Expansion Slavery - 3 Lesson Plans

This AQ-SOE lesson planning template is intentionally far more detailed than a typical classroom lesson plan.
Through the use of this tool, you will carefully consider and document the many facets of
quality instructional planning. Sharing this documentation with faculty, field supervisors, and cooperating classroom teachers (CT’s) will help to inform them of your plans so they can provide support and
offer suggestions where appropriate.
Lesson Plan Template

Pre-Lesson
1. State Standards (or CCS - Common Core Standards) (InTASC Standard #4)
● List all relevant standards for this lesson, including content area (e.g., mathematics, science, social studies), ELA, technology, special
education, early childhood, etc.
2. Lesson Objectives & Targeted Outcomes (InTASC Standards #1, #3 & #4)
● What is the learning target based on the standard and the specific performance task or skill for this lesson?
● What are the success indicators for this lesson?
● Write the behavioral and instructional outcomes for this lesson in clear, concise, powerful statements that indicate exactly what all
learners will know, do, and be like when the lesson is completed.
● Use “The learner will...” or “TLW…”
2a. List the codes from your Unit Plan that will align your Part I: Desired Results codes and description (e.g, T1…, U1…) to each lesson.
3. Materials & Resources (InTASC Standard #7)

● List everything you will need to teach this lesson.
4. Knowing the Student (InTASC Standard #1 & #2)

● What preliminary skills or knowledge must students already have in order to complete this lesson successfully?
● What do your students already know about the topic and/or how well can they perform this skill?
● What, if any, “baseline” or pre-test data do you have?
5. Literacy Connection (InTASC Standard #7)

● In what ways are literacy skills and strategies being incorporated into this lesson?
5a. Academic Vocabulary: Words that easily transfer across contexts and outside of the classroom (e.g., analyze, investigate, evaluate)
5b. Content Vocabulary: Words specific to the content of the lesson (e.g., narrative, Pythagorean theorem, burpees).
6. Technology Integration (InTASC & ISTE Standards)

● Describe how you will use technology for instruction and delivery of content.
Link to Document: https://docs.google.com/document/d/13yLQEaYxn9plpGmB-q0GgeMQbEv83QHqzPJS9VZVn4Y/edit?usp=sharing
● Describe how students will use technology as part of this lesson.
Lesson Instruction
7. Instructional Procedures (InTASC Standard #1, #3, #5, #7, #8, #9)
● Describe how you will activate prior knowledge and introduce the lesson.
● Outline step-by-step procedures (e.g., introduction, activating prior knowledge, guided/modeled practice, group/paired/independent
practice, etc.) identifying how differentiation could be applied.
● How will you assess or measure whether students are learning during the lesson. (i.e., what are your formative assessment plans)?
● Prepare 5-10 probing questions for discussion and evaluation.
● What metacognitive activity will you employ that will allow students to “think about their thinking” as they progressed through the lesson?
8. Closure (InTASC Standard #8)

● How will you complete the lesson?
9. UDL, Differentiation, & Accommodations (InTASC Standards #2, #7, & #8)
● What lesson activities will ALL students be able to do, and which lesson activities will MOST students be able to do? (Reflect on targeting
potential differentiation needs.)
● What lesson activities will only SOME students be able to do? (Reflect on targeting students who need alternatives or who would benefit
from gifted extensions. Identify any students who might require support or extension and note where this support occurs in the Procedures
section below.)
● What IEP considerations/accommodations will you need to address in this lesson?
Post-Lesson
10. Assessment & Evaluation (InTASC Standard #6)
● How will you assess or measure whether or not students met the learning targets identified above (i.e., what are your summative
assessment plans)?
● What data will you collect? When? How?
● What follow-up (remedial and extension) activities will you have ready to assign?
11. Additional Notes

