Lesson #3: John Brown and Nat Turner (65 minutes) Social Studies

Essential Questions a) What conflicts developed between the northern and southern states in the years following the American Revolution and led to the Civil War? b) Who was John Brown and why is he important? c) Who was Nat Turner and why is he important? d) What is an abolitionist? NCSS Themes NCSS Themes Addressed: o III: People, Places, and Environments o VI: Power, Authority, and Governance o X: Civic Ideals and Practices Objectives VS. 7a Students will be able to demonstrate knowledge of the issues that divided our nation and led to the Civil War by a) Identifying the events and differences between northern and southern states that divided Virginians and led to secession. Visual Arts o 4.3: The student will use imaginative and expressive imagery to create works of art. o 4.18 The student will analyze works of art based on visual properties and contextual information. o 4.19 The student will interpret works of art for multiple meanings. Students will be able to o Determine cause-and-effect relationships. (VS.1b) o Compare and contrast historical events. (VS.1c) o Sequence events in Virginia history. (VS.1f) o Interpret ideas and events from different historical perspectives. (VS.1g)

Materials for Learning Activities Students will need pencil, Social Studies notebook, Essential Knowledge #3 handout, Important Abolitionists handout, Our Virginia: Past and Present social studies textbook. Teacher will need white board, expo markers, lap top, projector, John Steuart Currys Tragic Prelude (portrait of John Brown), Map of Harpers Ferry, Nat Turners Slave Rebellion by Michael Burgan and John Browns Raid on Harpers Ferry by Jason Glaser (both are graphic novels). Procedures for Learning Activities

Introduction Whole Group 5 minutes o Teacher will review terms Abolitionist and Underground Railroad. Teacher will discuss that Harriet Tubman was a peaceful abolitionist, and although people were fighting for the same cause there were those who took to violence. o Teacher will introduce the names of the two new abolitionists they will study today, Nat Turner and John Brown. Nat Turner Whole Group and Small Groups 25 minutes o Teacher will hand out Essential Knowledge #3 handout and Important Abolitionists worksheets. Teacher will introduce Nat Turner to class. Slave and Preacher Enslaved in Southampton County, VA (Where there were more slaves than free whites) o Teacher will assign groups of four, using Our Virginia: Past and Present social studies textbook (p.112) students will search for answers to discover who Nat Turner was. Students in small groups will search in textbook for answers. Teacher will actively monitor room and help with clarification. o Teacher and class will review worksheet. Important: Nat Turner led rebellion with slaves and some whites. Goal was to kill all white plantation owners, 100-200 slaves and 57 whites killed, tried to start slave rebellion, laws against slaves became much harsher. o Teacher will play 4 minute video http://www.history.com/videos/nat-turners-rebellion#nat-turnersrebellion

John Brown Whole Group and Small Groups 30 minutes o Teacher will have students look at John Steuart Currys painting, Tragic Prelude, the famous portrait of John Brown and have students write down everything they notice about the art in their social studies notebooks. (5 minutes) o Teacher will discuss students findings with students. Potential talking points: What is prominent in this picture? The sunny Union vs. the burning Confederacy John Brown standing on two dead soldiers. Artists use of colors, size, and placement. o Teacher will introduce John Brown. Abolitionist and commander of forces during Bleeding Kansas

John Brown led a raid on Harpers Ferry, Virginia (largest collection of weapons in the south) Vocab: Armory a place where weapons are made and stored

o Teacher will display map/pictures of Harpers Ferry. Activate prior knowledge by using Shenandoah and Potomac Rivers as mapping points. o Teacher will assign groups of four, using Our Virginia: Past and Present social studies textbook students will search for answers to discover who Nat Turner was. Students in small groups will search in textbook for answers. Teacher will actively monitor room and help with clarification. o Teacher and class will review worksheet. Important: Wants to arm southern slaves and lead a slave rebellion, not a single slave joins Brown and his men, federal troops led by Colonel Robert E. Lee, caught and executed. o Teacher will inform students that all papers from class are to be kept in their social studies notebook that will be collected at end of Civil War unit. Closing Whole Group 5 minutes o Teacher shall handout the timeline (copy p. 126 of textbook) for students to have for future reference. o Teacher will inform students for homework they are to fill out a Venn Diagram of Nat Turner and John Brown (at least 2 examples each section) and answer two questions. Extensions: o Students will create comic strip using about Nat Turner or John Brown in language arts using knowledge gained from this lesson. o Students will learn how the slave revolt and raid on Harpers ferry helped lead to secession. o Students will write in their KWHL sheet in their reflection notebooks during writing. Students will update this chart during the entire unit. Technology Integration o Laptop, projector, Smart Board (if applicable)

Assessment Students will be assessed by their participation in whole group discussion and group work and ability to answer questions Students will be assessed that their Essential Knowledge were filled out

Students social studies notebook will be collected at end of Civil War unit for grade

Differentiation Auditory listeners will benefit from teacher led instruction Visual learners will have access to see white board projections of maps and Video will be presented to discuss the life of Harriet Tubman Verbal learners will be able to orally explain their thinking in whole group and partner settings Intrapersonal learners will have opportunity to work in whole and small group.

Lesson plan by Mr. Youngberg George Mason University EDCI 554