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Digital Unit Plan Template

Unit Title: Historical Literature of Slavery & Abolition

Name: Andrea Moreno

Content Area: English

Grade Level: 10th

CA Content Standard(s)/Common Core Standard(s):

Reading Standards for Literature

1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text,
including determining where the text leaves matters uncertain.
2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they
interact and build on one another to produce a complex account; provide an objective summary of the text.
3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with
other characters, and advance the plot or develop the theme.
Language Standards 10.2.3
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or
style, and to comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style manual
(e.g., MLA Handbook, Turabians Manual for Writers) appropriate for the discipline and writing type.
Speaking Listening 10.1
1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues,

presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively
incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or
justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through
the effective selection, organization, and analysis of content.
a. Introduce a topic or thesis statement; organize complex ideas, concepts, and information to make important connections and
distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other
information and examples appropriate to the audiences knowledge of the topic.
c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among
complex ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they
are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language
standards 13 up to and including grades 910.)
6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of
technologys capacity to link to other information and to display information flexibly and dynamically.
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 910 Reading standards to literature (e.g., Analyze how an author draws on and transforms source material in a specific
work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]).

b. Apply grades 910 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text,
assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning).
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of tasks, purposes, and audiences.
Big Ideas:

How can we learn about past society and culture from literature? What is Slavery? What barriers needed to be overcome to abolish
slavery? How has slavery changed (or remained the same) around the world? Does it still exist today?
Unit Goals and Objectives:

Students draw from what they have discovered to take on the persona of a person living in the time in which the stories were written. For
example, a student might create the persona of a teenager, slave, or slave master living on a plantation during and present to the class. By
the end of the unit, students will be able to compare and contrast how the treatment of slaves or race relations changed society (or
remained the same) in the last 100 years. Students will also write a paper discussing the racial and cultural barriers that are relevant in the

Unit Summary:

High school students study how historical literature reflects the past and the times in which it was created as well as the impact it can have
on the reader today. They will review excerpts from the four slave narratives written in Classic Slave Narratives: The Life of Olaudah
Equiano; The History of Mary Prince; Narrative of the Life of Frederick Douglass; and Incidents in the Life of Slave Girl and examine
primary sources from the time in which it was written. They analyze the data to produce a modern discussion of the narratives that takes
into account its historical context.

Assessment Plan:



Review Unit Resources


Slavery Webercise
Character Matrix
Reading Quiz Frederick
Douglass narrative
Reading Quiz Harriet Jacobs

Student autobiography
Critical essay

Lesson 1
Student Learning
Students will learn the
structure for writing an

Acceptable Evidence:
Students completion of
the worksheet.

X Communication
X Presentation
X Interaction

Lesson Activities:
Students will participate in a class lecture and complete the guided
notes worksheet.

Acceptable Evidence:
Students completion of
the worksheet.

X Collection
X Interaction

Lesson Activities:
Students will complete the webercise worksheet.

Acceptable Evidence:
See Rubric

X Organization

Lesson Activities:
Students will create a character matrix graphic organizer.

Lesson 2
Student Learning
Students will activate
prior knowledge through
researching various
topics on slavery.
Lesson 3
Student Learning
Students will
demonstrate reading
comprehension and
analytical skills.

Unit Resources:

Writing Rubrics
Character Matrix Sample and Rubric
Lecture Worksheet

Useful Websites:

Understanding Slavery Initiative

This site contains information about everything one needs to know about slavery.
18th Century Slave Codes/Laws
In the eighteenth century slaves were considered property, non-human, several laws were developed on how to deal with the slave. This
site contains a list of the government-sanctioned laws concerning slaves.
Slave Rebellion In America
Slaves endured many hardships and harsh treatment, but not all of them took it hands down. This site contains a brief history of some of
the most notable rebellions.
Slave Revolts in the Caribbean

Slavery began in the Caribbean before it reached America. On the islands, slaves tried to rise and defend themselves against their harsh
handlers, but to no avail. This site contains a brief description of those revolts.
Jim Crow Laws 1890's -1960's

After slavery was abolished in America and slaves received their freedom America still persecuted them. The Jim Crow Laws were
developed to suppress the black population from prospering. This site contains a list of those laws. (Note: most of these laws were in
effect up until the 1970's)
History of Slave Music
This site contains a brief history of the origins of slave music.
The Secret Messages Embedded in Slave Songs

Slaves did not just sing songs to pass the time; most often they sang them as a way to send messages or warnings to each other because
they were prohibited from communicating with one another. This site contains samples of songs and the messages they attempted to
Documentary of Slave Narratives
This site contains a documentary film narrated by Samuel Jackson, Whoopi Goldberg, and others reading aloud the slave narratives
recorded by congress.
Slavery in the 21st Century
This site contains information about slavery that still exists today.
Other Historical Literature for Further Reading

This site contains a list of other good books that offer insight into our nations history.