● Reflection (InTASC Standard #9 & #10)
○ Per your course instructor’s direction, reflect on this unit plan (e.g., post-instruction reflection, pre-instruction planning for error, peer
feedback, metacognition
● Cite references
○ Follow ethical/fair use guidelines and provide citations for resources used as the basis for this unit plan
● Unit resource links
Step-by-Step Lesson Elements
2
Student Name: Hannah Hazelbach
Grade Level: 8th Grade Subject Area: Social Studies: Expansion of Slavery Unit
1. State Standards:
8 – U4 2 2 The Institution of Slavery – Explain the ideology of the institution of slavery, its policies, and consequences
8 – U5 1 5 Describe the resistance of enslaved persons and effects of their actions before and during the Civil War
2. Lesson Objective(s):
● TLW inquire ways in which fables and trickster tales use various animals in different ways to portray human strengths and
weaknesses in order to pass down wisdom from one generation to the next.
● TLW provide evidence of human traits associated with fables/trickster tales as well as particular animals in the Uncle Remus
Brer Rabbit Tales and connect themes with key ideas of the institution and resistance of slavery.
● TLW differentiate between the cautionary lessons and morals of fables and the celebration of the wiles and wit of the
underdog in trickster stories.
● TLW analyze specific narrative and thematic patterns that occur in Afrocentric tales, particularly those of resistance.
● TLW endorse the importance of oral tradition in the African culture, and as an educational tool in analysing primary sources.
2a. List Unit Plan, Part I: Desired Results codes and description (e.g, T1…, U1…)
● T1, T2, U2, U5,S1, S3, K3, K4
3. Materials & Resources:
Internet access: Google classroom, Youtube
DVD copy of Song of the South
Pencil/Paper
Digital and hard copies of Brer Rabbit Tales
Computer/Tablet
Guided Essential Questions Sheet
4. Knowing the Students:

● Students must have an understanding of slavery in the north and south antebellum, including the concept of slavery, how slaves were
transported and auctioned, the oppressive nature of slave owners and the restriction of freedom, the underground railroad, the
importance of slave narratives, and a basic understanding of the rise of the abolitionist movement.
● Students will have practiced annotating, analysing, and discussing primary sources including slave narratives. Students will transfer
knowledge from these activities into interpreting slavery represented through fable/trickster tales.
● The instructor will have “baseline data” from previous discussion activities, student’s work annotating previous narratives, and intro
activity of this lesson activating prior knowledge of fables/trickster tales and reader/author perspectives.
5. Literacy Connection:
CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
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Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social
studies.
Describe how a text presents information (e.g., sequentially, comparatively, causally).
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
5a. Academic Vocabulary: 5b. Content-Area Vocabulary:
Evaluate, discover, analyze, defend, inquire, describe, Antebellum, secession, abolitionist, agriculture, plantation, northern territory, southern territory,
endorse, acknowledge, claim, evidence, reasoning, Fugitive Slaves Act, Trans-Atlantic Slave Trade, slavery, industry, underground railroad, slave
primary source, secondary source, interpret, draw narratives, fugitive slaves, Brer Rabbit Tales, Uncle Remus
conclusions, convey, theme, synthesize, explain
6. Technology Integration:
Students will read and various Brer Rabbit Tales either digitally via computer/tablet, or use a hard copy.
Students will watch examples of the Brer Rabbit Tales from the Disney movie Song of the South
Students have the ability to respond to questions about the tales electronically or handwritten.
Estimated 7. Instructional Procedures 9. UDL, Differentiation, and

