at the artilcle and talk about the structure of the text.
5. Students will talk about the structure of the text.
6. Read the article to some students, some students can read on their own.
This is a leveled text so students can read at their own reading level.
7. Ask the students: How is this article different from the 1st article.
8. Students will work in groups to compare the two articles using a t-chart.

Closure
Students will complete a video journal entry using SeeSaw talking about
what they learned today, life as a slave, anything interesting and why it was
interesting to them.

Day 3
1. Students will be completing an interview with a slave.
2. Before students get started, as a class we will come up with questions that
we may put in our interview.
3. List the questions on the board or chart paper.
4. We will make a success criteria (using I can statements) what is expected to
be successful when completing our interview.
5. Show a video of a interview to show the students what is expected.
6. Some students will work in partners and some will work on alone.
7. Students will create questions and answers for their interview on the
organizer.
Day 4
1. Students will get with their partner or alone and review their interview.
2. Students will record their interviews using Adobe Spark or I movie, or
TouchCast.
3. Students will place their interview on SeeSaw.
4. Review the success criteria that we built together as a class and let the
students know that they will be watching the interviews and giving peer
feedback.
Closure
Students will give peer feedback according to the success criteria that we built as
a class..

Resources:
Chapelle, Suzanne Ellery Greene. The Maryland adventure. Salt Lake City: Gibbs
Smith, 2001. Print.

Shelton, Mitchell. "The Daily Life of Slaves." History Teaching Institute. N.p.,
n.d. Web. 25 Apr. 2017.

"Vocabulary Strategies." Learning Tasks. N.p., n.d. Web. 25 Apr. 2017.

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