Time Accommodations
Introduction/Activate Prior Knowledge:
● Bell ringer: Play telephone. The instructor starts by sending a message hinting
about what the lesson is going to be about. See if it comes out the same way
at the end. Oral history changes as it is passed down from generation to
generation. Ask students if they intentionally changed information because
5-7 minutes they were couldn’t remember what they heard.
● Brainstorm with students either electronically through Google Classroom via a
Google Drive document for each student to write comments with their name,
or on the board what they know about trickster/fable tales. Leave their
responses in a visible location for students to reference throughout the lesson
and unit.
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1-2 class Step-By-Step Procedures (including formative assessment and metacognition): ● For the student who does not
periods 1. Acknowledging the idea of trickster tales/fables, their origin, how they were meet the reading level:
passed along, and their purpose. o Students will spend time
a. Fables and trickster stories are short narratives that use animal focusing on one Brer
characters with human features to convey folk wisdom and to help us Rabbit tale using
understand human nature and human behavior. These stories were Rewordify.
o Students can respond
originally passed down through oral tradition and were eventually
to questions using the
written down. Trickster tales derive from the Asante people of Ghana Text to Type icon that
and were brought by African slaves to the Caribbean and parts of the records and interprets
U.S. These tales developed into Brer Rabbit stories and were written an oral response from
down in the
b. Introduce the19th
ideacentury in the
that these American
tales South. to give hope and
were created the students
provide a message to escape ● For the student who is a
c. Acknowledge how human traits that are represented through animals straight A and sleeps:
o Students write their own
portrayed human strengths and weaknesses
short fable or trickster
2. Re-emphasis how the oral tradition of storytelling was incredibly important to tale given what they
slaves and African culture itself. know of the style of this
a. Ask students what might be some pros and cons of oral history in type of writing.
general, and pros and cons of using oral history to study subjects such o Students would also be
as slavery. Students can brainstorm in table groups or with partners. encouraged to find and
Chart student responses electronically or on the board as they connect study other Brer Rabbit
to the ideas of fables/trickster tales. tale on their own that
3. Introduce the Brer Rabbit Tales was not discussed in
a. Introductory points that need to be addressed before diving into the class.
text.
i. White children of the South were also told the Brer Rabbit
stories.
ii. As with any oral tradition, stories are altered in the re-telling.
iii. Joel Chandler Harris, a White Southerner from Georgia, heard
these stories as a child and profited from publishing the tales
after the Civil War. He also included a caricature of a slave
called Uncle Remus.
iv. The unfortunate history of the Brer Rabbit Tales in their
relationship to Disney’s Song of the South being racist and
inaccurate.
Acknowledge that this is a single perspective, and it is
up to the students as historians to determine whether or
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not this is true.
4. As a class, read one of the tales while following along to an audio recording
addressing the difficult dialect.
5. Watch first part of Brer Rabbit Tales (“Brer Rabbit Runs Away”-stop at 1:34)
(USE SUBTITLES to point otr the dialect/oral tradition)
a. Ask questions: What is Uncle Remus’s role in the story? How is he
portrayed? Is this problematic? Who does the Brer Rabbit represent-
what kind of animal is he? How do you think that contributes to his
character/role in the story?
b. Considering the idea “If yu follow trouble, trouble follow yu” have
students predict what they think will happen to Brer Rabbit.
6. Watch the rest of the clip
a. Ask questions: Who do Brer Fox and Brer Bear represent-what kind of
animals are they? How do you think that contributes to his
character/role in the story? How may the portrayal of their role be
problematic? Was your prediction correct?
7. Watch another clip: “Tar Baby”? “Everybody’s got a Laughing Place”?
a. Questions will correlate with whatever clip we observe.
Guiding Essential Questions for the Lesson:
● What is a fable, and how are fables different from other types of stories?
● What is a trickster tale, and how is it different from other types of tales and
from fables?
● Which human qualities have been associated with different animals?
● Why do fables and trickster tales use animals to point out complexities in
human nature and feelings?
● What kinds of wisdom about human nature and human behavior do we learn
from fables, and how is this wisdom relevant today?
8. Closure: Students will respond to a question in their journals. Journals will be left
in the classroom for the instructor to evaluate throughout the unit, and assessed
based on whether or not the student shows effort in engaging with the content
from their own perspective. Journals are guaranteed anonymity between the
student instructor unless the content indicates additional need or violates the
codes of the school.
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10. Assessment & Evaluation:
● Students will have met the learning targets if they are able to engage and
respond with the guided questions, reflecting an understanding of the
importance of the oral tradition in African culture as a way of coping with the
institution of slavery, and providing hope for a better future for those who
escaped slavery following the abolitionist movement.
● I will collect the guided questions (electronically or hard copies) from students
at the end of the lesson, reflect where there is understanding, and where there
are still potential gaps in student’s knowledge and understanding of the use of
oral tradition, and promptly give them back to students to have for future
reference.
● Extension activities
o Students write their own short fable or trickster tale given what they
know of the style of this type of writing.
o Students would also be encouraged to find and study other Brer
Rabbit tale on their own that was not discussed in class.
● Remedial
o Students will engage with a Brer Rabbit tale using Rewordify which
edits the language of the text so students who are ELL and students
with dyslexia can understand the content.
11. Additional Notes:
Box Tales Theater Company. (n.d.). B’rer Rabbit and Other Trickster Tales from Around the World. Retrieved from
http://www.ettc.net/tah/lessonPlans/plandetails.cfm?ID=1896
Harris, J. C. (n.d.). Legends of the Old Plantation. Retrieved from http://xroads.virginia.edu/~UG97/remus/selections.html
Langel, B. (n.d.). Understand Slave Culture Through Oral Tradition. Retrieved from Understand Slave Culture Through Oral Tradition Retrieved
from http://www.ettc.net/tah/lessonPlans/plandetails.cfm?ID=1896
Michigan Department of Education. (n.d.). Michigan K-12 State Social Studies Standards Draft. Retrieved from
https://www.michigan.gov/documents/mde/SS_May_2018_Public_Final_622357_7.pdf
Scoring Rubric
for Lesson Plans1
1 Any missing elements will be given a score of zero (0).

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Student Name: Subject Area: Grade Level:
Below Sufficient – 1 Sufficient – 2 Above Sufficient – 3 Score
Not all relevant standards listed, irrelevant

State Standards standards listed, and/or standards only listed by
Labels by letter/number and includes full-text Labels by letter/number and includes full-text
InTASC #4 descriptions for most relevant standards. descriptions for all relevant standards.
letter/number label.
Standards-based objectives used to create Standards-based objectives are specifically

Lesson Objectives & Outcomes and objectives provided but minimally
learning targets and performance outcomes connected to targeted outcomes; and are
described and addressed. Outcomes and
Targeted Outcomes objectives not connected to standards and/or not
identifying some success indicators. Outcomes clearly and powerfully created as TLW
InTASC #1, #3, & #4 are written in action-based statements focusing statements incorporating active verbs
stated as action statements (e.g., TLW).
on what the learner will do. connected to the levels of Bloom’s Taxonomy.
A rich variety of materials/ resources included

to facilitate meeting content standards (e.g.,
Few materials/resources listed. A haphazard or
Most necessary materials/resources listed in an creative use of technology, children’s
Materials & Resources poorly-defined collection that appears to be
organized way and clearly identified and literature, material artifacts, primary sources,
InTASC #7 unrelated to lesson/students’ needs. Minimal
related to the lesson/students’ needs. and guest speakers). Each resource serves an
organization apparent.
identifiable purpose in the lesson and
increases all students' learning.
Comprehensive awareness of students’ prior
Minimal awareness of students’ prior knowledge Moderate awareness of students’ prior
knowledge and performance abilities clearly
Knowing the Student and/or performance abilities; awareness knowledge and/or performance abilities;
indicated and connected to outcomes and
InTASC ##1 & #2 minimally connected to lesson outcomes; no awareness adequately connected to lesson
flowing from pre-assessment (e.g., quizzes,
apparent pre-assessment indicated. outcomes and flows from pre-assessment.
brainstorming, questioning, discussion, etc.).
Literacy supplements the material and/or Uses literacy strategies that allow students to
Literacy consists only of reading/writing the
provides opportunities to interact beyond the utilize and create texts to achieve lesson
textbook or simple texts at a basic level (e.g.,
Literacy Connection & textbook. Utilizes digital environments for outcomes (e.g., double-entry journal,
reading/writing a passage). Minimal teacher and
both instruction and student interaction (e.g., blogging). Allows student to interact in and
Technology Integration limited student use of digital technology (e.g.,
breakouts, Kahoot, online quizzes/surveys) create digital environments and artifacts (e.g.,
InTASC & ISTE Standards reading from a media presentation). Does not
where appropriately enhances learning. create Google sites). Provides detailed
provide an adequate rationale for the absence of
Provides adequate rationale for the absence of rationale for the absence of technology
technology integration.
technology integration. integration.
Instructional Procedures Few procedures indicated or procedures Procedures provide a series of actions and Procedures demonstrate logical expansion of
InTASC #1, #3, #5, #7, #8, & #9 incorporate a simple series of actions minimally activities that examine the objectives and work objectives through an effective and cohesive
addressing targeted outcomes at a surface level; toward some of the intended outcomes, and plan that incorporates instruction, modeling,
minimal involvement of effective learning logical or scaffolded in a way that and practice at a surface and deep level in a
strategies, multiple lesson procedures missing demonstrates effective instruction at surface scaffolded and timely manner; incorporates
(e.g., activating prior knowledge, student and deep levels; includes most lesson effective learning strategies (e.g., mind
practice, metacognition, probing questions, etc.). procedures (e.g., activating prior knowledge, mapping, quick writes, etc.) includes all lesson
Baseline measures are not indicated or learning strategies, student practice, procedures (e.g., activating prior knowledge,
addressed. metacognition, at least 5 probing questions, engaging learning strategies, rigorous student
etc.). Baseline measures are utilized to practice, metacognition, 6-10 probing
determine lesson starting point and/or questions, etc.). Baseline measures are utilized
accommodation needs. to determine lesson starting points, identify
student skill deficits, and provide
accommodations for students who do not have
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the preliminary skills needed for lesson
success.
Teacher elicits and facilitates student
Minimal closure evident. For example, teacher Teacher summation of what was accomplished, summation of what was accomplished,
does not express or facilitate summation of what connections to larger unit learning objectives connections to larger unit learning objectives
Closure was accomplished, connections to larger unit and/or real-world applications, and attempts to and/or real-world applications, and motivation
InTASC #8 learning objectives and/or real-world motivate for further learning (e.g., closing/ for further learning (e.g., brief QAR,
applications, or motivation for further learning. summary statement, etc.). celebration of student work, transition to next
lesson, etc.).
Somewhat incorporates Universal Design for Fully incorporates Universal Design for
Does not incorporate Universal Design for
Learning by utilizing some modalities (e.g., Learning by utilizing multiple modalities (e.g.,
Learning by failing to utilize more than one
linguistic, visual, audio, gestural, and spatial) linguistic, visual, audio, gestural, and spatial)
modality (e.g., linguistic, visual, audio, gestural,
in instruction, student response, and/or in instruction, student response, and
or spatial) in instruction, student response, and/or
assessment. Partially identifies and/or assessment. Clearly identifies and addresses
assessment. Minimally addresses how students
UDL, Differentiation, & addresses how students from different cultures how students from different cultures and with
from different cultures or with varied skill sets
Accommodations or with varied skill sets will be successful varied skill sets will be successful (e.g.,
will be successful (e.g., students with IEPs,
InTASC #2, #7, & #8 (e.g., students with IEPs, English language students with IEPs, English language learners,
English language learners, gifted students, etc.).
learners, gifted students, etc.). Attempts to gifted students, etc.). Seamlessly integrates
Does not attempt to integrate accommodations
integrate accommodations and modifications accommodations and modifications (e.g.,
and modifications (e.g., scribe, enlarged text,
(e.g., scribe, enlarged text, extra time, scribe, enlarged text, extra time, shortened
extra time, shortened assignments, alternative
shortened assignments, alternative assignments, alternative assessments, etc.).
assessments, etc.).
assessments, etc.).
Assessments are present in the lesson plan and Clear and comprehensive assessments plans
provide information on student progress or are present. Assessments are indicated
acquisition of lesson outcomes. Assessments throughout the lesson and provide the teacher
Assessment is minimally included with only a measure one or more relevant aspects of the with direct feedback on student acquisition of
final, simple measure that may or may not assess learning outcomes, but do not address all all target outcomes with opportunities for the
Assessment & Evaluation targeted learning outcomes. Assessment does learning outcomes. Assessment provides some teacher to adjust instruction and clearly
InTASC #6 not provide opportunities for data to inform information for future lesson planning/closing provides information for future lesson
future lesson planning. the loop. planning/closing the loop.
Clearly outlines all required procedures and

Not professionally presented, including Professionally presented, including consistent
elements in a connected and sequential plan
Professional Presentation inconsistent formatting, not typewritten, lacking formatting, typewritten, well organized and
that is well organized for instructional
InTASC #9 clear organization. Grammar/mechanical errors clearly written. Minimal grammar/mechanical
purposes. No grammar and spelling errors.
are found throughout the document. errors.
Typed.
Comments:
Total: /30
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9. State Standards:

● TLW evaluate maps of the Middle Passage, and draw conclusions between the geographic locations of the routes that ships took
during the Transatlantic slave trade.
● TLW interpret and make connections between elements of African slavery during the colonial period in North America (e.g. relocation of
Africans to the Caribbean and North America, the slave trade and "the Middle Passage")
● TLW describe and analyze the contributions of African slaves to economic development in the Americas (e.g. rice cultivation and cattle
raising in South Carolina) and the transmission of African cultural heritage (e.g. through religious practices, dances, and work songs).
● TWL analyze primary sources written by participants in the Atlantic Slave Trade in order to understand the process of enslavement.
● T2, U2, K1, K2
● Internet access
● Google Classroom
● Computer/Tablet
● Pencil Paper
● Hard Copies of Maps
● Voyages Database
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● Students will have created a KWL chart, and will have analyzed how slavery came to the United States because it was successfully
instituted by other countries, and the United States heavily took ideas from other nations before it formed its own culture. Students will
complete the lesson successfully if they are able to evoke empathy and cultural conscious of this difficult topic within a difficult and
complex unit.
● In the class period before this lesson, students will have engaged with the concept of slavery in relationship to other countries, and
tying in details about slavery that they may have learned in other courses. Slavery is an incredibly complicated topic, therefore students
will be coming into this idea from diverse perspectives. Any misconceptions students may have had about the ideas of slavery will have
been addressed, and will continue to be addressed as they occur throughout the unit. Students will perform the skills of this lesson well
if they are able to recognize their own perspective, put themselves in the mindset of the cultural era, and are able to apply their
knowledge of both perspectives in a way that evokes empathy.
● I am not requiring a pre-test for this unit, baseline data will come from student discussions on the first class period of the unit in addition
to their KWL charts that will be added to throughout the unit.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social
studies.
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Evaluate, discover, analyze, defend, inquire, describe, Antebellum,, agriculture, plantation, northern territory, southern territory, Fugitive Slaves Act,
endorse, acknowledge, claim, evidence, reasoning, Trans-Atlantic Slave Trade, slavery, industry, Fugitive Slaves
primary source, secondary source, interpret, draw
● The instructor will use the website
http://www.slate.com/articles/life/the_history_of_american_slavery/2015/06/animated_interactive_of_the_history_of_the_atlantic_slave_
trade.html. and have students reflect on the animated map of 15,790 slave ships in 2 minutes.
● Students will use google classroom and a online database Voyages to explore the transatlantic slave trade
● Students will respond to essential questions and journal topic in an electronic or hard copy format
Time Accommodations
10-15 o Ask students how many students are in the class without absences.
minutes Record response on the board.
o Ask students how many students are in the grade level without
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absences. Record response on the board.
o Ask students how many students are in the school without absences.
Record response on the board.
o Ask students how many students are in the entire school district
without absences. Record response on the board.
o Ask students to hypothesize why the certainty over the numbers
decreases as the quantity of pupils queried increases. Ask students
why it matters that the school or school system treats them as
individuals rather than numbers.
o Explain that students face a similar problem with statistics in history.
When historians turn people into numbers, students are responsible
for making the effort to turn the numbers back into people again. If
they do not, they lose the essence of the people's lives—something
students do not appreciate when it happens to them.
▪ This is unfortunately what happens with the teaching-learning
of slavery, and why we have the responsibility to maintain
cultural consciousness in order to resist falling into the trap.
o Quick Write:
▪ Prompt: The colonial archaeologist, Ivor Noël Hume once
observed, "Whenever we turn people into numbers and back
again, we invariably lose something, and what we lose is life."
As you study the Atlantic slave trade, what can you do to help
yourself remember that these were people rather than
numbers?"
▪ Students have the opportunity to share/post their responses.
30-40 Step-By-Step Procedures (including formative assessment and metacognition): ● For the student who does not
minutes 8. Introduce how the transporting slaves happened in other countries, and how meet the reading level:
the United States adopted these ideas. o Students will have a
9. The instructor will play an animated map of 15,790 slave ships in 2 shorter list of guided
minuteshttp://www.slate.com/articles/life/the_history_of_american_slavery/201 questions for the
5/06/animated_interactive_of_the_history_of_the_atlantic_slave_trade.html. Voyages assignment.
Students will reflect on what they observe. o Students can use
10. The instructor will project an image of a ship holding slaves, and other primary Rewordify to translate
source images. Students will respond to the images individually or in pairs. difficult sentences or
a. What are these images communicating? / What is the purpose of ideas to a level of their
these images? understanding.
b. Why were slaves beaten during the Middle Passage? o Students can have
c. What was the purpose of the Transatlantic Slave Trade? questions or content
d. With that many people in such a small area, what types of problems do read to them by a
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you think occurred? parapro or another
11. In pairs of 2-3, students will explore the database Voyages and complete a student.
guided questions worksheet https://slavevoyages.org ● For the student who is a
12. Essential Guiding Questions: (a combination of direct questions, and analysis straight A and sleeps:
questions) o Students will research
a. To which nation were more Africans transported than any other? Phillis Wheatley,
b. To which region (North American, Caribbean, or South America) were focusing particularly on
more Africans transported than any other? her early life as a slave
c. Why North America was the least common destination? and being brought from
d. Why might males be higher demand than females or children? Africa to America.
13. Read a Primary Source of the Middle Passage as a class (if time) o Students will read and
(add more steps as needed) annotate poem On
Being Brought From
Africa to America by
Phillis Wheatley and
write a short response
with specific evidence
regarding the meaning
of the poem, the
effectiveness of the
author, and why they
think Wheatley would
write about this topic?
16. Closure:
5-7 minutes ● Metacognitive: Journal Reflection From the perspective of a slave owner and
a slave, what were the effects of the transatlantic slave trade?
● The completion of the guided questions sheets, as well as student
participation in group discussion will allow me to measure whether or not
students have met the learning targets.
● What data will you collect? When? How? I will collect the guided questions
sheets, provide feedback, and promptly return them to students for them to
reference in the future. Journals will also allow me to see where students are
in their comprehension of this difficult topic.
● Extension: Students who finish the guided questions for the Voyages
database early will evaluate their responses to the guiding questions and use
specific textual evidence to answer the question “What impact did the
growing demand for labor in the Americas have on justifications for
slavery?
● Remedial: Some students will be given an extension for the Voyages guided
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questions, and only have to answer select questions.
The New York Public Library. (2005). The Trans Atlantic Slave Trade Education Materials. Retrieved from
http://www.inmotionaame.org/education/lesson.cfm?migration=1&id=1_001LP
Wake County Public School System. (n.d.). Transatlantic Slave Trade. Retrieved from
https://gougesocialstudies.weebly.com/uploads/8/8/7/9/8879749/slave_trade_activity_2017.pdf
Wheatley, P. (n.d.). On Being Brought from Africa to America by Phillis Wheatley. Retrieved from
https://www.poetryfoundation.org/poems/45465/on-being-brought-from-africa-to-america
14
17. State Standards:
8 – U5 1 5 Describe the resistance of enslaved persons and effects of their actions before and during the Civil War
8 – U5 1 1 Compare the differences in the lives of free black people (including those who escaped from slavery) with the lives of free white
people and enslaved persons.
● TLW Read, annotate, and analyze segments of primary source slave narratives as well as modern day non fiction texts that incorporate
the difficult topic of slavery.
● TLW evaluate, interpret, and discuss complex literature and transfer their knowledge of slavery to human accounts
● TLW affirm the value of historical narratives as a tool for historians through the analysis of primary sources
● TLW explain the challenge of recording completely “accurate” history
● TLW Use textual evidence to explain the negative effects of slavery on whites and blacks
● T1, T2, T3, Q2, U2, U3, U5, S1, S2, S3, S4, K2, K4

Pencil
Paper
Pens (multicolored)
Highlighters (multicolored)
Sticky Note tabs (multicolored)
Segments of Slavery Nonfiction narratives (1 copy of each, groups will rotate)
Students will come to class with different annotation skills that work for them.
I will have data from students from other slave narratives we read prior to this one. Harriet Jacobs is by far the most intense narrative that we
will read as a class.
Pre Assessment data will come from graphic organizers, previous classroom discussions, and journal entries.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions.
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Analyze the relationship between a primary and secondary source on the same topic.
Evaluate, discover, analyze, defend, inquire, describe, Antebellum, secession, abolitionist, agriculture, plantation, northern territory, southern territory,
endorse, acknowledge, claim, evidence, reasoning, Fugitive Slaves Act, Trans-Atlantic Slave Trade, slavery, industry, underground railroad, slave
primary source, secondary source, interpret, draw narratives, Harriet Jacobs, Fugitive Slaves
N/A

Time Accommodations
Introduction/Activate Prior Knowledge:
5-7 minutes ● Using what students know about slavery, they will fill out an anticipation guide
with various questions about the text they are about to analyze.
Step-By-Step Procedures (including formative assessment and metacognition): ● For the student who is a
14. Since Incidents in the Life of a Slave Girl is written as an autobiography, straight A and sleeps:
students will need to consider its authenticity and the reliability of Jacobs as o Student/situational
the narrator of the story of her own life. dependent. Analyze
15. Students will outline Jacobs’s life before they read a segment of her narrative how elements of the
16. Using the following printed website biographical resources, students will slave narrative are still
create a chart listing five central events in Jacobs’s life. existing today. Students
a. http://docsouth.unc.edu/fpn/jacobs/summary.html. will choose a book from
b. http://docsouth.unc.edu/fpn/jacobs/bio.html the closing book talk,
c. http://www.pbs.org/wgbh/aia/part4/4p2923. html spend time reading it in
d. http://www.pbs.org/wnet/ slavery/experience/gender/spotlight.html depth, and report back
17. As a class compare the charts of “central events” and discuss why there are how ideas of racism and
similarities or differences in the charts. slavery are present in a
18. As a class, discuss the following questions: modern day setting.
a. Are there events in Jacobs’s life that she would find too difficult or ● For the student who does not
private to share in an autobiography? meet the reading level:
b. Are there events she would want to emphasize? Why? o Some groups will have
19. The instructor will address how Jacobs wrote under an assumed name, Linda shorter reading
Brent, and used pseudonyms to refer to important people and places in her segments than others,
story. Although she insists in the preface, “I had no motive for secrecy on my and will be asked to
own account,” she nonetheless felt it important to shield herself. focus on 1-2 main
20. Read one segment of Harriet Jacobs’s Incidents in the Lives of a Slave Girl. ideas.
(Classroom read aloud?) o The instructor will use
21. The instructor will pair students in groups of no more than two students Rewordify to translate
working together and four students per group at one time. difficult sentences or
22. Students will examine examples of other non-fiction text such as Fever 1793, ideas to a level the
Chains, Copper Sun, Hang a Thousand Trees with Ribbons, and The Skin I’m student can understand
In.
23. Students will choose a quote from their reading segment and write a
response with specific evidence to the questions
a. “How is slavery depicted in this text?
b. How does the perspective of the narrator play a role in the depiction of
slavery?” and bring a printed copy
24. The instructor will notify students to switch groups. to class.
25. Students will repeat the same process until they have read all of the o Students can have
segments. questions or content
26. Students will lay out their responses to all of the texts and search for common read to them by a
themes, tone, and vocabulary. parapro or another
27. Students will write one final response using textual evidence of their own student.
responses to make a claim that explains the challenge of recording completely
“accurate” history, how this contributed to the effects of slavery for whites and
blacks in the 1800s, and what does this reveal to us about our attitudes
towards racism today.
(add more steps as needed)
24. Closure:
● The instructor will give a book talk (including reading aloud a segment) and
provide students with multiple options for further reading.
● Listen to gospel music by Mahalia Jackson that reflects the spirit of resilience
and resistance that was apart of the culture of African Americans throughout
the Civil Rights era
● Metacognitive: Journal Reflection regarding similarities and differences
between other slave narratives they have read. Acknowledge any questions
they still have, and things that have stuck with them.
● Extension: Student/situational dependent. Analyze how elements of the slave
narrative are still existing today. Students will choose a book from the closing
book talk, spend time reading it in depth, and report back how ideas of racism
and slavery are present in a modern day setting.
● Remedial: Some groups will have shorter reading segments than others, and
will be asked to focus on 1-2 main ideas.
Manfra, M. M. (n.d.). A Teacher's Guide to the Signet Classics Edition of Harriet Jacobs's Incidents in the Life of a Slave Girl. Retrieved from
https://www.penguin.com/static/pdf/teachersguides/IncidentsSlaveGirlTG.pdf

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This AQ-SOE lesson planning template is intentionally far more detailed than a typical classroom lesson plan.

Lesson Plan Template

3. Materials & Resources (InTASC Standard #7)

4. Knowing the Student (InTASC Standard #1 & #2)

5. Literacy Connection (InTASC Standard #7)

6. Technology Integration (InTASC & ISTE Standards)

8. Closure (InTASC Standard #8)

11. Additional Notes

Step-by-Step Lesson Elements

4. Knowing the Students:

Estimated 7. Instructional Procedures 9. UDL, Differentiation, and

Guiding Essential Questions for the Lesson:

1 Any missing elements will be given a score of zero (0).

Below Sufficient – 1 Sufficient – 2 Above Sufficient – 3 Score

Not all relevant standards listed, irrelevant

Standards-based objectives used to create Standards-based objectives are specifically

A rich variety of materials/ resources included

Clearly outlines all required procedures and

10. Lesson Objective(s):

19. Materials & Resources:

Estimated 23. Instructional Procedures 9. UDL, Differentiation, and

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